The Yankee Stadium’s History Free Essays

Any conversation of the historical backdrop of New York City without a background marked by the New York Yankees would resemble portraying Pavarotti without referencing his voice. Furthermore, any conversation of the Yankees without including Yankee Stadium would be ridiculous. What's more, when you get directly down to the quick and dirty of verifiable real factors enveloping the Yankees and Yankee Stadium you need to incorporate Babe Ruth. We will compose a custom paper test on The Yankee Stadium’s History or on the other hand any comparable point just for you Request Now The Babe, the â€Å"Bambino,† the â€Å"Sultan of Swat,† was the explanation the Yankees manufactured Yankee Stadium, and that is the reason they call it â€Å"The House That Ruth Built.† The Yankees are past any sensible uncertainty the head group in Major League Baseball. They have been in the World Series multiple times since the American League was formed in 1900 †and they have won 26 of them. The groups tied for second most World Series Championships are the Cardinals and Athletics with 9. The Yankees have been in New York since 1903; already they were in Baltimore known as the Baltimore Orioles. They began in New York as the Highlanders, playing at Hilltop Park (today, the Columbia-Presbyterian Medical Center sits where Hilltop Park was found). They played in the Polo Grounds (offering it to its host group, the National League New York Giants) from 1913 to 1920. The Yankees turned out to be prevalently known as the â€Å"Yankees† around 1904; and when the New York Herald provided details regarding April 15, 1906, â€Å"Yankees dominate opening game from Boston, 2-1,† it was pretty much authority they were not, at this point the Highlanders. Then, following the birthplaces of Yankee Stadium appropriately incorporates a concise describing of how Babe Ruth got to the Yankees; he was the flash that lit the fire that put Yankee Stadium in the Bronx. By 1919, a solid contention had existed between the Boston Red Sox and the Yankees for quite a while. A youthful Boston pitcher who was additionally an incredible slugger, Babe Ruth, pounded the Yankees on numerous events, including Opening Day at the Polo Grounds on April 23, 1919. As indicated by The New York Times (4/24/1919), â€Å"Babe Ruth dominated the match for the Red Sox in the main inning when, with Jack Berry on a respectable starting point, he pummeled out a fortunate home run†¦Ã¢â‚¬  Final score, Red Sox 10, Yanks 0. There had been some uncertainty concerning whether the amazing Ruth would even play for Boston in 1919; Ruth had been a hold-out in the spring, following a shocking season as a pitcher and slugger, and a wonderful World Series for Boston in 1918, where he dominated two matches (flinging 13 scoreless innings in a single game) and gave Boston power at the plate. It was to be Boston’s last World Series triumph until 2004. In the spring of 1919, Ruth was waiting for $15,000 every year, as per a New York Times story (3/19/1919): â€Å"Ruth†¦wants $15,000 for one year or will sign an agreement calling for $10,000 per year for three years.† The feature in The New York Times on December 27, 1919 read, â€Å"Ruth Talks Of Retiring†; the story said Ruth is â€Å"‘through with significant association baseball’ except if the administration of the Boston American group Club is set up to fulfill his need for $20,000 a year.† The New York Times gave an account of March 22, 1919, that â€Å"Babe Ruth Finally Signs with Boston,† for an announced $27,000 for a long time. Boston proprietor Harry H. Frazee’s past best offer had been $8,500, the Times detailed. Diverged from today’s dollar esteem $27,000 would be worth around $540,000; and despite the fact that $27,000 doesn’t sound like much contrasted with the $2.5 million unique expense of building Yankee Stadium †or to the pay rates today’s players draw. (Indeed, Derek Jeter’s 2003 compensation was around $15,000,000; he went to the plate multiple times; figure it out and see Jeter earned around $30,000 per at-bat). In any case, to the normal New Yorker in 1920, Ruth’s compensation was a tremendous amount of cash. Countless American young men were battling in Europe in WWI (a huge number of them kicking the bucket), and 650,000 Americans had passed on as of late due the flu scourge. Times were harsh, no doubt. Interim, after Ruth clubbed 29 homers in 1919, an October twelfth Times article hailed him as the â€Å"mastodonic mauler†; New York clearly was in wonderment of this hotshot. And afterward, to the incredible shock of Gotham, the probably the greatest game occasions of the century hit the features of The New York Times with the clout of a Ruthian terrific pummel (1/6/1920): â€Å"Ruth Bought by New York Americans For $125,000, Highest Price in Baseball Annals.† The story revealed that Ruth’s obtaining gave the Yankees â€Å"the hard-hitting outfielder long desired.† After grappling with the Yankees, for $40,000 on a two-year bargain, the Yankee proprietor Colonel Jacob Ruppert before long took out a $150,000 protection strategy on the Babe, uncommon around then. Furthermore, curiously precisely one year to the day after the Times story hailing Ruth’s appearance in New York, the Times feature (2/6/1921) rang: â€Å"Yankees To Build Stadium In Bronx.† In the article, Yankee proprietors Colonels Jacob Ruppert and Tillinghast L. Huston reported they had bought 10 sections of land â€Å"on the east bank of the Harlem River,† somewhere in the range of 157th and 101st Streets, from the home of the late William Waldorf Astor. â€Å"On this territory there will be raised a colossal arena, which will outperform in seating limit any structure heretofore worked for the settlement of admirers of baseball,† the Times’ article proceeded, in run of the mill emotional style, but there was no byline so the writer was obscure. Removal was to start â€Å"in half a month and building will be sped up by each mean known to human effort,† the article clarified. The Yankees didn't report what they paid for the ten sections of land, however the Times had it â€Å"on great authority† the tab was $500,000, and the evaluated cost of the anticipated arena was $2 million. The â€Å"running time from Forth-second Street by metro is just around 16 minutes,† the story proceeded, and by â€Å"elevated train it will take around 2 minutes more to arrive at the Yankee’s arena than is important to get to the Polo Grounds.† The procedure of road closings â€Å"will offer no obstacles,† the Times clarified; and the arena was anticipated to be â€Å"triple-decked,† which was made essential â€Å"by the desire for considerably more noteworthy support than that of the last season.† The undeniable reference was to the way that Babe Ruth isn't just the best grand slam hitter in the game, yet he was the greatest film industry attract all diversion settings around then. Before the choice to construct the arena on its current site, the Times (2/6/1921) announced that â€Å"until a couple days† preceding February 5, 1921, Yankee proprietors â€Å"were slanted to support the site of the Hebrew Orphan Asylum, somewhere in the range of 136th and 138th boulevards, close Broadway.† The arena was to hold 75,000 fans in the end, however from the start it would just hold 50,000 (5,000 of them cheap seat seats); yet â€Å"when the expense of building materials turns out to be all the more almost normal,† the Times clarified, the limit will be expanded to the higher figure. This â€Å"massive and most alluring structure has been intended to decorate the new playing field of Babe Ruth and his pals,† the story went on. â€Å"Concrete and steel of the best quality accessible will be used†¦Ã¢â‚¬  Before any structure could start, and before contractual workers were to be employed to do the structure, the endorsement from City Hall must be acquired. And keeping in mind that New York City Mayor John F. Hylan first supported on the choice for the city to â€Å"release its enthusiasm for the bed of Cromwell Avenue† in the Bronx, which ran legitimately through the site, he inevitably approved the arrangement. In any case, the sub-feature on March 18, 1923, in the Times goaded the city hall leader a piece by yelling that â€Å"Mayor Hylan Holds Up Decision on shutting down of Street Running Through Site.† â€Å"I won't put my mark on the authority document,† the civic chairman said in the Times, â€Å"until I see if everything is regular.† The â€Å"Sinking Fund Commission† had just approved the street’s demolishment, and stressed that the mayor’s delay â€Å"might keep the Yankees from playing in their new arena in 1923,† the article showed. Interim, inside a long time, the civic chairman signed off on the shutting down of two avenues, which â€Å"came as an individual triumph for colonel Jacob Ruppert, President of the Yankees, who had toiled for over a year to acquire the fundamental consent for the end of the streets,† the Times announced in late March, 1922. [Note: the dates on the New York Times’ recorded reports don't generally mirror the exact date of publication.] Not just did New York political organizations must be leaped by Ruppert, the Astor family lived in England, and since it was their property that was the site utilized for the arena, their assent was basic. After authentic endorsement, the Times’ feature â€Å"Yankees Call For Bids on Stadium† had a little publication incline in the sub-feature, â€Å"If Contractor Are Rational In Prices Work Will Begin at Earliest Possible Date.† The date on this article can’t be right (it is 1/4/1922), so it probably been in late February. â€Å"Excavation, evaluating, brick work, sewers and downspouts, fortified cement, lathing and putting, elaborate metal work, tile work, terrazzo floors, carpentry, latrines, material, sheet metal, steel scarf, painting and wood bleachers† all went out to offer, the Times detailed. What's more, it saw

Comparing Civil Disobedience by Henry David Thoreau and Martin Luther K

Looking at Civil Disobedience by Henry David Thoreau and Martin Luther King Jr. Â Â Â Â Â Any one can say that a law is out of line and vile. Be that as it may, who is truly ready to acknowledge the ramifications for conflicting with an unjustifiable law? Is violating this law extremely worth the discipline? The legislature is the one to choose whether a law is sensible, yet imagine a scenario where an individual from the general population accepts that a law isn't. Would it be a good idea for him to oppose this law? Henry David Thoreau and Martin Luther King Jr. responded to yes to this inquiry and accepted that one ought to take a stand in opposition to a bad form. The two of them accepted that administration had numerous imperfections. Despite the fact that they shared numerous convictions in huge numbers of similar subjects concerning Civil Disobedience, they had a wide range of perspectives on how the administration should function and how the resident ought to be treated by society. Â Â Â Â Â Both Martin Luther King Jr. furthermore, Thoreau accepted that one should carry on against an uncalled for law by methods for tranquil dissent. On the off chance that one is going to straightforwardly communicate his thoughts of contradicting a low law, he should be happy to acknowledge the outcomes. Both Martin Luther King Jr. also, Thoreau showed this acknowledgment of outcomes by going to prison without repercussion. This shows they genuinely had confidence in the annihilation of such a law, that constrains them to accomplish something that they would prefer not to do. Martin Luther King Jr. needed was captured for social event with others to dissent calmly, which the police asserted was unlawful, in light of the fact that they we...

Arguments From Religion Essay Topics

Arguments From Religion Essay TopicsReligion essay topics are often based on controversial topics and arguments. Arguments from religion are usually subjective or based on a person's personal beliefs. Sometimes, they are based on certain religious texts, the teachings of some religious figures or dogma. They can also be based on reason and evidence.Arguments from religion are also considered argumentative by some, which is why religion essay topics will usually always discuss arguments that have been based on religious texts, tenets or theories. These may be theories based on scientific evidences or proof. And if the arguments are based on scripture, they may be considered theological. Basically, these are the reasons why religious essays have more arguments than your average essay.Arguments from religion essay topics will frequently make reference to scripture, church teachings, organizations and beliefs. All of these can help a reader understand what the meaning of the scriptures m ean to the people in the community. And it will give a clearer understanding of the different philosophies about how to live. From these, the reader can make an informed decision regarding what he or she thinks is true. And for better reasoning, some may even base their choice on a Bible verse or passage, especially if it proves to be something the author thought was important.There are many factors that contribute to an individual having a religious belief. For one, all of them can be based on various factors. This means that no one should be judged by just one factor, as he or she can have many factors that they base their views on. So, while debating on an argumentative essay topic, it would be best to bring up all the factors a reader may consider when thinking about religious views.Another way a person can come to these kinds of conclusions is through his or her own opinions. For one, they may have already accepted some viewsby the community. They may even have a set of interpr etations that were created by the church. And each member may have their own thoughts and personal interpretation of some things.And many people may also base their opinions on favorite artists and individuals. If someone is very religious, then he or she may even have a better chance of giving a better interpretation when compared to someone who is not so religious. The difference can even be based on such trivial issues, like how well a particular artist or politician are doing in the election or what their favorite group is.It is true that religion essay topics also bring up religious opinions about the bible. But in doing so, one must also bring up religious opinions about other scriptures, including those that are not found in the bible. While discussing those, the reader must also show different interpretations, no matter how different they may be. In this way, the essays could benefit from the different opinions on religion that are out there.Arguments from religion are often the reason why religious essay topics are usually made argumentative by some. Because one can not be judged by one factor alone. In any case, this is the same reason why such topics are also commonly considered controversial by many.

Domestic Abuse In An Intimate Relationship . One Hears

Domestic Abuse in an Intimate Relationship One hears about domestic abuse a lot in the news or sees it play out when we watch television shows. It is likely that the majority of people know at least one person who is a victim in an abusive relationship. In the eBook â€Å"Perspectives on Verbal, and Psychological Abuse,† Roland Maiuro states that â€Å"nearly 50% of both men and women have experienced some form of psychological abuse by their intimate partner† (V). In Tod Robbins’s short story â€Å"Spurs,† we witness emotional and physical abuse between Jacques Coube and Mademoiselle Jeanne, a newly married couple that had gotten together for the wrong intentions. There is also emotional and physical abuse seen in Graham Greene’s story â€Å"The Basement†¦show more content†¦There will be times where the victim’s family and friends do not know that they are getting abuse because they try to keep it a secret. Emotional and sexual abuse are easier to hide because there is no evidence for them to speculate that. When family or friends do suspect abuse, the victim has a habit of lying by making up stories that they fell on accident or pumped into something to cause the bruise. Love ones will get suspicious when they continuously see marks on the victim’s body. The victim may come clean and tell the truth but will state that they deserved the abuse because they did not do what was told of them and the victim will reinsure their love ones that the perpetrator loves her. From the story â€Å"Spurs,† Jacques and Jeanne get married when Jeanne finds out that Jacques inherited money and land from his uncle that recently passed away. Not long after the wedding, Jeanne brings emotional abuse into the relationship by calling Jacques names like â€Å"little ape† (Robbins 166). Since Jacques is a dwarf, Jeanne thought it would be easy for her to take advantage of him. Emily Lund and Marilyn Hammond stated, in the article â€Å"Single-Session Intervention for Abuse Awareness among People with Developmental Disabilities,† that people with â€Å"disabilities are at elevated risk for abuse compared to their counterparts in the general population† (100). Now that Jeanne was abusingShow MoreRelatedSexual Orientation And Race Domestic Violence1094 Words   |  5 PagesOctober 2014 Domestic Violence October is known for many things such as Breast Cancer Awareness Month and the beginning of fall. The end of October is known for Halloween where children dress up in costumes and knock on doors to receive candy. What many people do not know is that October is also known for being an awareness month for domestic violence. Domestic violence can be categorized into physical, emotional, and psychological violence against not only women but also men. 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Not only did students learn about warning signs and hear testimonies, but they were given a short personal defense lesson by Professor and Coach Carlos Jackson. To open the program, the PhD’s gave each participant five note cards that described various celebrity domestic cases. The participants then had to correctly guess the celebrities involved to win a small prize. 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However, there are hundreds of thousands of men who experience domestic abuse each year. â€Å"On average, nearly twenty people per minute are physically abused by an intimate partner in the United States. For one year, this equates to more than ten million women and men.† (Vieira).

I, Too explication - 891 Words

An explication of â€Å"I, Too† by Langston Hughes An analysis of Langston Hughes’ poem â€Å"I, Too† in the book The Norton Introduction to Literature (1021), shows that the author used distinct word choice and imagery to write a timeless poem about ignorance and bigotry that can be applied to any group of oppressed people, while at the same time he conveyed a strong sense of hope that at some future time, all will be welcome at the table. The opening line of â€Å"I, Too,† â€Å"I, too sing America† (1) speaks to all of America, not just Black Americans. Hughes alludes back to the poem by Walt Whitman, â€Å"I Hear America Singing† in which Whitman writes about different workers (not races or other categories.) Hughes takes this to the next level by adding†¦show more content†¦The image he sets up here is like sending the family member you are ashamed of out of the room when guests arrive, or even an embarrassing child to their room. Instead of using this as a point of sorrow, Hughes uses the imagery of someone laughing in the face of adversity, while at the same time, using all of the tools available to improve himself and his situation. He uses future tense in the lines that follow, â€Å"Tomorrow, / I’ll sit at the table. / When company comes† (8-10). Here Hughes is pointing out that while the narrator of the poem is living in a state of oppression, he is not allowi ng his will to be broken. He can clearly envision that at some future date, he (and everyone else) will have a place at the family table. It is at this unknown future point that Hughes’ character points out that, â€Å"Nobody’ll dare / Say to me, / â€Å"Eat in the kitchen,† / Then† (11-14). Here is where Hughes has set up the imagery that finally everyone will be on an equal footing. Everyone will be treated with equal respect. Hughes is not saying that his character will sit in judgment of his former oppressors, but simply be an equal part of the American family seated around the table together. One final note to this point of being a part of the larger American Family, Hughes closes the poem with â€Å"Besides, / They’ll see how beautiful I am / And be ashamed---† (15-17). Here is the culmination ofShow MoreRelatedA Literary Explication on the Poem A Girls Garden by Robert Frost1054 Words   |  5 PagesRunning head: A LITERARY EXPLICATION ON THE POEM A GIRLS A Literary Explication on the Poem A Girls Garden by Robert Frost Galen College of Nursing A Literary Explication on the Poem A Girls Garden by Robert Frost Even people who are not a connoisseur of poetry are familiar with Robert Frost and his works. Even though he was a very complex man who kept to himself he excelled in poetry. He found success in poetry that few poets are able to achieve. He lived from 1874-1963. 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Essay about History Of Rock And Roll - 1330 Words

History of Rock and Roll INTRODUCTION Rock and Roll started after the year 1955 with its roots being in Blues, Gospel, and Jazz. This influenced vocal music, which was popular with the African American population. Hep Harmony which added rhythm and harmony was sung by groups such as The Mills Brothers and the Ink Spots. Small Swing Bands or Jump Bands featured saxophone soloists and repeated phrases. These city style blues featured singers such as Joe Turner, Dina Washington, T-Bone Walker, and composer-singer Percy Mayfield. During this era, country blues traditions of the south became influential in the North as well. Blacks moved from the South to the North and Chicago became the†¦show more content†¦They brought about the renewal of rock and roll, starting in Liverpool, England. John Lennon (10/9/40-12/8/80), led the Beatles as the lead singer and songwriter. Also writing the songs for the Beatles was Paul McCartney (6/18/42- present). George Harrison (2/25/43-present) added to the sounds of the Beatles. In 1962, Ringo Starr (7/7/40-present) became the drummer for the band. They were now known as The Beatles, (the Fab Four). Their first song Love Me Do was recorded in 1962, after Ringo joined the band. In 1964, the Beatles invaded the United States, by bringing their music here and driving the crowds wild. The Beatles bridged the generation gap and language barriers. They were trend setters, with their style of dress and hair changing the face of the young people. They also influenced the use of hallucinogenic drugs, Indian music, and Eastern mysticism. The Beatles last concert was in San Francisco in 1966. The band broke up in 1970. Lennon went on to record solo albums and with his wife, Yoko Ono. McCartney went on to form Paul McCartney and Wings, with his wife, Linda. Harrison and Starr also went on to do solo albums. Ringo also starred in some films. Rumors of a reunion were believed until the murder of John Lennon in 1980. Some of the groups influenced by the Beatles were The Who, Cream with Eric Clapton, and Chicago Blues. They brought out sounds such as loud music, guitarShow MoreRelatedThe History Of Rock And Roll1028 Words   |  5 PagesMU1133 The History of Rock and Roll Instructor: Dr. Barry E. Kopetz Heavy Metal is a genre of music that is defined by Dictonary.com as an â€Å"aggressive and heavily amplified rock music, commonly performed by groups that wear spectacular or bizarre costumes†. Another definition listed is; â€Å"a type of rock music characterized by a strong beat and amplified instrumental effects, sometimes with violent, or nihilistic lyrics† By definition we see heavy metal is an aggressive style of rock music thatRead MoreEssay The History of Rock and Roll1033 Words   |  5 PagesRock music has come a long way since its development in the early 20th century. The genre, defined â€Å"as a merger between rhythmblues and country† (Scaruffi, The History of Rock Music:1955-1966), started out more as an underground market, but ended up becoming a significant aspect of American popular music history. Rock-n-Roll music produce many legendary artists who will for ever be known as innovators of the genre. Elvis Presley and Chuck Berry were some of the many artists in Rock-n-Roll who willRead MoreThe History of Rock and Roll Essay2144 Words   |  9 PagesRock and roll has developed a long way throughout the years from a dance craze in the 1950s to a political and cultural landscape that is recognized worldwide. Rock and roll has come to define the roots of teenage rebellion, people who dont follow the norms, and have disrespect for authority. The style of rock and roll itself is a melting pot of music, a combination of sounds that include jazz, country, blues, ragtime, gospel, swing, classical, and ethnic music. It can be a simple variation ofRead More The History of Rock and Roll Essay2089 Words   |  9 Pages Rock and roll has developed a long way throughout the years from a dance craze in the 1950’s to a political and cultural landscape that is recognized worldwide. Rock and roll has come to define the roots of teenage rebellion, people who don’t follow the norms, and have disrespect for authority. The style of rock and roll itself is a melting pot of music, a combination of sounds that include jazz, country, blues, ragtime, gospel, swing, classical, and ethnic music. It can be a simple variationRead MoreEssay on The History and Development of Rock and Roll2016 Words   |  9 PagesHistory of Rock and Roll Loud, soothing, meaningful, and deep, rock music has many characteristics. These characteristics are ones that rock music fans appreciate. But, many people have different preferences of music, such as pop, rap, country, and other genres. 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Of course, like many famous musicians, he had to work his way to the top being a sideman for a bit. Hendrix was born November 27th, 1942 in Seattle, Washington. He was bornRead MoreHistory Of Rock And Roll By Berkley Shofner Essay1934 Words   |  8 PagesThe History of Rock and Roll – By Berkley Shofner Rock and roll is a genre of popular music that originated and evolved in the United States during the late 1940s and early 1950s, primarily from a combination of predominantly African-American genres such as blues, boogie woogie, jump blues, jazz, and gospel music, together with Western swing and country music. Though elements of rock and roll can be heard in blues records from the 1920s and in country records of the 1930s, the genre did not acquireRead MoreRock And Roll Is Important Throughout The History2272 Words   |  10 PagesRock and roll is so important throughout the history, which always contributes to the story of music, the public, and the society. It is an indispensable part of music, in which countless famous artists and bands shine repeatedly. The trace of rock and roll is easily found everywhere in different types of music, like hip-pop. It has allowed artists to speak on political issues and influence government. For normal people, sometimes rock and roll is like a window, through which people can notice

Nanking Essay Research Paper Chapter OneThe main free essay sample

Nanking Essay, Research Paper Chapter One The chief point in chapter one was to give us a history of the Nipponese people, and to apologize why the Nipponese ground forces went to such extremes in Nanking. She uses illustrations of preparation rites used by the Nipponese ground forces like utmost instruction processs and awful school conditions in Japan. I don # 8217 ; t believe she was seeking to do an alibi for the Nipponese ground forces but she wanted to site a possible ground for the maltreatment. She talks about Nipponese history and gives us tonss of background on the Nipponese people before the horrifying happening in Nanking. The audience she has tried to pass on to is the rational western society who has perchance non heard or cognize small about the Nanking slaughter. The intent of the essays is to educate and do aware of the atrociousnesss here in this country of China. We will write a custom essay sample on Nanking Essay Research Paper Chapter OneThe main or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To state, it seemed to me, is an of import portion of educating people to what the human species is capable of making in utmost fortunes. Her tone seems to be one of understanding to what the Nipponese people had to travel through earlier the war between China and Japan. This chapter has done a good occupation on giving the reader history and background of the state and the people in Japan. Chapter Two Iris Chang in this chapter inside informations issues that were critical to the colza of Nanking. The Race to Nanking detailed the Nipponese scheme to take Nanjing from the Chinese. Killing the captives of war detailed the orders to kill all the captives because of nutrient concerns and rebellion. The Murder of Civilians detailed why the civilians were killed because of a deficiency of protection from the soldiers of the Chinese ground forces. The Nipponese Journalists told us that the Nipponese journalists were horrified about what was traveling on in Nanking. The Rape of Nanking told of the predicament of the adult females in the Chinese capital. This subdivision told of colzas and atrociousnesss inflicted on the Chinese adult females, no affair how immature or old they could non get away these atrociousnesss. The reaching of Matsui Iwane was the subdivision where the leader of the Nipponese ground forces came to inspect Nanking and to do certain the soldiers were making good. The colzas and atrociousnesss subsided, when he found what was traveling on he was angry and he even criticized the emperor # 8217 ; s son-in-law, which in Nipponese civilization was unheard of. She wrote the chapter this manner because it is a chronological order of the manner things happened in Nanking. It makes sense because it separates the different events that happened in a certain length of clip. Chapter Three The Fall of Nanking is a chronological narration of the licking of the Chinese ground forces in Nanking. It inside informations the four-day ordeal and makes us recognize what it was like to populate at that place in the clip of the autumn. The first thing we ask is why the Chinese ground forces fell from power so easy, we realize that when the leaders left the people lost all hope for Nanking. Rape and anguish seemed easy to the Nipponese because they could be victimized so easy. Chapter Four Six Weeks of Horror as a descriptive and dismaying chapter which takes us to be the informants in the, colza, anguish, killing competitions, and decease toll. The description of colza in this chapter is really elaborate, but it serves a intent to take us to be a informant for people who have no informants. Most people have a difficult clip reading this chapter but I # 8217 ; ve found it really upseting how people could make that to other people. She excelled in this chapter to do informants of us all. Chapter Five In every awful state of affairs there are heroes. This chapter negotiations about the heroes in the Nanking safety zone. There were 24s in entire and everyone had a hard narrative to state. Men and adult females likewise had to endure assorted signifiers of physical and mental exhaustion. Doctors took attention of the sick ; politicians took attention of many refugees. The most outstanding politician in Nanking at the clip was a adult male called Rabe. He was a Nazi but was really respected in Nanking. He initiated the start of the safety zone and many people # 8217 ; s lives were saved because of him. He documented about the many work forces that were killed, adult females that were raped, and the civilians that were tortured. The lone sawbones in Nanking, Robert Wilson worked continuously to seek to mend the injured. He drove himself to exhaustion because of all the atrociousnesss, but he still performed really heroically at this clip. Minnie Vautrin was the instruction section Dean of surveies in the college in Nanking. She had many refugees concealed and had to digest extended question by the Nipponese ground forces. The Nipponese functionaries were really irritated by these people who looked after the refugees because they ever gotten away with protecting the rights of refugees. Most of their attempt was in vain because soldiers would merely nobble the refugees. Chapter Six What the World Knew was really accurate because of newsmans and intelligence recording equipments. The outside universe knew a batch about what was traveling on, day-to-day studies of conflicts, fire, emptying were reported to the western universe. Surprisingly in Japan images of mass executings made the newspapers. Before the international sentiment kicked in these images was a beginning of pride to the Nipponese people. The autumn of Nanking made the authorities really p roud. Chang cites that there were many western newsmans in Nanking at that clip. They protected refugees and became a portion of the state of affairs alternatively of the impersonal perceivers. When intelligence movie aired in American film theatres it outraged the American populace. The lone job was the sinking of the ship the Panay caused more choler than the other atrociousnesss in Nanking at the clip. Nipponese propaganda ran rampant because they didn # 8217 ; t want the planetary indignation to contemn their triumph. The safety zone leaders fought back by composing and describing everything that they had seen. To this twenty-four hours even their Hagiographas are still read and analyzed. Chapter Seven The business of Nanking lasted for months, people knew that the slaughter was over but killing is still done for such small things like accusal of larceny, or utilizing the lavatory. The Chinese workers were treated less than slaves and working conditions were awful. Nipponese soldiers started fires, stole American flags, blew unfastened bank vaults, and vandalized the embassies. Merchants and other Chinese were victims of extortion and drug maltreatment. Nipponese soldiers even used Chinese people for human Guinea hogs for experiments with toxicant, Germs, and deadly gases. When the war was over the research lab and the authorities offices were blown up to conceal all the atrociousnesss that happened. After the Americans bombed Nagasaki people would non come out of their houses to observe the licking of Japan because they were fearful the intelligence was non true. This chapter is narrative and is really descriptive on life during the business. Thinking to myself there # 8217 ; s no manner I could hold of all time lived like that. Chapter Eight This chapter inside informations the Nanking war offenses tribunal and penalty for the Nipponese leaders of that clip. During the tests grounds that had been hidden came to the surface, and pictures that the Japanese have taken themselves subsequently convicted them. Subsequently on in the chapter we learn that many of the people who were truly responsible were neer charged with any offenses. Hirohito neer faced a full moral accounting for his activities during the war. Iris Chang in this book, as in any good book, will ever state of the penalty of the bad people to exemplify a sort of exoneration of the victims. In the manner the penalty was handed out many of the people responsible neer were convicted. She wrote this chapter to exemplify her findings and possibly the universe would do some of these people responsible. Chapter Nine Most of the subsisters of Nanking neer truly recovered from the ordeal that they encountered. Survivors of colza and anguish still live in poorness and any aid from the Chinese authorities or Nipponese compensation would greatly assist these people. The leaders of the safety zone where expelled from the state and they lived within memories they could non bury. Rabe went through legal conflicts with the English authorities and his company Siemans. Finally he won his conflicts yet he lived in poorness until his decease. In China he is considered a hero but in Germany he is merely a deceasing adult male. When intelligence of his problems in Germany the Chinese people donated two thousand dollars American so that he could eat. The authorities even offered him a topographic point to populate in China with a full pension. His Hagiographas on the colza of Nanking have utmost historical importance and are still read today. The lone sawbones in Nanking died of exhaustion a few old ages after the atrociousnesss in Nanking. And Minnie Vautrin died in an emotional dislocation, with attempted self-destructions that finally succeeded. Writing this chapter serves the intent of demoing that even foreigners suffer great sums of emotional maltreatment during the business. Chapter Ten In the last chapter Iris Chang tells us about ignorance in the events of Nanking. Western civilisation knows about the atom bomb that was dropped on Nagasaki but they don # 8217 ; t cognize anything about the colza of Nanking. This chapter she calls The Forgotten Holocaust: A Second Rape because people are being victimized once more because of propaganda, cover up, and censoring. In textbooks the whole narrative International Relations and Security Network # 8217 ; t told about World War II because the colza of Nanking is non covered. The ministry of Japan interfered with efforts to document the Nanking slaughter for school kids. In the terminal, the promotion caused the dismissal of Japan # 8217 ; s instruction curate, and the slaughter in Nanking was something the Nipponese authorities could non disregard. Academicians in Japan say that non adequate clip has gone by to justify Nanking to be a historical event. Censoring still runs rampant in Nipponese civilization because any mention to the colza of Nanking is censored in films and books. Even if an writer attempts to compose about the subject bullying from the Nipponese authorities is inevitable. She tells us that she had to digest censoring and bullying even composing this book. But the tone she takes in composing this book is really enlightening and takes us into the kingdom of World War Two China. The research done in this book is alone and the authorship manner she takes conveyances us into a universe I hope we neer have to face. Her audience, who has an involvement in Nanking, will be greatly educated and the clip taken to read this book is good deserving it.

American Education A Critical Discussion of Values Education Trend

Introduction Today, more than ever before, the American education system seems more interested in nurturing students’ attitudes than on what can realistically and ideally be called real teaching. This strategy of learning, mainly touted as ‘affective education,’ treats issues of self-esteem and personality development as the ultimate objective of education, eliciting feelings of misgivings and doubt among parents and guardians keen on the type of education given to their children (Lindslay para. 1).Advertising We will write a custom term paper sample on American Education: A Critical Discussion of Values Education Trend specifically for you for only $16.05 $11/page Learn More It may, however, mesmerize many educational pundits and parents when the knowledge of the origins and development of this particular system of education is availed to them. Affective education draws its origins from an earlier trend of education known as values e ducation (Hardin 23). It is, therefore, the purpose of this paper to critically evaluate values education in terms of attempting to understand its origins, theoretical orientations, usage, and its influence in the American education system. Before engaging in the analysis, it is imperative to note that the American education system, especially in the public sector, has been influenced by a wide allay of trends that are introduced or evolve to cope with particular situations (Tauber 20). For instance, pundits argue that both affective and proactive approaches to education arose when teachers were desperately in need of mechanisms and strategies to control issues of discipline in the classroom (Tauber 23). These trends, though heavily criticized in some quarters for deviating attention to issues of student independence and morality at the expense of learning, are indeed working to maintain discipline, both at the classroom and societal level. Supporters of these strategies argue that for real learning to take place, an enabling environment must be created in the classroom, and teachers are at the center of creating such an environment by acting as facilitators rather than controllers (Johnston et al 58). This line of thinking influenced, to a large extent, the evolution of values education in American education system during the 1970’s. Values Education: Definition and Origin According to Thapar, â€Å"†¦values education is education in values and education towards the inculcation of values† either in school or non-school settings (para. 1). Values education draws largely from character education, which is inarguably thought to be as old as mankind, precisely because civilizations the world over becomes unsustainable in the absence of character (Tauber 23).Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Historically, generations have transferred their soc ial, cultural, educational, and political values to subsequent generations to ensure preservation. Aristotle, one of the greatest philosophers of all times, presumptuously argued that the demonstration of good behavior habits and ingrained virtues by an individual represented good character (Rogers 7). As such, it can only be argued that development of outstanding character was at the core of values education curriculum in the US during the 1970’s. It is worth noting that American institutions of learning are firmly grounded in the tradition of transmitting fundamental values from one generation to the other. It is indeed notable that Thomas Jefferson, one of the founding fathers of the nation, rooted for an enlarged and vibrant arrangement of public education to convey American democratic virtues to future generations (Johnstone 18). The emphasis of this paper, however, is to trace the origins of values education in American schools. Educational historians and other theorist s suggest that values education was conceived and grounded in the ideas and concepts of character education, an educational trend that disappeared from the American education limelight in the 1950’s (Johnstone 21). Before its disappearance, character education had been adopted by almost every public school in the US at the onset of the 20th century. The decade of the 1950s was an era of conformity in many American institutions, including public schools. Character education took a back seat as parents, schools, the church, and society took a more conservative approach known as inculcating and modeling of character (Poulou 104). American public schools, in particular, were on more than one occasion accused of undermining the role of character education by taking it for granted. For instance, character education in American schools in the 1950’s was limited to requesting students to be neat, punctual, polite, and to work exceedingly hard to attain success. According to ed ucational analysts, however, students were being given a small portion of what character education entailed, with the rest of the time being devoted to developing their intellectual capacities at the expense of moral development (Poulou 105). By any standards, the decade of the 1960’s was marked with tumultuous and almost riotous reorganizations and reinventions in the U.S., and traditional roles and values became subject to mockery and rejection by the younger generation. As people demanded for more power and independence, the status of students, women and members of minority groups changed spectacularly in what was perceived as one of the greatest social revolutions ever to be witnessed in the history of mankind (Rogers 27).Advertising We will write a custom term paper sample on American Education: A Critical Discussion of Values Education Trend specifically for you for only $16.05 $11/page Learn More New attitudes and value systems emerged, an d individuals, including students, started to experiment with a wide allay of activities such as homosexuality, drug use, new religious orientations, new career options, and enigmatic lifestyles in the name of presuming greater authority and control over their own individual lives. Cases of indiscipline and teenage pregnancies escalated in American schools, culminating to the reintroduction of character education in the 1970s under the broad based all-inclusive name of values education The Philosophy of Values Education Some educational analysts, to date, believe that values education as introduced in American education system in the 1970’s was an original replica of character education, which dominated the education system in the decades of the 1930s and 1940s (Hardin 15). It’s imperative to note that the decline of character education in schools across the U.S. was also unequivocally related to wide recognition and approval of scientific thinking among the members of the teaching fraternity. Logical positivism was popularized in 20th Century America at the expense of Morality-based education, which was personalized and accused of being subjective as it could not be proven using scientific methods (Lickona 7). The positivist educators were of the opinion that they could structure a learning process and curriculum that was objective, credible, and beyond the sway of individual values. A value-based curriculum, according to them, was impossible since values were considered as shifting in objectives, situational in nature, and relative in ensuring equity. Character education, therefore, was perceived by positivist educators as individualized, and dependent upon subjective value judgments (Lickona 7). As such, it was doomed as unfit for educational institutions in the U.S to Convey. But the tumultuous events of the 1960’s made stakeholders in the education sector to rethink their strategies as cases of school indiscipline among students in Am erican schools more than doubled (Hardin 18). This saw the reintroduction of character education in the 1970s, this time under the auspices of values education. The philosophy governing this trend changed dramatically, with educators laying emphasis on individual values development rather than abiding by values set by the society as was traditionally the case. Under the new system of values education, teachers were now encouraged, not only to assist learners clarify their individual values, but also develop an enabling school environment which could facilitate students to learn the skills of moral reasoning and value analysis (Superka 38).Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Teachers, however, were counseled against instilling their own perceptions of values and morals on the students, implying that the educator’s role was severely limited to facilitating the students to internalize and develop their own value systems, the teachers’ beliefs notwithstanding. Many educators of the 21st century firmly believe that affective education, which is widely gaining acceptance in American education system, has its roots in values education of the 1970s. Teachers, according to the proponents of this new trend of education, were not allowed to impose their own values on the students since the American society had become largely pluralistic (Superka 40). A better curriculum according to this new form of imparting skills was one that would facilitate the learners to learn adequate skills of moral reasoning, not to mention the fact that such a curriculum was also intended to sharpen the students’ decision making capacities to enable them cope with the immense life challenges after school. Specifically, this system of education not only put emphasis on the role of education in enabling students to have personal gratification in life, but also enjoy social relations outside the education system that were both constructive and productive (Hardin 23). This, however, does not mean that the system was weak in imparting the skills needed in line with the main objective of attending school. Contrary to popular belief, values education as a trend in American education was largely holistic, assisting the students to nurture their own values for real learning to take place. According to Tauber, values education acted as the liberating philosophy of the 1970s and early 1980s (85). The trend, however, was largely phased out in 1980s as academic performance took the center stage at the expense of values development. Students were, once again, being encouraged to take academic performance and competition more seriously than the development of individual values. Education analysts are of the opinion that the abandonment of values education triggered an upsurge of immoral activities in the U.S. such as drug abuse, teen pregnancy, increase in school dropouts, and disintegration of the social fabric, including family breakups (Poulou 106). Other notable incidences witnessed in the 1990s, and which were directly related to a breakdown in values education in American schools, included high instances of teen suicide, unparalleled number of political and social scandals, and high-level cases of school indiscipline. It is imperative to mention that these and other isolated incidences led parents and educators to reconsider their earlier stand on values education, with a significant proportion of education stakeholders requesting schools across the U.S. to revert back to educating students about values and moral reasoning. Foundations of Values Education Many new and past trends in American education have always found delight i n specific educational or psychological theories seeking to explain their existence. Values education is no exception. Many of the concepts guiding values education are founded on William Glasser’s Reality Model. The psychologist is best remembered for popularizing the three Rs approach – Right, Responsible, and Respect – in counseling students and maintaining classroom discipline (Johnstone et al 102). For Glasser, values and morals can be taught to students of any age if the sole purpose is to reinforce their character to be able to live a more fulfilling life upon disengaging with school activities. Glasser, however, identifies the teaching of responsibility as one of the foremost tasks that a teacher should engage in as this variable determines the kind of classroom environment that will be set for effective learning to take place. According to the Reality Model, the student is endowed with the responsibility to choose and make rational decisions. Consequent ly, the model argues that behavior entails an individual’s choice to meet their own needs (Tauber 83). The Reality Model further postulates that educators must always focus on the present student behavior, and should not, in any way, focus on past behavior. For Glasser, behavior is fundamental for values development, and therefore, educators must also demonstrate caring, loving, supportive, and empathic attitudes when interacting with students to boost behavior development (Tauber 84). According to the model, it is indeed the function of educators to assist students make proper value judgments by frequently questioning whether the students’ behaviors are working for them, and what they really want to attain in life. Values education is also based on value-clarification approach, a model developed by a team of American educators and policy makers in the 1970s. This approach presupposes that, â€Å"†¦everyday, every one of us meets life situations which call for th ought, opinion-making, decision-making, and action. Some of our experiences are familiar, some novel; some are casual, some of extreme importance. Everything we do, every decision we make and course of action we take, is based on our consciously held beliefs, attitudes and values† (Simon Howe para. 18). The approach, therefore, concedes that young individuals, no less than adults, must contend with daily challenges and struggles in and out of school. Students are particularly faced with challenges in their attempt to develop a standard worldview that will influence their thoughts, beliefs, and behavior patterns. The value-clarification approach also insinuates that the process of classroom learning lacks in relevance and purpose when compared to the real issues affecting the students’ daily lives such as their day-to-day encounters with family, friends, peers, educators, authority figures, and with the academic assignments that continue to presumptuously batter their e gos (Simon Howe para 19). The approach assumes that students are in a continuous search for answers to some individual and theoretical questions, with the sole objective of developing capacity to make important decisions in life. According to the approach, individuals who employ the learned valuing procedures in making important challenges and mitigating challenges will, more often than not, lead more gratifying and socially productive lives, not mentioning the fact that they are bound to perform better in school (Lickona 9). It is imperative to note that this approach advocates for the inclusion and integration of values education in schools since many students are unable to make important choices in their lives for lack of clear values. This initiates conflicts of interests. Values Education: Is it Still in Use? Values education as a trend was largely used in American education in the decade of the 1970’s. This paper has discussed at length about its origins and the reason s behind its application in the 1970s. In the 1980s, however, values education fell out of favor with educationists and other policy makers as more emphasis was placed on academic performance rather than value development and moral reasoning (Tauber 87). But to the surprise of many, values education only faded away from the limelight. Indeed, the trend has never been condemned into oblivion as it continues to be used in many American schools, the change of name notwithstanding. Its methods and techniques have been integrated into diverse fields and curricula, and it still makes the same appeal to students and teachers alike – individual development of values to enable students have control over the choices they make in life. The major focus in the 21st century is still the student and his or her life-coping mechanisms within and outside the classroom (Poulou 104). Though names have been changed to reflect changing times, the basic principles of an education trend such as affe ctive education clearly reveals the remnants of values education. As it was the case with progressive education, a trend of education that took shape in the U.S. in the late 19th century, values education undertook to deal with the perceived constriction and formalism of competitive academic-based form of education (Tauber 91). Some traditional forms of education were only concerned with the academic grades that students were able to muster regardless of their capacities to deal with life-time challenges. Some modern education systems are not helpful either as they prefer to lay emphasis on academic achievement through performance rather than undertaking a holistic approach towards students’ education. To date, this is a major worry to thousands of educators, parents, and other stakeholders who feel that their children are not receiving an all-encompassing education, and some have already began advocating for the return of values education in American education system. Many p undits, however, are of the opinion that this trend of education made a come back during the turn of the century but continues to go by other names such as affective education, pro-active approaches, among others (Lickona 10). Feelings towards Values Education I have strong feelings about values education, specifically due to its ability to transform young people into more useful and productive members of the society. In equal measure, I nurture feelings that competitive education via academic achievement cannot, in itself, guarantee a better life to an individual upon termination of education. Rather, it is a useful component towards completing the whole process of education, but it cannot function alone to guarantee a wholesome individual. Education psychologists are, indeed, gravitating towards developing theories and models that underlines the uptake of values and personality development of students as some of the major facets of education. It should not escape mention that huma n behavior and actions are inarguably goal-directed. To develop well-behaved students, therefore, educators and other concerned stakeholders must assist students to inculcate values that will shape and inform their goals and objectives in life. This way, there may be no need to worry about issues of school discipline. To use Rudolf Dreikurs’ Social Discipline Model, it is evidently clear that human actions and behavior can be full comprehended only in their social significance (Hardin 125). Without values education, students tend to descend towards what Dreikurs calls mistaken goals, implying that cases of student misbehavior will always be on the increase. As such, I am a firm believer that values education can help to make a great difference in the American education system. Conclusion All said and done, it is time that the American education system took that bold step and incorporate values education in the curricula of all disciplines taught in school. It is indeed true t hat this trend received a lot of criticism during its heydays for lack of focus on students’ results since it was assumed that values education failed to engage the students to meet high academic standards (Hood para. 1). Critics also argue that values education, not only fail to hold students accountable for their own personal performances, but also fails to hold the complete government-controlled public education system responsible for its performance. But this is as far as it goes. Various studies and theoretical frameworks have demonstrated that educational performance may mean nothing if proper values are not inculcated into an individual. As such, the way forward is to develop an all-inclusive education system that will impart education in its entirety through focusing on issues of student academic knowledge and achievement, behavior development, emotional development, and finally, values clarification. Works Cited Hardin, C.J. Effective Classroom Management: Models and Strategies for Today’s Classrooms, 2nd Ed. Prentice Hall. ISBN: 0131998080 Hood, J. The failure of American Public Education. 1993. Web. Johnston, J.A., Musial, D., Hall, G.E., Gollnick, D.M., Dupuis, V.L. (2008). Foundations of American education: Perspectives on education in a changing world. Boston: Pearson Education, Inc. Lickona, T. The Return of Character Education. Educational Leadership, 51.3 (1993): 6-11. Lindslay, J. Public Education: Views of a Concerned Parent. 2009. Web. Poulou, M.S. Classroom Interactions: Teachers’ and Students Perceptions. Research in Education, 82.1 (2009): 103-106. Roger’s C.R. Carl Rogers on Personal Power: Inner Strengths and its Revolutionary Impact. New York: Delacorte Press. 1977. ISBN: 0385281692 Simon, S.B., Howe, L.W. The Values Clarification Approach. (n.d.). Web. Superka, D. P. Values Education Sourcebook: Conceptual Approaches, Materials Analysis and an Annoted Bibliography. Boulder, Colorado: Eric Clearinghouse f or Social Studies. 1975. Tauber, R.T. Classroom Management: Sound Theory and Effective Practice. Westport CT: Greenwood Publishing. 2007. ISBN: 9780275996680 Thaper, M. Alternative Education – Values. 2010. Web. This term paper on American Education: A Critical Discussion of Values Education Trend was written and submitted by user Sara1 to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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Levels of Taxonomy Used in Biology

Levels of Taxonomy Used in Biology Taxonomy is the practice of categorizing and naming of species. The official scientific name of an organism consists of its Genus and its Species Identifier in a naming system called binomial nomenclature. The Work of Carolus Linnaeus The current taxonomic system gets its roots from the work of Carolus Linnaeus in the early 1700s. Before Linnaeus set up the rules of the two-word naming system, species had long and unwieldy Latin polynomials that were inconsistent and inconvenient for scientists when communicating with each other or even the public. While Linnaeuss original system had many fewer levels than the modern system has today, it was still an excellent place to start to organize all of life into similar categories for easier classification. He used the  structure and function of body parts, mostly, to classify the organisms. Thanks to advances in technology and understanding the evolutionary relationships among species, we have been able to update the practice to get the most accurate classification system possible. The Taxonomic Classification System The modern taxonomic classification system has eight main levels (from most inclusive to most exclusive): Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species Identifier. Every different species has a unique species identifier and the more closely a species is related to it on the evolutionary tree of life, it will be included in a more inclusive group with the species being classified. (Note: An easier way to remember the order of these levels is to use a mnemonic device to remember the first letter of each word in order. The one we use is Do Keep Pond Clean Or Fish Get Sick) Domain A domain is the most inclusive of the levels (meaning it has the most number of individuals in the group). Domains are used to distinguish between the cell types and, in the case of prokaryotes, where they are found and what the cell walls are made of. The current system recognizes three domains: Bacteria, Archaea, and Eukarya. Kingdom Domains are further broken into Kingdoms. The current system recognizes six Kingdoms: Eubacteria, Archaebacteria, Plantae, Animalia, Fungi, and Protista. Phylum The next division would be the phylum. Class Several related classes make up a phylum. Order Classes are further divided into Orders. Family The next level of classification that orders are divided into are Families. Genus A genus is a group of closely related species. The genus name is the first part of the scientific name of an organism. Species Identifier Each species has a unique identifier that describes only that species. It is the second word in the two-word naming system of the scientific name of a species.

Strategic Consulting in Practice Essay Example | Topics and Well Written Essays - 1000 words

Strategic Consulting in Practice - Essay Example Moreover, it faces competition from other grocery stores that are situated around it who may offer lower prices for similar goods and therefore have stronger bargaining power. In order to come up with our analysis, we have utilized many sources that provide all the important information for the business plan. First, Fresh Green Grocers has actively engaged customers through interviewing them on what their current experience is and what should be done in order that the business serves them better. The business also relies on the feedback of the customers after they have bought the goods or the products from the grocery store. Fresh Green Grocers also relies on the social media such as Facebook and Twitter and other forum that are meant to relay the experience that a person has after buying the grocery from their store. Fresh Green Grocers can exploit its strengths and opportunities, which include the fact that it is conveniently situated in areas, which are densely populated and experience high human traffic and the fact that its products are priced affordably. It also provides a variety of produce, which are derived from several suppliers within its roll of suppliers. The store also offers their customers fresh produce that are packaged in environmental friendly papers and containers that ensure that they do not perish within the shortest time. The weaknesses include the fact that some customers fail to give the desired feedback to the store, which is important for the improvement of service delivery while those that give feedback may lie. The store has also not established an effective marketing strategy to market the product as shown by the clear lack of a viable marketing mix. Fresh Green Grocers also experiences challenges in refrigerating or properly preserving some of its produce as it deals mostly in perishable groceries. Further, the store faces challenges in having constant and continuous supply of the groceries to be offered for sale. The

Communication law, right, and justice Essay Example | Topics and Well Written Essays - 500 words

Communication law, right, and justice - Essay Example This to Muslims was disrespect to the Quran that is regarded as a holy book and Prophet Muhammad who is a highly valued prophet in the Muslim religion. In another instance John Ruggles was caught saying, â€Å"Jesus is a bastard and His mother Mary is a wore. â€Å"John’s words were offensive the Christian religion and was severely punished. Punishment on blasphemy has been a great debate over the years. On other instances, some blasphemy law-breakers have remained unpunished and this has raised a number of questions on the legal considerations on blasphemy. Punishment on blasphemy remains a controversial issue in the modern society. This is because of the legal considerations on freedom of speech that is well outlined in the Universal Declaration of Human Rights. This principle states that all human beings are entitled to equal rights and freedom. For instance, in 2005, there were 12 editorial cartoons published on newspaper which demonstrating offensive message to Muhammad and Islam religion.in one of the cartoons about the prophet, he is bent over, a star covering his asshole with a caption that reads â€Å"a star has been born†. In another cartoon, the caption reads â€Å"The film will set the Muslim world on fire†, Muhammad is shown naked lying on a bed, being filmed from behind while saying, â€Å"My ass? And you like it my ass? (Hmm.).Muslims described this as mockery which is unacceptable in their religion. Following by the consequences, these published cartoons led to religious extremists’ armed attack to Charlie Hebdo who was the publisher. The attack caused 12 people’s deaths. Charlie Hebdo is accused of propagating the culture of hate speech against other religions through posting blasphemous cartoon pictures on newspapers though no action was taken against him. This gives us a good base on the legal

Book List For Dialectical Journal 2 1 Essay Example for Free

Book List For Dialectical Journal 2 1 Essay Quote Reply War is peace, freedom is slavery, ignorance is strength They are the Party slogans, and are wri? en in big le? ers on the white pyramid of the Ministry of Truth. Who controls the past controls the future. Who controls the present controls the past. The people controlling the present control everything and can ul! mately change the past and, therefore; the future. Big brother controls the present. The slogan is an example of the Partys technique of using false history to  deteriorate the psychological independence of its people. To Kill A Mocking Bird Harper Lee Lord of the Flies William Golding An! gone Sophocles The Joy Luck Club Amy Tan Bless Me, Ul! ma Rudolfo Anaya Black Boy Richard Wright Of Mice and Men John Steinbeck Night Elie Weisel The Things They Carried Tim O’Brien Catcher in the Rye J. D. Salinger Odyssey Homer The Picture of Dorian Grey Oscar Wilde Julius Caesar William Shakespeare The Perks of Being a Wall7ower Stephen Chbosky.

To His Coy Mistress :: Literary Analysis

In the poem â€Å"To His Coy Mistress†, the speaker is trying to seduce his wife. In the assumption the mistress is his wife; she is being bashful towards losing her virginity. The speaker, which is the mistress’s husband, develops a carefully constructed argument where the speaker seeks to persuade his lady to surrender her virginity to him. In the poem â€Å"To His Coy Mistress†, the speaker says, â€Å"Had we but world enough, and time†¦I would love you ten years before the Flood, and you should if you please refuse till the conversion of the Jews† (lines 1 and 7-10). The speaker is stating if they had all the time in the world, they would have no need to rush their love making. With all the time they would want he would love her from the very beginning until the very end. The speaker refers to the â€Å"Flood† (line 8) as the flood of Noah’s Arc in the Bible, which indicates he would love her from the beginning of time. Next, the speaker says, â€Å"Till the conversion of the Jews† (line 10), which would indicate the end of time. In the Bible, it is believed that when Christ comes back for his people the Jews will convert to Christianity. Therefore when Christ returns, that will be the end times. In conclusion, the speaker is saying if they had time from the beginning to the very end, his mistress is welcome to continue being shy. In contrary, the speaker and his coy mistress do not have that kind of time to spare, which is the reason he is trying to convince his wife to surrender her virginity. The speaker continues to argue that time is not in favor of his mistress’s nervousness or his age. For instance, he says, â€Å"But at my back I always hear time’s winged chariot hurrying near† (lines 21 and 22). In other words, he is saying his time is running out quickly. There can be many reasons why his time is running short, but according to the poem there is one reason he could be in a rush to make love with his mistress. The speaker says, â€Å"And yonder all before us lie deserts of vast eternity† (lines 23 and 24). â€Å"Deserts of vast eternity† (line 24) expresses his concern of not being able to have children, which would make him sterile. As men age, their sperm count becomes less and less, which makes conceiving a child nearly impossible.

Deontology: Ethics and Kant Essay

In our world today it is often hard to genuinely decide what in fact is right or wrong. The reason that it is so tough to determine is because of our human nature given everyone has their own opinion. We do not all think the same or think the same actions and consequences have the same effect. It is this reason we analyze situations with ethical theories, such as that of Kant’s deontology. Kant’s theory in its own right has a strong moral foundation in which it seems understandable to decide what is right or wrong. However it has its weakness as well. To me however, I believe Kant’s theory on deontology offers a sound premise for which to determine what is morally right or wrong. Kant’s theory on deontology is a way of assessing one’s actions. One’s actions are either right or wrong in themselves. To determine if actions are right or wrong we do not look at the outcome in deontology. Instead Kant wants us to look at the way one thinks when they are making choices. Kant believes that we have certain moral duties in regards to one’s actions. It is our moral duty that motivates ones to act. Theses actions are driven either by reason or the desire for happiness. Since happiness is differs from person to person, it is conditional. Reason on the other hand is universal and can be applied to all making it unconditional. In Kant’s theory on deontology, actions are either intrinsically right or wrong, which is based largely on reason. Kant says that it is in virtue of being a rational being that we as humans have the capacity to be moral beings. Also that moral law amounts to one’s duty. Kant says duty is grounded in a supreme rational principle, thus it has the form of an imperative. To determine what actions one should take Kant utilized imperatives. Imperatives are a form of instructions that will guide an individual on what one should do. Kant had two classifications between imperatives, hypothetical and categorical. Hypothetical imperatives can apply to one who aspires for a desired outcome. These imperatives allow one  to take an action for the method of obtaining a certain outcome, meaning if one has a desired outcome, then they ought to act. Kant has divided hypothetical imperatives into two subcategories, the imperatives of skill and imperatives of prudence. The imperatives of skill are imperatives that lead to an action in which the end result desired would be anything other than happiness. The imperatives of prudence are imperatives that lead one to actions, where the desired outcome is happiness. Kant believes that morality however is not like this. Morality does not tell one how to act in order to achieve a goal. Instead morality is made up of categorical imperatives. Kant taught that morality is universal, meaning it could be applied to all and moral law must be obeyed. He believed that when we act we are using moral law and act on the maxims, or the universal rules, of our actions. Kant’s categorical imperative states one can â€Å"act only on that maxim through which you can at the same time will that it should become universal law.† Kant’s uses categorical imperative commands one to take an action. Before one can act they must analyze the principle on which they are acting. Once they have determined why they are acting, it may no longer be ideal, then it is wrong for one to use that maxim as a basis for taking that action. Kant’s principle of morality is the categorical imperative. This means that as an imperative it is a command and being categorical the command has its whole worth with in itself. The categorical imperative doesn’t have some proposed end as in a hypothetical situation, it has its own rational necessity in its justification. Kant’s principle of morality is essential to â€Å"good will.† This is a will that acts for the sake of duty. It is the only thing that is good without qualification. Thus a good will cannot be made better or worse by the result it produces. Good will is also the basis for a major part of Kant’s theory and that is the Universal Law Formula, which is the basis in which Kant uses to determine whether or not things are morally right or wrong. This formula states that one should act in such a way that your maxim could become a universal law of nature. That is if you took your belief or ideal and applied it to the entire world would it hold true and not contradict itself. Kant’s categorical imperative has two formulations included within it, one being the Formula of Universal Law and the other being the Formula of Humanity. The second formulation, The Formula of Humanity, is a principle under the Formula of Universal Law.  Kant’s defines the Formula of Humanity as â€Å"Act in such a way that you always treat humanity, whether in your own person or in the person of any other, never simply as a means, but always at the same time as an end.† This formulation states that one’s actions are immoral if it is using a person as a means to an end. It also has to be understood that Kant’s ideals greatly fall on a matter of agency, whether or not you are in fact the one willing an action that causes a negative outcome even if you did so now the result of that action would do more good. Because you took act ion you are the agent that caused a negative outcome. The proposed â€Å"better† outcome has no value towards the morality of your action. Kant’s strengths in his theory are that they can be applied to nature as a whole, thus the universal law formula. His theory doesn’t depend on an individual’s virtues or character. His weakness is that his morality is based on one’s personal action and doesn’t take in to account the outlying consequences that could ultimately benefit from that action. With Kant’s theory I believe we can make a more sound argument as an approach to ethics. With Kant we have to take situations and become very specific with them. We focus on what the action is and universalize it. That way no matter where in the world it can apply to everyone and won’t contradict itself. Then and only then we decided if it is morally right. Also Kant’s theory is good because it leave no grey area with its matter of agency. It doesn’t let possibilities of better or worse consequences affect the morality of the action in question. Thus I believe in all Kant has a more promising approach for ethics.

Huckleberry Finn and the Subject of Slavery

The Adventures of Huckleberry Finn by Mark Twain was first published in the United Kingdom in 1885 and the United States in 1886. This novel served as a social commentary on the culture of the United States at the time, when slavery was a hot-button issue addressed in Twains writing. The character Jim is Miss Watsons slave and a deeply superstitious man who escapes from his captivity and societys constraints to raft down the river. This is where he meets Huckleberry Finn. In the epic journey down the Mississippi River that follows, Twain portrays Jim as a deeply caring and loyal friend who becomes a father figure to Huck, opening the boys eyes to the human face of slavery. Ralph Waldo Emerson once said of Twains work that, Huckleberry Finn knew, as did Mark Twain, that Jim was not only a slave but a human being [and] a symbol of humanity...and in freeing Jim, Huck makes a bid to free himself of the conventionalized evil taken for civilization by the town. The Enlightenment of Huckleberry Finn The common thread that ties Jim and Huck together once they meet on the riverbank — other than a shared location — is that they are both fleeing from the constraints of society. Jim is fleeing from slavery and Huck from his oppressive family. The disparity between their plights provides a great basis for drama in the text, but also an opportunity for Huckleberry to learn about the humanity in every person, no matter the color of skin or class of society they are born into. Compassion comes from Hucks humble beginnings. His father is a worthless loafer and mother is not around. This influences Huck to empathize with his fellow man, rather than following the indoctrination of the society he left behind. In Hucks society, helping a runaway slave like Jim was the worst crime you could commit, short of murder. Mark Twain on Slavery and the Setting In Notebook #35, Mark Twain described the setting of his novel and the cultural atmosphere of the south in the United States at the time The Adventures of Huckleberry Finn took place: In those old slave-holding days, the whole community was agreed as to one thing — the awful sacredness of slave property. To help steal a horse or a cow was a low crime, but to help a hunted slave, or feed him or shelter him, or hide him, or comfort him, in his troubles, his terrors, his despair, or hesitate to promptly to betray him to the slave-catcher when opportunity offered was a much baser crime, and carried with it a stain, a moral smirch which nothing could wipe away. That this sentiment should exist among slave-owners is comprehensible — there were good commercial reasons for it — but that it should exist and did exist among the paupers, the loafers the tag-rag and bobtail of the community, and in a passionate and uncompromising form, is not in our remote day realizable. It seemed natural enough to me then; natural enough that Huck and his father the worthless loafer should feel it approve it, though it seems now absurd. It shows that that strange thing , the conscience — the unerring monitor — can be trained to approve any wild thing you want it to approve if you begin its education early and stick to it. This novel wasnt the only time Mark Twain discussed the horrendous reality of slavery and the humanity behind each slave and freed man, citizens and humans deserving of respect the same as anyone else. Sources: Ranta, Taimi. Huck Finn and Censorship. Project Muse, Johns Hopkins University Press, 1983. De Vito, Carlo, Editor. Mark Twains Notebooks: Journals, Letters, Observations, Wit, Wisdom, and Doodles. Notebook Series, Kindle Edition, Black Dog Leventhal, May 5, 2015.