Psychoanalytic Perspectives of the Oedipus Mythology Essay

Patricide and incest form the thesis and message that Sophocles began with the creation of Oedipus the King. In the plays that followed, Oedipus at Colonus and Antigone, Sophocles expounded upon what would become one of the most profound archetypes in psychoanalysis. To best interpret the Oedipus trilogy, a look will be taken into the construction of the plays themselves, followed by an interpretation of the plays’ parallels and the inception of the Oedipus Complex based upon a psychoanalytic perspective. To begin with, Sophocles wrote what became known as the Oedipus trilogy over a period of more than forty years which indicates the profound immersion that he plainly had in the Oedipus saga. Each play is a self-contained chronicle representing his dramatic theme of redemption from the sin of patricide and incest, and yet, the arch between the three Theban plays highlights the message that Sophocles refused to relieve himself from, and which consumed nearly his entire life. While this may seem of little importance to reading the Oedipus trilogy itself, Sophocles did not write them in the order represented in nearly every anthology. As David Grene notes, â€Å"as far as the legend is concerned, the story runs in sequence: Oedipus the King, Oedipus at Colonus, Antigone† (p. i). Their order of conception, instead, went: Antigone, Oedipus the King, and then Oedipus at Colonus (p. i), which presents a few inaccuracies within the story itself (mainly with the character and actions of Creon, Jocasta’s brother). From this birth order, â€Å"the series, therefore, cannot have formed a [true or literal] trilogy†¦beyond the fact that each of the three plays deals with the situation in the Oedipodean family history, there is no unity of theme or treatment between them† (Watling). Moreover, â€Å"except for the obvious links of fact connecting them, each constitutes a fresh approach to a distinct and self-contained problem† (13). Roughly, this means that while most anthologies present the three Theban plays in a chronological order for the character Oedipus, the fact remains that each could be read without knowledge of the others and the same theme and message would be received—which, based upon Sophocles’ life-long obsession with the story, must have been his justification for the story that kept evolving. The reasoning behind the order and placement of the plays within anthologies is sound, however, because, while the stories may be self-contained, the arch of Oedipus is the link that literally turns the plays into a trilogy. In Oedipus the King, Oedipus, as prophecy had predicted, kills his father, King Laius, and marries his mother, Queen Jocasta, bearing at least four children in the process who, in the play Antigone, are revealed as Antigone, Ismene, Eteocles, and Polyneices. After learning of his horrible actions, Oedipus exiles himself as he had proclaimed would be the fate of the brute capable of murdering King Laius, and subsequently blinds himself in the hopes of finding redemption for his unforgivable sins. While Oedipus at Colonus is the second play in the anthologies, it is the literal ending for Oedipus. He is taken to the city of Colonus by his loving daughters, Antigone and Ismene, because, as he had learned from the oracle in Oedipus the King, he was meant to find his final resting place there. Moments before his end, Oedipus realizes that his sins of patricide and incest weren’t truly sinful because he committed the acts out of ignorance alone, and it is in this moment, and despite everything he has faced in his quest for redemption that Zeus absolves Oedipus of his sins and he passes, with peace, into the afterlife. In Antigone, Oedipus is little more than a plot reference to get the play started. His only mention is in the opening lines and is that, following his self-imposed exile from the city of Thebes in Oedipus the King, Oedipus had made a prediction that his sons would be arrogant enough to fight over his throne and kill each other. Thus the play begins with the deaths of Eteocles and Polyneices. The play itself follows the actions of Antigone and her husband Creon, who is the cause for much speculation from most scholars due to his not-so advanced age. As the timeline goes, Creon is Jocasta’s brother and would have been Oedipus’ senior by many years or, at the very least, would have been as old as Oedipus himself. As Antigone is Oedipus’ daughter, and Creon is said to be â€Å"a vigorous middle-aged father of a youthful son† (Watling, 13), scholars debate as to the accuracy of Sophocles’ character creation and question as to his motives in retelling the story in as many forms as he did, with an outstanding flaw. Creon’s deviation notwithstanding, it is the minor and insignificant role of Oedipus in the play Antigone that marks the main reason that most anthologies place Antigone last in the order of the Oedipus mythology, even though the timeline would, as Sophocles thought in writing them, place Oedipus at Colonus last, due to the play’s depiction of the last days of Oedipus’ life. This, in itself, is significant in understanding the psychological aspects of the Oedipus trilogy. Now, while readers will never know the true meaning behind the order of the Oedipus mythology, the fact remains that Sophocles wrote within an archetype and character arch with the intentions of presenting his dramatic theme—and it took three tries to get it out as he desired. What he created, however, demonstrates a truth about the self-discovery of the individual and the path to redemption that marks a significant aspect of the growth of the human being. To best define this journey, a psychoanalytic perspective will now be taken into Sophocles’ main theme and message. From an analysis of his work, Sophocles â€Å"shares [a] concern with finding truth in a world of appearances and is influenced, even if indirectly, by the new theories about language: the problem of the relation of words to reality, and the power of words to deceive, to win unjust causes, and to confuse moral issues† (Segal, 7). More, the plays are â€Å"almost certainly a response to events of [his] period. An unexpected, supernatural-seeming disaster suddenly sweeps away brilliant hopes; confidence in human reason and calculation is shattered, and greatness swiftly turns into misery† (9). Sophocles saw the rise and fall of powerful nations, and it makes sense that he would take what he had seen and created his rendition of events that had transpired in a literary form that he could show the world. And it is from this basis that scholars have debated over the purpose and parallels behind the two main cities present within the plays of Sophocles. Often, the city of Athens is compared to a man’s relationship with himself, whereas the city of Thebes represents the conflict between man and his father. Indeed, â€Å"the figure of Oedipus [is] a distillation of Athens at the height of its power, energy, daring, intellectual curiosity, and confidence in human reason† (Segal, 11). As the historical context of the city of Athens was surely an influence in Sophocles’ making of the Oedipus trilogy, a direct parallel from the destruction of Athens to the destruction of Oedipus the powerful leader can be drawn. More, â€Å"it is even possible that Oedipus’ search for who he really is reflects something of a communal identity crisis in a city that had undergone a massive transformation in a short time and had refashioned itself from a rather quiet, traditional aristocracy and tyranny in the sixth century into a radical, intellectualized democracy and a powerful empire† (Segal, 11). This parallel, of Oedipus to the grand city of Athens, does much to lend weight to Sophocles’ theme of destiny and the gods marking a path for man. For, as Athens rose in power, so too, it fell because it committed sins and transgressions to great to find redemption from along the way. As for the city of Thebes, there lies a direct correlation to Sigmund Freud’s theory of conflict between man and his father which represents a direct parallel to Oedipus’ exile from the city of his king-making. Freud suggested that â€Å"the play fascinates us so much†¦not because it dramatizes ‘the contrast between destiny and human will,’ but because ‘there must be something which makes a voice within us ready to recognize the compelling force of destiny’† (Segal, 59). From this theory, Freud defined that the â€Å"‘destiny’ is the universal necessity to which all of us (or at least all males) are subject—namely, the wishes that remain from our buried animal nature to kill the father and possess the mother† (59). And it is this destiny upon which Sophocles created his foundation and archetype. As a basis for his theory, Freud determined that the oracle was a direct parallel to the subconscious mind, citing that â€Å"this disguising of Oedipus’ unconscious desires in the form of an oracle from the gods not only lets the unconscious become visible but also accounts for the feeling of guilt that we have about these unconscious desires, even though we are not guilty of any crime† (Segal 59-60). Even more, Freud speculated that â€Å"Oedipus’ eagerness to punish himself, with no attempt at self-defense, corresponds to the inner conviction of guilt that stems from these unconscious desires† (60). Because Oedipus immediately set out to punish himself and find redemption for his actions, despite the fact that he did them in ignorance, then, suggests that in his subconscious, Oedipus did indeed have desires to kill his father and physically and sexually possess his mother. For, as Freud theorized, in his actions following his revelation, Oedipus confessed his own guilt. If, perhaps, Oedipus had sought to defend himself on the basis that he didn’t know his father and certainly had no affections for his mother, having grown up the adoptive son of another, the theme may then have been interpreted differently. However, as Freud was so certain, there is much to be said about the actions of Oedipus in correlation to the guilt he felt. The subconscious mind had a profound impact on Oedipus, even though he knew nothing of the birth parents he was prophesized to destroy. For Freud, the archetypal constructs of the Oedipus mythology was so absolute that he dubbed it the â€Å"‘Oedipus Complex’†¦[which] denotes each person’s attitudes and behavior in his or her most intimate family relationships, especially to mother and father†¦[and, to mature into a normal adult, the child] must somehow come to terms with the residue of repressed infantile hatred and desire for his or her parents† (Segal, 60). The Oedipus Complex, in modern psychology, is applied to the study of actions in relation to the subconscious desires that exist in every child. Even more, Freud’s theory has become common in the vernacular of psychology to the extent that scholars use the term, perhaps, without even grasping the full meaning behind the cleverly, yet aptly, named psychosis. The Oedipus Complex is based upon two main ideals: that of the matriarchal relationship to the child and the patriarchal relationship. The two are separated by this relationship and define the growth and development of the child. Moreover, â€Å"matriarchal culture is characterized by the emphasis on ties of blood, ties to the soil and the passive acceptance of all natural phenomena†¦[while a] patriarchal society in contrast is characterized by respect for man-made law, by the predominance of rational thought and by the effort to change natural phenomena by man† (Armens, viii). To better define the difference, â€Å"in the matriarchal concept all men are equal since they are all the children of mothers and each one a child of Mother Earth. A mother loves her children all alike and without (limiting) conditions†¦the aim of life is the happiness of man and there is nothing more important or dignified than human existence and life† (viii). In this, to draw a parallel back to Oedipus, the child has (whether he realizes or understands it) a desire to be with the woman who created him because of her earth-mother nature. The desire of every man is to be with a woman who understands everything and will love unconditionally—and that figure, from the start of life, happens to be the mother. However, â€Å"the patriarchal system, on the other hand, recognizes obedience to authority as its main virtue. The principle of equality is replaced by a hierarchical order in society and state, ruled by an authority just as the family is dominated by the father† (Armens, viii). It is because of this very concept that boys contain within them (whether known to the conscious mind or not) the desire to overthrow their father and become the leader of the hierarchy. More, men, by their very nature, contain the desire to become like their fathers, to achieve the power that they may possess, to be the biggest, strongest, fastest titan in the industry. With a full understanding of the Oedipus Complex, a final parallel can be drawn to the path of self-discovery that Oedipus’ entire life is consumed with. As Sophocles had directed, Oedipus â€Å"dramatizes the lonely path of self-discovery† (Segal, 13). And it is in this path that the true nature of Oedipus is revealed. For, the path that he must take is a perilous expedition, not only through the ascent of age, but in the self discovery that every man must achieve to live a fulfilling and successful life. However, it is on this path that Oedipus also meets the very destiny that his parents had hoped to terminate with their preemptive strike. In this, Oedipus is the â€Å"paradoxical combination of knowledge, power, and weakness† (13). He is strong as a king and husband, yet, when he learns the truth of his actions, he crumbles into a despair so deep that it consumes his entire life—and it isn’t a short one. Unequivocally, Sophocles began his thesis with the creation of Oedipus the King and introduced what would become one of the most profound archetypes in psychoanalysis. Throughout the trilogy, the archetypes that Sophocles presents â€Å"[become] a profound meditation on the questions of guilt and responsibility, the order (or disorder) of our world, and the nature of man† (Segal, 12). More, â€Å"the play stands with the Book of Job, Hamlet, and King Lear as one of Western literature’s most searching examinations of the problem of suffering† (12). In looking at the events that transpired throughout the three Theban plays, Sophocles’ main theme that, in any life, destiny and fate will create a man’s destiny; more, the gods have the divine right to tamper with a man’s destiny in the hopes that he will, one day, find redemption from his sins, is rendered by the Oedipus arch throughout the plays. Overall, the three Theban plays, Oedipus the King, Oedipus at Colonus, and Antigone, form the trilogy that founded the most profound archetype in literature and psychoanalysis. Sophocles created the character of Oedipus to highlight his theme of self-discovery and the path to redemption, making it clear that Oedipus, despite his ignorance, would repent until his final moments for his unforgivable sins. However, it is in those final moments that Oedipus finds true absolution and redemption for the subconscious guilt that placed the fantasy of patricide and incest into his desires. And, based upon a psychoanalytic perspective, the theory behind the Oedipus Complex renders the message and main theme of Sophocles’ Oedipus mythology. Works Cited. Armens, Sven. Archetypes of the Family in Literature. Seattle: University of Washington, 1966. Grene, David and Richmond Lattimore, Trns. The Complete Greek Tragedies, Vol II, Sophocles. Chicago: University of Chicago Press, 1959. Segal, Charles. Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge. New York: Twayne Publishers, 1993. Watling, E. F. , Trns. The Theban Plays. Maryland: Penguin Books, 1947.

Swot Analysis for Usaa

Management 303 SWOT Analysis on USAA Savings Bank Section I- Organizational History USAA Savings Bank has been around for a long time believe it or not. In 1922 USAA was originally founded in San Antonio, Texas when 25 Army officers decided to come together and insure each other’s automobiles. William Garrison was USAA’s first elected president. Shortly after that USAA’s first employee was Harold Dunton, who was hired as a general manager. Major Walter Moore purchased the first automobile insurance policy for $114. 4 and became USAA’s first member. Two years later in 1924 USAA printed their first credo. The company motto was â€Å"Service to the Services. † 1928 was the year that USAA started advertising 8,000 active component service members among 38,000 possible. In 1929 things started turning for the worse, as the stock market crashed and the Great Depression followed shortly after. By the end of the 1920’s USAA earned a net profit of $144 ,000 before dividends. From 1930’s on up USAA has been incredibly successful. 931-1940 USAA’s employee population grows even through the Great Depression. Employee numbers sky rocketed and doubled, from 46 to 99. The company’s membership doubles from 15,000 to 30,000, despite the ongoing tough economic times. 1932 the first Annual Report to its members was established and published. A year later USAA exceeds minimum reserve holdings mandated by the Texas Board of Insurance Commissioners and returns $230,000 to members. In 1934 Stuart Gwyn is the first woman to join USAA’s management team. USAA graduated to having 60% of all eligible U.S. military officers become members in 1936 while also being able to end the decade with a net profit of $643,000 before dividends. Section II- Strengths and Weaknesses Some of USAA’s many strengths come in numbers. USAA ranks 62nd in net worth among Fortune 500 companies and 144th for revenue, the company has proven to be a very financially strong organization. Our net worth owned and managed assets, revenue, net income and membership all increased and continues to grow. In addition, member satisfaction and customer service remains consistently high.USAA produced colossal numbers as far as Net worth goes. From 2008 earning $14. 6 billion in net worth to $17. 0 in 2009, $18. 7 in 2010, $20. 0 billion and so far over $21. 3 billion. These numbers only keep getting better. Some of USAA’s highlights as of June 30, 2012 in totals: 9. 1 million in Total members, the company now offers a total of 38 million products, and a total of 23. 7 thousand employees. Classifications go as follows 28th largest bank, 5th largest homeowners insurance, 8th largest credit card provider, and 6th largest auto insurer.USAA’s property and casualty insurance group received high ratings for financial strength from three of the major agencies-A. M. Best, Moody’s and standard & Poor’s. A. M. Best Company gave USAA an A++ (superior, highest of 16 possible ratings). Moody’s Investors Service gave USAA an Aaa (Exceptional, highest of 21 possible ratings). Standard & Poor’s gave USAA an AA+ (Very strong, second highest of 21 possible ratings). Ward’s 50 Placed USAA’s P&C Insurance Group on the Ward’s 50 list, which is a benchmarking group of top-performing insurance companies, for 22 consecutive years. 2012). IDC Financial Publishing Inc. gave USAA 111 consecutive Superior ratings as of 2012’s 1st quarter for USAA Federal Savings Bank. Thomson Reuters Bank Insight (formerly Highline Banking Data Services) rated USAA in the Top 15% of peer group as of 1st quarter 2012. These are all considered strengths for USAA because they are all astonishing milestones for the USAA Federal Savings Bank. It has helped catapult the company to where it is today. Everybody that has USAA loves it bottom line.

Entrepreneurship Education as the Emerging Trend in Pakistan Essay

For the developing world, the emerging trend is entrepreneurship education in itself. It is significant and considered a powerful tool for propelling economic growth, as significant as venture capital and incubators. The youth today is exposed to a world of information and rapid change. He is prone to be the captain of his ship more than ever before. Hence the objective is to create awareness of trends and issues being faced in Entrepreneurship Education programs and see how Pakistan can gain from the experience of the developed world. It is also the objective to see how programs have to be designed for teaching and learning by the new generation of the future. The research methodology has been to examine relevant literature of other regions and compare this to the work done in Pakistan. Its been observed that it has acquired its own field of research methodology and finally is a standalone discipline, with ample work to show its breath and depth. Our finding is that it’s going to be a different world, calling for planning for a world unknown? Our conclusion is that it is significantly important to make the youth of today gainfully employed after imparting education to them. And Pedagogy is one of the issues that deserve attention in the Entrepreneurship Education. It is a question of evolving knowledge and evolving pedagogy to impart knowledge. Local experience and theory has to be evolved building the subject. Developing countries will have a host of issues far different from the developed countries. Education policy will play very significant role to resolve these issues. The authors conclude with suggestions that there is now a need to develop theory of entrepreneurship education based on the education theory and not on the theory of management and economics. There should be all out effort to build the ‘entrepreneurship capital’ and to give it central place in the education place. Keywords:Entrepreneurship Education, Entrepreneurial Generation, Pedagogy, Entrepreneurship Capital Entrepreneurship Education as the Emerging Trend in Pakistan: Confronting the Issues I. Introduction: a. Background: The field of entrepreneurship education is in the process of growing and gaining legitimacy and being recognized in the developing countries. In Pakistan it has been an up-hill task and despite efforts it is still an unknown academic field. But it is somewhat different in USA and in Europe and Japan. There it has recognition and there it has immense recognition as an important factor to keep pace with the economic growth and change required for economic efficiency. It is nurtured to impact the economies of the ‘technological tripod’ of economic growth. No doubt USA leads the way but European Council through the Lisbon Proclamation 2000 had launched itself in pursuit of economic growth through Entrepreneurship. The then President of EC committed the European Union to become the Entrepreneurship Leader as it was acknowledged that new economic growth, and productivity is generated by entrepreneurial activity (as cited by Audretch 2008). The statement is proclamation of the significance and importance of Entrepreneurship for economic development. In pursuit of entrepreneurship what is required is Entrepreneurship Education and the observation is that the trail it leaves behind is host of the emerging trends and issues which need to be examined and evaluated and worked out. Entrepreneurship Education is the path and road to developing an enterprising environment, building ‘social capital’ and ‘Entrepreneurship Capital’. â€Å"This refers to institutions, culture, and historical context that is conducive to the creation of new firms. This involves a number of aspects such as social acceptance of entrepreneurial behavior – – – – the activity of bankers, venture capital agents – – – – – â€Å"(Audretsch 2008). The rationale of this paper evolve around the spirit of these terms and the process of evolving this capital is entrepreneurship education. The purpose of this paper is to explain the importance of entrepreneurship education in the light of compelling evidence surrounding us that it produces an enterprising society or ‘The Entrepreneurial Society’ and economic development. There is significant evidence about the impact of entrepreneurship on economic development (Wennekers et al 2005, Verheul & Thurik 2003, Caree et al 2002, Audretsch et al 2006). â€Å"The way entrepreneurial activity has an effect on economy is that it is reflected in the macro-economic growth, value addition, employment generation, export growth, industrialization and poverty reduction†. (Wagha 2010) Entrepreneurship in the last two decades has achieved a central place in all recent discourse and debate and policymaking on education. There is a need for appropriate educational program at all academic institutions, universities, business schools and secondary schools. â€Å"So significant is the role of Entrepreneurship Education that it is considered a powerful tool for propelling economic growth as significant as venture capital and incubators†. A look at policy on education recently framed in different countries around the world reveal that there is emerging need to focus on entrepreneurship education and research. (Lee & Wong 2005, Khan 2006) We realized through this research that there is a need to look at Entrepreneurship Education from the teaching and learning perspective. And of importance is how Entrepreneurship Education should be taught and the paradigm of research should be education and not merely economic and management. Bechard & Gregoire (2002). It was also observed through empirical research and interviews that there is also the need to focus on the faculty of Entrepreneurship Education. There is an acute shortage of such teachers who are well versed in the pedagogy of Entrepreneurship Education. And according to Dr. Hasan Sohaib Murad, Rector, University of Management and Technology Pakistan (while addressing the audience at a Junior World Entrepreneurship Forum Pakistan (July 2011) : â€Å"The problem is our faculty, those who are teaching in business school today. They are teaching in business schools because they were not entrepreneurs. The other factor that has to be taken in consideration is the role of entrepreneurship in economic development. According to Global Entrepreneurship Monitor (GEM) entrepreneurship and economic development are exclusively mutual â€Å"GEM is based on the following premise. An economy’s prosperity is highly dependent on a dynamic entrepreneurship sector. This is true across all stages of development. Yet the nature of this activity can vary in character and impact. Necessity-driven entrepreneurship, particularly in less developed regions or those experiencing job losses, can help an economy benefit from self-employment initiatives when there are fewer work options available. More developed economies, on the other hand, can leverage their wealth and innovation capacity, yet they also offer more employment options to attract those that might otherwise become entrepreneurs†. (GEM 2010) It goes onto explain that the capacity of an economy is dependent upon highly competent individuals and positive societal perception about entrepreneurs. â€Å"An economy’s entrepreneurial capacity requires individuals with the ability and motivation to start businesses, and requires positive societal perceptions about entrepreneurship. Entrepreneurship should include participation from all groups in society, including women, a range of groups and education levels and disadvantaged populations. Finally, high-growth entrepreneurship is a key contributor to new employment in an economy, and national competitiveness depends on innovative and cross-border entrepreneurial ventures†. (GEM 2010) b. Objectives of the Study: So significant is the role of entrepreneurship that the developed countries are perusing it by adopting new educational policies and by introducing strategies to create an ‘Entrepreneurship Capital’. For the developing world that has lagged behind, this is a wakeup call. Therefore the Objective is: to be aware of the issues and see how Pakistan can gain from the experiences of the developed world and evolve a suitable strategy for implementing entrepreneurship education effectively. It is assumed that, some of the best practices if disseminated will have an impact. c. Justification: As can be seen that it is essential for all developing countries and Pakistan in particular to undertake various studies pertaining to entrepreneurship, simply because this era of entrepreneurship is as potent as the era of Industrial Revolution. It has the potential for developing countries to catch-up with Developed Countries if the national economic agendas are prudently organized. d. Statement of the Problem: However some issues surrounding Entrepreneurship Education are: How should entrepreneurship education courses be designed, what should be the structure of courses? What should be the balance between activity based and text based teaching? What should be the ethical domain, and what disciplines would fall in the entrepreneurial ambit of subject? What pedagogy would be considered appropriate to teach entrepreneurship? In the midst of this expansion of courses, these emerge as a challenge how to make teaching entrepreneurship effective. Years of research and considerable debates has dispelled earlier doubts that entrepreneurship cannot be taught, and it was Drucker (1985) who said, â€Å"like other disciplines it can be taught†. But the emerging trend of Entrepreneurship Education is compounded by such factors as IT revolution and globalization. The youth today is exposed to a world of information and rapid change. He is prone to be the captain of his ship as he sees opportunities far beyond his imagination. He can evaluate the advantage of going for his own venture. He can see that Entrepreneurship is about change and competition, changing in its wake markets and ushering in technologies that entrepreneurship binds as the ‘social glue’ high-tech and ‘main street’ activities (SBA 1998). e. Research Question: Therefore the research question that we will attempt to find answer to is: – 1. What issues and trends are being faced by Pakistan in Entrepreneurship Education and what adoption is required to benefit from this trend? II (a)Research Methodology: My goal is to determine the current status of the subject, by looking at the theory based on the published articles of other regions by leading authorities such as Bechard, Audretch Fayolle, Dana, Plaschka, Hindle & Kuratko. This will help guide future research, but beyond literature review, I also recorded empirical findings and interviews and survey of literature to see the emerging trends in Entrepreneurship Education in Pakistan. The literature reviewed has been some grey literature and some conference papers as these were very current and contemporary thinking on emerging issues and trends. Furthermore the research has been enhanced by visiting foreign conferences for gathering data at doctoral seminars in Europe and America on Entrepreneurship Education. In that sense this is rather epistemological analysis of educational theories and reports on Entrepreneurship Education Trends and Issues. But the problem encountered was that there is not much data available on this subject in Pakistan. This paper therefore undertakes the qualitative approach based on survey, interviews and literature review of this region and of the academic body that has taught the subject and also of others who have written papers on the status of Entrepreneurship Education in Pakistan. â€Å"Primary data include such facts collected from observation, surveys, and even interviews. When secondary data are unavailable and our research questions are unanswered, we have to collect data from primary sources. This proves useful because they are collected specifically for the particular study† (Ghauri & Gronhaug 2002). This is obvious in the case of Pakistan where there is no secondary data on this subject. The investigation attempts to determine differences between the developed and developing countries, describing conditions that already exist, (Say in Pakistan) and why conditions in European and America are different from it. The collection of data is ongoing and eventually synthesized and conclusions are drawn. II (b)Limitation: The fundamental limitation is that hardly any journals are available in Pakistan on Entrepreneurship Education. No doubt that recent support provided by HEC for library data bases and resource centres has been greatly useful. The other fundamental handicap that the Pakistani researchers or students seeking to adopt this as their subject of specialization would face is lack of faculty. Currently there is no known or accessible faculty available in Pakistan having a PhD Degree in Entrepreneurship Education. Hence there are no doctorates of Entrepreneurship Education available to supervise or act as advisers to students desiring to do a PhD in Entrepreneurship. III. Literature Review: Discussing the Definition of Entrepreneurship Education as Emerging Trend: The subject of entrepreneurship education begins with the entrepreneur. The study of the Entrepreneur goes beyond the study of the characteristic and the traits of the entrepreneur which is the psychological profile. The entrepreneur is part of the complex process of new venture creation (Gartner 1988). And new venture creation is new economic growth which brings the importance of entrepreneurship and the education process for developing entrepreneurs. Say (1816) defined the entrepreneur as the economic agent. Hence the entrepreneur is one of the dimensions of economic growth. If we were to examine the quotation by Cole (1946) we realize that this unleashes a host of issues and trends associated with entrepreneurship and the promotion of Entrepreneurship Education. Cole (1946, p.3) states that Entrepreneur is one who â€Å"Unites all means of production – the labor of the one, t he capital or the land of the others – and who finds in the value of the products which results from their employment the reconstitution of the entire capital that he utilizes, and the value of the wages, the interest, and the rent which he pays, as well as the profits belonging to himself†. This statement explains the process of new venture creation which the entrepreneur is prone to do. It is a complete picture of the role which an entrepreneur performs as an economic player in an economy. Whereas the behavioral view of entrepreneur defines the entrepreneur as a very special person but calling for investigation to understand and define Entrepreneur and Entrepreneurship. They even cropped up when Gartner (1988) examined in what way do we define the Entrepreneur. According to him since the entrepreneur causes entrepreneurship you could explain Phenomenon of Entrepreneurship through traits approach or explain Phenomenon of Entrepreneurship through Behavioral approach. Subsequently this leads to disseminating the knowledge of entrepreneurship education. We are once again confronted with trends to adopt in Entrepreneurship Education and issues to deal with to establish the infrastructure of Entrepreneurship Education e.g. there is no evidence to support successful or unsucc essful leaders. The new trend is to focus on behavior of the leader. What they do as a leader, and not on what they are, and this aptly applies to research on entrepreneurship and hence the definition which explains and determines for us what influences behavior and performance which define entrepreneurship. (Van de Ven 1980 p.86) We have been amply warned that we should study the behaviors and activities of entrepreneurs. This brings us to the performance of an entrepreneur, the dynamism by which he proceeds as an entrepreneur and hence we call it entrepreneurship. We have come to realize that entrepreneurship can be enhanced by entrepreneurship education. Hence our question is what is entrepreneurship education. According to Bechchard & Toulouse (1998) the definition of Entrepreneurship Education is â€Å"A collection of formulized teaching that informs trains and educates anyone interested in participating in social economic development through a project to promote entrepreneurship awareness, business creation or small business development†. Jones & English (2004) define Entrepreneurial Education as: â€Å"Entrepreneurial Education can be viewed broadly in terms of the skills that can be taught and the characteristics that can be engendered in individuals that will enable them to develop new and innovative plans†. The creation of a discipline confronts trends and issues: Therefore the emerging trends and issues are related to multi-dimensional aspect of entrepreneurship education. The gathering of information and knowledge of this aspect is the fundamental activity of research and education to understand the behavioral phenomenon of entrepreneurship (Gartner 1988).Following the line of reasoning if personality traits could define entrepreneurs, the question of education, training and development would seem irrelevant and the foregone conclusion would be that those who possess the requisite traits should be successful entrepreneurs. As that is not the case we seek constantly ways of educating the entrepreneur to behave in a particular way to become successful. The contemplation of this fact has created a series of issues and trends required for the development of entrepreneurship education programs. In our quest for this answer we get a response from Gartner (1988) that we should follow Mintzbe rgs advice. Issues that confront entrepreneurs should be resolved to develop a profound entrepreneurship program along with its multiplicity of dimensions. Each question throws up a new philosophy and search for truth that could be developed into an answer to the issues confronting entrepreneurship education. What roles does the entrepreneur perform in moving information, in making decisions, in dealing with the people? How and why do individuals enter a new venture? The other emerging issue from this kind of reasoning is to what extent is entrepreneurship a science? To what extent is the entrepreneurs work programmable? All such questions resolve the issue of designing new branches of education in the domain of entrepreneurship. These would have to be dealt in accordance to the trends in development, competitiveness, economic growth and resource allocation.

1920s - time of sustained economic progress Essay

1920s - time of sustained economic progress - Essay Example Although this picture of America presented a favorable image of life for Americans, others believed that it also presented a picture of an America which was shallow, greedy, and empty, one where people were judged for their wealth and their properties. They also believed that America’s values were crumbling and that hedonism was fast becoming a norm in their society. This paper shall analyze these themes, and to what extent each group is right or wrong. This paper shall first provide an overview of the various developments seen during the 1920s, secondly, an analysis of these developments in terms of their implications shall also be presented. Lastly, concluding remarks shall end this discussion. This paper is being carried out in order to establish a clear understanding of the 1920s and how the developments during this time impacted on the American people in general. America in the 1920s marked a transition period, from a wartime economy to a peacetime economy. And its econom y flourished during this time as it was able to engage in mass production and consumerism. Soldiers returning from war with their wages were reintroduced into the workforce and the post-World War recession soon saw an end. The 1920s also marked an era of increased consumer spending which was further supported by mass production of various consumer products. Changes in government policies, mostly in relation to the reduction of the national debt, of taxes, and of the protection of farming interests, and cutting back of immigration led to the economic boom (Filip). President Coolidge also imposed policies which sought to increase taxes on the rich and prevent government interference in private businesses (Filip). Soon enough, his approach was able to sustain economic growth for most of the 1920s. However, overconfidence in these economic policies also caused the stock market to crash, leading to the Great Depression. The sustained recovery during the early 1920s caused the Federal res erve to expand credit, as market rates were decreased; in effect, the value of the dollar increased by 60% during this time (Schultz, 349). This caused the Americans to over-extend their spending. As was mentioned above, such over-extension led to the stock market crash in the late 1920s, and the crash and the depression that followed was very much prolonged. Nevertheless, despite the fact that the favorable economic growth in the 1920s led to the Great Depression, the 1920s marked a bountiful time for the Americans (Schultz, p. 351). The automobile, movie, radio and chemical industries experienced much growth during this time. Cars were now mass-produced and they also assisted various businesses in the country, including hotels, service stations, and highway building (Schultz, p. 350). Radio advertising also soon became the primary means of advertising for many businesses. Hollywood also experienced a very rosy period as watching movies became an affordable activity. Commercial avi ation also helped advance more economic progress and activities. New roads, railroads, and highways were opened and paved and electricity as well as telephone lines soon run through each state (Schultz, p. 349). Massive urbanization was taking place and it was slowly expanding into the rural towns. More people flocked into the urban areas looking for jobs and various opportunities. Beyond, economic progress, women’s right to vote soon became firmly entrenched into the state policies (Schultz, p. 349)

Constitutional Law of the EU Essay Example | Topics and Well Written Essays - 1000 words

Constitutional Law of the EU - Essay Example In this particular instance, Antonie has to prefer a claim under the law of Tort and /or other applicable law for redressal of his claim. The facts of this case pertain to losses accruing to the appellant due to misrepresentation and there is a question of compensatory damages, which would put Antonie in the same financial position as if the loss did not take place. Antonie needs to prefer an application for compensatory damages sustained on non-contractual liability. It would have to be done in the Court of the First instance, and this court would have to give its ruling based on its findings and the losses suffered by a EU citizen which were caused by the UK teaching Institute, Easytalk â€Å"The Court of first instance has jurisdiction to hear †¦ actions seeking compensation for damages caused by the Community institutions or their staff† 3 The relief measures adopted by Antonie should be, initially, to prefer an application to the Registrar for initiation of proceedings. The salient features of the action are to be reflected in a Notice, a copy of which would also be sent to the defendants for defense claims to be filed within a stipulated time. There are two aspects to the submission of appeal by the appellant- verbal and written. In a verbal part, a public hearing of the case is made. â€Å"The judges deliberate on the basis of a draft judgment drawn up by the Judge-Rapporteur.† trial is conducted and the judgment is delivered on public hearing. Although the court proceedings are free of court fees, the costs of the lawyers are to be borne by the litigants, with legal aid, if necessary.4 The International Court of Justice of the European Community is the premier legal institution of the community. It comprises of the following three Institutions: (1) The Court of Justice (2) The Court of the First Instance (for cases pertaining to the rights of the individuals) and (3)

Marketing Metrics for UK-based SME Essay Example | Topics and Well Written Essays - 2250 words

Marketing Metrics for UK-based SME - Essay Example As the essay declares The metric can evaluate marketing effectiveness at a strategic level. It involves assessment on the key strategies that a company has adopted and measuring individual performances in achieving marketing objectives. An example is whether the company has adopted effective price strategy and effective distribution channels. This paper declares that the metric measurement assesses and evaluates the levels of customer’s perceptions on the goods and products of the company. This is determined by the quality of the service that a company offers to its clients and customers. Brand awareness will indicate how effective the marketing program in reaching out the larger mass audience in the long run. This metric provides the dominance and the market share that a company holds. This measure is vital in achieving the marketing objective goals therefore its assessment will enable the company to know if the applied approach can deliver the objective. Evoked set of model comprises of a pool of alternatives that consumer has when making decisions also known as consideration set. With the knowledge of available large number of products and brands consumers considers only a few to acquire at any given time. It is important for any marketing communication campaign to target determine the products and brands within evoked set before it is carried out. Consumers include brands in an evoked model through recognition in the marketing environment thus marketing communications can determine the evoked sets through brand awareness campaigns. Secondly is recalling of a product which is memory based which depend on consumer’s ability to recall brands marketing communication messages. The two can be summarized as stimulus-based attributed by brand recognition familiarity and in memory-based which is attributed by brand recall, all leading into inclusion in an evoked set model of a consumer where all are key important aspects in advertising and communication campaigns Brand familiarity and recognition Marketing communication campaigns mainly involves brand awareness and recognition to influence and induce consumers to purchase the brand. This implies that marketing communication campaign may influence a consumer in considering a brand in the evoked set. This depends on the marketing communicatio n encoded information thus resulting into a consumer discriminating on brand over the other. Brand recall This is important in considering a product in an evoked model where a marketing communication campaign conveys a promotional message which encodes in consumers mind. This is recalled during the consideration of brands to include in an evoked model.

Formula Analysis Assignment Example | Topics and Well Written Essays - 750 words

Formula Analysis - Assignment Example When the element of violence was introduced was the point that the story slowly unfolded and moved on. It was evident in the film albeit being an animated feature geared to entertain the young that the element of violence had to be employed to spice things up. Without violence, there would not have been a story. Formulas, apparently, have not changed over the years. Movies still employ the â€Å"bad guy vs. good guy† plots. The bad guy brings menace to the good guy and his family—another staple factor to formulaic movies. Good guy defends his family to the death—usually of bad guy’s—thus justifying the violent actions of good guy. Bag guy gets eliminated, but nobody knows what happened or where he had gone after. He’s simply out of the picture. Nobody could care less as long as the protagonists are happy. The Incredibles, for instance, has the Parr Family—Mr. Incredible, the dad; Elastigirl, the mom; and the kids Violet, Dash, and Jack-jack—pitted against Syndrome, the evil genius. The warmth of family versus the evil of cold revenge. Mr. Incredible ditches Syndrome as a young fan who wanted to be his partner. Young Syndrome exacts revenge years by trying to prove he can outdo Mr. Incredible—to the extent of putting his family in grave danger. Viewers are made to consider violence as an integral and positive part of the movie for without which the Parr kids would not have been able to bring out the best in themselves. After all, if they had not been subjected to Syndrome’s menace, they would not have been able to rise above childish scuffles. And the consequent violence—the destruction of the villain Syndrome—is thereby justified. He is the â€Å"bad guy† after all. And as the clichà © goes, â€Å"they lived happily ever after.† The viewers are satisfied. Very formulaic. Yes, the formula, tiresome as it

Grief Essay Example | Topics and Well Written Essays - 2000 words

Grief - Essay Example This essay seeks to explore the reasons behind grief and whether it can be "treated" like a medical condition through psychological measures. There will also be a discussion of the different sources and forms of grief as psychological phenomena. Central to the understanding of Grief as a mental condition, are the different reactions people have to it , and recent academic opinion tends to avoid the traditional conceptions of grief being a " process" which is predicable in every sense. The new ideas seek to compare and evaluate the different responses of people to different kind of grief which has a lot to do with their family and gender orientation as well as religious and spiritual beliefs. A connected concept is bereavement, which implies a loss in ones life of a loved one or family and has the connected danger of transforming into a mental disease. Over the years there have been a number of physical and psychological therapies and counseling which have been developed to counter this traumatic time for people. Yet many people fare better in physical downfalls rather than emotional pitfalls involving grief and loss.The debate goes on about the whether grief "strikes like lightning" and kills slowly. Many academics like Dr. Elisabeth Kbler-Ross have spoken about how grief has certain stages involving anger and denial. Other psychologists deny the cyclical treatment of grief and look towards common experiences of people with in the themes of numbness ,yearning and despair. 1The stages of Grief It can be said that there is a difference between normal and abnormal grief (Engel 1961) and grief can be defined as "involving suffering and an impairment in the capacity to function which may last for days weeks and even months .We can identify a constant etiologic factor namely .real ,threatened or even fantasised object loss. It fulfils all the criteria of a discrete syndrome with relatively predictable sympatomatology and course. The grieving person is often manifestly distressed and disabled" Another academic notes that, "Whenever one's identity and social order face the possibility of destruction, there is a natural tendency to feel angry, frustrated, helpless, and/or hurt. The volatile reactions of terror, hatred, resentment, and jealousy are often experienced as emotional manifestations of these feelings."2 Medical and psychiatric opinion suggests that grief causes physical and stress related illnesses like bodily pain and asthmatic difficulties. Grief has also been recorded to cause death (Engels 1961) and it is said that it increases the risk of suicide amongst the aggrieved. Some writers have argued that there has to be a line drawn between grief and abnormal grief (Wilkinson 1999).The symptoms of abnormal grief are both physical and mental and include conditions like nightmares, asthma, insomnia, and loss of appetite. (Engels 1961 and Wilkinson 1999).Many people will try and avoid the pain by abusing medications and others report loss of libido and even hallucinations.(Engels 1961). The diagram on the left explains in simple terms the relationship between grief, bereavement and mourning The biggest misconception has been traditionally to assume for the people struck with grief that "time heals all wounds". Much rather if the condition of Grief is not treated and

Confucius Essay Example | Topics and Well Written Essays - 1000 words - 1

Confucius - Essay Example fill the duties that they are supposed to perform for their families and their parents, but where such people are just being dutiful yet having no respect, there simply will be no difference between feeding their parents and feeding their horses or dogs Confucius, 1355). Thus, respect is what measures the value of a relationship and thus earning it is a great advantage for an individual. Through applying virtue while treating others, respect will be borne, since virtue entails doing what one would expect of others to do to him/her, meaning earning respect out of giving respect to others. The rule of virtue is that â€Å"what you do not wish for yourself, do not wish for others† (Confucius, 1340). Additionally, treating others as one would expect to be treated by them is advantageous, since it will enable an individual to have more friends who surrounds him/her. This is because; the hallmark of achievement of an individual is the trustworthiness with which the individual has been serving others. Trustworthiness on the other hand cannot be cultivated without there being a good and noble relationship between an individual and those who surround him. Having friends is a major benefit for an individual, because friendship brings delight (Confucius, 1355). Secondly, the benefit that an individual reaps from treating others as one wish they would be treated is that; the individual gains contentment. Contentment is derived from the assurance that the others are reciprocating what an individual has done to them, where doing good will always be accompanied by being done good for. Therefore, all that is required to derive contentment in life is just â€Å"loyalty and reciprocity, and that’s all† (Confucius, 1336). Contentment is the result of an individual doing good and not boasting about his good qualities, and without even calling attention to his good deeds. The additional benefit that comes with this aspect of treating others as one would expect to be treated buy them

A case study on a patient with Shingles Essay Example | Topics and Well Written Essays - 3000 words

A case study on a patient with Shingles - Essay Example This patient has been selected because prevention and control of infection is very critical in crowded institutions like prison, immigrant camps, hostels and oldage homes. Inappropriate control of infection can lead to an outbreak and shut down of the organization. The name of the patient will not be disclosed for purpose of confidentiality. The case is presented after obtaining consent for presentation and discussion. 60 year old Mr. X was imprisoned 2 months ago. One one morning, he was noticed to have fever and malaise. Within 48 hours, Mr. X developed vesicular eruptions over the thoracic region. The physician in-charge was contacted and on examination, it was confirmed that the signs and symptoms of Mr. X relate to shingles. On inquiry, Mr. X revealed that he never contracted chicken pox in childhood and he was never vaccinated for chicken pox or shingles. There was no other case identified at the time. The physician in coordination with Infection Control and Prevention Board drew some guidelines for the management of the disease and also prevention of spread of the disease to other inmates of prison and staff. Shingles or Herpes Zoster, a viral infection caused by the virus varicella -zoster virus or VZV is a common problem in older adults like Mr. X (Cadogan, 2010). In childhood, this virus causes chicken pox. Following a clinical or sub-clinical attack in childhood, the virus remains dormant in the spinal ganglia. In adulthood, this virus can cause Shingles, which is deadlier than chicken pox. Shingles is a syndrome and is characterized by vesicular rash that is painful and unilateral. Most of the times, the distribution is dermatomal. The rash of Shingles first appears as patchy erythema with or without induration, followed by development of grouped herpetiform vesicles over the ertythematous base. However, in immunosuppression, the infection can spread and cause severe systemic illness involving of multiple organs and multiple

The ethical issues faced by human resource professionals Research Paper

The ethical issues faced by human resource professionals - Research Paper Example This research will begin with the statement that human resource management is an important part of any business. Since the inception of industrialization, corporations are hiring and recruiting employees, and therefore human resource professionals are not something new. Managing human resource also involves many ethical considerations. In today’s dynamic business realm the job of an HR manager has become extremely difficult because of the increasing diversity in the workplace and bad economic situation all over the world. The present research has identified that human resource professionals are business graduates who specialize in human resource management. They may also take counseling courses in order to take a position of human resource professionals. The license is not required to become a human resource professional because it is a common business-related function. A doctorate can also be pursued in the field. There is no specific code of ethics that governs human resourc e profession. Every organization is free to choose its own ethical standards. The author has rightly presented that there are general laws that restrict organizations to conduct discrimination when hiring employees. There are also harassment laws that are a part of all code of ethics. But there is no universal code of ethics for human resource professionals. The four ethical issues in human resource management pertain to hiring, promotion, firing, and privacy of employees.

On the Sino-Japanese Relationship Essay Example for Free

On the Sino-Japanese Relationship Essay Bibliography: 1. Jacques Gernet. A history of Chinese civilization. Cambridge University Press. 1996. 2. Asakawa, K.. The Early Institutional Life of Japan: A Study in Reform of 645, Japan. 1963. 3. B. , Barbara; Changgen, Yu. Chinese Foreign Policy during the Cultural Revolution. New York: Columbia University Press. 1998. 4. Hagstrà ¶m, Linus. Japan’s China Policy: A Relational Power Analysis, London and New York, 2005. 5. Hagstrà ¶m, Linus. Sino-Japanese Relations: The Ice That Won’t Melt, International Journal, 2008. 6. Sansom, George . A History of Japan to 1334. Stanford University Press. 1958. China and Japan are geographically separated by East China Sea. China has strongly influenced Japan with its writing system, architecture, culture, religion, philosophy, and law. The relationship between China and Japan is very complex, in different times, the relationship changes. At very beginning, when China was ruled by Qin Shi Huang, he â€Å"sent several hundred people to Japan to search for medicines of immortality†.(1996) Other records at the time show that Japan already had the same customs recognized today. These include clapping during prayers, eating from wooden trays and eating raw fish. During the Sui Dynasty and Tang Dynasty, Japan sent many students on a limited number of Imperial embassies to China, to help establish its own footing as a sovereign nation in northeast Asia. â€Å"After the fall of the Korean confederated kingdom of Baekje to combined Tang and Silla forces, Japan was forced to seek out the Chinese state on its own, which in those times was a treacherous undertaking, thus limiting the successes of Japanese overseas contacts during this time.†(1963) In AD 663 the Battle of Baekgang took place, the first China-Japanese conflict in recorded history. â€Å"The battle was part of the ancient relationships between the Korean Three Kingdoms (Samguk or Samhan), the Japanese Yamato, and Chinese dynasties.†(1996) The battle itself came near the conclusion of this period with the fall of Baekje, one of the Samguk or three Korean kingdoms, coming on the heels of this battle. From AD 600-1600, marine trades between China and Japan are well recorded, and many Chinese artifacts could be excavated. Baekje and Silla sometimes played the role of middleman, while direct commercial links between China and Japan flourished. â€Å"The ports of Ningbo and Hangzhou had the most direct trading links to Japan and had Japanese residents doing business. The Ming dynasty decreed that Ningbo was the only place where Japanese-Chinese relations could take place.†(1996) After 663, Japan had no choice but to directly trade with the Chinese dynasties. At first the Japanese had little long-range seafaring expertise of their own but eventually the Japanese improved their naval prowess as well as the construction of their ships. Then, it was 1890s. After the arrival of Commodore Perry and the forced opening of Japan to western trading, Japan realized it needed to modernize to avoid the humiliation of China during the Opium Wars. Friction between China and Japan arose from Japans control over the Ryukyu Islands from 1870, annexation of Taiwan after the First Sino-Japanese war of 1894. China was almost forced to cede more territory in Manchuria but was saved by Russian intervention. Despite this, China still paid a huge indemnity and relinquished Taiwan. The next stage was the Second Sino-Japanese War and World War II. In 1931, â€Å"Japan fully occupied Manchuria and created a new state called Manchukoku (Manchukuo), after a series of incidents culminating in the Mukden Incident and came to full scale invasion of China in July 1937.†(2008) Japan was soon able to gain control over all Chinese outlying territories. The Japanese invaded Beijing after accusing the Chinese Second United Front troops of shooting at Marco Polo Bridge. This marked the beginning of the Second Sino-Japanese War. Chinese nationalist aircraft then bombed Japanese positions in Shanghai and marked the beginning of the Battle of Shanghai. Afterwards, the Japanese advanced and faced little resistance as the best Chinese troops were sacrificed in Shanghai. â€Å"Japanese troops massacred Chinese prisoners of war (considered shameful by Japanese Bushido) and civilians over the course of two months during the Rape of Nanking.†(2008) Actual numbers of killed vary according to Chinese or Japanese sources. Chinese sources accept 300,000 or more killed. In 1945, Japan’s unconditional surrender shows the Chinese victory of the war. After the establishment of the Peoples Republic of China in 1949, relations with Japan changed from hostility and an absence of contact to cordiality and extremely close cooperation in many fields. But some Japanese fear that the economic and military power of the China has been increasing. In December 1971, the Chinese and Japanese trade liaison offices began to discuss the possibility of restoring diplomatic trade relations, and â€Å"in July 1972, Kakuei Tanaka succeeded Eisaku SatÃ…  as a new Japanese Prime Minister. Tanaka assumed a normalization of the Sino-Japanese relations. Furthermore, the 1972 Nixon visit to China encouraged the normalization process. His visit to Beijing culminated in the signing a joint statement on September 29, 1972.†(2005) The Japanese agreed to most of the PRC’s demands, including the political status of Taiwan. Subsequently, the bilateral economic relationships grew rapidly: 28 Japanese and 30 Chinese economic and trade missions visited their partner country. In 2001, Japans Prime Minister Junichiro Koizumi visits the Yasukuni Shrine, a dedication to the countrys fallen soldiers. His visit is seen by many Chinese as symbolizing a denial of Japans World Word II war crimes, specifically the Rape of Nanjing. In 2005, Sino-Japanese â€Å"relations deteriorate after Japanese textbooks understate Rape of Nanjing atrocities. Violent anti-Japanese protests erupt throughout China, North Korea, South Korea and other Asian nations.†(2008) Now, a series of chess moves by China and Japan over the Diaoyu islands frays already fragile relations. On Aug. 15, Japanese police arrested China activists who had sailed to the islands. This enrages Chinese all over the world, people boycott Japanese goods and anti-Japanese one after another. From my point of view, Japan has crossed the line. We want a good relationship and a peaceful world, but we cannot accept someone warp the history and grab territory. As a Chinese student, I have special feelings toward Japan from childhood, what all I hope is Japan could be less agressive.

Reviewing The Heart Of Darkness And Apocalypse Now English Literature Essay

Reviewing The Heart Of Darkness And Apocalypse Now English Literature Essay The horrorthe horror, these were the words that echoed in my mind after experiencing Joseph Conrads Heart of Darkness and Francis Coppolas Apocalypse Now. Together, both pieces have several parallels; this is largely due to the fact that Coppolas Apocalypse Now is actually an adaptation of Heart of Darkness. While the films story mimics Conrads tale with its general plot points, there are also many differences. While the characters of both Heart of Darkness and Apocalypse Now parallel one another in their natures, this is also where their distinct differences lie. The Accountant in Heart of Darkness is only one of the countless characters that are in Africa with absolutely no purpose; his attire is always kept at its best and it appears as though his only accomplishment was teaching an African woman to clean his garments, treating her as a servant. To parallel with The Accountant, in Apocalypse Now, Kilgore is also viewed as a purposeless character. Kilgores sole purpose is to surf, yet somehow he manages to avoid death and even injury in the most treacherous places, causing his focus on the war to be nonexistent. Marlow in Heart of Darkness and Captain Willard from Apocalypse Now both have this mission of finding Kurtz, the man known as god; the man known to be as hollow as a barrel; the man to be found. In Heart of Darkness, Kurtz is the chief agent at the ivory companys Inner Station at Stanley Falls. This so known hallow man is much taken back by the power that he has over the natives, starting out in the Congo attempting to give the natives better lives, these people learn to worship his ways. Due to his good intentions of helping these natives, he becomes isolated from his own civilization and is left to be on his own; he begins to retreat into a state of brutality. This clearly epitomizes that the basic human nature of Heart of Darkness is usually drowned out by the light of society. We can also see here that civilization is only superficial, in the way that the natives were more civilized then Kurtz himself. Marlows relationship with Kurtz after finding him begins as a professional one, but as we see when the story unfolds, Marlow slowly begins to identify with Kurtz, and by the end of the book we can see that Kurtz is what Marlow could have been and that Marlow is what Kurtz used to be. The two men see themselves in one another, a hard but interesting thing t o experience. Within Heart of Darkness and Apocalypse Now, the use of light and dark are both dazzling and unbelievable. The representation of light, dark black and white is embedded throughout the account of Heart of Darkness. In general, the symbolism of darkness usually implies evil or some type of mysterious unknown. Yet in the book we see that darkness is used as a symbol for truth, where the light is seen as a falsehood. The truth that Marlow discovers is within him, lying in the darkness. The truth was physically found for him in Congo which was known as the darkest spot on the map. With that specific example of how symbolism has been reversed, we also look into the light. The light comes from the civilization, also seen as a source of falsehood as well as being a form of dark business. The symbolism of white and black in Heart of Darkness is most apparent when it alludes to cultural and race; the white people being the lying, evil, civilized community, and the black natives being enlighten ed, good, and savages. The alternating lighting in many of the scenes of Apocalypse Now, specifically in the Do Lung scene symbolizes the insanity of the Vietnam War. Here we see that no one knows why they are really there, what is real, what is not, or where exactly the real evil is. Towards the end of the film, after Willard has killed Kurtz, we see Willard purposely placing half of his face in the shadow. This use of cinematography shows that he had united the two ideals; that of the military from which his mission spawned from the light, and the moral, yet uncompassionate ideal of Kurtz and the darkness of the jungle. Another comparison that can be made between the two is the fact that they both have rivers, not the physical part, but the symbolic importance of these rivers. In Heart of Darkness, the Congo River is essential to the plot of the story, and is also essential to the Europeans in general when dealing with Africa. The river was the only means of travel for the Europeans to be able to get into Africa. In regard to the light and dark aspect, the river did not allow of efficient movement upstream, reflecting on the difficulty in Marlows journey within himself, and this struggle that he faces toward obtaining the truth. On the other hand, Marlow was capable of moving easily downstream, making his return to civilization easier and basically effortless. In Apocalypse Now, the Hung River is where we turn towards truth, a struggle with the events escalating in their level of severity and confusion. This river brought only madness and was a path to enlightenment, with every path to enlightenment , sacrifices were made and there would always be pain to overcome. When it comes to noticing differences between the novel and the film, the most obvious one would have to come with the usage of drugs in Apocalypse Now. Heart of Darkness didnt have a hippie-surfer character that was always tripping on acid. It didnt have a man named Chef who wore a sailor shirt and smoked dope constantly. To me, the most surprising aspect of Apocalypse Now was that Lance, the surfer, survived throughout the entire ordeal, proving that during the release of the film, drugs were seen as good. I believe that Timothy Leary intended to use the film to explain how marijuana, shrooms and acid unlocked the key to immortality. This is probably the most apparent difference to me in the two, we see that Apocalypse Now was very interested in promoting to use of drugs while Heart of Darkness never went to that level. In addition to the rivers, and drug use, the idea of imperialism is only found in Heart of Darkness. The imperialism had a huge effect on the race relations in the novel; it is from this and also with civilizing the natives that the criminal neglect of the Company resides and is acceptable. The closest we get to anything like this is Apocalypse Now would be in the slaughter of the Vietnam Cong during the war. The ties between Conrads Heart of Darkness and Coppolas Apocalypse Now are unmistakable. From the Congo River in Africa to the Nung River in Vietnam, Conrads ideals are not lost. In both, the ideas of good versus evil and symbolism of whiteness and darkness are all apparent. While there are many similarities between the two, as discussed there are many differences, from the usage of drugs to the descriptions of rivers. Heart of Darkness, Apocalypse Now, from one came the other, there are two dont you see? Together, both pieces have countless parallels and we see that if it werent for the distinction of time, we would be unable to determine which came first. These parallels intrigue the reader or the viewer to want to engulf themselves into the depth of the other.

Methods of Social Research

Methods of Social Research Methods of Research The correct choice of research methods to use in answering researcher set questions investigating a topic is one of the most crucial and vital elements to the successful conduct of a research exercise, (McNeill, 2005). While much attention can be paid to theory within the methodology employed by the researcher it is also critical to consider the actual research tools which back up the theoretical decisions made and provide the raw data against which the hypotheses of the research can betested. For much research the research tools will be a decisive factor in thesuccess or failure of the project. In many instances the choice of research tool is not assessed correctly with the result being data is generated which is of little or no use to the researcher, (Ruane, 2005). This occurs both due to the research method not suiting the particular needs of the researcher and the improper administering of the research method itself. For many,  choice of research tool is influenced however not by the objective needs of the research but by the ability and capabilities of the researcher in terms of time, cost or other related factors such as familiarity with the processes and techniques involved within specific sets of research tools. In this essay, we examine three research methods, show how they can be constructed in a holistic manner toachieve triangulation in relation to a research question and illustrate ethical concerns and the manner in which they can be resolved in the successful deployment of these research methods, (Somekh and Lewin, 2005). We discuss these methods as a process and thus relate our discussion to the manner in which theycan be integrated and successfully deployed. In this sense then we examine howfocus groups can provide insights into theoretical observations, how theseobservations can be explored within semi-structured interviews with a selectedsample and how these observations from interviews can be developed intogeneralised into hypotheses tested against larger samples through the use of questionnaires.However it should be noted that a critical element in deciding on whichmethodologies should be used in a research project and the relative strengthsand weaknesses of using those methodologies will depend to a large extent onthe specific circumstances involved in conducting the research, (Bryman, 2004). By this it ismeant that weaknesses for example within the conduct of questionnaire may infact be a positive element for certain projects and negative for othersdepending on the contextual basis for the research. We explore this and otherfeatures of research methods subsequently. Focus Groups Focus groups are atype of qualitative based research method based loosely on the generalprinciples which apply to interviews. However while interviews are generallyone-to-one situations involving a interviewer and interviewee relationshipfocus groups employ a one to many dichotomy, (Holloway and Jefferson, 2000). Indeedfocus groups resemble semi or unstructured interviews more particularly thanstructured interviews as one of the primary objectives of the researcher withinfocus group interviews is as a facilitator or moderator of group discussionbased on sets of general themes identified as being related to the research objectivesfor which the focus groups are being used to generate data, (Bloor et al, 2001).In particular focus groups are a very useful method to consider in theexploratory stages of research to help form ideas related to theoreticalobservations upon which later research can be based. While notoriginally a tool familiar to the social sciences focus group methodologieshave been long deployed and successful elements within business andspecifically marketing research. From these origins however their utility for socialscientific research has come to be recognised within many sections for specificinstances for which they are useful, (Fern, 2001). Focus groups havea number of advantages and disadvantages when applied towards collecting datain answering sets of research questions. Let us discuss the advantages of usingthis methodology to begin with. Perhaps a fundamental strength of focus groups istheir interactive nature when designed and implemented properly. In this mannerthe researcher can set general themes and topics and also ask specificquestions of the group related to the research topic by facilitatingintra-group discussion arising out of the topics mentioned by the moderator. Subsequentlyrecording and monitoring the discussions and interactions which occur withinthe group as the issues raised by the researcher are thrashed out can provide immenselyvaluable qualitative data and also critically have the possibility of offeringtheoretical insights or considerations missed by the researcher. In terms of aspecifically action research or ethnographic research outlook focus groups areeven more element as the interactive nature of focus groups allows the groupand its participants to actively engage with the research and even when plannedfor adequately by the researcher allow them to shape the outcomes and processesof the research itself, .(Czarniawska, 2004) Some of the keydisadvantages we can associate with the use of focus groups are internal groupdynamics, participant and interviewer bias and transcription related problemsin codifying and making the data generated amenable to analysis. However the primarydrawback to this method is related to the interactive nature discussed above inthat the researcher has much less control over the type and nature of datagenerated during the course of the research. Again as mentioned planning andgood moderating skills are essential in the use of this method, (Litosseliti, 2003). Internal groupdynamics can play a vital role in determining the success or failure of using focusgroups as a means of answering research questions. The specific disadvantagesbeing spoke of here include a common feature of socials groups wherebyindividual members of that group through personality and group dynamics come tolead and dominate discussions, (Vaughn, Shay, Sinagub, 1996).An interviewer needs to be aware of such situations and develop tactics andstrategies which are inclusive in terms of encouraging all of the individualswithin a group to participate as equally as possible in the discussion as it isbeing held. With larger groupsand to some extent even smaller groups as well due to possibilities of manypeople answering at the same time, especially in more animated discussions thenecessity of effective recording allowing for accurate transcription isessential. Bias can occur both in terms of the moderator and participants inthat moderator may lead the discussion too much in their desire to gatherrelevant data or otherwise colour the responses of participants who in turn maydesire to satisfy what they perceive to be the wishes of the moderator duringthe course of the discussion. Such considerations are not isolated to focusgroups and should be a common concern for any research exercise, (Morgan, 1997). Ethically similarsafeguards that are used in other types of research methods need to be employedwithin focus groups with some specific concerns. As with other types ofresearch informed consent needs to be adequately collected from theparticipants and in particular with focus groups if the topic is sensitive orcovers material of a private nature it must be remember that other people willbe present and thus the moderator must take further care in considering theethical implications of this feature, (Gregory, 2003). Semi-structured interviews If a researcherhas used a focus group in order to identity common themes and concerns associatedwith his or her choice of questions a useful follow on from focus groups can bethe use of more in depth and detailed semi structured interviews. Theinterviewees could perhaps be drawn from a representative sample from which thefocus group was composed. Semi structured interviews are a popular form of qualitativeresearch much relied upon within social scientific as well as otherdisciplinary investigations. The general purpose of such interviews is toexplore in details specific topics relevant to the interviewees knowledge andalso relevant to the research questions and objectives forming the focus of theresearch project, (Silveman, 2004). The normalstructure for such an interview is a one to one situation with an interviewereither having a list of some predetermined questions which are then used to branchfurther questions outwards during the conduct of the interview or alternativelythe interviewer is equipped with a set of general topics from which questionsare generated during the course of the interview. While not as interactive asfocus groups good semi-structured interviews are however in some way reliant onparticipant determination for the tenor and tone of the conduct of theinterview. This can be a principal strength of using this method in that it canbe a highly fruitful manner of exploring topics with which participants arefamiliar The advantages ofsemi structured interviews can be surmised under a number of headings. Thefirst of these is the opportunity it gives to both interviewer and intervieweeto explore in depth and detail the substantive issues for research within agiven project mentioned above. Not only though do semi-structured interviewsafford the opportunity to discuss themes in detail but the semi-structurednature also gives the interviewer freedom to dynamically adapt and respond tothe flow of the discussion as it occurs. In this sense the interviewer canexplore themes not suggested by the structure of the interview which wasoriginally planned; this is an important difference from structured interviewswhich lack this interviewer flexibility and freedom. A semi-structuredinterview can thus be said to allow for frank discussion, is a flexible and adaptivemeans as the interviewer and interviewee can respond and explore topics as theyoccur during the interview and as such can be a useful source of data for anyresearch project. Disadvantages withsemi-structured interviews again like those common to focus groups are thosewhich need to be taken account of with the use of any research method. Some ofthe main disadvantages we can associate with the use of semi structuredinterviews include participant bias, interviewer bias and the reliability ofany data generated during the course of the interview. Like focus groups theinterviewer needs to be aware of their responses and comments to theinterviewee so as not to colour or bias the responses given. Similarly aninterviewer needs to display a manner which does not indicate to theinterviewee preference supposed or otherwise for a particular set of responses.Reliability is a concern with qualitative research in general and aninterviewer needs to be cognisant of the type and form of data generated duringthe conduct of the interview. Ethically again similar principles which appliedto focus groups apply to semi-structured interviews in that the participants insuch interv iews give full informed consent to the interview taking place andthat confidentiality is ensured on the part of the interviewer in terms of anydata generated from the participant. Questionnaires Perhaps the mostfamiliar of research methods both to researchers and the general publicquestionnaires as part of a survey strategy have long held a dominant role inthe conduct of research projects, (Frazer Meredith, 2000). Questionnaires come in a variety of forms from postal, totelephone administered, to interviewer administered and so on but they are all characterisedon a reliance on a predetermined set of questions with predefined answers whichmake the data amenable to later statistical analysis either by hand or throughthe use of the many statistical computer programs which now exist. Questionnairesexcel at the testing of hypothesis concretely formed and outlined as well atgathering opinion based data from large samples, (McQueen, 2002). Questionnaires area form of quantitative research and thus they involve many statistical elementsin terms of carrying out research using them. Some of the fundamental concernswith using questionnaires include the need for sampling, ensuring effectiveresponses and a high response rate. In turn these three elements are related tothe principal advantages and disadvantages of using this method, (Oppenhiem,1992). Or in other words the success or failure and the degree to these for aparticular questionnaire is determined to a large extent by the successfulsampling of a target group and having a well-designed questionnaire with clearinstructions for participants in order to ensure correct responses and a highnumber of responses from the sample. The primary advantageof using a questionnaire lies in the amount of data which can be collectingallowing for varying degrees and sophistication in statistical analyses whichcan be performed on the data, (Gillham, 2000). The primary disadvantage ofusing questionnaires is the inverse of this strength in statistical termsrelated to the rigid and inflexible way in which data must be collected in thatthe researcher is unable to benefit from any interactivity in the research andeven when the questionnaire is interviewer administered there is a rigidity tothe questionnaire format which must be adhered to, (Houtkoop-Steenstra, 2000). Questionnaires in terms of the triangulation discussed above couldusefully be deployed in order to test hypothesis generated from theexplorations and conclusions reached during the use of focus groups. Conclusion As can be gatheredfrom our discussion then all of the research methods we have discussed are possessedof both positive and negative aspects in the case of their deployment in orderto answer research questions set by the researcher. It is argued that perhapsthe best means in which to consider the use of any of these research methods isto see them as part of a cyclical process related to the triangulation ofcertain research objectives, (yen, 1990). It can be arguedthat by using a combinational method then in the approach of constructing aresearch methodology has the benefit of playing various research methodsagainst each other, by this it is meant that certain methods will be strongothers weak and that a combinational approach will allow for the strongestpossible methodology to emerge and thus have the best chance of generatinguseful data for the research questions at hand, (Gorard and Taylor, 2004). However asmentioned in some of the limitations we discussed previously with regards tothe methods each of these particular methods require certain skills of the researcherfor them to be truly effective methods. Thus projects which would seek to useall of these methods as well as possible others would need to draw upon skilledresearchers in terms of their ability to conduct quantitative and qualitativeresearch in equal measure. Similarly using a combinational method increases therange of ethical considerations for the researcher with the possibility ofthere being a complex network of ethical issues that need to be resolvedcontinuously across the range of research methods used in the project (deMarrais Lapan 2004). Similarly for acombinational method to be effective as well as the use of any of these methodssolely also a strong methodology in terms of a plan for the research and itsconduct will need to be in place in order to generate truly relevant data forthe research questions which the researcher wishes to investigate, (Andrews,2003). In conclusion the organisation of research methods in terms of their deploymentis the most critical determinant of the success of the researcher in gathering datawhich will be of use in their subsequent and later analysis based on theresearch questions they have tasked themselves with answering. Organisation it canthus be argued is one of the principal determinants of whether the selection ofany research methods will be successful in collecting relevant and valuabledata for that project, (Ragin, 1994). References Andrews, R.J.(2003) Research Questions, Continuum, London Bloor, M. et al (2001) Focus Group inSocial Research, SAGE Publications, London. Bryman, A. (2004) SocialResearch Methods, Oxford University Press, Oxford Czarniawska, B.(2004) Narratives in Social Science Research, Sage, London deMarrais,K. Lapan, S.D. (2004) Foundations for Research: Methods of Inquiry inEducation and the Social Science, Mahwah, N.J. : L. Erlbaum Associates. Fern,E.E. (2001) Advanced Focus Group Research, SAGE, US. Frazer,L. Meredith, L. (2000) Questionnaire Design Administration : aPractical Guide, John Wiley, London. Gillham,B. (2000) Developing a Questionnaire, Continuum, London. Gorard, S. andTaylor, C. (2004) Combining Methods in Educational and Social Research,Open University Press, Maidenhead Hollway,W. Jefferson, T.(2000) Doing Qualitative Research Differently: FreeAssociation, Narrative and Interview, SAGE, London. Houtkoop-Steenstra,H. (2000) Interaction and the Standardized Survey Interview: the LivingQuestionnaire, Cambridge University Press, UK. Litosseliti,L. (2003) Using Focus Groups in Research, Continuum, London. Gregory, I. (2003)Ethics in Research, Continuum, London McNeill, P. (2005)Research Methods 3rd Edition, Routledge, London McQueen, R. (2002)Research Methods for Social Science, Prentice Hall, Harlow Morgan,D. L. (1997) Focus Groups as Qualitative Research 2nd edition,Sage Publications, US. Oppenheim,A. N. (1992) Questionnaire Design, Interviewing, and Attitude Measurement,Pinter Publishers, New York. yen,E. (1990) Comparative Methodology: Theory and Practice in InternationalSocial Research, Newbury Park, London. Ragin,C.C. (1994) Constructing Social Research: the Unity and Diversity of Method,Thousand Oaks, Pine Forge Press, US. Ruane, J.M. (2005)Essentials of Research Methods, Blackwell Publications, Malden MASS Silveman,D. (2004) Qualitative Research: Theory, Method and Practice, SAGE,London. Somekh, B. andLewin, C. (2005) Research Methods in the Social Sciences, Sage,London Vaughn,S., Shay, J. Sinagub, S.J. (1996) Focus Group Interview in Educationand Psychology, SAGE, US.

Free Handmaids Tale Essays: Men Will be Men :: Handmaids Tale Essays

Men Will be Men in The Handmaid's Tale Perhaps the most frightening aspect of Offred's world is not even its proximity, but its occasional attractiveness. The idea that women need strict protection from harm is not one espoused solely by the likes of Rush Limbaugh or Pat Buchanan, but also by women like Andrea Dworkin and Catharine MacKinnon. This protectionist variety of feminism is incorporated in the character of Offred's mother, and to a certain degree in Aunt Lydia. Offred's mother is just as harsh in her censorship of pornography as any James Dobson. By burning the works which offend her, she too is contributing to the notion that women's safety is contingent on squelching the Bill of Rights. The restriction of sexually explicit pictures places the blame for sex crimes on women, again -- the women in the photographs who supposedly drive men to rape. Where have we heard this before? Who else refuses to hold rapists responsible for their own actions, choosing instead to restrict the behavior of those they consider the catalysts? Aunt Lydia is depicted as being mildly psychotic, but the "freedom from" that she offers seems oftentimes almost soothing. To be free of fear of rape would be a wonderful thing. To force men to act respectful seems not too bad. We can observe this attitude on our own campus, where the student government holds a "nightwalk" every few years. On these walks, dangerous areas are marked out and reported to the Physical Plant and the campus police. In response, bushes and trees next to walkways are demolished to discourage possible attackers who might conceal themselves in them. More halogen lamps are installed. More foot patrol officers walk potential problem spots. Every year the campus looks less like a university and more like an armed camp, but we accept these ugly alterations on our environment in the name of safety. It doesn't seem like such a high price to pay. In a way, many women already live in a sort of Gilead. They would not dream of going out alone. They feel unfulfilled without children. They do not read (they don't have the time.) They occupy little more than a servant's position in their own homes. Their access to abortion is denied. They already live under so many unreasonable restrictions and expectations -- what's a little more, if it comes with a guarantee of safety?

Rabies :: essays research papers

Rabies What is Rabies? Who gets Rabies? Rabies is a viral disease of humans and other mammals. It is most common in carnivores. The word rabies comes from the word "hydrophobia", fear of water. Rabies is a potentially deadly disease. There are many things you can do to prevent yourself from meeting rabies. The most important thing to do, is to be certain your pets have updated vaccinations. Your pets can first get their vaccinations when they are three months old. After that booster vaccinations must be given every one to three years according to your state and city laws. It also depends on the type of vaccination. Most people associate rabies with dogs, cats, raccoons, skunks, wolves, etc. The most common animals to have rabies are dogs, cats, and raccoons. Rabies cases in cats have outnumbered all other domestic animals every year since 1988. There was fifty-three percents increase in cat rabies between 1991- 1992. Most of the cases with cats have been unvaccinated strays. Even if your pets do not go outside, they should still be vaccinated. You cannot tell if you pet will accidentally get out or an infected animal will get in. Avoid close contact with any wild animal. Never feed, handle, pet, or take any wild animals in. Rabid animals will usually act in an abnormal way, have a foamy saliva around the mouth, and show a loss of hair or fur. If the animal is nocturnal, it may be out during the day. Rabid animals are usually very outgoing and aggressive. To keep wildlife away from your home avoid leaving pet food outside, and keep the lids on trash cans secure, or store them inside a garage or shed. You can prevent wildlife from your entering you home by sealing holes and screening chimneys. If a wild animal does get in, do not touch it. Call your local animal-control officer or humane society and let them remove it. The rabies virus can be transmitted in three different ways. These are through saliva, the bite of an infected animal, and by contact through the mucus membranes, or breaks in the skin. Symptoms develop in ten to fifty days after exposure to this virus. Symptoms in humans usually begin with depression, restlessness, fatigue, and a fever. This is followed by a period of excitability, excessive salivation, and convulsions, especially in throat spasms. The victim is unable to drink although he or she is extremely thirsty. Death from paralysis and suffocation follows within ten days. Once the symptoms of rabies have appeared, there is no possible treatment for the disease.

Industrial Revolution Essay -- essays research papers

The most far-reaching, influential transformation of human culture since the advent of agriculture eight or ten thousand years ago, was the industrial revolution of eighteenth century Europe. The consequences of this revolution would change irrevocably human labor, consumption, family structure, social structure, and even the very soul and thoughts of the individual. This revolution involved more than technology; to be sure, there had been industrial "revolutions" throughout European history and non-European history. In Europe, for instance, the twelfth and thirteenth centuries saw an explosion of technological knowledge and a consequent change in production and labor. However, the industrial revolution was more than technology-impressive as this technology was. What drove the industrial revolution were profound social changes, as Europe moved from a primarily agricultural and rural economy to a capitalist and urban economy, from a household, family-based economy to an ind ustry-based economy. This required rethinking social obligations and the structure of the family; the abandonment of the family economy, for instance, was the most dramatic change to the structure of the family that Europe had ever undergone-and we're still struggling with these changes. In 1750, the European economy was overwhelmingly an agricultural economy. The land was owned largely by wealthy and frequently aristocratic landowners; they leased the land to tenant farmers who paid for the land in real goods that they grew or produced. Most non-agricultural goods were produced by individual families that specialized in one set of skills: wagon-wheel manufacture, for instance. Most capitalist activity focused on mercantile activity rather than production; there was, however, a growing manufacturing industry growing up around the logic of mercantilism. The European economy, though, had become a global economy. In our efforts to try to explain why the Industrial Revolution took place , the globalization of the European economy is a compelling explanation. European trade and manufacture stretched to every continent except Antarctica; this vast increase in the market for European goods in part drove the conversion to an industrial, manufacturing economy. Why other nations didn't initially join this revolution is in part explained by the monopolistic control that the Europeans exerted... ...ine in 1763; this cooling chamber condensed the steam so the cylinder itself didn't have to be cooled. Patented in 1769, Watt's steam engine had the efficiency to be applied to all kinds of industries. He was not, however, good at doing busines and it was only when he had teamed up with the businessman, Matthew Boulton, that the steam engine began to change the face of English manufacture. By 1800, Watt and Boulton sold 289 of these new engines; by the middle of the next century, the steam engine replaced water as the major source of motive power in England and Europe. The changes that the steam engine wrought, however, is a story for another day. And it is here, with 289 steam engines pumping and steaming around England that we'll leave the story of the Industrial Revolution-half-completed, you might say. The nineteenth century saw the exporting of the Industrial Revolution to Europe in the decades after 1830, and the explosion of factory-based, technology driven manufacture. The Age of Absolutism and the waning years of the Enlightenment saw Europe just beginning a new phase in its history, one that would irreperably severe it from the traditions and certainties of the past.

False Claims

Rgtgfggdgdfsgggggggggggggggggggggggggggggggggggg ggggggggggggggggggggggg ggggggggggggggggggggggg ggggggggggggggg gggggggggggggggg gggggg dfdfdf fdfdfdf dfdfdfdf dfdfdfdf ffdfdfd dfdfdfdf dfdf fdfdfdf d dff dddwsassee eeerrr errerer rerwren e rr er e re re rer e rer e r ere r er ert rtytytuy tyu ty ty u yuyuty ty rt yrtyrtyrt t yty try ty rty try rty rt yrt rtughuuhhihuihuh ewwewewe wewewe ttttt rrrrrr 45 45 45 njknjk hnjh lkl kl kl k mnkmnk nkn klj kj kj kj k jkj kjkj dffdf dfdfd t rt rtrtrdfdfdfdftrrt rtrt rtrt ererererre yty tytyt ererer er iujiuiu jk jk jk jk j It’s normal and therefore acceptable to have mistakes and undeveloped sections in your first draft. However, if you don’t understand the criteria or the mistakes I’ve pointed out, please see me. If you have many areas marked â€Å"no evidence,† don’t try to revise your first draft; it’ll be easier to start over.The problem section eventually needs to include all of the following, so me of which may be in the same paragraph though others will take several paragraphs: A. an anecdote (a story that illustrates the problem—this should be your first paragraph); this’ll be in a your own words today, but in later drafts you’ll quote the original; B. a definition and description of the problem–an explanation of what it is; define key terms; C. relevant background (maybe scientific or historic); D. the size/scope of the problem (usually, the number of cases in a given time frame for a given area as well as some statistics on how wide spread the problem is); E. consequences of the problem (what happens as a result of the problem, which could include multiple.