Modern Business Essay Example | Topics and Well Written Essays - 2250 words

Modern Business - Essay Example Research scholars have classified industrializations as ‘early’ and ‘late’ in accordance to their origin. It has been observed that, industrial progress of particular country has simultaneously influenced companies to improve organizational and business performance. The concept of competitive advantage for national business system of different countries has an underlying linkage with ‘early’ and ‘late’ industrialization process. It is evident from the above example that time period for evolution of industrialisation is different for every country and each of the country followed a distinctive pathway to bring industrialization. Chronologically, the United Kingdom was the birthplace for industrialization during nineteenth century and then followed the USA. Industrialization in other European countries took place during the twentieth century, while in countries like China and Japan; industrialization took place after the Second World War. Objective of this essay is to explain how organizational and institutional characteristics of national business systems in different countries have affected by ‘early’ and ‘late’ industrialization process. Porter diamond model for national business system of different countries and theories regarding industrialization process will be discussed in order to build theoretical background for this essay. The study will cite examples of countries and industries in order to compare national business system of different economies. In the last section, the essay will try to throw some light on issues like sustainability of national competitiveness of various countries, in order to understand effectiveness of industrialization. Theoretical Background Early Industrialization & Late Industrialization Research scholars have stated that late industrialization process in various nations is deeply influenced by resource mobilization and intergenerational concept mobil ity. Late industrialized nations have already achieved significant feet in terms of resource mobilization and national capability development. Therefore, it can be said that, economic development of late industrialized nations started late but the growth rate of these countries can surpass the growth rate of those countries where industrialization took place early. Theoretically, late industrialization took place in those countries, which were economically backward due to over dependence on agriculture and lack of industrial output during early years of twentieth century. In 1979, OECD had published a report about countries which were industrialized at later half of twentieth century. According to this report, countries like Portugal, Hong Kong, Greece, Taiwan, Mexico, Brazil, Spain and South Korea have experienced industrial growth at later half of twentieth century and these countries are called as NICs or "newly industrializing countries" (Balassa, 1981). Industry experts have st ated that economic growth in late industrialized countries is different in comparison to countries which are industrialized in early point of time. According to Balassa (1981), three factors, such as contribution of the industrial sector in labour force employment, rise in per capita income and percentage rise in

Factors Affecting Velocity of a Sphere Rolling Down Incline

Factors Affecting Velocity of a Sphere Rolling Down Incline Factors affecting the velocity of a sphere rolling down an incline. An experiment was performed investigating the factors affecting the velocity of a ball rolling down an incline. After investigating how mass, angle of incline, and center of mass affect the velocity of a ball rolling down an incline, it was determined that the hypotheses of The greater the angle of the incline the ball is rolling down, the greater velocity the ball will reach., The greater the mass of the ball, the greater velocity the ball will reach., and The more centered the mass of the ball, the greater velocity the ball will reach. were supported. Lane Dederer There are multiple factors affecting the velocity a ball gains while descending an inclined plane. One simple factor that will affect the velocity of a ball rolling down an incline is the angle of the incline. This is due to the fact that when the angle of the incline is increased, the height of the incline also increases. Gravitational potential energy equals mass multiplied by gravity multiplied by height (), meaning height is one of the factors affecting the potential energy the ball possesses. The higher the angle of the incline, the faster the velocity Another factor affecting the velocity of a ball rolling down an incline is the mass of the ball, which is also a factor in the gravitational potential energy equation. The last factor that will be discussed is mass distribution within the ball. The velocity of a ball rolling down an inclined plane could be affected by the location of mass within the ball. For example, if the majority of the mass of a ball is located on one side, this would likely create different results compared to a ball in which mass is distributed evenly. (Hyperphysics.phy-astr.gsu.edu, 2017) While potential energy is determined by the equation of , the actual energy produced (kinetic energy) is also dependent on rotational kinetic energy of the ball, which is represented by the equation . In this equation, and . Â   Â   Gravitational potential energy Gravitational potential energy or GPE is a type of potential energy possessed by an object due to its position in a gravitational field. (Hyperphysics.phy-astr.gsu.edu, 2017) One way to demonstrate this concept is a ball rolling down an incline. When the ball is stationary at the top of a slope, it possesses 100% gravitational energy, meaning none of its potential energy has been converted into another form of energy. When a ball rolls down an incline, its gravitational potential energy is converted into motion, or kinetic energy (KE) which will be discussed next. When the ball has travelled half way down the incline, it possesses 50% GPE and 50% KE. When the ball has travelled 75% of the distance down the incline, it possesses 75% KE and 25% GPE. When the ball has travelled 100% of the distance of the incline, it possesses 100% KE and 0% GPE. This is due to the fact that all of the balls GPE has been used or converted into KE. At this point the ball no longer possesses any potential to be put into motion unless acted on by an external force. Gravitational potential energy can be calculated using the following formula: Which simplified looks like the following: This equation shows that the higher the height of an incline, the more potential energy would be possessed by an object at the top of the incline. The equation also shows that the higher the mass of an object, the more GPE it will possess. While acceleration due to gravity (g) is also a variable in the equation, as the acceleration of an object due to gravity is the same everywhere on earth. (Physicsclassroom.com, 2017) Kinetic energy Kinetic energy is the energy of movement, or motion. It is defined as an object in motion possesses kinetic energy. (Hyperphysics.phy-astr.gsu.edu, 2017) Kinetic energy can be calculated using the following equation: Simplified: The equation for kinetic energy shows that it is dependent on mass and velocity. Therefore, the higher the mass of an object the more kinetic energy it possesses, and the higher the velocity of an object the more kinetic energy it possesses. (Physicsclassroom.com, 2017) Friction Friction is a form of resistance between two solid objects. The amount of resistance between these two solid objects is in most cases dependent on the force holding the surfaces of the two objects together, and the roughness of each surface. The formula for friction is as follows: Where: (Hyperphysics.phy-astr.gsu.edu, 2017), (School-for-champions.com, 2017) The hypotheses for the experiment are as follows: The greater the angle of the incline the ball is rolling down, the greater velocity the ball will reach. The greater the mass of the ball, the greater velocity the ball will reach. The more centered the mass of the ball, the greater velocity the ball will reach. Equipment was gathered including a 1 meter long flat wooden board, 4 table tennis balls, a stopwatch, fine sand, water, a drill, adhesive tape, and a stack of textbooks. Firstly, the wooden board was placed one end touching the desk and one end supported by the textbooks, creating the incline that was used for the experiment. An opening was then drilled in 3 of the 4 table tennis balls to allow for insertion of water and sand, allowing balls of varying mass. Once the incline was at the desired angle, the ball being tested was held at the top of the incline. The first participant suspending the ball at the top of the incline gave a countdown, prompting the second participant to start a stopwatch as the ball was released. As soon as the ball reached the bottom of the incline, the stopwatch was stopped. The time provided from the stopwatch was then arranged in a table. This process was repeated three times for each angle in test one (how the angle of incline affects the velocity of a ba ll rolling down an incline), and five times for each angle in test two. (how mass affects the velocity of a ball rolling down an incline) As test one was not testing any variables to do with mass, it only required one ball to be used throughout the test. The sand filled ball was chosen for this as it was solid and consistent. Angle of incline The way the angle of the incline affected the balls velocity was tested by rolling the ball down an incline at angles of 5Â °, 10Â °, 15Â °, 20Â °, 25Â °, 30Â °, 35Â °, 40Â °, and 45Â °. Each of these increments were tested three times, ensuring accurate data. The angle of the incline was calculated using trigonometry, using the height of the incline and the length of the incline (the hypotenuse) to find the required angle. Textbooks were used to support the board at the correct height. Once the correct angle of incline was met, the ball was timed rolling down the incline 3 times for the sake of accurate data. This process was repeated for every angle being tested. Mass of ball The effect the mass of the ball had on velocity was investigated by testing three balls of different masses. One ball had a hole drilled in it and was filled with water (36.2 grams), one ball had a hole drilled in it and was filled with sand (52.4 grams), and one ball was left as it is (2.7 grams). Each of these balls were timed five times rolling down an incline of 20Â °. All data from the experiment was recorded on paper and arranged in a table, so it could then be graphed, allowing the data to be analysed and observed in an organised fashion. As , the velocity the ball reached can be calculated using the time recorded from the experiment, and the distance, which is the length of the incline which was simply measured with a ruler to be 0.91 metres. An example of this for the ball rolling down the 0.91m incline in one second is as follows: Independent, dependent, and controlled variables The independent variables in this experiment include the angle of the incline, the mass of the ball, and the mass distribution of the ball. The dependent variable in this experiment is the velocity of the ball. Controlled variables are variables apart from independent and dependent variables that can still affect the results of an experiment. The controlled variables in this experiment are the surface the ball is rolling on, the material the ball is made of, the size of the ball, the measuring devices being used, the distance the ball travels, and the method being used to release the ball each time, for example the position of the hand. Safety In this experiment safety glasses were worn by participants to prevent any possible damage to the eye. The landing zone where the ball reached the bottom of the ramp was blocked with a stack of textbooks. This choice was made as the ball possessed a reasonable amount of kinetic energy as it came off the incline, meaning it could interfere with other classmates experiments and even become a hazard. (for example knocking a glass beaker off a bench) While these situations are quite unlikely it is good practice to evaluate any possible errors that could occur in an experiment and prevent them from occurring in the first place through proper safety practices. Test 1: How the angle of incline affects the velocity of a ball rolling down an incline. Angle of incline (degrees) Time taken to roll down incline (seconds) Test 1 Test 2 Test 3 Average 5 1.82 1.59 1.68 1.70 10 1.12 1.15 1.04 1.10 15 0.82 0.63 0.81 0.75 20 0.75 0.69 0.63 0.69 25 0.66 0.44 0.59 0.56 30 0.66 0.69 0.47 0.61 35 0.59 0.53 0.63 0.58 40 0.41 0.53 0.47 0.47 45 0.50 0.54 0.47 0.50 By using the equation for velocity ( simplified as ), the above timed results can be converted into velocity. For example, finding the velocity of the ball from test one rolling down an incline of five degrees. This process is then repeated for every single result and put into a table. Angle of incline (degrees) Velocity reached (metres per second) Test 1 Test 2 Test 3 Projected average Average 5 0.50 0.57 0.54 1.06 0.54 10 0.81 0.79 0.88 1.50 0.83 15 1.11 1.44 1.12 1.83 1.21 20 1.21 1.32 1.44 2.08 1.32 25 1.38 2.07 1.54 2.31 1.63 30 1.38 1.32 1.94 2.51 1.49 35 1.54 1.72 1.44 2.70 1.57 40 2.22 1.72 1.94 2.85 1.94 45 1.82 1.69 1.94 2.99 1.82 Test 2: How mass affects the velocity of a ball rolling down an incline. Mass of ball (grams) Time taken to roll down incline (seconds) Test 1 Test 2 Test 3 Test 4 Test 5 Average 2.7 (Regular ball) 0.71 0.85 0.78 0.78 0.71 0.77 36.2 (Ball filled with water) 0.62 0.66 0.63 0.68 0.62 0.64 52.4 (Ball filled with sand) 0.66 0.69 0.66 0.71 0.72 0.69 (Ball half filled with sand) 0.94 0.87 0.88 1.10 0.94 0.95 These times were then converted into velocity using the same method as the previous results in test one. Mass of ball (grams) Velocity reached (metres per second) Test 1 Test 2 Test 3 Test 4 Test 5 Average 2.7 (Regular ball) 1.28 1.07 1.17 1.17 1.28 1.18 36.2 (Ball filled with water) 1.38 1.32 1.38 1.28 1.26 1.32 52.4 (Ball filled with sand) 1.47 1.38 1.44 1.34 1.47 1.42 (Ball half filled with sand) 0.97 1.05 1.03 0.83 0.97 0.96 Theoretical calculations When a ball is rolling down an incline its gravitational potential energy is being converted into kinetic energy, however the potential energy is also being converted into rotational kinetic energy as the object is a ball. With all values substituted in, the equation for energy transformation is as follows: Which provides the velocity of the ball at the bottom of the incline: (Hyperphysics.phy-astr.gsu.edu, 2017) To find the velocity of the ball from this point, the values for g and h are simply substituted into the equation. For example, to find the theoretical velocity for a ball rolling down a ramp that is 10 centimetres high the equation will look like the following: This equation will be used to work out the theoretical velocity for each ramp height. All results can then be put input into a table or graph to observe and compare real results to theoretical results. Angle of incline (degrees) Test 1 Test 2 Test 3 Average velocity (metres per second) Theoretical velocity (metres per second) 5 0.50 0.57 0.54 0.54 1.06 10 0.81 0.79 0.88 0.83 1.50 15 1.11 1.44 1.12 1.21 1.83 20 1.21 1.32 1.44 1.32 2.08 25 1.38 2.07 1.54 1.63 2.31 30 1.38 1.32 1.94 1.49 2.51 35 1.54 1.72 1.44 1.57 2.70 40 2.22 1.72 1.94 1.94 2.85 45 1.82 1.69 1.94 1.82 2.99 The results gathered from this experiment while not following theoretical results, prove to follow projected results relatively closely in the above graph. The comparison between the two sets of data shows that both quite closely follow the same path, however the real data is just lower than the theoretical data. Some possible reasons for this difference include the fact that the equation doesnt account for friction, and the quantity of angular momentum. While the energy lost due to unaccounted for friction in the experiment would be negligible, as acceleration is an exponential value, a small change in the amount of energy in the experiment could noticeably change results quite quickly. The equation used for theoretical data also wasnt accounting for the angular momentum of the ball. Angular momentum is a is a form of stored energy observed in things such as a rolling ball. This means while the ball in the experiment was rolling down the incline, it was storing part of its energy as angular momentum, taking away from the actual kinetic energy of the ball. Both factors combined can create quite a difference in real data compared to theoretical data, which is one explanation for the difference between real and theoretical data. While the results are not perfect, in the angle to velocity graph the real data gets closer to the predicted theoretical value as the experiment goes on. The real results get proportionally closer to projected results even though looking at the real results there appear to be outlying data points bringing down the value for the average velocity of the ball in the second half of the graph. This is proven below. This proportional gap being closed more the further the experiment progresses is thought to be due to the exponential nature of acceleration. First four points of graph: Second four points of graph: By evaluating the results from test 1, it is made clear that the higher the angle of incline, the higher velocity the ball will reach. In case the increase in velocity compared to increase in incline angle is not completely uniform. However the addition of a trend line shows that while there are outlying points lower than expected, the data shows that the velocity of the ball is still increasing as the angle of the incline increases, which supports the hypothesis of The greater the angle of the incline the ball is rolling down, the greater velocity the ball will reach. The second test involves four different ping pong balls. One is a regular ball, one filled with water, one filled with sand, and one half filled with sand. The ball half filled with sand will be ignored for now. By evaluating the results from test 2, it is shown that the regular ping pong ball (2.7g) is the slowest of the 3 balls being analysed, with an average velocity of 1.18. The ball filled with water (36.2g) comes in with the next highest velocity with an average of 1.32. Lastly, the ball filled with fine sand (52.4g) reaches the highest average velocity of the three, coming in at 1.42. This data is seen displayed in the mass to velocity graph from test 2 on page 9. By analysing this graph it is made clear that the hypothesis of The greater the mass of the ball, the greater velocity the ball will reach. is supported, as the velocity is clearly seen going up as mass of the ball goes up. The last hypothesis is related to the ping pong ball that was only half filled with sand that was mentioned previously. This ball was made with the intention of analysing the effects the center of mass has on a ball. This ball came in with an average velocity of 0.96, which is by far the lowest average velocity of the four balls. By observing the mass to velocity graph from test 2 it is clearly seen that the ball half filled with sand has a significantly lower velocity than the rest of the balls tested. Therefore, the hypothesis of The more centered the mass of the ball, the greater velocity the ball will reach. Is supported. Using the square root function the results from each set of data can be compared. The equation used to calculate theoretical data can be simplified to the square root function, meaning both equations can represent the same line. This will be demonstrated below. Looking at the graphed results and placing a power trendline on each set of points shows that the above equation relates directly to the equation of the lines in the graph. This comparison is shown below. Looking at the equations for each trendline it can be deduced that they can be represented by the square root function. Throughout the experiment in this investigation there are many aspects that could lead to flawed or inaccurate data. While the data didnt exactly match theoretical data, it quite closely followed the predictable nature of a power trendline. The results that stray the most from the trendline are the results from the second half of the angle of incline test, between 30 and 45 degrees. These seemingly anomalous results are most likely due to the measurements for the experiment being recorded by humans. The times for the experiment were recorded by a participant using a stopwatch, meaning there are multiple points throughout a single run of the experiment that could lead to inaccurate results. The first is the ball being released. One participant held the ball at the top of the incline, and with a countdown would release the ball, prompting the second participant to start the stopwatch. This part of the experiment alone can create slightly inaccurate data, as the participant starting the stopwatch is reacting to the visual que of the ball being released and the audio que of a countdown. According to backyardbrains.com, the average human reaction time to a visual stimulus is 0.25 seconds, and 0.17 seconds for audio stimulus. As both of these are involve

Shakespeare’s Creativity Essay -- Literary Analysis, Twelfth Night

Shakespeare’s Creativity In William Shakespeare’s Twelfth Night, the art of music appears in the opening of the speech as the unhappy and lovesick Orsino tells his musicians, â€Å"If music be the food of love, play on† (I.i.1) In the speech that follows, Orsino asks the musicians to give him so much musical love i.e. food that will â€Å"surfeit† and cease to yearn for love any longer. Shakespeare uses music in opening line of play and at the end by Feste singing his song. It reveals that Shakespeare has presented on stage a romantic comedy which is not detached from our everyday reality. Thus songs are used by Shakespeare with surfeiting desire not only for the purpose of entertaining the audience but also closely linked to the play’s theme. Defining Music Music, as commonly in the English Oxford Dictionary is the â€Å"art or science of combining vocal or instrumental sounds to produce beauty of form, melody† or â€Å"the vocal or instrumental sound produced by practical exercise of the art of music†. Music is also described as â€Å"a musical composition or a performance† which can be seen in Shakespeare Cymbeline: â€Å"I haue assayl’d her with Muscikes, but she vouchsafes no notice† (II.ii.37). Shakespeare also uses music as the â€Å"cries of a pack of hounds on seeing the chase† (IV.i.105) in Midsummer Night’s Dream. Music in Shakespeare’s Twelfth Night opening speech is written as â€Å"MuÃ… ¿icke† in the EBBO version whereas it is spelled â€Å"music† in our class text. The word â€Å"music† has been spelled differently throughout the years. Shakespeare uses the word â€Å"music† differently in his plays, such as: â€Å"musickes,†  "musique,† and â€Å"music.† The word â€Å"music† is spelled differently in the OED and in the song, with different alphabetic but pronounced the same way.... ...are’s writings. Edward W. Naylor writes in his essay that, â€Å"this is the more satisfactory, as no subject in literature has been treated with greater scorn for accuracy, or general lack of real interest, than this of music†. Music is the only topic that the audience and the readers view with content and a smile on their face. Shakespeare’s musical references are mostly found in comedies, but the musical stage direction that is presented in tragedies is due to the military nature or politics that bound the play. Shakespeare knew the impact of music on the society and during his time. Naylor also suggests that music â€Å"was considered an essential part of a clergymen’s education† and this notifies the value music held in the society. In the Duke’s case, â€Å"If music be the food of love, play on†, music seems to be rigorous and the musicians perform it with peacefulness.

Realism vs. Surrealism

Why is he so important? What makes is death so significant? † Realism vs.. Surrealism Books are a major piece in the puzzle of life. When books, a source that points out a society's imperfections, are taken away, humanity is lost. In Ray Bradbury scientific novel Fahrenheit 451 , firemen are the people to start fires, rather than extinguish them, as they do in the modern world. They also investigate homes that are reported to be sheltering books.Owning books and reading books is against the law in this eating, and if any are found during the investigation, the owner is arrested and the books are burned. Captain Beauty, the leader of the firemen, is portrayed as a mysterious and suspicious man, who goes around quoting books during the day, and burning them at night. Later on in the story it was made clear that Captain Beauty has read books in his lifetime; however he turned away from them because he was required to think on his own.Ray Bradbury created this character to show th at the awareness of imperfections in society can, in some case, lead to the missing desire to use the knowledge. Beauty is the type of person, who after learning the truth and reality, returns to the unreality he was used to. This relates to Plat's Allegory of the Cave. The cave that Plato thought of was set up with prisoners chained up, facing a wall that projects shadows originating from puppets behind the prisoners on a platform. Beneath the platform and behind the prisoners is an opening which leads into the real world.The essence of the philosophy is that a prisoner is let go into the real world with the knowledge they have, such as the puppets' shadows. For example, if a prisoner saw a go in the real world, he would think that it is fake, because he accepted the reality of the shadow of the dog projected on the cave wall. The slave then realizes, the images shown in the cave are an unreality. Once they are exposed to the truth they cannot return to the life they once knew. The character Beauty was a representation of a prisoner or slave chained up in the cave.Beauty became free, and he started reading books and questioning society, representing the transition from the cave to the real world. The moment he was exposed to the truth, he did not enjoy it, because he had o think on his own. Beauty then returned to the life he knows is a lie. Despite the fact that Beauty returned to the cave, he read the books so intuitively that he was able to quote them and give them some significance to his life. When Montage felt sick, Beauty visited him because he knew Montage had stolen a book from the reported house they investigated the previous night. He lectured Montage on how nothing valuable comes from books.For example, during the lecture Beauty says â€Å"Well, Montage, take my word for it, I've had to read a few in my time, to know what I was about, and the books say thing! Nothing you can teach or believe† (62). By saying this to Montage, Beauty is tryin g to prevent him from â€Å"leaving the cave† or learning that humanity has many imperfections. Beauty feared that if Montage learns the truth about the society they live in, he will also be cowardly to make a difference and return to the unreality as Beauty has done. Despite the fact that Beauty returned to the false world, his ‘contaminated' mind could not forget the lessons he had learned from books.Beauty's character served a purpose to demonstrate that there is a restriction towards what en can do; however, with all the knowledge of humanity Beauty has acquired, he chooses not to do anything. Beauty served as a very significant character throughout the novel. He is a combination of Montage, someone who wanted to learn about the imperfections, and Mildred, a shallow and a cowardly person. He is similar to Montage in the sense that he read books, and questioned society. Montage, however, wanted to make a difference, so he came up with a plan. â€Å"If you thought it would be a plan worth trying, I'd have to take you word it would help† (86).Montage thought of a plan to sabotage he lives of the firemen by planting books in their houses, having them arrested, and as a result their houses would be burned. They would be left with nothing and they would be in Jail. This would give Montage and his helper, Faber, time to plant more books in other civilian homes. Beauty displayed many of the qualities that Montage possessed, despite the fact that Montage was proactive to solve problems. Beauty is similar to Mildred because he learned all this valuable information, yet he threw it away, because he did not want to burden himself with thinking about the books and hat they truly meant.When Montage shows Mildred, his wife, all of the books he has been hiding, he asks her to read them with him. As they are reading Mildred, who is too confused and frustrated, shouts â€Å"What does it mean? It doesn't mean anything! † (68). Mildred did not under stand why she had to think about the book, and Beauty returned to the cave' for the same reason. He did not want to go through the tedious process of thinking about what the books mean. Despite the frustration, when Beauty quotes the books throughout the novel, it indicates he received meeting from books; however, it was not enough for him to completely leave the cave.With Beauty being aware of the knowledge he has, but refusing to make a change, his death is instantly made significant. Before his death he quotes the famous line from the Shakespearian tragedy Julius Caesar â€Å"There is no terror, Cassias, in your threats, for I am arm's so strong in honesty that they pass me as an idle wind, which I respect not! † (119). Beauty says this to Montage, while he is pointing a flamethrower directly at Beauty, to show him that he is not scared to die. In that same vein, when Montage kills Beauty, before him is the path he must take to make a difference; however, without the obsta cle: Beauty.Montage is no longer surrounded with the constant reminder that books and independent thoughts are useless. Later on in the novel, a terrifying realization dawns over Montage; that Beauty wanted to purposefully die. He says â€Å"Beauty wanted to die,† as he comes up with an explanation for Beauty's unusual wish. Beats desire to die, was because he was not satisfied with what his life has become. He had gone through the trouble of escaping the cave, reading the kooks and trying to understand their content. Unfortunately, Beauty was unwilling to think on his own, therefore he returned to the unrealistic life.While seconds away from his death, Beauty sees an image of what he could have become if he put aside his frustration with comprehending the books ; Montage, a person who chooses to use the knowledge he has gained. Both firemen started out the same way. They both loved their Job, but one day they started questioning society which led them to reading books. Monta ge, however, wanted to make a differ Renee and learn to understand the world that was hidden away from him, while Beauty returned to the cave because it was the easier life to live.Ray Bradbury novel Fahrenheit 451 follows the framework of Plat's Allegory of the Cave, and although many characters have to partake in the Journey of leaving the cave, a single character Beauty, has a unique participation in the Journey of exiting the cave. When Beauty is introduced in the setting quoting books, his character's demeanor takes an unexpected turn. He is perceived as a tough and loyal fireman; however, no one knows that in the past, he was a law-breaker.Beauty was curious to discover the content of those mysterious books and he read many attentively, and received enough knowledge to quote them in any type of circumstance. He became too frustrated with comprehending the books which led to his willing transition from reality to unreality. Ray Bradbury created this character to show the ignora nce of humanity when one must think independently. Captain Beauty was important to the novel because he was a controversy between Mildred, a shallow prisoner, and Montage, a prisoner trying to escape. Without the combination of the two, there would to be any balance.Captain Beauty's death, allowed Montage to continue his Journey with the eradication of his main obstacle. It also was significant because it revealed to the reader that Captain Beauty was miserable living in the fake world when he had already been exposed to the true imperfections of society, and he could not live with himself that he sacrificed a chance to make a change, the way Montage has. Without books, the imperfections of society are not pointed out and many people gain the courage to understand the truth rather than accepting the reality that is presented to them.

A Day in the Life: Career Options in Library and Information Science

Pricilla Shontz has been known for her understanding of the major issues of library developments during the current systems of referencing and research that are involved in making library procedures more organized. Her idealisms of library management has actually increased the knowledge of librarians in assisting the development of book and literature arrangements that naturally suits the needs of the students and researchers at present. Her implicative suggestions in the matter actually increases the competency of the library systems in making an impact on the increased need of researchers today for referencing approach in libraries. The book of Shontz actually intends to show the matter of concern that is supposed to be understood at present with regards modern library systems including that of involving information technology within the arrangement of references readings in libraries. Obviously, this reading increases the capability of the library professionals in getting along with the modern flow of technology and referencing systems. This reading then introduces the new systems of understanding with regards library arrangements and organization that would be most suitable for the modern students and researchers of the modern society. As noted by the author herself, she described the life of the librarians today much more different than that of the lives of the librarians before (19). Likely, she wants to show how much technology changed not only their job but also their lives as major custodians of the different mediums of references and study that would be most helpful to the current generation as they face further challenges in the said field of social life. A librarian is naturally expected to spend at least 60 percent of her or his whole day inside the library trying to accurately arrange reading materials and other mediums for research that are to be used for further progress of the society. With the implication of the modern technology, however, the said 60 percent of a day-time of a librarian could now be divided into different tasks that they could complete for a whole day for the betterment not only of the references but of the whole library establishments as well. (Career Profiles, Internet) The book consisted of chapters that introduced different essays from different authors who are likely able to present the principles of library professions that Shontz herself appreciate and aim to apply. The summary of the said essays particularly want to integrate the old system of library organization with the modern systems of computing. Today, the use of OPAC (Online Public Access Catalog) is already appreciated among libraries around the world (Career Profiles, Internet). This particular innovative design for cataloging has naturally increased the accuracy of referencing in the libraries (Shontz, 19).   The referencing system likely increased the matters of accuracy among furthering studies in the different sections of understanding such as medicine and psychology as well as mathematical studies that increases the understanding of the different theories connected with furthering technology (Shontz, 21). Suddenly being electronic in the system has caused considerable insecurities to old librarians in the field, although practicing the said profession through following the said innovations in technology makes all the sense in the changes being adapted within the system (Shontz, 24). Likely, the matter of development increases the capability of library professionals in handling the needs of their clients [mainly the students and the researchers as well] in a more effective matter.   As noted from the reading, the modern process of Information Technology could be utilized to increase the competencies of the librarians in handling the needs of their clients in a more efficient time. This is primarily because of the fact that e-technology makes a more organized library that would help well in referencing and literary organizing systems. Moreover, the possible integration of the old and new systems of library handling actually gives a higher level of competency in the said system thus making the process more effective for the sake of social progress as well. It could be observed that most people are now concerned with technological systems. In terms of library professional approach, it could be noted that the application of information technology also increases the competency of the said profession. The presentation of the author with regards this truth actually makes the matter more understandable and clear for others to comprehend with and thus make use of the information for actual application within the said profession. Overall, the discussion held by the writer of this book is considerably excellent in presenting the cons and pros of the said system of library approach. Reference: Priscilla K. Shontz. (2007). A Day in the Life: Career Options in Library and Information Science. Libraries Unlimited . Career Profiles. The Princeton Review. A Day in the Life. http://www.princetonreview.com/cte/profiles/dayInLife.asp?careerID=87. February 25, 2008. librarian.net: putting the rarin back in librarian since 1999. A Day in the Life. http://www.librarian.net/stax/1511/a-day-in-the-life/. (February 25, 2008).            

Memory and Memorials

Memory and Memorials Memory and Memorials Memory and Memorials By Mark Nichol This post lists and defines the words derived from the Latin term memor, which means â€Å"mindful of.† Memory means â€Å"the power or process of retaining things experienced or learned† or refers to something, or all the things, so retained. It also pertains to information stored in a device or the capacity for doing so. Something that is significant enough in some way that it can easily be recalled is memorable (the adverbial form is memorably), while the quality or state of being easily recalled or worth recalling is memorability. Memorial is, like memorable, an adjective pertaining to the act of recall, but it most often refers to preserving the memory of an event or person; the word is also a noun referring to an object (often a sculpture or statue) or a place that serves to do so, or a ceremony or a speech honoring a memory. (In the United States, the Memorial Day holiday honors the memory of U.S. soldiers- originally, Union soldiers during the Civil War- who have died in battle.) Someone or something so honored is memorialized, and the action of doing so is memorialization. (A memorialist is someone who signs or writes a memorial.) The Latin phrase â€Å"in memoriam† (literally, â€Å"in memory of†) is used in English, usually in documents such as programs distributed at a memorial for a deceased person, or on gravestones honoring the dead, though the English translation is often employed. Something that helps people remember a person or thing to be honored can also be described as being commemorative; the verb form is commemorate and the action is a commemoration. Memorabilia, in Latin, denoted notable achievements but in English came to merely describe things worth recalling before its meaning shifted to â€Å"things that aid in recalling.† The word usually applies to souvenirs pertaining to popular culture, such as objects commemorating a form of entertainment or an athletic competition. There is no singular form, so a single object might be referred to as â€Å"a piece of memorabilia.† Similarly, a memento is something that serves to remind one of someone or something; the plural is mementos (though mementoes is also common). Memoir usually applies to an autobiography or biography, though it is (rarely) used to refer to a memorandum or a report. A person who writes a biographical memoir is a memoirist or a memorialist. To memorize is to store information in one’s memory; the act is called memorization. To remember is to place or retain information in one’s memory. Remembrance can apply neutrally to any memory, though it usually has the connotation of honoring someone or something. To disremember, meanwhile, is to forget, while to misremember is to have a faulty memory of something. A memorandum (the word is derived directly from the Latin term meaning â€Å"to be remembered†) is a communication, often in written form, that serves as a record or reminder or that advises, directs, or informs; the plural in Latin is memoranda, though in English memorandums is prevalent, and the word is often truncated to memo (plural: memos). The newest word in this family is meme, coined in the mid-1970s on the model of gene and defined by its coiner, scientist Richard Dawkins, as â€Å"a unit of cultural transmission,† often an idea but sometimes a behavior or style. The definition has since extended among laypeople to encompass amusing or interesting images or videos, often accompanied by audio or by written messages, disseminated through social media. The adjectival form is memetic. Member and other words pertaining to a part or a unit are unrelated. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:85 Synonyms for â€Å"Help†Used To vs. Use To30 Words Invented by Shakespeare

Naval Commander Donald DuBrul

At 7:50 a.m., Naval Commander Donald DuBrul was about to complete his 4 a.m. to 8 a.m. watch on board the USS Argon. The ship was stationed in the Navy Yard towards the entrance to Pearl Harbor in Hawaii. He began wondering if the next man would show up for his shift. In the distance, a band onboard the USS Nevada could be heard playing the Star-spangled Banner for the flag-raising ceremony that was about to commence. The singleman paced waiting for his chance to have his watch end when he turned east to look out over the harbor. Directly east, Ford Island could be seen with its battleship yard full and past that, the ammo dump and tank farm. Over the music being played on the Nevada, a plains whine could be heard. Commander DuBrul looked up just in time to see an explosion on Ford Island. His immediate thought was that some American pilot was about to be court marshaled; until another plane flew in and unloaded its cargo. The first wave of Japanese torpedo planes ! came into full view as they passed through the clouds aiming for the battleship yard. The time was 7:53 a.m. The seaman stood in astonishment as flames lept from the ships. He was awakened by a voice over the loud speaker yelling, Air Raid Pearl Harbor! This is no drill! The air was filled with the whine of dive bombers and the sounds of antiaircraft guns beginning to start their counterattacks. One of the more prized battleships, the Arizona, took a torpedo right down its exhaust stack where it blew up. Seamen dove off ships trying to swim to safety, only to be burned by waves of fire in the harbor that contained burning oil. Onboard the Nevada, the band kept playing as the ship prepared to escape the harbor. In fear of blocking the exit, it turned and beached itself. At about 9 a.m., after two waves of Japanese dive bombers took their toll on the once great US Navy, the chaos had finally ended (DuBrul). A date which will ...

Origin of OK

Origin of OK Origin of OK Origin of OK By Maeve Maddox The word OK has found its way into just about every language on earth. Although it’s usually written in all capitals and pronounced as separate letters, OK is a word and not an acronym, although it began as one. The most likely origin of OK is as an acronym for â€Å"Oll Korrect,† a deliberate misspelling of â€Å"all correct.† In the years before the American Civil War (1861-1864), journalists thought it was great fun to misspell words for comic effect. Writer Charles Farrar Browne  (1834-1867),  for example, wrote political humor under the byline Artemus Ward. Abraham Lincoln is said to have been one of his greatest fans. Here’s a passage in which he takes a stand against secession: Feller Sitterzens: I am in the Sheer Yeller leaf.   I shall peg out 1 of these dase.   But while I do stop here I shall stay in the UnionI shall stand by the Stars Stripes.   Under no circumstances whatsomever will I sesesh.   Let every Stait in the Union sesesh let Palmetter flags flote thicker nor shirts on Square Baxters close line, still will I stick to the good old flag.   Translation: Fellow Citizens: I am in the sere and yellow leaf [I’m old]. I shall peg out [die] one of these days.  But while I do remain here I shall stay in the UnionI shall stand by the American flag.   Under no circumstances whatsoever will I secede.   Let every State in the Union secede and let Palmetto flags float thicker than shirts on Squire Baxters clothes line, still will I stick to the good old flag.    Note: â€Å"The sere and yellow leaf† is an allusion to a line from Macbeth. The Palmetto flag was the state flag of South Carolina; it was flying over Fort Sumter on the day the Union garrison surrendered to Confederate forces. Squire Baxter is a fictional character of Ward’s invention. Ward was not the only writer to adopt deliberate misspelling as a stylistic device. By 1839, the misspelling â€Å"oll korrect† for â€Å"all correct† had been compressed to O.K. and was familiar to newspaper readers on the East Coast at least: Boston Evening Transcript 11 Oct. 2/3, 1839.  Our Bank Directors have not thought it worth their while to call a meeting, even for consultation, on the subject. It is O.K. (all correct) in this quarter. –OED citation. When O.K. became associated with the presidential campaign of Martin Van Buren (1782-1862), its use spread throughout the nation. One of Van Buren’s campaign ploys was to associate himself as much as possible with the previous president, Andrew Jackson. Jackson had been known affectionately as â€Å"Old Hickory,† so Van Buren came up with the nickname â€Å"Old Kinderhook,† an allusion to the small New York town that was his birthplace. The abbreviation O.K. for â€Å"Old Kinderhook† became a rallying cry and a logo. The press lost no time in connecting the O.K. of Van Buren’s political slogan with the O.K. that stood for â€Å"all correct.† By the end of the campaign, â€Å"O.K.† was entrenched in American English throughout the country. In addition to its adjectival uses to denote things that are â€Å"all correct,† OK is also used as noun, verb, adverb, and interjection. Note on the word â€Å"acronym† In general usage, acronym refers to words or letter groupings like FBI, TGIF, NATO, and LASER. Some speakers prefer to reserve the word acronym for words like NATO that can be pronounced as words and use the term initialism for letter groupings that are pronounced as a series of letters, like FBI. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Compared "to" or Compared "with"?Used To vs. Use To5 Ways to Reduce Use of Prepositions

Technology Management Research Paper Example | Topics and Well Written Essays - 1500 words

Technology Management - Research Paper Example Too much automation and aggressive strategy can damage the performance of the organization when the decisions do not support the corporate directions. This aggressive automation can expose the organization to several unmanaged risk factors due to the lack of effective knowledge about the balanced approach. Short term thinking and lack of expertise can damage the business operation management of the organization. This report will determine the bottom-line impact of unmanaged technology on the business performance of the organizations. Analysis It is discussed earlier that too much automation can affect the business operation of a corporation. In terms of industrial fluid disposal and usage, list of poor fluid maintenance practices combined with several in adequate fluid choice can result loss of goodwill and significant operational cost. However, inadequate cost management due to the lack of effective knowledge can erode the bottom line on the daily basis that can impact the long term viability and competitiveness of several strategies and operational facilities (Hunt & Weintraub, 2007). The corporations are exposing themselves to excessive business operation cost and unmanaged risks due to seven key reasons. These reasons are discussed below. Poor Process Control Majority of the organizational facilities utilize more fluid than are required. It exposes the corporations to critical risks due to lack of establishment of robust and control strategy for all the fluid applications. However, this fluid condition can be changed dramatically. An effective and specific control plan needs to be undertaken by the organization management. An effective management programme can enhance the significant process control that is important for the productivity and cost control. In several cases, the acceptable range of the fluid condition can be extended as it may not result in the fluid related events. A strict and tightly management control plan can eliminate excessive use of f luids. Decisions based on data vs. Feelings Every manufacturer knows that, analytical data is quite important when addressing a particular manufacturing issue, responding to a specific quality concern or developing plan for the next step. It is true that, most of the facilities are effective at collecting quality, financial and production related data, but fluid analysis data is rarely collected, correlated, compiled and interpreted due to the specific specialized nature of the interpretation (Haneberg, 2012). Fluid management generally tends to non-core expertise in a particular manufacturing environment. Major characteristic of this fluid management is non-core focus. Several organizations consider that the fluid condition can effectively impact manufacturing, quality and availability, but major significance of this aspects to drive daily decision making process. It is the corrective action executed on daily basis based on the information and data that result in risk management an d cost minimization. Hesitance to change Management risk and direct costs are associated with the product change. This relation is quite significant. Due to this, the organization hesitates to implement product change management process on the floor of several manufacturing plants. Recently, the product vendors are making various critical claims about the significance and benefits of greatest and modern developed

Exit Zero Essay Example | Topics and Well Written Essays - 750 words

Exit Zero - Essay Example only means for most people to achieve social mobility and overcome the traditional class divides that characterized America after the downfall of the steel mills in South East Chicago where it did not only transformed the affected families of the steel mills, but also the socio-economic society of America in general. America is no longer a socially mobile society it once pride itself to be but rather a socially stratified society where the economically deprived people can only aspire to better their lot but could no longer break the social and economic barrier. Moreso in 21st century economy where it is knowledge based and more and more jobs now requires a college education. The new glass ceiling in work are the educational certifications which now solwoly becoming exclusive to those who can afford it making it more difficult for people to transcend class barriers. The situation is now aggravated by the fact that college education is becoming economically prohibitive due to its high cost. It is no longer accessible nor affordable to those families whose source of income are based on factories and mills such as depicted in Christine J. Walley’s â€Å"Exit Zero: Family and Class in Postindustrial Chicago†. Along with the closure of those mills is also the figurative closure of opportunity to those people whose source of income comes from blue collar jobs such as those in the factories of South Eastern Chicago. They are unable to go to college and as a result, the only jobs available to them are those menial jobs that do not pay well. So they are stuck in the lower economic strata without any hope for social mobility and thus, the vicious cycle begun. The poor remains poor because they no longer have access to means that would improve their economic and social status. Nice paying jobs are shut to them because they do not have colleg e education. College education is inaccessible to them because of its high cost. So the 21st century economy became

Management issue Assignment Example | Topics and Well Written Essays - 750 words

Management issue - Assignment Example Many organizations fail on this issue as they do not apply or rather use the appropriate management strategies (Hopkins, 3). With the interconnectedness of factors in the market, risks in companies may crop up from any corner across the globe and cause uncertainty and volatility which in turn increase the pressure on managers. Moreover, the uncertainty increases the management need for specific and accurate data. This goes along with the need to ensure that every decision the management makes take into account several alternatives in related issues. Various factors have come to the forefront forcefully due to the ever changing nature of markets across the globe. These factors have a greater impact on risk management of businesses. To start with, operational risk is on top of this list. With the ever rising complexity in transactions, the world’s nature of every market and the particular risks they represent is common for companies. Thus, comparing to the previous years, a number of firms have an employment position for operational risk officers; such positions never existed in previous years. Secondly, economic models are now on a focus. These have led to various questions that lack easy answers. For instance, given a capital challenges that resulted to a crisis in the organization, should the firm continue using the same proprietary model? Proper models or rather proper use of these models is at stake in many organizations since they have an impact in the firm’s risk management. In addition, the corporate governa nce is an upcoming factor which is being focused by risk managers. These managers are currently involved in companies’ corporate governance and other discussions such as compensation. In most cases, they are asked to give opinions on packages of compensation and if the incentives in these packages might height the company’s profile. Lastly, the role of overall management in the modern companies is dramatically changing. The risk-related

Marketing-5 types of customer markets Essay Example | Topics and Well Written Essays - 500 words

Marketing-5 types of customer markets - Essay Example Consumer durables are another subtype. Converse to the characteristics of FMCGs, these goods have low volume but high unit value. This can further be categorized into white goods and brown goods. Refrigerators, pressure cookers, dishwashers, washing machines, microwave ovens, etc are primary examples of white goods. Electronic items such as personal computers, video game consoles, multi-media players, etc are good examples of brown goods. Consumer Products Market are characterized by aggressive marketing campaigns, for consumers tend to be disloyal to brands and can easily switch from one to another. Also, competing companies are focused on innovating and improvising their products and production models to garner greater market share. Another customer market is the Food and Beverages Market. Although some of the products in this group overlap with Consumer Products Market, there is sufficient distinction between the two. The Food and Beverages Market "consists of the sub-markets like markets for dairy products, bakery products, packaged food products, Beverages, Confectionary, Beer, Alcohol, meat and poultry products. This type of Consumer Market is full of growth opportunities because of changing lifestyle of present era.

Movie analysis Essay Example | Topics and Well Written Essays - 500 words

Movie analysis - Essay Example The successive scenes showing seemingly random acts of shooting with the grainy film used also helped to give an effect that the viewers are watching footages of actual killings. The drawback on Clarke’s film is that it was deemed unusual for such a killing spree to get unnoticed by the police, thus some commented that Clarke’s Elephant was unrealistic. Van Sant’s tribute to the 1989 film by Clarke was much acclaimed by film critics winning at the Cannes Film Festival 2003 because of its timely storyline of school shootings (Mitchell). Patterned after the incident at the Columbine High School, the film was similar to Clarke’s film because of its minimalism and use of tracking shots (Mitchell). Contributing to its effective portrayal of an actual shooting incident were the inexperienced actors in the cast and the same tracking shots used by Clarke in the 1989 version of the film. The conclusion for both films is that they had extensively made an impact on the viewers with Clarke’s and Van Sant’s minimalist style effectively conveying their message through the screen. Clarke’s 1989 Elephant had conveyed the ambience of cold, brutal and unremorseful killings during his time while Van Sant’s version conveyed in a subtler and more dramatic approach the senseless shootings in our time. Both films, as the title connotes, are elephants in the living room or in simpler terms, problems that the society simply chooses to take for granted

Gender Portrayals in Modern Art Essay Example | Topics and Well Written Essays - 4000 words

Gender Portrayals in Modern Art - Essay Example The essay "Gender Portrayals in Modern Art" investigates gender portrayals in the modern art. This essay is based on the gender concept and the issues that have had an immense influence on the way gender in modern art is perceived and portrayed. To begin with, one needs to differentiate between modern, post modern and contemporary in order to understand the journey charted by gender portrayal in art over the ages. The modern portrayals of art depend to a great extent on the stereotypical depictions of features within art, while post modern depends on the vertical rather than the horizontal, which is a case of portraying a traditional feature in a new light. The contemporary period can be considered to possess a number of artists that can be considered of substance and grace in the corresponding field. This particular era in history was marked by the upsringing of various trends in arts and the foray of women and other unlikely sections of the society into the world of art. Mary Kelly is one of the artists of the contemporary period. She is known to be a feminist and fighting an important advocacy through her works. Femminism became a strong benchmark for the society in that particular period, which can be seen through the various art forms and literature created at that time. Unlike the modern times, feminism was not reflected in policy changes as yet and was still confined to mere forms of expression. This was one of the key features of Mary Kelly’s life as has been discussed below. ... After her undergraduate course in Arts, she studied her Masters in Arts in the European Region (Felsen, 2008). There are different works that are considered as significant in her career. One is the exhibit presented in the Rosamund Felsen Gallery which can be considered as a recent work. Kelly is known to present underlying messages in her work specifically pointing out to her topics of inclination such as cultural principles specifically pertaining to femininity. Art and Mass Media by Betty Ann Brown is a volume that chronicles the rise of western culture in context of its influence on art. This has been studied from the perspective of various art forms, ancient, medieval and modern so as to demonstrate how cultures are capable of affecting art forms and rendering finer detail to the structure in terms of gender portrayal as well as sexuality in art. (Brown, 2005; P 2 - 4). The volume has conceptualised the way art has been seen and used since 1985 with the advent of mass media and especially the Internet. This conceptualisation has reached a phase where the influx of ideas related with the use of technology and mass media has grown to such heights where it accommodates a whole new dimension of art in terms of gender portrayals. It is said that the way something is built has a large bearing on how it is perceived. In the case of art, the use of mass media has accentuated the play of technology and the portrayal of genders to the extent that the very way that an art form is conceptualised depends on the factors that are a part of the culture surrounding it. Since 1985, the play of mass media has begun on a note that has created the scope to create gender in art beyond what has been seen in the conventional sense. The rise

Movie analysis Essay Example | Topics and Well Written Essays - 500 words

Movie analysis - Essay Example The successive scenes showing seemingly random acts of shooting with the grainy film used also helped to give an effect that the viewers are watching footages of actual killings. The drawback on Clarke’s film is that it was deemed unusual for such a killing spree to get unnoticed by the police, thus some commented that Clarke’s Elephant was unrealistic. Van Sant’s tribute to the 1989 film by Clarke was much acclaimed by film critics winning at the Cannes Film Festival 2003 because of its timely storyline of school shootings (Mitchell). Patterned after the incident at the Columbine High School, the film was similar to Clarke’s film because of its minimalism and use of tracking shots (Mitchell). Contributing to its effective portrayal of an actual shooting incident were the inexperienced actors in the cast and the same tracking shots used by Clarke in the 1989 version of the film. The conclusion for both films is that they had extensively made an impact on the viewers with Clarke’s and Van Sant’s minimalist style effectively conveying their message through the screen. Clarke’s 1989 Elephant had conveyed the ambience of cold, brutal and unremorseful killings during his time while Van Sant’s version conveyed in a subtler and more dramatic approach the senseless shootings in our time. Both films, as the title connotes, are elephants in the living room or in simpler terms, problems that the society simply chooses to take for granted

Colonization in Annie John Essay Example for Free

Colonization in Annie John Essay Martha Lee ENG 92W 4/13/10 In Annie John, the lasting effects of Antiguas colonization are reflected through Kincaid paralleling her own experiences with those of the West Indian colonies where she has lived. In, Columbus in Chains, the issues of Antiguan colonialism and postcolonial culture are apparent in the text, beginning with Annies discussion of the history of slavery in Antigua through Ruth. l could see how Ruth felt from looking at her face. Her ancestors had been the masters, while ours had been the salves. She had such a lot to be ashamed of, and by being with us e very day she was always eing reminded (Kincaid 76). Annie believes that Ruth possesses an innate sense of guilt because black people were once enslaved by white and everyone knew. She pities Ruth knowing that she knows less about the West Indies than them. Through the interaction of these two girls, Kincaid provides an individualized perspective upon the dynamics of life in a colonial state. Annie also briefly comments on the irony of colonization, considering that, all of us celebrated Queen Victorias birthday, but we, the descendants of slaves, knew quite well what had really happened (Kincaid 76). The Antiguan children still celebrate even when they are aware that the British once enslaved them. Annie continues on the topic of colonization as she contemplates Columbus who returned to Spain imprisoned in chains. King Ferdinand and Queen Isabella had sent [Columbus] back to Spain fettered in chains attached to the bottom of the ship. How I loved this picture†to see the usually triumphant Columbus, brought so low, seated at the bottom of a boat Just watching things go by (Kincaid 78). Annie enjoys seeing Columbus brought so low because he returned to Spain in the way that slaves were sent to the Americas. The phrase, the great man can go nowhere (Kincaid 78) resonates so strongly in her mind that she [writes] it out with her fountain pen (Kincaid 78). This act proves to be a heinous crime, that after the discovery by her teacher, Miss Edwards, her whole face was on fire. Her eyes were bulging out of her head (Kincaid 81). Miss Edwards is a representation of the English social order and has defined herself according to the rules of this order. Annies action against the discoverer of Antiguas honor is against Miss Edwardss system of belief so she refers to Annies action as blasphemous. (Kincaid 82). Because Columbuss importance is essential to the colonial system, Annies act not only criticizes him, but also subverts the whole dominant colonial order. For this reason, Miss Edwards sees to it that Annie must be punished. Kincaids experiences clearly parallel the experiences of Antigua and its colonization by its British protectorate. They are reflective of her own memories and feelings t owards Antiguas colonization, and through Annie Johns Journey, gives insight into how a once controlled culture seeks its independence.

Social Work Domestic Violence

Social Work Domestic Violence Domestic violence: a brief critical analysis of impact and interventions built on a definitional, historical, and theoretical foundation. Introduction The introductory quotation by Desdemona expresses her fear of Othello’s rage (Shakespeare, 1604, cited in Meyersfeld, 2003) at the same time eloquently conveying the terror implicit in domestic violence and demonstrating that domestic violence is not a new phenomenon. Neither is domestic violence a rare occurrence. According to the British government, domestic violence affects millions of lives. The following statistics are quoted from the official government website (CrimeReduction.gov.uk, Domestic violence mini-site, 2005): one in four women and one in six men will be victims of domestic violence in their lifetime with women at greater risk of repeat victimisation and serious injury; 89 percent of those suffering four or more incidents are women; one incident of domestic violence is reported to the police every minute; on average, two women a week are killed by a current or former male partner; and domestic violence accounts for 16 percent of all violent crime. This essay will demonstrate that the issue of domestic violence is a complex one, much more complex than the term itself might convey. Indeed, domestic violence is complex in terms of its very definition, complex in terms of its theoretical explanations, complex in terms of gender relevance, complex in terms of its effects, and complex in terms of interventions to prevent and deal with its occurrence. The essay begins with a presentation and critique of various definitions for domestic violence, an exploration of the historical evolution of domestic violence as a societal concern, and a discussion and critique of theoretical explanations for domestic violence including consideration of the relevance of gender. This foundation will be used as a basis for exploring the impact of domestic violence upon its direct and indirect victims and the value and efficacy of the current resources, initiatives, and support networks used in combating domestic violence and assisting its victims. Final ly, concluding remarks will be presented. A Critique on Definitions of Domestic Violence Finding a generally-accepted definition for domestic violence proved to be an elusive endeavor. This may be because there is no consensus definition of the term (Laurence and Spalter-Roth, 1996; Contemporary Womens Issues Database, May 1996; Contemporary Womens Issues Database, July 1996). Each writer seems to define the term to fit his or her topic or agenda. For instance, Chez (1994, cited   in Gibson-Howell, 1996), in focusing on female victims of domestic violence, defines the term as â€Å"the repeated subjection of a woman to forceful physical, social, and psychological behavior to coerce her without regard to her rights.† Some definitions are basic and general: â€Å"a pattern of regularly occurring abuse and violence, or the threat of violence, in an intimate (though not necessarily cohabitating) relationship† (Gibson-Howell, 1996, citing Loring and Smith, 1994). Other definitions are comprehensive and specific (Manor, 1996; Neufield, 1996; Asian Pages, 1998; Josiah, 1998; Seattle Post-Intelligencer, 1999; Danis, 2003; Verkaik, 2003). The more comprehensive definitions, although phrased differently, typically possess the following common elements: a pattern of abusive behavior (as contrasted to a single event); the abusive behavior involves control, coercion, and/or power; the abusive behavior may be physical, sexual, emotional, psychological, and/or financial; and the victim of the abusive behavior is a cohabitating or non-cohabitating intimate partner or spouse. The British government has adopted one of the more expansive descriptions of domestic violence, one that includes all of the foregoing elements: â€Å"Any incident of threatening behaviour, violence or abuse (psychological, physical, sexual, financial or emotional) between adults who are or have been intimate partners or family members, regardless of gender or sexuality. Beyond the basic definition, the government furnishes further description of domestic violence as â€Å"a pattern of abusive and controlling behaviour† by which the abuser attempts to gain power over the victim. The government contends that domestic violence crosses age, gender, racial, sexuality, wealth, and geographical lines. (CrimeReduction.gov.uk, Domestic violence mini-site, 2005) Interestingly, the definition offered by the government expands the description to include other â€Å"family members† in addition to â€Å"intimate partners.† Historical Evolution of the Recognition of Domestic Violence as a Societal Concern The issue of domestic violence, particularly violence against female spouses, was a topic of societal concern dating from the first marriage law instituted by Romulus in 75 B.C. But the concern was not in preventing domestic violence; to the contrary; the concern was in support of â€Å"wife beating†Ã¢â‚¬â€legally and institutionally—a condition that existed through the early twentieth century. (Danis, 2003, citing Dobash and Dobash, 1979). English common law, until the late nineteenth century, â€Å"structured marriage to give a husband superiority over his wife in most aspects of the relationship.† This â€Å"sanctioned superiority† gave the husband the right to â€Å"command his wife’s obedience, and subject her to corporal punishment or ‘chastisement’ if she defied his authority.† (Tuerkheimer, 2004, citing Siegel, 1996) The beginning of the twentieth century witnessed the dismantling of laws specifically condoning control and violence; however, the laws were not replaced by codes that protected victims from abuse. Instead, â€Å"marital privacy† became the standard. Essentially, abuse was considered to be a family problem, not one in which society had an interest. (Turekheimer, 2004) Not until the feminist movement of the late 1960s and 1970s was public interest in domestic violence piqued (Danis, 2003, citing Schechter, 1982). With little public or private funding, feminist activists set up shelters for female victims of domestic violence. They also pressed for laws to punish offenders and promoted training of social workers and other professions to recognize domestic violence and treat its victims. (Contemporary Women’s Issues Database, May 1996). From these humble beginnings, over the last thirty-plus years, public awareness has been enhanced dramatically, increasing amounts of public and private funding have been allocated for shelters, domestic violence laws have been strengthened, and social workers and other professionals (e.g. school personnel, healthcare professionals, police officers) have been trained to recognize signs of, and provide treatment to those affected by, domestic violence. Today, in the early years of the new millennium, the way in which society views domestic violence is continuing to evolve. Physical abuse of wives was the initial focus of intervention initiatives. Drawing on research presented earlier, sexual, emotional, psychological, and financial abuse have been added to physical abuse as types of domestic violence. And, many definitions of victims of domestic violence now include, in addition to wives, husbands and domestic partners of the same or different sex. Increasingly, too, children in the domestic arrangement are being included as victims of domestic violence. Theoretical Explanations for Domestic Violence and the Relevance of Gender Just as there is a lack of consensus on a single definition for domestic violence, â€Å"there is no single recognized causal theory for domestic violence.† In the absence of a single theory, at least four theories are used to explain why domestic violence occurs: social exchange/deterrence, social learning, feminist, and the ecological framework. (Danis, 2003) These theories, with their relevance to domestic violence, will be presented and critiqued in this section. A discussion of the relevance of gender in domestic violence will close out the section. Under the social exchange theory, human interaction is driven by pursuing rewards and avoiding punishments and costs. (Danis, 2003, citing Blau, 1964). Gelles and Cornell (1985, 1990, cited in Danis, 2003) contend that domestic violence occurs when costs do not outweigh rewards. Costs in this context include the potential for defensive physical action by the victim, potential of being arrested and imprisoned, loss of personal status, and dissolution of the domestic arrangement. The social learning theory suggests that people learn to be violent by being immediately rewarded or punished after they commit violent behavior, through what is called reinforcement, and by watching the experiences of others, called modeling (Danis, 2003, citing Bandura, 1973). According to some experts, there is a correlation between people who witness abusive behavior in their earlier lives and those who commit domestic violence later. (Danis, 2003, citing O’Leary, 1987). According to feminist theory, domestic violence emanates from a â€Å"patriarchal† school system which assigns men the responsibility for controlling and managing female partners (Danis, 2003, citing Dobash and Dobash, 1979; Yllo, 1993). Under this theory, domestic violence is attributed to a flaw in societal structure rather than to any specific individual male pathology. Finally, the ecological framework theory, in contending that no single theory can be used in explaining or predicting domestic violence, proposes risk factors for domestic violence and interventions to address it at three levels—the micro level (e.g. batterer programs), the meso level (e.g. police and the courts), and the macro level (e.g. a coordinated community approach). (Danis, 2003, citing Crowell and Burgess, 1996; Chalk and King, 1998). Each of these four theories offers valuable insight into domestic violence. For instance, the social exchange theory offers a basis for law enforcement and prosecution of offenders; the social learning theory helps to explain why children who witness abuse sometimes grow up to be abusers themselves thereby providing rationale for corrective interventions to â€Å"unlearn† abusive behavior; and the feminist theory supports interventions targeted at helping batterers to reform and helping to empower victims. But none of these theories seems to provide a comprehensive foundation on which a comprehensive approach for dealing with the many causal and outcome dimensions of domestic violence can be built. The more integrated ecological framework theory, however, seems to furnish the needed basis for such a comprehensive approach. Now attention will turn to the topic of the relevance of gender in domestic violence. Historically, as mentioned earlier, wives were considered to be the only victims of domestic violence. Today, husbands as well as same- or different-sex non-married partners are considered to be victims as well (Cruz, 2003).   Although the statistics vary significantly (Leo, 1994), some indicating that the same number of men as women are victims of domestic violence (Leo, 1994; Simerman, 2002), most experts agree than women are most often the victims and, when they are victimized, the damage is usually more serious. The indication that women are most often victims has now gained official recognition. The British government contends that, although domestic violence is not restricted to a specific gender, â€Å"it consists mainly of violence by men against women.† (CrimeReduction.gov.uk, Domestic violence mini-site, 2005) The Potential Impact of Domestic Violence on Females, Mothers, and Children According to the Contemporary Women’s Issues Database (January 1996), â€Å"the most common victims (of domestic violence) are women and children.† With the acknowledgement that domestic violence affects men as well as women, the focus of the discussion in this section will be on the potential impact of domestic violence on females, generally, and on females in their role as mothers as well as on their children. Domestic violence against women can result in serious physical injuries, psychological trauma, and mental strain (Wha-soon, 1994). According to Wha-soon, physical injuries include â€Å"severe headaches, bruises, bone fractures, loss of eyesight, nervous paralysis, insomnia and indigestion,† and psychological trauma can include â€Å"anxiety, a sense of powerlessness, and a loss of self-respect and self-confidence.† Psychological effects can lead to suicide in some cases. Winkvist (2001) echoes these psychological effects and adds that battered women are also more likely to experience sexual and reproductive health disorders. Effects are not restricted to those that are physical and psychological in nature, however. Women can be financially impacted as well. Brown and Kenneym (1996) contend that women, in an effort to flee their attackers, may â€Å"give up financial security and their homes† in favor of safety. Mothers may experience additional negative effects from domestic violence. Starr (2001) contends that domestic violence against mothers â€Å"is associated with harmful implications for mental health and parenting, as well as for the offspring.† According to Starr, mothers who are in an environment of domestic violence suffer worse outcomes for themselves and for their children. Isaac (1997) suggests that abuse of mothers and children are linked, stating that from thirty to almost sixty percent of mothers reported for child abuse were themselves abused. Hewitt (2002) claims that ninety percent of occurrences of domestic violence are witnessed either directly or indirectly by children. Children can be affected in at least two ways by domestic violence. According to the British government, they can be traumatized by violence they witness against others in the relationship even when they are not the specific targets of the violence (CrimeReduction.gov.uk, Domestic violence mini-site, 2005). According to Hewitt (2002), children suffer low self-esteem, isolation, trauma, and homelessness that they may not manifest until later in life. They may also suffer from maladies such as worry, sadness, focus and concentration difficulties, forgetfulness, headaches and stomachaches, lying, and â€Å"poor impulse control,† according to Salisbury and Wichmann (2004). Importantly, there is also a strong correlation between domestic violence and child abuse, a point which reinforces Isaac’s position mentioned earlier (CrimeReduction.gov.uk, Domestic violence mini-site, 2005). Edleson (1999, cited in Spath, 2003) takes the same position in stating that â€Å"numerous research studies over the last several decades have reported a connection between domestic violence and child maltreatment within families.† And, finally, as mentioned earlier, the social learning theory would suggest that children who witness violence learn that violence is an acceptable way to settle disputes. Supporting this, Wha-soon (1994) writes that the â€Å"learning of violence causes a cycle of violence.† An Assessment of the Value and Efficacy of Domestic Violence Interventions Methods for dealing with domestic violence generally fall into three categories: prevention, protection, and justice (M2 Presswire, 1998). As the terms imply, prevention attempts to avert incidences of domestic violence through methods such as education and counseling; protection involves attempts to prevent further injury through methods such as removing victims from the situation and ordering offenders to stay away from their victims; and justice involves retribution against domestic violence offenders. The value and efficacy of prevention, protection, and justice methods used in dealing with domestic violence are difficult to measure. A reason for this was mentioned earlier: the lack of a consensus definition for domestic violence itself. (Contemporary Women’s Issues Database, May 1996). Nevertheless, there has been some attempt at measuring performance anecdotally. According to the Contemporary Women’s Issues Database (April 1993): â€Å"Currently, the two most common forms of social intervention are mechanisms that help her to leave (such as emergency shelters) and having him arrested†¦(but) neither of these interventions is ideal.† And, police and judicial interventions do not seem to fair much better as illustrated by the case of Samuel Gutierrez who killed his domestic partner, Kelly Gonzalez, in Chicago, Illinois in the United States after multiple beatings, arrests, and various court interventions (Hanna, 1998). That domestic violence still exists as such a serious social problem is probably the best evidence that current methods for preventing it, protecting its victims, and exacting justice on offenders are not working especially well. Perhaps the future will be brighter. Newer perspectives, such as that offered by the ecological framework theory, offer some hope. It seems that taking a comprehensive, integrated approach could potentially be substantially more effective as the various public and private components work together in a cooperative, synergistic arrangement with one goal—the welfare of the potential or actual victim. One expert even suggests that this combined public-private approach could be enhanced further by adding a third component—the family (nuclear family, extended family, intimate family, close relationships)—to the formal, integrated support arrangement (Kelly, 2004). Conclusion Public and private organizations continue to increase their attention to domestic violence. In the United Kindgom, The Domestic Violence, Crime and Victims Act 2004 furnishes greater authority to police and the courts in dealing with cases of domestic violence and in providing protection to victims. Aditionally, the British government’s recently issued national domestic violence action plan sets forth ambitious goals (CrimeReduction.gov.uk, Domestic Violence, 2005) quoted as follows: reduce the prevalence of domestic violence; increase the rate that domestic violence is reported; increase the rate of domestic violence offences that are brought to justice; ensure victims of domestic violence are adequately protected and supported nationwide; and reduce the number of domestic violence related homicides. Returning to the introductory quotation, had Shakespeare’s Desdemona been alive today, perhaps she would have some hope that she would not forever be in such great fear of Othello’s rage. References Asian Pages (1998) What is domestic violence? November 14, 1998. Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice Hall. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Blau, P. M. (1964). Exchange and power in social life. New York: John Wiley Sons. Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Brown, Karen R. and Kenneym, Catherine T. (1996) Report from the front lines: The impact of violence on poor women [Part 1 of 5]. Contemporary Womens Issues Database, January 1, 1996. Chalk, R., King, A. (1998). (Eds.). Violence in families: Assessing prevention and treatment programs. Washington, DC: National Research Council/National Academy of Sciences. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Chez, N (1994) Helping the victim of domestic violence. American Nursing 1994;94(7):32-37. Cited in Cited in Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. Contemporary Women’s Issues Database (1996) Domestic and sexual violence data collection [Part 3 of 9], July 1, 1996. Contemporary Women’s Issues Database (1996) Measuring the costs of domestic violence against women and the cost-effectiveness of interventions [Part 1 of 6], May 1, 1996. Contemporary Women’s Issues Database (1993) Men beating women: Ending domestic violence—a qualitative and quantitative study of public attitudes on violence against women [Part 3 of 7], April 1, 1993. Contemporary Womens Issues Database (1996) You or someone you know may live in a home where domestic violence is a problem, January 1, 1996. CrimeReduction.gov.uk (2005), Domestic violence http://www.crimereduction.gov.uk/domesticviolence51.htm, April 4, 2005 [April 11, 2005]. CrimeReduction.gov.uk (2005), Domestic violence mini-site http://www.crimereduction.gov.uk/dv01.htm, April 4, 2005 [April 9, 2005]. Crowell, N. A., and Burgess, A. W. (1996). (Eds.). Understanding violence against women. Washington, DC: National Academy Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Cruz, J. Michael (2003) Why doesnt he just leave? Gay male domestic violence and the reasons victims stay. The Journal of Mens Studies, March 22, 2003. Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Dobash, R. E., and Dobash, R. (1979). Violence against wives: A case against the patriarchy. New York: Free Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Edleson, J. L. (1999). The overlap between child maltreatment and woman battering. Violence Against Women, 5(2), 134-154. Cited in Spath, Robin (2003) Child protection professionals identifying domestic violence indicators: implications for social work education. Journal of Social Work Education, September 22, 2003. Gelles, R. J., Cornell, C. P. (1985). Intimate violence in families. Newbury Park, CA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Gelles, R. J., Cornell, C. P. (1990). Intimate violence in families (2nd ed.). Newbury Park, CA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. Hanna, Cheryl (1998) The paradox of hope: the crime and punishment of domestic violence. William and Mary Law Review, May 1, 1998. Hewitt, Kim (2002), Silent victims of violence in home. The News Letter (Belfast, Northern Ireland), September 14, 2002. Isaac, Nancy E. (1997) Response to battered mothers in the pediatric emergency department: a call for an interdisciplinary approach to family violence. Pediatrics, February 1, 1997. Josiah, Ivy (1998) Education through radio. Contemporary Womens Issues Database, January 2, 1998. Kelly, Kristin A. (2004) Working together to stop domestic violence: state-community partnerships and the changing meaning of public and private. Journal of Sociology Social Welfare, March 1, 2004. Laurence, Louise and Spalter-Roth, Roberta (1996) Research-in-brief: Measuring the costs of domestic violence against women [Part 1 of 2] Contemporary Womens Issues Database, January 1, 1996. Leo, John (1994) Is it a war against women? U.S. News World Report, July 11, 1994. Loring, M. T. and Smith, R. W. (1994) Health care barriers and interventions for battered women. Public HealthReports 1994;109(3):322-329. Cited in Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. M2 Presswire (1998) Home Office: Prevention, protection and justice: A comprehensive approach to tackle domestic violence, June 16, 1998. Manor, John H. (1996) Helping abusers out of the domestic violence equation. Michigan Chronicle, January 30, 1996. Meyersfeld, Bonita C. (2003) Reconceptualizing domestic violence in international law. Albany Law Review, December 22, 2003. Neufield, Brenda (1996) SAFE questions: overcoming barriers to the detection of domestic violence. American Family Physician, June 1, 1996. OLeary, K. D. (1987). Physical aggression between spouses: A social learning theory perspective. In V. B. Van Hasselt, R. L. Morrison, A. S. Bellack, M. Hersen (Eds.), Handbook of family violence (pp. 31-55). New York: Plenum Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Salisbury, Sarah and Wichmann, Lee Anne (2004), Seen or unseen, domestic violence traumatizes children. The Register-Guard, August 29, 2004. Schechter, S. (1982) Women and male violence: The visions and struggles of the battered womens movement. Boston: South End Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Seattle Post-Intelligencer (1999) Domestic violence: Give us statistics we can work with. July 16, 1999. Shakespeare, William (1604), Othello act 5. sc. 2. Edited by Sanders, Norman. Cambridge University Press, 1984. Cited in Meyersfeld, Bonita C. (2003) Reconceptualizing domestic violence in international law. Albany Law Review, December 22, 2003. Siegel, Reva B. (1996), The rule of love: Wife beating as prerogative and privacy, 105 YALE L.J. 2117. Tuerkheimer, Deborah (2004), Recognizing and remedying the harm of battering: A call to criminalize domestic violence. Journal of Criminal Law and Criminology, June 22, 2004. Simerman, John (2002) Men, too, fall victim to abuse in big numbers. Knight Ridder/Tribune News Service, November 25, 2002. Spath, Robin (2003) Child protection professionals identifying domestic violence indicators: implications for social work education. Journal of Social Work Education, September 22, 2003. Starr, Raymond H., Jr. (2001) Type and timing of mothers victimization: effects on mother and children. Pediatrics, April 1, 2001. Tuerkheimer, Deborah (2004), Recognizing and remedying the harm of battering: A call to criminalize domestic violence. Journal of Criminal Law and Criminology, June 22, 2004. Verkaik, Robert (2003) One man in six `a victim of domestic violence. The Independent, September 24, 2003. Wha-soon, Byun (1994) A study on the prevention of and countermeasures against domestic violence [Part 1 of 2]. Contemporary Womens Issues Database, January 1, 1994. Winkvist, Anna (2001) Researching domestic violence against women: Methodological and ethical considerations. Studies in Family Planning, March 1, 2001. Yllo, K. A. (1993). Through a feminist lens: Gender, power, and violence. In R. J. Gelles D. R. Loseke (Eds.), Current controversies on family violence (pp. 47-62). Newbury Park, GA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003.

Roll of Thunder Hear My Cry Essay -- Roll of Thunder Hear My Cry Mildr

Roll of Thunder Hear My Cry Mildred D. Taylor's Roll of Thunder, Hear my Cry is set during the Great Depression, in the rural areas of Mississippi. The majority of the people in this community are sharecroppers, who are greatly dependent on plantation farming. The Logan family is fortunate because they have a piece of land of their own, so unlike other black sharecroppers they do not have to be dependent on the whites. However, due to the sharp decrease in the price of the cotton crop the family have to work hard to keep it in their hands, whilst also providing food in order for them to survive. The situation is further worsened because of the severity of racism and segregation in the society. The Logans are one of the few families who own land and this causes resentment from the whites whose beliefs are that black people are inferior and the whites must maintain their supremacy. David Logan and Uncle Hammer both believe that prejudice must be stopped, yet the ways in which they fight against it differ greatly. Papa prefers to act non-violently and to work within the system. He does so by concentrating on paying off the mortgage of the land so that his family will be on an equal par with the whites and have self-respect. He modifies his behaviour and considers things carefully in order not to jeopardise the land and the safety of his family. Hammer on the other hand has left Mississippi to get away from the prejudice, but once confronted with it again; he reacts violently and impulsively. Being a single person he puts his sense of injustice before concern about repercussions against the family. Papa works on the railroads in order to support his family and the land, so as a result he only returns to Mississippi during the wintertime. Unlike Papa, Uncle Hammer does not live with the family. He is not married and lives in Chicago where segregation is less severe, and thus has the opportunity to earn a good salary. When he visits the Logan family during the Christmas season "Uncle Hammer wore, as he had everyday since he had arrived, sharply creased pants, a vest over a snow-white shirt and shoes that shone like midnight.'; This shows that he is not afraid to flaunt his wealth, which in turn provokes the whites. His aim is to show them that black people can be as equally successful. Also the black community admire him for his achievements, "Uncle Hammer... ...n never to give up and to fight against racism. "We keep doing what we gotta, and we don't give up, we can't'; They also teach the children to demand respect. This plays an important part in the stability and the survival of the family. Another thing they have in common is that they both value their roots through the act of story telling, passing on their cultural heritage from generation to generation which happens often throughout the novel. For example during Christmas time Papa tells the children, "and ole Hammer and me, we used to sneak up there whenever it'd get so hot you couldn't hardly move and take a couple of them melons on down to the pond and let them get real chilled.'; In conclusion Uncle Hammer behaves much more impulsively than Papa, who can control his temper very well. He does not act spontaneously and thinks things out carefully, unlike Hammer who often acts on the spur of the moment. Despite the differences in their self-control and lifestyles, they are loyal family men who have similar values and principles and want to pass on their culture and teach the children their history. In view of this Uncle Hammer and Papa have more in common than is different. Roll of Thunder Hear My Cry Essay -- Roll of Thunder Hear My Cry Mildr Roll of Thunder Hear My Cry Mildred D. Taylor's Roll of Thunder, Hear my Cry is set during the Great Depression, in the rural areas of Mississippi. The majority of the people in this community are sharecroppers, who are greatly dependent on plantation farming. The Logan family is fortunate because they have a piece of land of their own, so unlike other black sharecroppers they do not have to be dependent on the whites. However, due to the sharp decrease in the price of the cotton crop the family have to work hard to keep it in their hands, whilst also providing food in order for them to survive. The situation is further worsened because of the severity of racism and segregation in the society. The Logans are one of the few families who own land and this causes resentment from the whites whose beliefs are that black people are inferior and the whites must maintain their supremacy. David Logan and Uncle Hammer both believe that prejudice must be stopped, yet the ways in which they fight against it differ greatly. Papa prefers to act non-violently and to work within the system. He does so by concentrating on paying off the mortgage of the land so that his family will be on an equal par with the whites and have self-respect. He modifies his behaviour and considers things carefully in order not to jeopardise the land and the safety of his family. Hammer on the other hand has left Mississippi to get away from the prejudice, but once confronted with it again; he reacts violently and impulsively. Being a single person he puts his sense of injustice before concern about repercussions against the family. Papa works on the railroads in order to support his family and the land, so as a result he only returns to Mississippi during the wintertime. Unlike Papa, Uncle Hammer does not live with the family. He is not married and lives in Chicago where segregation is less severe, and thus has the opportunity to earn a good salary. When he visits the Logan family during the Christmas season "Uncle Hammer wore, as he had everyday since he had arrived, sharply creased pants, a vest over a snow-white shirt and shoes that shone like midnight.'; This shows that he is not afraid to flaunt his wealth, which in turn provokes the whites. His aim is to show them that black people can be as equally successful. Also the black community admire him for his achievements, "Uncle Hammer... ...n never to give up and to fight against racism. "We keep doing what we gotta, and we don't give up, we can't'; They also teach the children to demand respect. This plays an important part in the stability and the survival of the family. Another thing they have in common is that they both value their roots through the act of story telling, passing on their cultural heritage from generation to generation which happens often throughout the novel. For example during Christmas time Papa tells the children, "and ole Hammer and me, we used to sneak up there whenever it'd get so hot you couldn't hardly move and take a couple of them melons on down to the pond and let them get real chilled.'; In conclusion Uncle Hammer behaves much more impulsively than Papa, who can control his temper very well. He does not act spontaneously and thinks things out carefully, unlike Hammer who often acts on the spur of the moment. Despite the differences in their self-control and lifestyles, they are loyal family men who have similar values and principles and want to pass on their culture and teach the children their history. In view of this Uncle Hammer and Papa have more in common than is different.