History Dbq Essay

Despite the common English backgrounds, societies in the New England and Chesapeake regions of Colonial America had split off into two incredibly different cultures: A very religiously focused New England and the more economic-oriented Chesapeake. Because these regions were settled for different purposes, the development of these societies led to the distinctions between them. One of the major causes for emigration from England to North America was religious persecution. Religious tolerance in Britain for other Christian sects besides the Anglican church was virtually nonexistent, resulting in many members of other sects to seek religious haven in the colonies. The vast majority of immigrants coming to New England were followers of Puritanism who traveled to North America for strictly religious reasons. As shown by Document B, the first member listed (and therefore most prominent figure) on of one of the ships bound for New England was a minister, underlining the importance aspiring New Englanders placed on their Puritan beliefs. Consequently, the cities created by these pilgrims were built with Puritan customs in mind, establishing towns under strict guidelines conforming to things such as a religious town leader and how much real estate is distributed among the residents (Document D). Desire to achieve the ideal Puritan city stretched out across all of New England, as shown by Boston, Massachusetts who’s mayor John Winthrop wanted it to model the ideal Christian city, a â€Å"city upon a hill† that provided other Puritan towns a perfect example of what to be like (Document A). This overarching religious influence defined every aspect of New England society from blatantly patriarchal domestic life to the superstitious paranoia that led to the misguided hunting of witches. New England towns also put an emphasis on education, mostly so people could be able to read the bible. Harvard, in fact, was established to train members of the clergy rather than providing educations in philosophy and science. New England immigrants arrived in North America with religious intent, and so it was that their society was defined by their religious customs. Contrary to the pilgrims of New England, those who settled in the Chesapeake area colonized the region for more economic purposes. Many people who settled in the Chesapeake were down-on-their-luck English citizens living in swamps and slums hoping to stake it out in the New World, because it couldn’t be much worse than the conditions they faced back in England. Most received their tickets to America through indentured servitude, paying for their trip with a few years of free labor for a wealthy master. Document C is a roster of indentured servants bound for Virginia who are all set to work for the same master. Indentured servitude had long lasting effects on the colonies, the most impactful being Bacon’s Rebellion in 1676 (Document H). This uprising was caused former indentured servants who had no land or property of their own once their work contracts expired. Because the land westward was populated by Natives and therefore almost impossible to acquire, the dissenters focused against the rich and powerful members of the colonies. The successful uprising led to reforms such as work regulations explained in Document E, as well a shift away from indentured servitude and towards slavery of blacks. Other settlers besides indentured servants were aspiring traders and gold-hunters mentioned in Document F. While traders had little success early on and treasure hunters definitely didn’t find their fields of gold, they did help establish a more economic focus in the Chesapeake region. One major result of this was the development of a merchant class that wasn’t seen in New England. These merchants were responsible for the large amounts of overseas trade done with Europe and the West Indies that occurred in the Chesapeake region. However with this trade-based society came boom & bust economy cycles and an attack on Virginia by Dutch pirates in 1673 (Document G). Education wasn’t nearly as important as it was up North since most young people learned a trade rather than going to school and learning to read scripture. Settlers in the Chesapeake area arrived with the intent of economic success, creating a more labor-based culture that made religion take a backseat to things like trade and property. Whereas the New England part of colonial America was settled by Puritans looking to model their cities after their religious beliefs, the Chesapeake area was populated by people looking out for their economic interests. The simple differences in intentions for immigration proved to be the reason for the formation of a fundamentalist society and a trading society.

Jacksonian Democrats Essay

Jacksonian Democrats are often viewed as prompting political democracy, equal opportunity, and personal liberty. Based on your knowledge of the 1820s, to what extent do you agree with this view? When Jackson took office in 1829 he led, with pride, a new band of politicians. These politicians, the Jacksonian Democrats, had not been born into aristocracy, but instead, had worked and earned their own positions. Jacksonian Democrats are often viewed as prompting political democracy, equal opportunity, and personal liberty, while in fact, these seeds had already been planted in Americans, and the Jacksonian Democrats had only just come to power when they were in full bloom. These ideas actually originated during the 1820s as new states emerged and new state constitutions were written, thus expanding suffrage, opportunity, and hope. Between 1816 and 1821 six new states had been added to the union, five of which were to the west. In order for these new states to be able to distinguish themselves they needed people to populate them, therefore increasing their value. In order to encourage this necessary migration the new states wove new privileges into their constitutions, expanding suffrage and opportunities for the common white man. In these new constitutions there were no limits of property owning upon voting. Eastern states were then pressured to follow suit. They needed their residents to stay as much as the new states needed them to leave. Gradually they changed to allow for the same freedoms as the West, and most white men were given suffrage. Trodding hand in hand with suffrage was the right to hold office. Prior to 1820 only rich aristocrats, owning a considerable amount of land, were permitted to do so. Again, the new states introduced a new concept, this time that every voter has the ability to run for a political office. The older states were forced to debate these new issues and some were reluctant to change. In Massachusetts’ constitutional convention of 1820, Daniel Webster opposed the idea of lifting property requirements. The result of the convention was that all voters were made taxpayers and were allowed to hold office except for that of governor. That position still required considerable land owning. With these new privileges, there was a lot more  that the common white male could work towards, giving him new inspiration and confidence. As people slowly began taking advantage of their new privileges their views and ideas were compiled with the more traditional. In New York, two parties emerged when Martin Van Buren went against the governor and led a small faction to write a new constitution. Though they were suppressed, their point got across and a new message came from their struggle. It was realized that parties were not the evil establishments they had originally thought them to be. Parties would enable the government to become more democratic. Politicians, with the competition of opposing parties, would be always mindful of the wishes of the people. They would keep each other checked, just as the branches of federal government did. Jackson did not create these new forms of democracy. They had been set into motion ten years before he ran for office. He was credited with their effects, though, because it was not until the 1830s that these ideas really caught on and expanded. Though the bulk of the movements occurred while Jackson was president, he did very little to encourage them, because they needed little encouragement. The Americans, in their never-ending quest for freedom and democracy had stumbled upon these expansions all on their own. This had been the pattern prior to, and would prove to be the pattern henceforth of American society.

Sleep Deprivation

In today s busy lifestyle, the days are just not long enough to get everything done. Getting the correct amount of sleep is important to not only be healthy, but also to live safely, as may Americans may not know the severity of sleep deprivation. The human body requires sleep to regenerate, and a lack their of causes it to function abnormally. High school and college students generally need more sleep than adults, but on average sleep less than the 9 hours recommended. Time schedules and hectic life styles cause sleep deficiencies. What people may not know is how dangerous it can be to not get enough sleep. If you find yourself taping your eyelids open, and yawning all day, you may need to reschedule your time to get more sleep! The exact cause of sleep is still unknown to scientists, however many theories on how and why we sleep are in circulation. For example, sleep could be away to sort thoughts and memories or to give our immune system a chance to catch up. In addition sleep could be a way to prevent the brain from overheating, build neurons and our body to manufacture proteins. Further more, scientists believe that sleep is a way to restock depleted glucose levels that the brain needs to function. Most everyone has been caught a few times with bags under their eyes, but over time Americans have continued to push deprivation to the extreme. For example, students have more pressure on them to do well in school, as competition continues to rise for degrees ext. Staying up late to finish homework and study is common these days. In addition, hobbies and sports deprive young people the sleep they might need to become fully rested. Scholarships may be the only hope for some people to get an education past high school, and this demands early morning or late night practices and studying. Furthermore, social lives force most young adults to stay out late on weekends, and then sleep in Saturdays and Sunday mornings, throwing their sleeping patters off even more. Whether you are aware of it or not, sleep deprivation is dangerous. In a survey across America, 62% of the population admitted to driving drowsy, and 27 % further admitted to falling asleep behind the wheel at least once in the past year. As it only takes a split second to cause an accident, being a victim to a sleepy driver would not be an enjoyable experience. Not to mention that sleep deprived people are moody, filled with malaise, have poor concentration, and are susceptible to illnesses. Research has also shown that a sleep deficiency not only has a negative impact on work output, but also takes away from peoples will to perform the task hand. In addition, the National Highway Traffic Safety Administration (NHTSA) estimates that approximately 100,000 police-reported crashes annually (about 1. % of all crashes) involve drowsiness or fatigue as a principal factor in the accident. It s unfortunate to loose 1,500 people in the U. S. alone to a situation that can be easily avoided with such a simple function as sleep (4% of all traffic crash fatalities are sleep related). At least 71,000 people are injured in fall-asleep crashes each year. The NHTSA estimates these crashes represent $12. 5 billion each year. Furthermore, laws are being placed to prevent sleepy drivers from getting on the road. This is because deprivations mimics drunkenness, and slows down drivers reaction time to nothing in many cases. Although being ticketed for driving under an *exosted* state of mind would be a hassle and inconvenience, it would help to save lives. Good sleeping patterns not only promote a good health, but also prevent accidents from occurring. Sleeping properly and regularly, allows your brain to perform at maximum capacity. If at all possible scheduling time to get the most out of every day, including 8 to 9 hours of sleep is very important. If not for yourself, sleep properly to prevent the distress on others that may occur from an accident. You may not notice your mistake, but a death certificate leaves an erasable mark on families. Sleep Deprivation In today s busy lifestyle, the days are just not long enough to get everything done. Getting the correct amount of sleep is important to not only be healthy, but also to live safely, as may Americans may not know the severity of sleep deprivation. The human body requires sleep to regenerate, and a lack their of causes it to function abnormally. High school and college students generally need more sleep than adults, but on average sleep less than the 9 hours recommended. Time schedules and hectic life styles cause sleep deficiencies. What people may not know is how dangerous it can be to not get enough sleep. If you find yourself taping your eyelids open, and yawning all day, you may need to reschedule your time to get more sleep! The exact cause of sleep is still unknown to scientists, however many theories on how and why we sleep are in circulation. For example, sleep could be away to sort thoughts and memories or to give our immune system a chance to catch up. In addition sleep could be a way to prevent the brain from overheating, build neurons and our body to manufacture proteins. Further more, scientists believe that sleep is a way to restock depleted glucose levels that the brain needs to function. Most everyone has been caught a few times with bags under their eyes, but over time Americans have continued to push deprivation to the extreme. For example, students have more pressure on them to do well in school, as competition continues to rise for degrees ext. Staying up late to finish homework and study is common these days. In addition, hobbies and sports deprive young people the sleep they might need to become fully rested. Scholarships may be the only hope for some people to get an education past high school, and this demands early morning or late night practices and studying. Furthermore, social lives force most young adults to stay out late on weekends, and then sleep in Saturdays and Sunday mornings, throwing their sleeping patters off even more. Whether you are aware of it or not, sleep deprivation is dangerous. In a survey across America, 62% of the population admitted to driving drowsy, and 27 % further admitted to falling asleep behind the wheel at least once in the past year. As it only takes a split second to cause an accident, being a victim to a sleepy driver would not be an enjoyable experience. Not to mention that sleep deprived people are moody, filled with malaise, have poor concentration, and are susceptible to illnesses. Research has also shown that a sleep deficiency not only has a negative impact on work output, but also takes away from peoples will to perform the task hand. In addition, the National Highway Traffic Safety Administration (NHTSA) estimates that approximately 100,000 police-reported crashes annually (about 1. % of all crashes) involve drowsiness or fatigue as a principal factor in the accident. It s unfortunate to loose 1,500 people in the U. S. alone to a situation that can be easily avoided with such a simple function as sleep (4% of all traffic crash fatalities are sleep related). At least 71,000 people are injured in fall-asleep crashes each year. The NHTSA estimates these crashes represent $12. 5 billion each year. Furthermore, laws are being placed to prevent sleepy drivers from getting on the road. This is because deprivations mimics drunkenness, and slows down drivers reaction time to nothing in many cases. Although being ticketed for driving under an *exosted* state of mind would be a hassle and inconvenience, it would help to save lives. Good sleeping patterns not only promote a good health, but also prevent accidents from occurring. Sleeping properly and regularly, allows your brain to perform at maximum capacity. If at all possible scheduling time to get the most out of every day, including 8 to 9 hours of sleep is very important. If not for yourself, sleep properly to prevent the distress on others that may occur from an accident. You may not notice your mistake, but a death certificate leaves an erasable mark on families.

The legalization of gay marriage Research Proposal

The legalization of gay marriage - Research Proposal Example The primary reasons for banning gay marriage in the USA are religious, ethical, and moral. â€Å"American freedom... is attached to a set of communal responsibilities and dependant on the individual’s ability to confirm in compliance with a moral, ethical and religious standard.† Thus the freedom of self shall not come in clash with the freedom of America, which comes with a set of responsibilities of individuals towards community. The issue of legalizing gay marriage might be a personal problem faced by many gays living together and seeking some sort of state-sanctioned marriage. The community can no way benefit from their marriage- in fact, it has created a cultural war in America between those that believe in the traditional form of marriage and those that are proponents of gay marriage. People from different social and political backgrounds have mixed views regarding the legalization of gay marriage and they can influence the decision of the courts through ballot ca mpaigns against gay marriages. In Washington this year, a ballot campaign will be held and if the required numbers of votes are gathered, the move would be nullified and gay marriage will be banned in Washington. â€Å"There is precedent in California for handling such a situation. California's Supreme Court legalized gay marriage in 2008, only for voters to approve a constitutional amendment six months later defining marriage as between a man and a woman.†

Logic and thought Essay Example | Topics and Well Written Essays - 250 words

Logic and thought - Essay Example Astrologers try to justify their beliefs by claiming that their work is based on science, but science is based on fact while astrology is not. Statistical studies can give support to the claims of astrology, but this is impossible in this case because astrology cannot be measured. 2 line A: Since the middle of the twentieth century, countless scientific studies that have ultimately supported the basic principles of astrology have been conducted. B: Michel Gauquelin, a noted French statistician, spent much of his life using statistical methods to investigate astrology; he established the truth of a number of claims, including the Mars effect, which proved a relationship between the planet Mars and outstanding athletes. †¢ Astrology needs to be taken more seriously as an art and science that can contribute to human well-being. This argument is incorrect because it cannot be proven 100 percent that scientific studies support the views of astrology. The fallacy for this argument is a genetic fallacy. For the French statistician, he cannot prove his theory of the Mars effect because other factors may have influenced the results. Astrology is linked with destiny, personality, human affairs, and natural events.

Interpersonal Skills for Work Place Essay Example | Topics and Well Written Essays - 1000 words

Interpersonal Skills for Work Place - Essay Example The nature of interpersonal communication is dynamic because it cannot be explained or generalized easily. People are extremely different and therefore there is no one theory that can inform managers about how to behave in the workplace. Each situation has to be assessed individually and then judgement should be made accordingly. The aim should be to maximize the benefit of the organization and gain maximum out of the employees. The theoretical framework explaining effective interpersonal skills can only be used as a guideline. It is based upon general principles that are aimed at effective listening and communication of thoughts. It is also vital not to overreact but at the same time digression should be avoided at all cost. Such basic techniques can improve interpersonal skills at the workplace.Analysis of Team MembersIn the meeting there are different team members. First of all it is important to clearly define roles of chairperson and care manager. Then direction of the housing a ssociation is to be set. It is extremely important to shape the conversation on the right track otherwise no conclusive thing will come out of such meetings. It is also important to understand the behavioural cues of the team members. In face to face encounters on average 55% of communication is done through body language and only 7 % is communicated through words (Donnelley & Neville, 2008). This is why team members that are not speaking may be contributing to the meeting. It is therefore important to understand their point of view as well.

W3a2-frank lloyd wright Assignment Example | Topics and Well Written Essays - 750 words

W3a2-frank lloyd wright - Assignment Example The movement was anti-industrial and pushed for social and economic reforms. Frank Lloyd also designed the building in Prairie style to promote the philosophy of organic architecture which promoted harmonization between the structure and its natural site. The Frank Wright Home was designed during the Victorian Shingle architectural period by Architect Frank Lloyd Wright. Frank Lloyd in the design of the his home, he based the plan on the Shingle architectural elements including asymmetrical floor plan, porches, irregular roof line, cross gables, eaves on several levels, and continuous wood shingles on siding and roof. He used the building as a site for experimentation by designing it multiple times to refine his ideas. The design was influenced by the nineteenth century culture whereby he drew most of the inspirational ideas. He borrowed the transcendentalists ideas of Ralph Emerson and Henry Thoreau who advocated for an honest life inspired by the nature. Wrights principles in designing the building were influenced by the Arts and crafts movement which promoted simplicity and craftsmanship in architecture. The plan and interior of the building was influenced by the household art movement which aimed at bringing art into homes (Unite d States. National Park Service) Frank Lloyd Wright designed and constructed the house for himself and his family while he was working at the Adler and Sullivan firm in Chicago. The building with two floors, Wright used it for experimentation of his architectural skills by revising its design several times. The exterior of the structure featured the Shingle architectural elements which were fashionable for the vaction homes of the wealthy East Coast families. The interior of the building liberates space with the groung floor featuring a suite of rooms arranged around. The interior structure of the

The Effect of Ethnicity on Our Perception of the World around Us Essay

The Effect of Ethnicity on Our Perception of the World around Us - Essay Example It is therefore fair to say that physical matters aside, none of us are unique in our traits or qualities either. We are the result of the biases and perception of each one of those persons, collected into one big trend, and transmitted into us, which we will in turn transmit to another human. These biases and perceptions in turn affect the biases and perceptions of other such collective individuals, which we come to know as races. As a result, we find it an endless cycle, where our race affects our identity, and our perception of the world around us, and therefore the actions we take in that world. This in turn cements our identity and develops those traits that are the characteristic of our race, and in turn restarting the cycle. The effect of race or ethnicity on our identity and thereby perception of the world around is a theme explored in many of the stories and poems in Sherman Alexie's book, War Dances. As a Native-American himself, he drew out on many of his own experiences o f that fact and incorporated them into providing a personal insight into the unique stories and poems. There are many examples of this in the very first story, Breaking and Entering, where the protagonist of the story finds himself in a fix for killing a young African-American who attempted to break into his house. The effect of ethnicity upon perception is overwhelmingly prevalent throughout the story. For example, when the young man breaks into his house, the protagonist immediately assumes danger. As it is written, 'I didn't think, there's a black teenager stealing from me. I only remembered being afraid and wanting my fear to go away (Alexie, 2009, page10).' Did it make sense to be afraid of a 17 year old boy, who was stealing DVDs from the television rack? The protagonist himself states that he could not have been sure he had been breaking in with the intent to harm. He states that he had no reason to get violent and protective. Not only was his family out of town and therefore there being no one to protect, but also because the young man seemed to pose no certain threat. He had no weapons, he was not being violent. In fact, he entered the house only after making certain, in his view, that there was nobody home. Why then, would it make sense to harm him? Because as the author said, he was afraid. Perhaps if he had been in a white neighborhood and a black teenager had broken in he would have had the sense to talk to the boy. But being white in a prevalently black neighborhood might have played a subconscious role in the man's being afraid, even though it did not consciously cross his mind. Furthermore, when the protagonist ends up killing the boy and investigation is conducted into the crime, he is not charged guilty with anything, as it was a crime of self-defense. This fact, the fact that in their eyes, a white man was acquitted of the murder of a black man, makes it a matter of injustice and inequality in the eyes of the black boy's family. Would a prot est have been conducted if a white man was held innocent in the death of a white boy, under the assumption and likelihood of self-defense? It is unlikely that every death that occurs under the self-defense notion is met with protests, as the law would undoubtedly have been changed if it was. But this murder, because it seemed that a white man, living in a black neighborhood was allowed to walk free, after the death of a 17 year old boy who had no weapons, no criminal record, no intent to

What are the ethics behind photojournalism and a real life newspaper Essay

What are the ethics behind photojournalism and a real life newspaper decision to print or not to print a photograph - Essay Example â€Å"The production, presentation, and consumption of visual messages in all manner of media can be justifiably sliced in separate technological, historical, cultural and critical perspectives. The requirements for theory building at each stage are different† (Elliott & Lester, 2002). And while it is recognized that â€Å"Photography is the only ‘language’ understood in all parts of the world, and bridging all nations and cultures† (Helmut Gernsheim cited in Elliott & Lester, 2002), it is also acknowledged that â€Å"photographs supply information without having a language of their own. Photographs quote rather than translate from reality† (John Berger cited in Elliott & Lester, 2002). The difficulty arises from the variety of social, political and cultural approaches that can be taken in the interpretation of an image. Added to this is the greater ability of photographers and photojournalists to manipulate images in many different ways as a means o f achieving the image sought. In determining the ethics involved in the decisions made by photojournalists and their editors regarding whether or not to print a particular image, then, it is necessary to take into consideration the â€Å"intent of the image creator and the not-so-blank canvas of the image consumer† (Elliott & Lester, 2002) as these various approaches come into play. There have been many ethical theories proposed to serve as guidelines for the photojournalist and others regarding what types of images to display or not to display. There are six main theories that can, and should, be applied to photojournalism. These include the categorical imperative, utilitarianism, hedonism, the golden mean, the golden rule and the veil of ignorance. Categorical imperative, suggested by Immanuel Kant, refers to doing the right thing regardless of any extenuating

Analysis of Family Conflict Case from a Legal Pointview Study

Analysis of Family Conflict from a Legal Pointview - Case Study Example The fact that the defendant is not associated with Caroline in any way is immaterial, from the point of view of her request for the Court's protection, although it has been seen that the law has a distinctly favourable disposition towards married couples in such instances of grant of injunctions orders since a greater degree of clarity is available in such relationships as compared with lesbianism, homosexuality or  other forms of cohabitation among consenting people. These actions of Gary cannot be termed as physical violence or even threats of violence, but, nevertheless it does constitute molestation, even in the absence of violent acts, or deemed violent actions. In Johnson -v- Walton (1990) FLR 568, the Court ruled that "any conduct which could properly be regarded as such a degree of harassment, as to cause for the intervention of the Court " could be termed as acts of harassment. In this case, soon as the relationship between Miss W and Mr J ended, pictures of Miss W in a semi-nude state appeared in the press. According to Miss. W, she was neither aware of or had agreed to such an act. Nobody, except Mr J, on the basis of their past liaison, could have gained access to commit such an act. (The Family Law Act 1996. 2006). Again,  Vaughan -v- Vaughan (1973) 3 All ER 449. In the decided case of Vaughan v Vaughan, (1973) 3 All ER 449, the ex-husband used to constantly pester his ex-wife, through calls and visits at her residence and place of work. This created a fear psychosis in the mind of the ex-wife and undermined her health. It was held, that although threats or actual physical violence was absent, the ex-husband's conduct constituted molestation and invoked the Court's intervention. (The Family Law Act 1996. 2006).

Main Factors Affecting Product Pricing in the UK Essay

Main Factors Affecting Product Pricing in the UK - Essay Example These factors are sometimes specific to products whereas at times they run across all or many products. (DBIS, 2011) Factors determining product pricing in UK One interesting factor that determines product pricing in the UK is gender. It might not affect all products but it does affect some products. According to the Association of British Insurers (ABI) research on â€Å"use of gender in insurance pricing†, gender plays a significant role in determining the price of insurance products. The researchers also report that there was, however, no patterned discrimination against either gender in this pricing. However, use of gender to determine the price of insurance commodities is conspicuous. For instance, ABI reports that young female drivers parted with less for insurance coverage as compared to their male counterparts. This is attributed to the lower chance of the female drivers having accidents in relation to male drivers. In another example, women gain more in matters of lif e insurance due to lower premiums because they have a longer life expectancy. Men, on the other hand, benefit from lower medical premiums between age thirty-five and fifty-five. This is due to the medical risks involved between the ages .i.e. women have higher medical risks. (ABI, 2010, pp. 4-10). Product differentiation is another determinant of product pricing in the UK. Product differentiation is bettering a commodity by making it different and of unique qualities as well as adding newness to the market. Product differentiation could bring with it advantages that include product variety which would result in lowered prices for consumers. Many differentiated products, therefore, are advantageous to the consumer. (Randall, 2009, pp. 17-19). Similar products by different companies lead to substitution by customers in case of price changes. Highly differentiated products, on the other hand, have lower price competition regardless of the number of companies that are competing. Example s of such products include cigarettes, beauty products and service industries like hotels among others. In such products, there is a monopoly in terms of pricing for the marketers since customers do not seem to look at pricing. British American Tobacco has not had a significant change in their number of customers despite an increase in its products’ prices. Therefore the less differentiated a product is, the higher the chance of its customers shifting to other competing products as a result of changes in pricing. (Wiley, 2005, pp. 2-5) Holcombe’s concept of an advantageous product differentiation has been employed in the UK by several departments, among them, the UK Department for International Development (DFID). The department conducted a research to establish how an introduction to this strategy could make medicine more accessible to patients. (Yadav, 2010, pp. 5-10). Government interventions and strategies, for instance, increase in interest rates, also tend to aff ect product pricing especially on financial assets like shares. The Bank of England is charged with the responsibility to regulate these rates and therefore the bank’s decision on the rates affects the prices of these assets. Increase in interest rates on these assets leads to increase in prices of the related commodities. (Bank of England, 2011).

A.C. Devices Essay Example for Free

A.C. Devices Essay INTRODUCTION Although in our daily life we use A.C. current devices. But rectifier is a ‘Electronic device which converts A.C. power into D.C. power’. The study of the junction diode characteristics reveals that the junction diode offers a low resistance path, when forward biased, and a high resistance path, when reverse biased. This feature of the junction diode enables it to be used as a rectifier. The alternating signals provides opposite kind of biased voltage at the junction after each half-cycle. If the junction is forward biased in the first half-cycle, its gets reverse biased in the second half. It results in the flow of forward current in one direction only and thus the signal gets rectified. In other words, we can say, when an alternating e.m.f. signal is applied across a junction diode, it will conduct only during those alternate half cycles, which biased it in forward direction. TYPE OF RECTIFIER Mainly we have two types of rectifier : 1. Half wave rectifier. 2. Full wave rectifier. JUNCTION DIODE AS HALF WAVE RECTIFIER When a single diode is used as a rectifier, the rectification of only one-half of the A.C. wave form takes place. Such a rectification is called half-wave rectification. The circuit diagram for a half-wave rectifier is shown in Fig. Principle : It is based upon the principle that junction diode offers low resistance path when forward biased, and high resistance when reverse biased. Arrangement :- The A.C. supply is applied across the primary coil(P) of a step down transformer. The secondary coil(S) of the transformer is connected to the junction diode and a load resistance RL. The out put D.C. voltage is obtained across the load resistance(RL) Theory : Suppose that during the first half of the input cycle, the junction diode gets forward biased the conventional current will flow in the direction of the arrow-heads. The upper end of RL will be at positive potential w.r.t. the lower end. During the negative half cycle of the input a.c. voltage, the diode is reverse biased. No current flows in the circuit, and therefore, no voltage is developed across (RL). Since only the positive half cycle of the input appears across the load, the a.c. input is converted into pulsating direct current (d.c.). Disadvantage of Half-Wave-Rectifier : 1. Half wave rectification involves a lot of wastage of energy and hence it is not preferred. 2. A small current flows during reverse bias due to minority charge carriers. As the output across (RL) is negligible. 3. The resulting d.c. voltage is not steady enough for some purpose. The following device is used when a very steady d.c. voltage is required. JUNCTION DIODE AS A FULL WAVE RECTIFIER â€Å"A rectifier which rectifies both waves of the a.c. input is called a full wave rectifier†. Principle :- It is based upon the principle that a junction diode offers low resistance during forward biased and high resistance, when reverse biased. Difference from half-wave-rectifier :- The main difference is that in full wave rectifier we use two diodes. For this when we apply a.c. current to the rectifier then the first half wave get forward biased due to first diode. And when the second half wave comes. Then at that time the second diode comes in action and gets forward biased. Thus output obtained during both the half cycles of the a.c. input Arrangement :- The a.c. supply is applied across the primary coil(P) of a step down transformer. The two diodes of the secondary coil(S) of the transformer are connected to the P-sections of the junction diodes (D1) and (D2). A load resistance (RL) is connected across the n-sections of the two diodes and at centre of the secondary coil. The d.c. output will be obtained across the load resistance (RL). Theory :- Suppose that during first half of the input cycle, upper end of (S) coil is at positive potential. And lower end is at negative potential. The junction diode (D1) gets forward biased, while the diode. (D2) get reverse biased. When the second half of the input cycle comes, the situation will be exactly reverse. Now the junction diode (D2) will conduct. Since the current during both the half cycles flows from right to left through the load resistance (RL) the output during both the half cycles will be of same nature. Thus, in a full wave rectifier, the output is continuous but pulsating in nature. However it can be made smooth by using a filter circuit. REVERSE BIASING ON A JUNCTION DIODE A P-n junction is said to be reverse biased if the positive terminal of the external battery B is connected to n-side and the negative terminal to p-side of the p-n junction. In reverse biasing, the reverse bias voltage supports the potential barrier VB. (Now the majority carriers are pulled away from the junction and the depletion region become thick. There is no conduction across the junction due to majority carriers. However, a few minority carriers (holes in n-section and electrons in p-section) of p-n Junction diode cross the junction after being accelerated by high reverse bias voltage. Since the large increase in reverse voltage shows small increase in reverse current, hence, the resistance of p-n junction is high to the flow of current when reverse biased. MATERIAL REQUIRED 1. Transformer : It is device which is used to increase or decrease the alternating current and alternating voltage. For the rectifier, it may be step down or step up. 2. Junction Diode : It is made up of p-type and n-type semiconductor which conducts when the p terminal of diode to connect to positive terminal of battery and n region is connected to negative terminal of battery i.e. during forward biased and does not conduct during reverse biased.

Acquisition and Participation Metaphors of Learning

Acquisition and Participation Metaphors of Learning Introduction A wealth of research has been devoted to the goal of understanding an array of different theories of learning which have emerged within the last 50 years. The focus of this paper is to address two specific paradigms, within which learning is now understood. These consist of the acquisition metaphor and the participatory metaphor of learning. The relative merits of each paradigm, has been evinced through a coalescence of scientific research, appropriating findings from an array of emerging fields of inquiry. Greeno (1997:14) notes that progression in the field of cognitive science has illuminated our understanding of the â€Å"processes of problem-solving, reasoning, understanding and memory†, whilst advancements in understanding social interaction are derived from â€Å"ethnography, ethnomethodology, symbolic interactionism, discourse analysis, and sociocultural psychology.† In broad terms, these two distinct lines of inquiry have fuelled the alternate metaphors of acqu isition and participation, as ways of thinking about the nature of learning. When paradigms such as these develop, they bring with them the distinctive array of terminology characteristic of the intellectual currents, which spawn them. Griffin (2003: 68) helpfully acknowledges that the reason in part why the lines of inquiry about learning have been divergent is that â€Å"different authors have used different terminology to describe the types of learning that they have studied.† Greeno (1997: 14) rightly concedes that the â€Å"prospects for theoretical advancement† are improved if the scientific agenda prizes synthesis. The proverbial maxim that ‘iron sharpens iron’ is relevant here, where the two metaphors of learning have lived through an intellectual period in binary opposition, illustrated by aspects of Brown, Collins and Duguid (1988); Andersen, Reder and Simon (1996) and Greeno (1997). Indeed, as Greeno (1997: 15) notes in his concluding remarks, à ¢â‚¬Å"the cognitive and situative perspectives are both valuable for informing discussions of educational practice, but in rather different ways.† The prismatic-like dimensions of learning have allowed it to be categorised variously, reflective of a variety of operating paradigms. Binary categorisations including â€Å"single or double loop† (Argyris and Schà ¶n, 1978); â€Å"maintenance or innovative† (Botkin et al 1979); â€Å"banking or problem-posing† (Freire 1972); â€Å"reflective or non-reflective† (Jarvis 1992); â€Å"formative or transformative† (Mezirow 1991); or â€Å"surface or deep† (Marton 1982); are all noted by Griffin (2003: 68-72). These theoretical constructions of learning, can be in part at least, subsumed within the ambit of the two metaphors in question, namely learning as ‘acquisition’ or learning as ‘participation.’ Jonassen and Land (2000: 28), note that â€Å"Resnick (1987), in her presidential address to the American Educational Research Association, examined the practices in schools, which are predicated most strongly on the acquisition metaphor, comparing them to how individuals learn and use knowledge outside of schools. Her analysis focused attention on the collaborative, contextualised, and concrete character of learning outside of school, as opposed to the individual and abstract character of learning that occurs inside of school. Arguably, it was this analysis that served as one of the principal stimuli for the development of the participatory perspective with its emphasis on situated activity.† The Participatory Metaphor While the field of cognitive psychology is well established, the fields of social psychology and cultural studies are emergent fields. The participatory metaphor of learning has grown out of these more recently emerging psychological and sociological disciplines. Brown, Collins and Duguid (1989) observed that methods of learning that try to teach abstract concepts independent of authentic situations overlook the way understanding is acquired and developed through continued, situated use. These researchers also assert that â€Å"understanding is reliant upon complex social interactions and negotiations†. Brown, Collins and Duguid’s (1989) assertion that the nature of language acquisition is analogous to the nature of all knowledge acquisition is a useful interpretive device. Language vocabulary acquisition is a relatively rapid and efficient process when learners are participants in ‘authentic situations’, in this case explained as situations where a genuine functional need for language acquisition exists in order for individuals to participate in the flow of real life conversations. Herein, learners are active participants with ‘practitioners’, indeed ‘cognitive apprentices’ as Brown, Collins and Duguid (1988) postulate. An authentic language acquisition environment, encourages the awareness of nuance and the practice of negotiation to promptly deal with uncertainty, an option, arguably not as available to students in conventional classroom settings. By way of contrast, Brown, Collins and Duguid (1989) describe typical language acquisition approaches in schools as extremely inefficient, due to the level of contrivance, belying the value of formal definition and memorisation without regular practice. According to Brown, Collins and Duguid (1989:1), knowing †¦is inextricably situated in the physical and social context of its acquisition and use.† This representation of knowing resonates with Jonassen and Land’s (2000: 28) comments that, â€Å"knowing about refers to an activity not a thing. Knowing about is always contextualised not abstract; knowing about is reciprocally constructed within the individual-environment interaction not objectively defined or subjectively created; and knowing about is a functional stance on the interactionnot a ‘truth’.† Participatory advocates underline the â€Å"inseparability of knowing and doing†, an assertion, which, if widely true, raises enormous challenges for schools and other formalised educational institutions. Brown, Collins and Duguid (1989), explore the enticing notion of ‘cognitive apprenticeship,’ positioning teachers as masters of apprentices, who utilise authentic domain activity. They make the astute observations that, â€Å"social interaction, social construction of knowledge is significant, therefore conversation, narrative and anecdote, should not be dismissed as noise.† Furthermore, they assert ‘legitimate peripheral participation’ is significant for it often involves apprentices, attempting to enter the culture. This articulation of genuine learning imbibes the sociological significance of the learning framework. The participatory metaphor of learning empowers the individual and the social group within the learning context. Other common terms noted amidst situated cognition adherents, terms such as participatory, brokering and negotiating, elevate the status and significance of the learner within the learning environment, implying an active, eng aged and enculturated role on behalf of the learner, in relation to the learning process. These concepts indicate the premise that learning is an active process, and certainly not an inert, static product, such as an intact body of rarefied knowledge, permanently beyond dispute or modification. This framework for understanding learning has real currency at a time when geo-political shifts in an increasingly globalised world and village, exposes the tentative nature of knowledge, which may have been perceived as immutably fixated in previous centuries. The elevation of the learner’s status in relation to the act and process of knowing, is an appealing way to view the nature of learning. A logical extension of this interpretation of learning, is its predilection according to Brown, Collins and Duguid (1989), for â€Å"collective problem solving, enacting multiple roles, confronting ineffective strategies, and utilising collaborative work skills.† The corresponding conviction, that learning is a transaction, also pinpoints a false assumption. In this light, it is deemed to be false, â€Å"that knowledge is individual and self-structured, that schools are neutral in terms of what is learned in them, that concepts are abstract and immutable, and are independent of the context in which they are acquired, that (JPF) behaviour should be discouraged.† Johansen and Land (2000: 84) notes ‘situated cognition’, (or SitCog to its pundits), while holding some advantages over previous foundations, does not presently offer a comprehensive account of cognition. â€Å"For SitCog to fully serve as an integrating framework, a means of accommodating multiple perspectives needs to be developed, to allow inclusion of selected ideas and practices from behaviourism, symbolic cognition, and other theories, both psychological and non-psychological.† Johansen and Land (2000) note that SitCog also presents an opportunity to define the designers role in new ways. The design task is seen in interactional, or participatory (rather than rational-planning), terms. They assert that (2000:84) â€Å"design and control become situated within the political and social context of actual learning environments. Rather than applying the best learning theory, designers and participants of learning environments honour the constraints and affordances of the local situation. A situated view of design, then, is one that supports the worthy practices of participants and stakeholders, using whatever theories, tools, or technologies at their disposal.† New situations continually recast concepts in a more densely textured form- concepts are ever evolving. Concepts are always under construction and defy categorical description Brown et al (1988) provide a clear account of situated cognition, a term noted frequently in the literature review which draws attention to the critical role of situation or context in the process of learning. The concept of situativity, is a key component of the participatory metaphor of learning. It asserts that knowledge is a product of a specific learning situation, embodying a set of cultural assumptions, which facilitate the cultural construction of knowledge The researchers advocate the â€Å"inseparability of knowing and doing†, which has enormous implications for education and learning, if their further assertion is correct, than conventional educational settings and theories of mind, disassociate knowing and doing as two distinct practices. This conceptualisation of learning acknowledges the significance of the activity, whereby authentic activities are defined as ordinary activities of the practitioners of a culture. Brown, Collins and Duguid (1989), indicate school activities are hybrid- framed within the values of one culture- school, (while attributed to the culture of another domain, such as that of the historian or the mathematician). Proponents of the need for authentic learning activities, applaud the participatory metaphor of learning. These researchers desire learning activities congruent with what practitioners do, a noble aspiration embracing the insights of the apprentice model of admission and enculturation, into the beliefs and practices of particular learning communities. The corollary, amongst some situative theorists, most notably Lave, is regrettably a fairly strident expose of the limitations of schooling, since knowing becomes transmuted within school contexts, so school culture replaces, rather tha n allows access to the authentic domain of knowledge. Assert that growing body of research into cognition undermines the notion that abstract knowledge can readily be transferred from the minds of teachers to the minds of students. â€Å"Knowing †¦is inextricably situated in the physical and social context of its acquisition and use† p1 If extracted from these, it is irretrievably transformed. Anderson, Reder and Simon (1996) attempt to distil four key claims posed by the situative learning proponents, then to systematically dismantle each one, from a viewpoint more akin to the acquisition metaphor of learning. To complicate this debate, Greeno’s (1997) rejoinder, asserts that Anderson et al (1996), misreads the paradigm of situative cognition, providing an overly simplistic distillation of the case for the ‘SitCogs’. Andersen et al (1996), state that ‘sitcogs’ claim all knowledge is context specific or context bound, yet this is going too far. Their rebuttal suggests research yet to be conducted may show that knowledge is made more transferable, when initial explicit instructions that transferability of knowledge concepts is articulated and value. They also found some research failed to find evidence of context specificity in relation to learning; that how tightly knowledge is bound to context depends upon the nature of the knowledge. Furthermore, they concluded that knowledge is more context-bound when taught in a single context, moreover links between school based competencies and workplace competencies show some correlation, diffusing a degree of the potency of some situated learning advocates. The Acquisition Metaphor The consolidated field of cognitive psychology, shaping theories of learning over several decades, has espoused the view that knowledge is a product that is capable of consumption and acquisition. This more long-standing understanding of learning has not surprisingly felt threatened by the situative cognition view. It is seen by many as a conservative or conventional conceptualisation of learning, attuned to the enculturation process of traditional schooling. A belief from within this camp, is the notion of the existence and value of abstract knowledge; deemed to be valuable in its supposed dexterity, to be able to reappear for reapplication in relation to additional contexts in meaningful ways for learners. Greeno (1997:15) admits that while more drawn to the situative learning paradigm, nonetheless, â€Å"the cognitive perspective clarifies aspects of intellectual performance and learning, with its emphasis on and clarification of informational structures of skill, knowledge, strategies and understanding.† While the situative camp has to some extent charged knowledge with an inability to be transferred, once stripped of the original context in which it is learnt, Greeno (1997), defends the participatory model. He suggests its recognition that the notion of transferability of knowledge must be examined with greater subtlety and detection of nuance. Andersen et al (1996), cites evidence of studies to show the full gamut of opinion about degrees to which knowledge transfers or not, which superficially appears to undermine the situative, participatory view, that knowledge removed from its context is diminished. The further claim attributed by Andersen et al (1996), to the situative view of knowledge and seeming attack upon the acquisition pundits, is the assertion that training by abstraction is of little use. The writers support the use of abstract instruction combined with concrete examples as a powerful approach to knowledge acquisition, citing studies which purport to demonstrate the e fficacy of abstract knowledge. Finally, they pose the claim by situative proponents, that instruction needs to be done in complex social environments. To counter this, Andersen et al notes that part training is often more effective than holistic training, exemplified through tax code being better learnt whilst removed from the social context of interaction with a tax client – thereby removed from the social environment. Furthermore, cooperative, group learning studies which are deemed to be inclusive, yet studies do not categorically show group learning to be necessarily superior. Recommendations and Conclusions Brown, Collins and Duguid (1989) recommend that since situated learning postulates that activity and perception precede conceptualisation, they therefore need to be better understood. In line with this, key terms used to bolster both the participatory and the acquisitional metaphors of learning need more precise definition. It seems that both conceptualisations of learning recognise much of the merit in the opposing camp, as well as (at least in an intuitive manner) the artificiality of binary opposition in fields of academic research and inquiry. The dialectical approach to research within the relevant scientific disciplines, appear to recognise the value and goal of synthesis, in order that robust progress in understanding of the nature of learning occurs. Bibliography Books Griffin, C et al (2003) The Theory Practice of Learning, London. Kogan Press Jonassen, D.H., and Land, S.M., (2000) Theoretical Foundations of Learning Environments.. Mahwah, NJ. Lawrence Erlbaum Associates Journal Articles Anderson, J. R., Reder, L. M., Simon H. A. (1996). Situated Learning and Education, Educational Researcher, Vol 25, No. 4, pp 5-11, American Educational Research Association Brown, J.S., Collins, A. Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher,Vol 18, No. 1, pages 32-42. American Educational Research Association Greeno, J,G. (Jan. to Feb. 1997) Response: On Claims That Answer the Wrong Questions, Educational Researcher, Vol 26, No. 1, pages 5-17, American Educational Research Association

How To Achieve The American Dream

How To Achieve The American Dream How does one achieve the American Dream? The answer undoubtedly depends upon ones definition of the Dream. John Winthrop envisioned a religious paradise in a City upon a Hill. Martin Luther King, Jr. dreamed of racial equality. Barack Obama holds the belief of reclaiming the American Dream. All men dreamed for what they perceived as perfection. Yet the question remains, how does one achieve this success? How is the Dream realized? Americans have traditionally devoted their efforts to thrift and hard work. During the Colonial Period, Benjamin Franklin showed an example that Early to Bed, and early to rise, makes a Man healthy, wealthy, and wise. Americans of the Early Republic dreamed the country to be democratic and powerful on world stage. Abraham Lincoln insisted that the government of the people, by the people, for the people, shall not perish from the earth. During Westward Movement and the Civil War, many Americans experienced profound hardship and they overcame adversity through industry, perseverance, self-reliance, and self-discipline. The popular rags to riches legend became a landmark of American society; anyone could succeed and achieve wealth if they worked hard. There is no denying that the shift away from the traditional American work ethic corresponded directly with the rise of industry. Work values changed dramatically when America became an industrial society. Many Americans no longer regard hard work as the only means to success. They want to cut corners in pursuit of wealth, fame and success. The results of their efforts can be imagined, no one can change his fate without hard work. They have to face the cruel reality that the dream turn out to be illusion. Chapter One Definition of the American Dream What is the American Dream? It has been a classical question asked not only by foreigners, but more often by Americans themselves. Many historians and sociologists tend to hold different opinions. At the same time, an ordinary American citizen cant define it accurately due to its complexity. That is to say, everyone has his own understanding of the definition of the American Dream. Taking many factors concerned into consideration, a conclusion can be achieved that the American Dream can be interpreted from two categories. Firstly, the maximum American Dream. It refers to the national dream that contains the desire for freedom, equality and democracy and to be a powerful country on world stage. On the other hand, the minimum dream. It belongs to the common people. For most of them, the American Dream turns out to be closely related to their daily life. It can be regarded as these specific goals, such as receiving higher education, living a happy life with good salary, keeping a good h ealth, and having a superior social status. In order to understand the abundant definitions of the American Dream, we have to comprehend the origin and development of the American Dream. It is the American people and history that shape the meaning of the American Dream. Since the birth of the United States in 1776, the definition of the American Dream has changed over the course of history. The origin of the American Dream can be traced back to the period of colonization. The American Dream is a national ethos in terms of the promise of prosperity and success. The ethos indicates the ability that everyone can gain his fortune and make progress through his participation and hard-work. With regard to the American Dream, this includes the possibility for ones children to grow up and receive a good education and career without artificial barriers. Its the opportunity to make individual choices without the prior restrictions that limit people with respect to their class, religion, race or ethnicity. Historian James Truslow Adams firstly put forward the phrase American Dream in his 1931 book Epic of America: The American Dream is that dream of a land in which life should be better and richer and fuller for every man, with opportunity for each according to ability or achievement. It is a difficult dream for the European upper classes to interpret adequately, also too many of us ourselves have grown weary and mistrustful of it. It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position. He also wrote: The American Dream, which has lured tens of millions of all nations to our shores in the past century, has not been a dream of material plenty, though that has doubtlessly counted heavily. It has been a dream of being able to grow to fullest development as a man and woman, unhampered by the barriers which had slowly been erected in the older civilizations, unrepressed by social orders which had developed for the benefit of classes rather than for the simple human being of any and every class. Martin Luther King Jr. in his Letter from a Birmingham Jail stated that the civil rights movement was in the quest for the black peoples American dream: We will win our freedom because the sacred heritage of our nation and the eternal will of God are embodied in our echoing demands. . . . when these disinherited children of God sat down at lunch counters they were in reality standing up for what is best in the American dream and for the most sacred values in our Judeo-Christian heritage, thereby bringing our nation back to those great wells of democracy which were dug deep by the founding fathers in their formulation of the Constitution and the Declaration of Independence. The president Barack Obama delivered his victory speech after he won the presidential campaign: If there is anyone out there who still doubts that America is a place where all things possible; who still wonders if the dream of our founders is alive in our time; who still questions the power of our democracy, tonight is your answer. Chapter Two Origin of the American Dream 2.1 A New Land In 1492, Columbus finished his voyage with the support from the King of Spain. He believed that by sailing west from Europe, he could reach Asia. He never succeeded, but instead he landed on the islands in the Caribbean Sea and discovered the New World. This great geographic discovery of the New World opened the door to European settlers. In 1497, an Italian sailor, John Cabot who was financed by the English King, arrived in todays Canada. Soon the English King claimed that the whole of the territory of North American belonged to England. In order to enforce this claim, the Englishmen began to establish permanent settlements in North America. The early 17th century was the beginning of a great tide of emigrates from Europe to North America. Spanning more than three hundred years, this movement grew from a trickle of a few hundred English colonists to a flood of millions of newcomers. Impelled by powerful and diverse motivations, many European emigrates left their homelands for the New Land. Most of them tried to escape economic and political oppression, to seek the freedom to practice their religion, or to find opportunities denied them at home. 2.2 Europe in the 16th and 17th century During the Middle Ages, Europe was under the single spiritual authority of the Roman Catholic Church. The feudal system prevailed during this period of time. The peasants were tied to the soil and had to suffer the economic and political oppression. Merchants and craftsmen were handicapped by the social disorders. By the 16th century, some new and powerful social forces began to emerge which led to great changes in Europe and the development of America. First of all, its the development of capitalism. Take the historical event Enclosure Movement for instance. The Commercial Revolution had created a burgeoning textile industry, which demanded an increasing supply of wool to keep the looms running. Landlords enclosed farmlands and evicted the peasants for the purpose of sheep cultivation. Colonial expansion turned to be an outlet for these displaced peasant population. The second major force that brought about the modern development of Europe was the Renaissance, which was marked by a changing outlook on life. The Renaissance spoke highly of the nature of humanity. The God-centered world was challenged by the wide spread of science and technology. People began to be more confident in themselves and showed more interest in the world. The third influential force was the Religious Reformation, a religious reform movement that started from Germany, then spread over the continent of Europe. In 1517, Martin Luther argued that the Pope and church had no right to take advantage of the people for the remission of sins. He protested against the Catholic Church because of the power of abuse and corruption. Another man, John Calvin started his reform movement after Martin Luther. Calvinism soon prevailed in England and attracted many followers. In England, King Henry à ¢Ã¢â‚¬ ¦ disagreed with the Roman Catholic Church on many political issues. On the other hand, he wanted to end his marriage with the Queen but without the permission from the Pope. At last, King Henry à ¢Ã¢â‚¬ ¦ broke away from the Roman Catholic Church and established the Church of England, and he became the head of the Church of England himself. These religion reforms all challenged the authority of the Pope and the Catholic Church which controlled peoples religious beliefs and interfered in political affairs of the nations. During the religious upheavals of the 16th century, a group of people who discontent in the Church of England and worked towards religious, moral and social reforms. They were called the Puritans. The puritans were deeply influenced by Calvinism and thought that the Church of England had become a product of political struggles and attempted to purify the Church. Such puritan beliefs were against the Church of England and undermined royal authority, so they were cruelly persecuted. Some of them were threw into prison and even executed for their religious beliefs. In order to escape persecution from Church and the King, many of the puritans came to North America. 2.3 The Early Settlement The first British permanent settlement was founded in 1607 at Jamestown, Virginia. This was organized by the London Company with a charter which King James à ¢Ã¢â‚¬ ¦Ã‚  granted. According to the Jamestown founder John Smith, he held the opinion that Heaven and Earth never agreed better to frame a place for mans habitation The second English settlement was established in Massachusetts Bay. It was founded by the puritans who separated themselves from the Church of England. In 1620, a small group of puritans took the ship Mayflower and left for North America. When they reached their destination, they drafted an agreement which was called the Mayflower Compact and was signed by all the men on board. The Mayflower Compact played a significant role in history. It was regarded as the first attempt of American democratic experience to set up a civil government for the public. More importantly, the far-reaching political principles set by the Compact laid down the foundations of the democratic government. The puritans hoped to build a city upon hill-an ideal community where they would live in strict with their religious beliefs and set an example for all of Christendom. The puritans had left rich cultural legacies to future Americans. The American values such as individualism, hard work, respect of education own very much to the puritan beliefs. 2.4 The American Revolution Through the 18th century, the maturing British North American colonies inevitably forged a distinct identity. By the early 1760s, the 13 colonies in North America had developed a similar American pattern in politics, economy and cultural life. At the same time, the population grew vastly and they had long years of self-government to deal with their own issues. In September 1774, the First Continental Congress, a meeting of colonial leaders who opposed British oppression in the colonies met in Philadelphia. These leaders urged Americans to disobey and boycott British ruling. At the same time, they began to organize militias to defend themselves. On April 19, 1775, the first shot was fired when 700 British soldiers went to capture a colonial arms depot in Lexington. Thus the American war of Independence began. 2.4.1 Common Sense In January 1776, Thomas Paine, a radical political theorist who had come to America from England in 1774 published a pamphlet Common Sense. Paine had already sensed the rise of tension and the spirit of rebellion. In the pamphlet, Paine attacked the hereditary monarchy, criticized the men who ruled as Kings, and called for the people to discard the loyalty to the King and the British Empire. He presented two choices -continued submission to a tyrannical King and an evil government, or liberty and happiness as a self-sufficient, independent republic. Common Sense soon came to be a best-seller, which greatly inspired the peoples awareness of independence. 2.4.2 Declaration of Independence In July 4, 1776, the Declaration of Independence which was drafted by Thomas Jefferson adopted by the Congress. The Declaration officially proclaimed the independence of 13 North America colonies: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. The Declaration not only announced the birth of a new nation, but also put forward with the idea of human freedom and democracy. The Declaration was deeply influenced by the Enlightenment political philosophy, especially from the English political philosopher John Locke. John Locke came up with the social-contract theory of government. Only a government based on popular consent could secure natural rights of life, liberty and the pursuit of happiness. Thomas Jefferson linked Lockes principles directly to the situation in the colonies. Thus, to fight for American independence was to fight on behalf of ones own natural rights. The War of Independence came to end in 1781 with the victory of North America. The Treaty of Paris was signed in 1783 and the sovereignty of 13 colonies was acknowledged by British government. The new United States stretched west to the Mississippi River, north to Canada, and south to Florida. 2.5 Benjamin Franklin Benjamin Franklin was one of the founding fathers of the United States. He was born in a poor family that had little money to send him to school. He didnt graduate with two years school learning but he continued his education through greedy self-learning. The Autobiography of Benjamin Franklin vividly depicted his personal experience from a poor and lowliness boy to be a rich and famous man. All his progress he had made belonged to his own efforts to be excellent, the longing for success and the pursuit of magnificent moral. Benjamin Franklin was deeply influenced by the Enlightenment and Puritanism. He devoted himself to practice the values of thrift, hard work. He advocated democracy with self-governing institutions, and opposed to authoritarianism both political and religious. From the Autobiography, the process of realizing American Dream can be seen clearly. Undoubtedly, the meaning of Benjamin Franklins success goes far beyond himself, and is thought-provoking to many Americans. Franklin set a good example for other people to follow and his experience is the best explanation of the American Dream. Chapter Three Development of the American Dream 3.1 The Political System The Treaty of Pairs in 1783 recognized the independence of the United States and the former 13 colonies became 13 states of America. Although the Declaration of Independence proclaimed that 13 colonies are, and of right to be free and independent states, they had no idea about the future political system of the United States. They had to face the fact that a new nation couldnt grow well without a suitable and effective political system. 3.1.1The Federal Constitution When the American Revolution was over, the United States was not one unified nation as it is today. According to the Articles of Confederation, each state had its own government and handled all of its internal affairs. To make matters worse, the Congress didnt have the authority to ask any state to do anything. For example, it could not tax any citizen or to regulate commence among the states. Faced with domestic difficulties and outside challenge and threat from European powers, a more powerful and effective government was desperately needed in order to safeguard independence and freedom. Only in this way could each state work together and the country be powerful enough to protect the peoples interests. First of all, a Constitution was badly needed to replace the Articles of Confederation. The delegates from 12 states without Rhode Island attended the Constitution Convention in 1787. During the convention, James Madison, later the forth President of the United States, took a leading role with his remarkable contributions to the work of Constitution, and earned him the title Father of the Constitution. After over three months discussions, debates and compromises, the Constitution came out at last. The Preamble to the Constitution states the purpose of the government: We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. 3.1.2 Three Branches of Government According to the Constitution, a federal system was set up with a strong central government. To protect the democracy and defend against a tyranny, the government consists of three parts, the executive, the legislative and the judicial. Each branch has powers that the others do not have and each branch has a way of limiting any wrongful action by another branch. This is called the principle of checks and balances 3.1.3 Bill of Rights The Constitution of 1787 didnt make it clear to protect individual rights. The calls for amendments protecting individual rights were quickly solved by Congress. In 1791, Congress adopted ten amendments to make them part of the Constitution. To all Americans, they are known as the Bill of Rights. According to it, Americans have the freedom of speech, press, religion and the right to assemble peacefully, protest and demand changes. 3.2 Westward Movement Westward Movement was one of the solemn and meaningful parts of American history. In the extension of American boundaries from the Atlantic coast to the Pacific coast, the nation occupied vast land in the middle and west. The frontier moved in a westward direction for nearly 300 years across the wilderness and barren plains. The road to the west was full of difficulties and danger, but these settlers went on and never gave up. Go west and grow with the county became a famous motto to these settlers. Once an English traveler described these frontier settlers as a daring, hardly race of men, who live in miserable cabin.à ¢Ã¢â€š ¬Ã‚ ¦ They are unpolished but hospitable, kind to strangers, honest and trustworthyà ¢Ã¢â€š ¬Ã‚ ¦ Frederick Jackson Turner was one of the most renowned American historians and an advocate of Westward Movement. He declared that the frontier was significant in American history and made America more than an extension of Europe. It had created a nation with a culture that was different from Europe, not only more pragmatic and energetic, but also more emphasis on individuality and democracy. Its hard to believe that three centuries of Westward Movement had no impact on the national character. For the descendents of European, they explored the Wild West land with the purpose of making a better life. They were usually described as the pioneers of American, and full of courage and intelligence. They made remarkable progress to the development of the country. On the other hand, the negative effects of Westward Movement should not be ignored. There is no denying that Westward Movement was a bloody and brutal process. America pillaged the land of Texas, New Mexico and California through a war of conquest against Mexico. Its a nightmare for Native Americans because of the ruthless treatment from American whites. Also it caused the destruction of the natural environment in the west. 3.3 The Civil War During the 1850s, the issue of slavery severed the political bonds that held the United States together. The appeal for abolishing slavery had aroused deep concern all over the country. In 1852, Harriet Beecher Stowe published Uncle Toms Cabin; a novel portrayed the cruelty of slavery and pointed out the fundamental conflict between North and South. American had to face the fact that America was both a freedom-loving and slave-holding society. The issue of slavery had impeded the further development of the nation. Abraham Lincoln had long regarded slavery as an evil. He believed that slavery should be restricted and eventually abolished. In 1858, Lincoln declared that: A house divided against itself cannot stand. I believe this government cannot endure permanently half-slave and half free. I do not expect the Union to be dissolved-I do not expect the house to fall-but I do expect it will cease to be divided. 3.3.1 Emancipation Proclamation Emancipation Proclamation was one of the greatest documents in American history. It played a significant role during the Civil War. The preliminary Emancipation Proclamation declared that all slaves in states rebelling against the Union were free. In practical terms, the proclamation had little immediate impact. It freed slaves only in the Confederate states, while leaving slavery intact in the Union. The final Emancipation Proclamation authorized the recruitment of African Americans into the union army. Emancipation Proclamation was just the beginning of the efforts toward abolishment of slavery. The 13th Amendment to the Constitution adopted in 1865 by Congress finally abolished slavery. 3.3.2 Gettysburg Address The Gettysburg Address is a speech by President Abraham Lincoln and is one of the best-known speeches in history. It was delivered at the dedication of the solders national cemetery in Gettysburg. Battle of Gettysburg was regarded as the turning point in the Civil War. Lincoln invoked the principles of human equality stated by the Declaration and redefined the Civil War as a struggle not merely for the Union, but as a new birth of freedom that would bring true equality to all of its citizens and ensure the survival of Americans democracy, that the government of the people, by the people, for the people, shall not perish from the earth. 3.4 A Society of Affluence Between two great wars-the Civil War and the First World War-the United States came of age. In a period of less than 50 years it was transformed from a rural country to an urban nation. Great changes had taken place around the country. The last decades of the 19th century were a period of imperial expansion for the United States. With the development of its power, America started to pursue its own national dream-to be a powerful country on the world stage. In order to safeguard its own interests, the United States had to stake out spheres of economic influence. More generally, the doctrine of manifest destiny first used to justify Americas expansion. Some Americans expressed their discontent with the character of modern life in the 1920s. The decade was called the Jazz Age, the Roaring Twenties, or the era of flaming youth. World War I had overturned the traditional social and moral order. Mass prosperity enabled an open and hedonistic life style for the people. The aftermath of World War II exacerbated the ethical shift as a consumer culture blossomed and Americans became preoccupied with material goods. As one critic noted, consumed by desires for status, material goods, and acceptance, Americans apparently had lost the sense of individuality, thrift, hard work, and craftsmanship that had characterized the nation.The result of this shift in work ethic had actually spurred rather than lessened the peoples desire to achieve the American Dream. People lost their traditional values, beliefs and the motive force to success, and felt cheated by the society. They found that the dream in the past turned out to be an illusion; The American Dream didnt exist at all. 3.5 The Disadvantaged Groups In the United States, any group other than the dominant white Anglo-Saxon Protestant majority is a minority group in American society. These racial and ethnic minorities mainly refer to the blacks, Native Americans, the Hispanics, and Asian Americans. Although they are the minority groups, they should have been treated equal and own the rights as same as the whites. They also have their desires for the American Dream. Take the blacks for instance; their dreams were deeply rooted in the American dream. Although black slaves were emancipated as a result of the Civil War and granted basic civil rights according to the 14th and 15th amendments to the Constitution, there was still a huge gap between the whites and blacks. During the mid-1950s, Civil Rights Movement reached its peak. Protest movement against racial segregation and discrimination became widespread in the southern America. This movement rooted in the centuries-long efforts of African slaves and their descendents to resist racial oppression and abolish the institution of slavery. Martin Luther King Jr. was a prominent leader in the Civil Rights Movement. He was famous for his work to end racial segregation and discrimination by the means of nonviolent methods. So he won his fame from the whole world and became a Nobel Peace Prize winner. King led the march on Washington, where he delivered his speech-I Have a Dream. From the words below, the cry for the blacks American dream was obviously expressed. I say to you today, my friends, that in spite of the difficulties and frustrations of the moment, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident: that all men are created equal. I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at a table of brotherhood. 3.6 A New Age 3.6.1The American Dream under the economic crisis The financial crisis from 2007 until now is considered to be the worst financial crisis since the Great Depression of the 1930s. The collapse of the housing bubble triggered the economic crisis which resulted in the bankruptcy of large financial institutions and downturns in stock markets all around the world. It contributes to the large number of the unemployed, the decline of consumer wealth. Many families have no money to pay the debts of housing mortgage loan and lose the job to make a living. Americans have to face the fact that American Dream turned out to be an illusion once again. They have to sell out their cars and houses, cut down the expense of family and education for kids Home ownership is one of the most important symbols in the traditional American Dream. But now the owner of the house is turning to the slave of the house. The people are tired of tax cuts for the wealthy that shift the burden to the backs of working people. They are tired of waiting years for the increase of wage while CEOs pays are soaring. They are tired of living without health care and falling into poverty. 3.6.2 Barack Obama: Reclaiming the American Dream Barack Obama is the first African-American President in history. His story is regarded as an example of the American Dream. His father came from Kenya and mother was from Kansas. With the help from his grandparents, he was raised in Hawaii. Hard work and education were the means of getting ahead. The year of 2008 was not only the year of election, but also in the midst of economic crisis. Its a period of hard time for most of Americans. During the presidential election, a lot of Americans were deeply touched by Barack Obamas election slogan Change We Need. It aroused echoes in their hearts. Just as Obama said, The time has come to bridge the growing divide between Main Street and Wall Street. The American Dream is slipping out of reach. During the process of campaigning for President, Obama expressed the idea of reclaiming the American Dream many times. He believed that the American Dreams were worth fighting for because it belonged to every American. Its the dream of his grandfather who serviced in the army and moved his family west in search of opportunity. Its the dream of his grandmother who got up at dawn and worked twice as hard at her job because a woman had to work harder to go ahead. Its the dream of his father who crossed an ocean because America offered the light to him. Its the dream of his mother who was a single mom and knew the meaning of life. Chapter Four Comments on the American Dream The American Dream as the motive force has inspired Americans to chase the happiness and perfectness. On the other hand, theres no denying that the huge gap between dream and reality does exist. Many Americans have to face the fact that their dreams turn out to be nothing. After hundred years of development, the definition of American Dream has changed over the course of history. The spirit of thrift advocated by the Puritanism has been replaced by the extreme individualism. Many people and companies aspire to material wealth by hook or by crook regardless of justice and moral principles. America was founded on the principle of human equality, but in practice the nation has fallen far short of that ideal. The inequality is not simply a matter of distinctions between social classes. The class divisions often parallel racial and ethnical divisions. American society is dominated by Anglo-Saxon whites. They were the first settlers and quickly took control of economic assets and political power in America, and they have maintained this control until now. Immigrants from other nations have had to struggle hard to become assimilated into the mainstream of American life. Some have shared in the American Dream, but other disadvantaged groups have been excluded by different kinds of barriers from equal participation in American life. To a small number of people, they realize the American Dream and hav

Colonization of Egypt :: Colonialism Imperialism

Colonization of Egypt What is a good country? Is a good country a country with a cheerful population? Is a good country a country which controls more land than the next? Is a good country a country whose government and economic system has absolutely no problems? Or is a good country a country that has a delicate balance of benefits and problems. Well, we are here today to discuss the corruption of Egypt, a good country, by Britain, a huge and powerful country. Although Britain was not the first, Britain has retained control of Egypt for nearly 40 years and I am here today to ask for the freedom and decolonization of Egypt from Britain. This problem all started in 1882 when the British forced Napoleon Bonaparte, the leader of the French Army, out of Africa. Instead of leaving the land of Egypt to its rightful owners, the Egyptians, Britain decided to colonize Egypt and control them through a protectorate. The protectorate allowed the British government to control Egypt's economic and political decisions without intervention from the Egyptians. In other words, The Egyptians had completely lost control of their own country. Well, some of you might ask, "Why would Britain want to keep Egypt?" The response to this is more simple than you might think. Was it the fact that Egypt was such a weak country at the time? Or was it that Egypt was just waiting to be colonized? No, it was greed, pure British greed, that caused the corruption of Egypt's balanced culture. The economic situation of Egypt before its colonization was quite good. The working and owning class maintained the industrial aspect while the upper class maintained the government and political prospect. Through the colonization of Egypt, Britain gained control of the Suez Canal, a major part of the world trade routes. With this advantage, Britain decided to heavily tax the ships which passed through. This brought mass amounts of money of which the Egyptians never saw. Instead of going to maintain Egypt or even the Suez Canal itself, the money went straight to the British government as profit. Finally, the news that Britain had colonized Egypt and was using it as a "profitable business" reached the public. Immediately, the Egyptians began to leave the country. The British had to act quickly, for they knew that without the Egyptians to maintain the land and canal, the profit would be lost.

Analysing Invisible Man Essay -- Invisible Man Ralph Ellison Essays

Analysing Invisible Man After reading this book I wondered what it would be like to be blind then gain sight, but realize you cannot see yourself because you are invisible. It seems like a cruel joke that once you can see you realize that you still cannot see who you are. Even though this seems like a very depressing event Ellison makes it seem like a positive thing. While, at the end of the story, the narrator still does not know his place in the world he seems to be glad that he is no longer blindfolded. He even questions the reader's ability to see, "Who knows but that, on some lower frequencies, I speak for you?" What Ellison does well is the evolution of the narrator's blindness. The blindness motif seems to first show up at the battle royal. The blindfold scares the narrator. He was not used to darkness, and it put him in a "blind terror." This is the first time that the narrator admits his blindness, but at the same time he also shows the blindness of others. All of the men in the battle royal are blindfolded. Is this symbolic of the African-American's plight in society? The whites have blindfolded them and they have no idea who they are fighting against. So they end up beating each other rather than the real people they should be fighting. I think Ellison goes even deeper than mere race relations in this scene. I think he is showing the plight of the individual in society. I think Ellison is saying that we fight blindly amongst ourselves, and it is not until we take off the blindfolds that we can band together and fight the real enemy. When the narrator finally is allowed to remove his blindfold he is so preoccupied with what he believes he is there f or that he can not really focus on his fight with Tatlock. Again Ellison is commenting on the plight of the individual. The narrator is also blind to Dr. Bledsoe's true nature. It is not until later in the story that he realizes that Bledsoe wears different masks in front of different people. The narrator cannot be completely held at fault here because others are also fooled by Bledsoe. Bledsoe also dupes Barbee. Ellison then lets the reader know that Barbee is physically blind. Why is that fact important? I believe that Ellison is saying that anyone who buys into Bledsoe or Bledsoe's way of thinking is also blind. There is a point in Barbee's speech where he is "turning toward Dr. B... ... fact that he can be mistaken for Rinehart proves that Rinehart has no identity himself, but it also proves the same thing for the narrator. This seems to be why the narrator is never given a name. How do we identify people? By their names, and he has no identity so he is nameless. The Epilogue is as important as the Prologue. Here we learn that the narrator is ready to go out and search for his identity. However, now he seems to see himself as higher than others because of his experiences. He states that everyone has experienced the same thing he has, but on a "lower frequency." Is this conceit, or is he trying to relate to everyone? If it is conceit then I am less likely to trust the narrator and his point of view on all that happened to him. However, he speaks of his "social responsibility" so he seems to be a caring person, and it is because of this that I trust him. Questions: 1. Is Mr. Norton wrong in believing that the narrator is "his destiny"? 2. Who is the most "visible" person in the book? 3. Ellison seems to be speaking out against stereotyping, yet most of his characters are types rather than characters. Is he the very thing he is speaking out against?

Poverty in India vs Poverty in the United States Essay

According to the general description of poverty, a person is considered poor if he or she finds it difficult to meet the minimum requirement of adequate living standards (Economy Watch). At present, inequality and poverty have been undoubtedly existent for the largest part of the world’s nations and people. Poverty has diverse characteristics, varying across time and from place to place. Unfortunately, the more global and profound causes of poverty are time and again less examined. With this concern, this paper examines and summarily compares the causes of poverty between two diverse nations, the United States and India. Poverty in India Since India’s independence, the problem of poverty in the country has remained a prevailing concern. In 2007, government estimates revealed that there were almost 220. 1 million residents in India living below the poverty line or unable to meet the basic standards of living (Economy Watch). Nearly 15 percent of the urban population and 21. 1 percent of the entire rural population of India lives in this difficult financial and physical dilemma, and this condition is aggravated by few job opportunities in the urban areas and low wages, which are usually paid in grains (Economy Watch). Several factors are to be blamed for India’s poverty problem. For instance, the Indian family unit is on average tremendously large, which further intensifies the effects of poverty. Moreover, rural populations are mostly dependent on agriculture, and have a high level of reliance on primitive techniques of agriculture, such as the monsoon season and rain patterns. Accordingly, improper irrigation facilities and inadequate rain can evidently cause no, or in a few fortunate cases, low production of crops. In addition, the caste system still prevails in India and this significantly causes poverty in the country’s rural areas. Like the movie â€Å"Slumdog Millionaire,† when the 18 old Jamal Malik was having an answering streak on the game show â€Å"Who Wants to Be a Millionaire,† those associated with the show as well as the public, questioned how some boy who grew up in the slums of Mumbai is performing extremely well than others who are wealthier and more educated than him. Apparently, people from the lower castes are normally discriminated and deprived of several opportunities, causing inequalities and ultimately growing poverty to the enormous population. Poverty in the United States In 2005, the United States Census Bureau confirmed that there are about 37 million â€Å"poor† Americans. Apparently, some of these impoverished communities in the country have been the result of deindustrialization; as various blue-collar jobs that necessitate little education but paid well have been outsourced. Moreover, low-income Americans generally believe that too many immigrants, too many single-parent families, as well as excessively few jobs, medical bills, and drug abuse are the common causes of poverty in the country. However, on a closer look on the millions of people classified as â€Å"poor† by the Bureau reveal, only few of them fit the global description of poverty. Although material destitution does occur in the country, yet it is limited in severity and scope, as most of them survive in material conditions that would be considered as well-off or comfortable just a few generations ago. Taken as a whole, the common poor American has a microwave, a clothes washer and dryer, a stove, a refrigerator, air conditioning, and a car. Moreover, America’s poor can afford medical care, and an adequate house that is not overcrowded. Conclusion/Recommendation The term poverty is a multifaceted concept seeing that it is exceptionally complicated to draw a demarcation line between poverty and affluence. However, with a few apparent distinctions, poverty as a whole in India and the United States is principally a consequence of unemployment and low productivity. Then again, while poor Americans’ life is considered impoverished, yet it is far from the popular images of the dreadful poverty in India as conveyed in the movie â€Å"Slumdog Millionaire. † Nevertheless, in order to truly eradicate the problem of worldwide poverty, greater private and public organizations partnership along with efficient and committed bureaucratic machinery is required to take on the alarming problem. Reference Economy Watch. (n. d. ). Poverty in India. Retrieved June 8, 2009, from http://www. economywatch. com/indianeconomy/poverty-in-india. html

Farewell School

The last day in our school life is an indelible memory with sweet memories of our school life. It is a record of pleasant memories that occupy a special place in our life. Though it is a traditional affair, it has a very deep impact on the students who are leaving their â€Å"alma mater† after a period of studies there. The memories of my school farewell day still linger in my mind with ever fresh emotions. The Farewell Day It is a day of excitement. I am going to have different way of life. So far, for the past twelve years of high school studies, everyday it dawned with the thoughts of studies and home work.But from tomorrow onwards I will have different kinds of thoughts and burdens. No homework of writing pages of answers. My friends Mani, Kumar, Saru and Joe will have different plans which I may not be able to join. I may not be able to spend hours and hours with them in combined study. This very thought about them brought tears in my eyes. Farewell Party My teachers and the school authorities have arranged for a farewell party. I remember the party of the of the previous year, when our seniors handed over the lighting candles symbolically asking us to keep up the tradition of the school and bring glory and fame to the school and students.They loved us and wept bitterly when they passed on the light to us. But I could not meet any of them afterwards. That is the beauty of life. To meet, to love and then to depart! Is it the fate of life? On the day of the farewell party we exchanged our feelings and emotions and the party came to an end with some light snacks. Farewell To Our Teachers I still remember the farewell advice given by the head of our school. It should be the â€Å"Magna Charta† of every student. It suits all ages though it is quoted from the Taittireya Upanishad, a part of the Vedas. More about  Ã¢â‚¬Å"Farewell to Manzanar† here.This advice had been passed on from generation to generation. The fifteen points he mentioned should be followed by every student. The Fifteen Points of Taittireya, Upanishad These fifteen points were mentioned every year in the farewell talk of our school. It is an advice to a student who finishes his learning at the feet of a Guru staying with him day and night for a number of years away from his home. It is a way of life prescribed by the ancient Vedas for the uplift of humanity. Here are those fifteen points. 1) Always speak the truth. Only truth prevails.Truth can protect you from every evil. 2) Follow the Dharma of life. Every walk of life has its own duties or Dharma. The Dharma that you follow will become the Karma of your life and lead you to eternity. 3) Study something daily. That should become a habit of life. 4) Everyday learn something new. Share your knowledge daily with others. Knowledge not shared is a mere waste. Only by sharing and discussing it can be improved. It gives you more and more enlightenment. 5) Don't commit anything untrue. It will lead you to darkness. This stresses the importance of Truth. ) Don't step on anything which is against Dharma. It is nothing but suicide. 7) Give your Guru or the teacher his due. Don't disappoint him in any way. He may not be avaricious in getting from you. It is not fitting for a Guru to go after wealth. Even a handful of grain given by you with all your heart may please him. 8) Extend your generation either by marrying a fitting lady or having a good group of disciples. Through your children and through your disciples you can promote your knowledge. 9) Do everything to save your immortal soul. You are free now.There may not be any Guru to guide you hereafter. But if you lead a careless life and lose your soul what will be the ultimate benefit? 10) Earn wealth enough for your existence. Spend your wealth diligently without wasting. Wealth is necess ary for life; but wealth is not all life. 11) May your mother be your visible god. â€Å"Matru deva bava†. Respect to maternity is very important because the mother bears you in her womb. 12) In the same way father has he right of your respect. Their blessing will be a cause of flourishing in all your generations. They are not to be thrown away in their old age. 3) Your ancestors have to be commemorated on certain days and sacrifices are to be offered. 14) â€Å"Acharadevabava† means elders have to be respected. Reverence to parents, teachers and elders is the channel of grace and fortune. 15) â€Å"Athithidevabava' means treating guests and the needy with reverence as they are the images of Almighty. The farewell day of my school life and the message I got on that day are still directing my life to success. Education is not a means of finding a job or spending some years in a place. It is the blossoming of personality into fullness!