Descriptive Essay About Abagail - 1357 Words

Later that afternoon as I got home from school, I decided to go read under the Secret Tree. So as I made my way through the forest to the tree I noticed someone else there. She was just sitting there under the giant oak tree. She had crimson curly hair and I was absolutely memorized by it. After standing there for a while I decided to approach her. When I got closer she turned and looked up at me. She was stunning. Her face was so kind, but with a certain fierceness to it. She had the most beautiful emerald eyes. And her face had a few freckles and she just looked so amazing. She didn t look to be from around here. Actually, she looked quite foreign and that intrigued me. I must have been staring at her for a while because she finally†¦show more content†¦Please come sit down Abagail.† I sat down on the ground next to this exotic beauty. â€Å"So let’s start off with names. I’m Abagail Roberts. What’s your name?† â€Å"My name is Elizabeth . Elizabeth Conners.† Her name was so simple but yet so soothing. â€Å"That’s a very nice name Elizabeth. Do you mind at all if I call you Lizzie?,† she looked genuinely happy that I gave her a nickname. â€Å"Of course you can call me that. Can I call you Abby as well?† â€Å"Yes Lizzie you can.† I had just made a new friend and I was glad. â€Å"So how old are you Abby?† â€Å"Oh well I’m 16. How old are you?† she was quiet for a bit before answering. â€Å"I’m†¦17,† wow she was older than me but she didn t look it. Lizzie was very small and petite. 5’5 and she couldn t have weighed more than 110 lbs. â€Å"Wow I had no idea you were older than me.† when I turned to look at her she was staring at me with an intensity in her eyes that no one’s ever looked at me with before. She was making me really flustered. I must have started blushing quite a lot because she finally turned away from m e. â€Å"I’m sorry Abby†¦you’re just so adorable and cute I couldn’t help myself.† When she said that I felt my face get even more red. â€Å"Oh no Lizzie, it’s fine. I admit†¦I’ve admired your features a few times. You’re absolutely stunning.† Her face then got as red as her hair and she looked so adorable. â€Å"Oh†¦well†¦thank you very much Abby.† I could feel myself falling in love with her right then. We talked for a bit for the next few weeks and we

Applying A Balance Sheet On The World Of Finances - 983 Words

Excited to enroll in this class from the very beginning, I found it to be very informative. Not just it taught me the important terminology used in the world of finances, but also allowed to apply these concepts into my own financial life. First of all, thanks to you, Professor Rutter, I have finally devoted time to make a balance sheet, a document stating my current assets and income, and liabilities at the certain period of time. Now I have been deliberately reviewing my credit card statements for the previous month, and calculating how much money I have spent on the food each month, or how much I have spent on shopping at amazon.com, etc. And even though my consuming behavior was never driven by materialism completely, this class reminded me to be realistic about my general spendings, and to strictly separate the needs from the wants. Additionally, I have expanded my skill of setting financial goals and working towards them. For example, because of Christmas time that is approaching fast, which usually includes gifts and travels, I suggested and pursued that my family (me, my husband, and our child) stick to the weekly budget for food, including dining out. And it is been very helpful method to save some money. Then, the topic regarding financial institutions, as well as services and fees related to these institutions, I found to be very empowering: this topic convinced me that doing a research prior making any commitment to any institution is extremely important. As weShow MoreRelatedOff Balance Sheet Financing Practices1410 Words   |  6 PagesOff Balance Sheet Financing Practices [Student Name] [Course Title] [Instructor Name] [Date] Off Balance Sheet Financing Practices The traditional accounting methods have been replaced by a number of new accounting techniques. Some of which are observable while other remain hidden. Off Balance Sheet Financing or OBSF is one of these new accounting techniques. 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Contribution of Great Philosopher Jyotirao Phule free essay sample

Mahatma Jyotiba Phule was a great activist, thinker, social reformer, writer and philosopher. He contributed in flelds like education, agriculture, women and widow upliftment. DhananJay Keer, his biographer, mentions him as the father of Indian social revolution Source of Inspiration After being insulted at wedding of a Brahmin friend, Jyotirao decided to defy the caste system. He served Shudras and women who were deprived of all their rights as human beings. Social Actlvlsm He opened girls school in August 1848. As no teacher dared to work in a school in which untouchables were admitted as students, he educated his wife, Savitrlbai, and enabled her to teach the girls. On 24 September 1873, Jyotlrao formed Satya Shodhak Samar. Maln objective of the organization was to liberate Shudras and Ati Shudras. Contributions in Primary Education Jyotirao was not satisfied with the quality of primary education imparted. Therefore, he came up with a list of actions to Improve It. We will write a custom essay sample on Contribution of Great Philosopher Jyotirao Phule or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Curriculum Role of Teacher 1 OF3 Wanted curriculum should be utilitarian and practical so as to cover the needs of the society. Formulated the course content and included reading, writing, accounts, general history, general geography, grammar, elementary knowledge of agriculture and a few lessons on moral duties and sanitation. Teachers to be properly trained and certified. Teachers should mix with students freely and understand their wants and desires. Role of Governing Body Upgraded the supervising agency to have better monitoring over these primary schools. Compelled municipalities to maintain all the primary schools within their respective limits. Worked to get adequate grants for primary schools from provincial funds. Recommended that Government should formulate the scheme of scholarships and rewards for the needy and deserving students. Disbelieved in vedas He was criticized in disbelieving in vedas. He considered Vedas as idle fantasies as palpably absurd legends. He considered Vedas a form of false consciousness. He maintained that at the root of all calamities was the blind faith that religious books were created or inspired by god. All established religious and priestly classes find this blind faith useful for their purposes and they try their best to defend it. Criticized caste system Phule preferred British rule to the regime of the Brahmins. He was aware of the shortcomings of the former and he never hesitated to point them out openly. His mission was to bring about an egalitarian society where all men and women would enjoy liberty; Phule criticized the contemporary rulers if he felt that their policies went against lower caste, whether it was educational policy. the pernicious system of high class education. He complained against the government in neglecting the downtrodden masses. Conclusion Throughout his life, Jyotirao Phule fought for the emancipation of the downtrodden eople and the struggle, which he launched at a young age ended only when he died on 28th November, 1890. Though he was often accused of fomenting hatred between the Brahmins and the non-Brahmins, very rarely an attempt was made to consider his scathing criticism in a broad perspective. The later generations also took considerable time to understand and appreciate the profound significance of his unflinching espousal of the rights of man which remained till the end of his life a major theme of his writings and a goal of his actions.

Reader Response to Growing Up Asian in America free essay sample

Growing up Asian in America by Kesaya E. Noda deals with growing up culturally different in America. There are some important components of a culture like identity, beliefs, values, and dialect. These components are influenced by our family, friends, social environment, and the community we live in. In her essay, Noda talks about dealing with knowing and defining herself. She explains that there are two mindsets for her. The first one, inside, which she is totally comfortable with and feels accepted, and the other one, outside, which she thinks that other people don’t understand her and are often ignorant to her. She faced discrimination, when she was a child. Others called her as â€Å"Other† or â€Å"Unalterably alien. † She draws a clear distinction between Japanese-Americans and other Americans. She emphasizes that a third-generation German-American is an American, on the other hand, a third-generation Japanese-American is still seen as Japanese-American, because most of the people only remember that being Japanese means being a danger to the country. We will write a custom essay sample on Reader Response to Growing Up Asian in America or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I think that this is a clear example of the ignorance of people. Noda stands by her identity. When she was young, she couldn’t understand why her parents didn’t complain about all the things that they had to do to prove their loyalty to America. She felt angry about it. After realizing the reasons, she showed empathy for her parents and other Japanese-Americans too. Of course, the circumstances and the way of thinking of people have changed within time. Now, she feels like she belongs to the community. I believe that this change had an impact on her ideas changing. She makes this very clear, when she says that â€Å"a death in the family is not just death in a family; it is a death in the community. † She feels sorry for her parents and grandparents for going through a difficult time during World War II. She is also mad at community because of the injustice which is done to them during the war. â€Å"They went there without resistance, and they offered cooperation as proof of loyalty to America. † She points out that they gave away their freedom willingly, only to prove their loyalty to the country. She considers her parents to be victims, since being silent was their only choice to show the community that they belong to the community.

The eNotes Blog eNotes Teachers Corner To Teach or Not to Teachâ€That is theQuestion

Teachers Corner To Teach or Not to Teach- That is theQuestion Teachers Corner is a monthly newsletter from just for teachers. In it, experienced educator and contributor Susan Hurn shares her tips, tricks, and insight into  the world of teaching. Check out this months Teachers Corner column below, or sign up to receive the complete newsletter in your inbox at . Recently over lunch, a dedicated career teacher told me that she could no longer advise anyone to go into teaching; the joy is gone, she said, with teachers now locked into regimented lesson plans and required to spend all their time chasing test scores. She also worried about what we’re doing to kids in the classroom- demanding more and more of them at younger and younger ages. There’s no time now to let them be kids, she said, or color outside the lines, if they get to color at all. It was a depressing lunch. I drove home with a lot to think about, especially since I had encouraged my own daughter when she decided several years ago to change careers, earn a second college degree, and go into the classroom. Had I steered her wrong? Remembering our animated conversations after she began teaching, however, I don’t think so. Teaching may be different today- the demands greater and the stressors more intense, but it still engages the heart and the mind in ways unlike those of any other profession. No two days are alike, and every day is a fresh opportunity to achieve something glorious, even for one unforgettable moment. Students aside- and that’s a big aside- it’s true that our profession is less respected in some quarters than it once was, for reasons that seem to be bound up in politics and publicity. If a teacher is arrested for some terrible offense in any part of the country, it becomes national news; a steady drumbeat of these stories erodes confidence, creating the impression that teachers somehow have degenerated into an immoral lot, not to be trusted. On the positive side, however, every time teachers risk their lives or lose them trying to protect their students, which seems to be happening more and more frequently, their actions make the news, too. Ask the parents of those students if teachers can be trusted. There’s also a lot of discussion these days about â€Å"bad teachers†; judging from what the public hears daily on the airwaves and reads online or in press releases, our schools are about to crumble under the cumulative weight of lazy incompetents in the classroom. Teacher tenure is under attack, with tenure laws represented to the public as guaranteeing lifetime employment for bad teachers; tenure, its foes allege, makes it impossible to fire all those bad teachers doing little while collecting large monthly checks. The term â€Å"due process† is rarely mentioned. Most recently, teachers have been stripped of tenure and the right to due process in California and in Kansas. Teachers in those states can now be fired not just for cause but for any reason at all, and stating a reason isn’t required. You can read about the California ruling at  cta.org  and about the Kansas legislation at  washingtonpost.com. Tenure aside- and that’s another big aside- teacher evaluations have become central in renewing or not renewing contracts, which brings us back to bad teachers. Supposedly, everybody can spot one a mile away. Defining what constitutes a bad teacher, however, is another matter.  This article at  teaching.about.com  boils it down to seven deficiencies, six of which would apply generally to people in any line of work. Being able to relate to students and to inspire them is not mentioned, suggesting that it is often overlooked as a characteristic of a good teacher, even though it is essential in educating kids. Another discussion of good vs. bad teachers, which touches as well on the California tenure case, can be found here at  sfgate.com. Currently, districts around the country, feeling political heat and racing for funds, are scrambling to rewrite evaluation instruments and practices to better sort out who’s doing what in the classroom, effectively or ineffective ly. According to Dr. B. R. Jones, author of  The Focus Model, the increasing emphasis on teacher evaluations, combined with new academic standards and â€Å"next-generation† assessments (think CCSS), is setting the stage for a â€Å"perfect storm† in education. He contends that an â€Å"evaluation fix† is needed in many of the instruments now being written to assess teacher performance. Jones identifies four â€Å"distinct ‘potholes’† that could result in â€Å"serious damage† in evaluating teachers effectively:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Using inappropriate evidence of a teacher’s quality   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Improperly weighting appropriate evidence of a teacher’s quality   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Failing to adjust evidence weights for a given teacher’s instructional setting   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Confounding the functions of formative and summative teacher evaluation Everyone agrees we don’t want bad teachers in the classroom, but how to evaluate teachers, it seems, is also an area of contention in education. You can read Jones’s article at  corwin-connect.com. Our vocation, more than ever, is rife with conflict and controversy and voices raised in promoting personal, professional, and political agendas. Why would anyone want to be a teacher? Why would I encourage my daughter in her desire to leave a successful career and join the ranks? Obviously, I wouldn’t- unless I knew in my heart she would be a great teacher and would find in teaching the kind of fulfillment that only other dedicated teachers can really understand. She has asked for lots of advice along the way, and giving my children advice has never been a problem! Ultimately, I told her this: Close your door, do your job, and focus on your students; give them your best because it will make a difference in their lives, and don’t forget to enjoy them every day. So, to teach or not to teach? Regardless of whatever winds are blowing outside the classroom door, I say yes! I’m not sure how it can be July already, but here it is. Have some fun in the sun! Susan

How to Study History Terms for a Test

How to Study History Terms for a Test When you study terms and definitions for a history exam, the best way to make the information stick is to understand your terms in context or understand how each new vocabulary word relates to other new words and facts. In high school, your teachers will cover what happened in history. As you move on to college history courses, you will be expected to know why an event happened and the reasons each event is important. This is why history tests contain so many essays or long-answer questions. You have a lot of explaining to do! Gather History Terms Sometimes a teacher will give students a study guide that contains a list of possible terms for the test. More often than not, the list will be long and intimidating. Some of the words may seem brand new to you! If the teacher doesnt provide a list, you should come up with one yourself. Go through your notes and the chapters to come up with a comprehensive list. Dont be overwhelmed by a long list of terms. Youll see that they quickly become familiar once you start to review your notes. The list will seem shorter and shorter as you study. First, youll need to locate the terms in your class notes. Underline them or circle them, but dont use a colored highlighter just yet. Review your notes and see which terms appeared on the same day or lecture. Establish relationships between the terms. How are they connected?Pretend that you are writing a news report on the event or topic  and write a paragraph that contains three or four of those terms. Your paragraph should contain a date and the names of any important person who might be related to the significance of the events or terms (like a president).Keep writing paragraphs until you use up your terms. You can re-use a term if one term fits well with two or more clumps. This is a good thing! The more you repeat a term, the more youll understand its significance. Once you have finished making and reading over your paragraphs, find a way to utilize your best learning style. Study Tips Visual: Go back to your notes and use a highlighter to connect your terms. For example, highlight each term in one paragraph green, highlight terms from another paragraph yellow, etc. Make a list of significant people and places for each event situated on the timeline. Then  draw a blank timeline and fill in the details without looking at your original. See how much material you retained. Also, try  putting the timeline on post-it notes and paste them around your room. Walk around and actively note each event. Keep in mind that its not useful to memorize a large catalog of notes on a topic. Rather, its more effective to  establish a  connection between the facts.  Think about events in a  logical order to help you understand them, and consider the use of mind maps, a hierarchical diagram used to visually organize information. Auditory: Find a recording device to record yourself as you read over each paragraph slowly. Listen to your recording several times. Tactile: Make flashcards by putting all the terms on one side of a card and the entire paragraph on the flip side. Or  put a question on one side (eg, What year did the Civil War take place?) and then the answer on the other side to test yourself. Repeat your process until every term seems completely familiar to you. Youll be ready to answer individual definitions, long and short answer questions, and essay questions!

Finance Essay Example | Topics and Well Written Essays - 2000 words - 1

Finance - Essay Example In addition to positioning its luxury brands, it has also targeted international diversity, which resulted in the company’s achievement of constant growth without any barrier. Company maintains a good relationship with its stakeholders as well as employees by establishing important policies and procedures for their development. It is LVMH’s responsibility to ensure that labor standards and company’s supplier code of conduct are respected by the suppliers. Whenever improvements are required, supplier audits are conducted and corrective actions are taken. The company has advantage in supply chain that entails lower risk, which is a result of good vertical integration. Through a well-strategized system of advertising, it has remained to maintain its lead in fashion. The company strongly believes in maintaining quality and creating brand image through innovation. II Company Strengths and Weaknesses: 1. LVMH’s financial performance from 2009 to 2011: Return on Common Equity Ratio: This ratio measures the achievement of an organization in generating profit for the advantage of common stockholders. It is calculated by dividing the net income obtainable for common stockholders by their common equity. It is calculated as follows: â€Å"Return on Common equity = (net profit - preferred share dividends) / (shareholders equity- preferred shares)† (Return on Common Equity Ratio n.d.). Solution: Year 2009 2010 2011 Net income 1,755 3,032 3,065 Note: Data’s taken from the 2009 to 2011 financial statement of LVMH. Net Income available for common stockholders: 1,755-21=1734 (2009) 3,032-20=3012 (2010) 3,065-61=3004 (2011) Average Common Stockholders’ Equity: 2009= (100) + 1,186/2 =543 2010= 1,186+ 1,679/2 = 1432.5 2011= 1,679+33/2 = 856 Therefore, Return on Common equity = 1734/543*100=319.34% (2009) 3012/1432.5*100=210.26 % (2010) 3004/856*100=350.93 % (2011) Dividend Payout Ratio: This is the amount of dividends paid to stockho lders in relation to the amount of total net profit of an organization. The amount that is left after paying dividends to stockholders is kept aside by the firm for development. This amount that is reserved by the firm is called retained earnings. It is calculated as follows: â€Å"Dividend Payout Ratio = Dividend per Share / Earnings per Share (EPS) x 100%† (Dividend Payout Ratio n.d.). Solution: 1.65/ 3.71*100 =44.5% (2009) 2.10/ 6.36*100 = 33% (2010) 2.60/ 6.27*100=41.47% (2011) Ratio 2009 2010 2011 Return on Common Equity 319.34% 210.26% 350.93% Dividend Payout Ratio 44.5% 33% 41.47% Note: Data’s taken from the 2009 to 2011 financial statement of LVMH. Interpretation: Return on equity shows the company’s profitability in terms of how much the company has earned from the investment made by common stock owners. It is a measurement of efficiency more than a measurement of profit. In 2011, return on equity for LVMH was 350.93%, which is a higher percentage than it was in the year 2009 and 2010, as shown in the table. Payout ratio here is 41.47% which is below 100% and it means that the business has grown rapidly and that it has a lot of opportunities for expansion, thus the reason for payout ratio to be low. Both

Inflation Essay Example | Topics and Well Written Essays - 1750 words - 1

Inflation - Essay Example Economists have defined inflation as the sustained general increase in the price of goods and services (Hart, 2010 p.10). When the prices goes up more money can only pay for fewer goods and services and the currency is said to have lost its purchasing power as the medium of exchange as well as the unit of account in an economy. when the prices goes up the situation is said to be price inflation while the money is in large supply the situation is referred to as monetary inflation((Hart, 2010 p.12). Several other concepts are related to inflation such as deflation which refers to a fall in the price levels generally while disinflation refers to a rate decrease in inflation. Hyperinflation is when the price increase is beyond control (Dwivedi, 2010 p.447). A general belief among economist is that inflation is caused by excess money supply in the economy which pushes demand for both goods and services. The measure of inflation is done through rating the increase in prices over a specified period of time. Inflation rate is expressed as a percentage and is calculated by working out the change in the price index and more so the consumer price index (Frisch, 1983 pg 9). The price index on itself cannot give the rate of inflation but it becomes useful when calculating the inflation rate. This rate is the percentage change rate of price index over a period of time. To calculate the inflation rate the formula below is used The widely used examples of indices to calculated inflation include consumer price index (CPI) which measures change in prices of goods and services(in a fixed basket) purchased by a consumer( Frisch, 1983 pg 12). This fixed basket has goods and services put together and are representative of the economy. The producer price index that measures price change in average as received by domestic producers. It measures the price paid by producers. It differs from the CPIs in that subsidizes in price, tax and profit may cause change in amount

An Examination of Racism in the Deep South of America Essay Example for Free

An Examination of Racism in the Deep South of America Essay An Examination of Racism in the Deep South of America From the1930s to the 1960s through a variety of texts. Race: a group of persons having a common ancestor family, kindred people, genus, species, breed, variety, or class of persons That is what the dictionary says, so why so much hatred, politics and fuss The Anglo American slave trade, started in the 16th century when the first Hispanic people settled in Mexico and the Caribbean. From there, the other Europeans who migrated took black Africans to work on their cotton and tobacco plantations. This started the very wealthy Slave Triangle in which many Captains sought profit. The ships would sail empty from England, Spain, France or Portugal to the African countries to catch slaves. After filling their holds with human cargo they would set sail for the Caribbean. Once there, the Captains sold the slaves to the dealers in return for cotton or tobacco, which they would sell for a large profit back at home. These slaves were then the full property of their masters and he or she could do anything they liked to them and treat them in anyway they wanted to. One example of this is an advertisement in the Royal Gazette (Kingston Jamaica) saying; Runaway, about 15 months ago a Negro man of the Mungola country named Jamaica also about two months ago, two Negro men named James and Sambo a reward of i 10 for Jamaica and a Half Joe each for James and Sambo Also stolen or strayed a Bright Bay Northward HORSE also a small JACK ASS a reward of a pistole will be given for each This shows that their masters treated the slaves with about as much respect and sense of belonging as a horse or donkey. Such disregard upset many Americans and so some spoke out against it. In 1861, because they would not agree to abolish slavery, the Southern States left the Union of American States. This created even more outcry until Abraham Lincoln , the then President of America declared war on the Southern States. The American Civil War was fought between 1861 and 1865. It destroyed most of the agricultural land in the South and drained it of its wealth. After the Civil War the United States of America was formed. During the next 5 10 years the Northerners set in place a number of laws giving back human and civil rights to the black people. Initially this idea worked, but due to the hostility of the Southern confederacy these changes eventually failed. The Yankees that is the Northern Army and Governors called the changes they made reconstruction, but after they left, using a number of loopholes in the Law, the Southern Governors set in place many new rules. These were called the Jim Crow Laws and they segregated the black former slaves from the white people completely, thereby undoing all the good work done by the Northerners. The following time of white supremacy was called redemption This time of redemption and segregation was a hard time for the blacks; 1) Their voting rights were taken away 2) The money for black schools was diverted to white education. 3) There were separate buses for coloured and white people, or no bus at all. An example of this is given in the Novel Roll of Thunder where the Logan children have to dive into a ditch up to their chests, or in the case of Little Man- swim, to avoid the oncoming Jefferson Davies school bus and its ruthless driver. It was around this time when the Depression hit America. The South was hit especially hard and the price of cotton fell dramatically. This downturn in the economy created serious hardship for the majority of people, both black and white. The arrival of new technology added to the hardship as cotton looms and ploughs cut work loads, making one person and one tractor able to do the work of eight men and eight mules. Publicity of the suffering of the South created Aid and money from Northern Citizens, but due to the amount of corruption the blacks did not benefit from this. Some workers, both black and white, joined together to fight for more money and better working conditions, and as a result the rich landowners and vigilantly race hate groups like the Ku Klux Klan used violence to break up their protests and demonstrations. Racism comes in three forms Verbal, Physical and Institutional Verbal Why did the white people feel that they could say something offensive and why did they even say it in the first place? In the Novel Roll of Thunder, Little Man receives a book from his teacher for the new term. He eagerly thumbs through it but to his horror finds a form that reads: Date Condition Owner Sept 1922 Good White Sept 1928 Good White Sept 1930 Average White Sept 1933 Very Poor Nigra The term nigra is very offensive and as a result the naive boy protests and gives the book back. His teacher, Mrs Crocker simply replies Well, thats what you are! . This shows that even teachers can happily pass off insulting words just because a coloured child had owned a book. A further insult was that the book was damaged, which was untrue. Another form of verbal abuse is when in the same book, a mob attempts to lynch TJ, and they decide to try and hang Pa Logan and Mr. Morrison, the human giant I say, what we oughtta do is take him down the road an take care of that big black giant of a nigger at the same time! And why not that boy he working for too? The boy they are referring to Pa Logan, a fully-grown, independent man. This is from the time of slavery, where the masters could speak to their slaves as they wished.

Symbols and Symbolism in Nathaniel Hawthornes The Scarlet Letter Essa

Symbolism   in The Scarlet Letter Nathaniel Hawthorne isn't noted for perfecting any famous literary style, for writing multiple best sellers, or even for contributing largely to classic American literature.   His only real claim to fame is The Scarlet Letter: a novel that was originally only meant to be yet another Hawthorne short story.   Because of this, it actually possesses many short story characteristics.   "It is simpler and more complete than his other novels." (James 285)   It also has an excellent plot backed by an expert use of literary techniques.   One technique Hawthorne used was borrowed solely from drama: the use of the aside.   Reverend Arthur Dimmesdale delivers an aside in the midst of the action in chapter three, incorporating the reader into his personal thoughts and feelings directly.   Many other things in The Scarlet Letter weren't so direct, though.   Typically, Hawthorne left the reader implying events by being vague and not answering posed questions.   An example of this technique is through the women's discussion about Hester Prynne in chapter one.   But, among all of his techniques used in The Scarlet Letter, Hawthorne truly mastered only one.   He refined the art of symbolism.   Symbolism is found throughout all of The Scarlet Letter.   Nearly every person or object is symbolic of some other thing or idea.   The scarlet letter, the black glove Dimmesdale leaves on the scaffold, and the scaffold itself all have deeper significance.   This makes the theme of The Scarlet Letter even more ever-present.   It aids in illustrating the true intolerance and hypocrisy of Puritan customs. At first reading, one might safely say that the scarlet letter means "Adulteress."   Although this is partially correct, it lacks in-... ...tely mastered. Works Cited Bruckner, Sally.   "The Scarlet Letter."   Masterplots.   Vol. 10 Ed. Frank N. Magill. Pasadena, California: Salem, Press, 1996.   5849-51. Feidelson, Jr., Charles.   "Hawthorne as Symbolist."   Hawthorne.   Ed. A.N. Kaul. Englewood Cliffs, New Jersey:   Prentice-Hall, Inc., 1996.   64-71. James, Henry.   "Densely Dark, with a Spot of Vivid Color."   The Scarlet Letter.   Ed. Norton Critical.   1978.   287-91. Van Doren, Mark.   "The Scarlet Letter."   Hawthorne.   Ed. A.N. Kaul.   Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1966.   129-40. Winters, Yvor.   "Maule's Curse, or Hawthorne and the Problem of Allegory."   Hawthorne. Ed. A.N. Kaul.   Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1966. 11-24. Ziff, Larzer.   "The Ethical Dimension of 'The Custom House.'"   Hawthorne.   Ed. A.N. Kaul.   Englewood Cliffs, New Jersey: P2 Symbols and Symbolism in Nathaniel Hawthorne's The Scarlet Letter Essa Symbolism   in The Scarlet Letter Nathaniel Hawthorne isn't noted for perfecting any famous literary style, for writing multiple best sellers, or even for contributing largely to classic American literature.   His only real claim to fame is The Scarlet Letter: a novel that was originally only meant to be yet another Hawthorne short story.   Because of this, it actually possesses many short story characteristics.   "It is simpler and more complete than his other novels." (James 285)   It also has an excellent plot backed by an expert use of literary techniques.   One technique Hawthorne used was borrowed solely from drama: the use of the aside.   Reverend Arthur Dimmesdale delivers an aside in the midst of the action in chapter three, incorporating the reader into his personal thoughts and feelings directly.   Many other things in The Scarlet Letter weren't so direct, though.   Typically, Hawthorne left the reader implying events by being vague and not answering posed questions.   An example of this technique is through the women's discussion about Hester Prynne in chapter one.   But, among all of his techniques used in The Scarlet Letter, Hawthorne truly mastered only one.   He refined the art of symbolism.   Symbolism is found throughout all of The Scarlet Letter.   Nearly every person or object is symbolic of some other thing or idea.   The scarlet letter, the black glove Dimmesdale leaves on the scaffold, and the scaffold itself all have deeper significance.   This makes the theme of The Scarlet Letter even more ever-present.   It aids in illustrating the true intolerance and hypocrisy of Puritan customs. At first reading, one might safely say that the scarlet letter means "Adulteress."   Although this is partially correct, it lacks in-... ...tely mastered. Works Cited Bruckner, Sally.   "The Scarlet Letter."   Masterplots.   Vol. 10 Ed. Frank N. Magill. Pasadena, California: Salem, Press, 1996.   5849-51. Feidelson, Jr., Charles.   "Hawthorne as Symbolist."   Hawthorne.   Ed. A.N. Kaul. Englewood Cliffs, New Jersey:   Prentice-Hall, Inc., 1996.   64-71. James, Henry.   "Densely Dark, with a Spot of Vivid Color."   The Scarlet Letter.   Ed. Norton Critical.   1978.   287-91. Van Doren, Mark.   "The Scarlet Letter."   Hawthorne.   Ed. A.N. Kaul.   Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1966.   129-40. Winters, Yvor.   "Maule's Curse, or Hawthorne and the Problem of Allegory."   Hawthorne. Ed. A.N. Kaul.   Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1966. 11-24. Ziff, Larzer.   "The Ethical Dimension of 'The Custom House.'"   Hawthorne.   Ed. A.N. Kaul.   Englewood Cliffs, New Jersey: P2

Macbeth †Discuss the ways in which the play presents to us the picture Essay

Discuss the ways in which the play presents to us the picture of a man caught between the promptings of his worldly ambition and an acute awareness of moral and religious values. The tragedy of Macbeth is that we watch the downfall of a great man because of a flaw in his character. The play begins with the description of the battle between the Scottish forces led by Macbeth and Banquo, and the rebels led by Macdonald and the traitor Cawdor, and the Norwegian forces. The captain says, â€Å"brave Macbeth – well he deserves that name†, and describes how he mercilessly beat of the rebels and the Norwegians against the odds. He is a hero among the king’s court, and as he later says, he â€Å"hath brought golden opinions from all sorts of people†. However, even at this early stage, we see an undesirable side of the character, as described by the bloody captain; he says that Macbeth and Banquo fought so viciously that they â€Å"meant to bathe in reeking wounds, or memorise another Golgotha†. This reference to Golgotha would have had a much greater impact on the deeply Christian audience of the early 17th Century, when everyone would have known that this was the name of the hill on which Jesus was crucified. Therefore, with this reference Shakespeare must be aiming to show that Macbeth is not all good, and that although he is a brilliant general, and the hero of Scotland, he is also ruthless, and bloody. However, this is not the main flaw that is what brings about Macbeth’s destruction, his greatest flaw is â€Å"vaulting ambition which o’erleaps itself, and falls on th’other†, and Shakespeare introduces this in Act 1, scene 3. The witches have already declared in scene 1, that they will next come together Upon the Heath. There, to meet Macbeth. so when they appear in thunder (rather then lightening or rain), on the heath we know that they are there to meet Macbeth. We also know from their conversation that precedes Macbeth’s entrance that they are very malicious; the first witch has vowed to sail to out to a ship called the Tiger to stop its captain from sleeping, and to keep the ship almost wrecked for 567 days, all because the captain’s wife wouldn’t give her a chestnut, while the second witch has been â€Å"killing swine†, presumably for fun. This gives a sense of dramatic irony when the witches tell Macbeth of his future, and he assumes that these predictions are going to be to his benefit, but we know that the witches are malicious, and are out to destroy Macbeth. He does not realise this until Act 5 scene 5, when he â€Å"begin(s) to doubt th’equivocation of the fiend, that lies like truth†. The ambition that I was talking about is introduced when the witches greet Macbeth first with a title that everyone knows he has, then with a title that the audience knows he has, but he does not, and finally with the greatest title of all. To this, Macbeth â€Å"start(s), and seem(s) to fear†, and so shows us that he had a guilty conscience, and suggests that he had long been harbouring a deep desire to become king, even before he met the witches. This means that the predictions have a huge effect on him, and begin to take over his mind. Therefore, over the next few scenes, we see the conflict in himself between his ambition, and his conscience. His personality becomes divided, and becomes very confused. He is spurred on by his wife, but then he didn’t have to tell her about the witch’s predictions, as he must have known that she would encourage him to do something rash. And the fact that he did shows that much of him wants her to encourage him towards a terrible deed, Whose horrid image doth unfix (his) hair And make (his) seated heart knock at his ribs Against the use of nature but yet he is â€Å"too full o’th’milk of human kindness† to be able to decide for himself whether or not to kill Duncan. You may note that he says that this image is â€Å"against the use of nature† this refers to the idea of there being a natural order of things, which would be totally upset, and turned on its head by regicide. The aside in Act 1 scene 3 shows how his feelings are in turmoil, and how he has become confused; each line of thought ends with a paradox, such as â€Å"nothing is, but what is not†. He then moves on to hope that â€Å"chance may crown him without (his) stir†, and concludes that he will let whatever happens happen. However, only a scene after this, moments after declaring his allegiance to Duncan, he hears that Malcolm is to be the heir to the throne, and says that this â€Å"is a step on which (he) must fall down, or else o’erleap†. However he is partly so horrified at his own thoughts, that he asks the stars not to let light see his â€Å"black and deep desires†, but he also wants this because he wants to get away with the deed that is lurking at the back of his mind. He obviously realises that his ideas about regicide are very wrong, and he judges himself severely. However, the next scene involves Macbeth and his wife, and in it, we see how with very little persuasion, only a few hints and double meanings, she is able to quickly persuade him to kill Duncan. She tells him to â€Å"look like th’innocent flower, but be the serpent under’t†, as if he needed tips in how to deceive and equivocate. I say this because in scene 4, he publicly declared his loyalty to Duncan, and then a few lines later (in an aside) begins to show signs that the idea of murder is building up inside his head. Shakespeare deliberately puts these lines close together to mark the contrast between his outward appearance, and his inner feelings. It is ironic that Macbeth’s appearance, and feelings should be so different, and so treacherous, when Duncan is on stage, and in the same scene as he claimed â€Å"there’s no art to find the mind’s construction in the face.† However, his inner conflict is shown in scene 7, when he debates with himself, and identifies what is stopping him, and what is driving him on. This soliloquy has a great dramatic importance, because it shows just how tormented Macbeth is by the predictions of the witches and his ambition, in contrast to the awareness of how wrong the murder would be. He begins by saying that he would skip the afterlife if only it meant that he could succeed in becoming king. This is a measure of just how ambitious he is; he is a man who is always aware of the afterlife, he mentions it so often, yet says here that he would rather be successful in this one act, than live for ever at God’s side. He then begins to state the arguments against murder, beginning with the knowledge that the murderer will have justice eventually. He says that he shouldn’t kill him because he is his relation, king and host. He then uses very vivid and apocalyptic imagery to describe how Duncan’s virtues will â€Å"plead like angels against† his own lesser virtues, in heaven, because Duncan is such a saintly king. This implies that Macbeth does not think that highly of himself, because he recognises that Duncan is a far better king than he ever could be, and is a far better person than he. The image of the â€Å"naked newborn babe striding the blast† is another example of how vivid Macbeth’s imagination is, while giving another reason not to carry out the murder; the pity that he should feel for the old man. This is the most powerful reason for me, because of the way it is explained, and because I know how the murder will torment Macbeth and his wife for the rest of their lives. Therefore, Macbeth undergoes the change from a larger-than-life general, who is the hero of Scotland, to the guiltily ambitious thane, to the morally self-critical host, and then finally, in the rest of this scene, he turns into a poodle of his wife, and lets all his good sense be knocked down a combination of their ambition, and decides to kill Duncan. Act 2 sees Macbeth carrying out the murder of Duncan (offstage). This alienates him from the audience, so that whereas in Act 1 we saw everything about him, including all of his inner conflict, he is now distanced from the audience. This idea is also present scene when the murderers come on; he mentions that they have already spoken on the subject of Banquo’s murder, and so that what the audience may have thought was just another dark thought in the back of his mind, suddenly is a reality. Thus, Shakespeare creates a sort of tension between the audience and Macbeth, because they no longer respect him. This process of alienation continues, and worsens as the play continues, and reaches its peak in Act 4, scene 2, in which Macduff’s â€Å"castle is surprised, his wife and babes savagely slaughtered. This happens on stage, and the horror of infanticide would shock any audience, and so make them hate and recoil from Macbeth. I think that to a modern day audience, this murder condemns Macbeth, because child killings for their parent’s â€Å"crimes† is a terrible thing, and in modern society there is little worse. However, in the early 17th Century, there had been no Civil War, or French Revolution, so people still believed that kings were sacred, and had been put there by God. This meant that regicide was not only murder, but also treason, and an act against God, and the natural order, so was a deeply sacrilegious thing to do. The relationship between Macbeth and his wife deteriorates in a similar way to the relationship between him and the audience; in Act 1, they were â€Å"partners in greatness†, with her spurring him on to further achievements, but by Act 3, scene 2, she asks, â€Å"why do you keep alone?† but it is too late, and they continue to drift apart, and do not speak to each other after Act 3, scene 4. This deterioration of all of Macbeth’s relationships characterises his descent form the â€Å"most worthy thane† that we see at the beginning of the play, into the â€Å"abhorred tyrant† at the end. He cuts himself off from everything worthwhile in life because of his selfishness. In Act 4, scene 1, he seeks out the witches because he longs know what more lies in store for him. Now that all three of their original predictions have come true, he has nothing left to hang on to, and his ambition is restless. We already know how great his ambition is, so this may explain why he is so desperate to know more. However, when he goes to the witches this time, their predictions are not about his future successes, but instead are about his downfall. The speech in which he begs them for answers shows just how low he has sunk: His first words are â€Å"I conjure† this shows that he is using the language of witchcraft, and so is evil. There was another reference of this sort, when he said, â€Å"so foul and fair a day I have not seen†, as opposed to the witches, who said â€Å"fair is foul, and foul is fair†, but he wasn’t dabbling in witchcraft then, and perhaps that speech was only intended to reinforce the idea that throughout this play, all is not as it seems. He then says that if he gets his way, he is prepared for corn and trees to be blown down, so that there would be famine and destruction in nature. For castles, which were then the definition of stability, and strength, especially for kings, to fall down killing their warders, and for palaces and pyramids, which were more splendid side of being a monarch, to fall down. Finally, he says that the seeds of all life can cease to live, and destruction can continue until it grows tired of destroying, if it means he can find out about his future. This shows that he has completely lost his earlier sense of right and wrong and of his importance in the world, because of his terrible solipsism. In Act 1, he was able to realise that he shouldn’t kill Duncan, because Duncan was a better person than him, and a better king. But by this stage, he has lost all sense of proportion, and is just desperate. He says, â€Å"for mine own good all causes shall give way†, and seems to be so much engrossed in solipsism, that he refuses to acknowledge that other people exist. Soon after this, he revisits the witches, and then goes on to murder all Macduff’s children. This is a good example of how he changes through the play, and how his ambition has got the better of his awareness of right and wrong. However, this does not meant that his awareness of moral and spiritual values is dead; we can see that his imagination is still very active, and that is why his murder of Duncan affects him so deeply. In Act 1 Lady Macbeth told him to â€Å"consider it not so deeply† after he was terrified by his inability to say â€Å"amen†, but yet this is the type of thing that haunts him to the end of his life, and drives him to isolate himself from everything that he holds dear. Once he knows that he has â€Å"forsaken the life to come†, he cuts himself off from all moral and spiritual values, and though he is still very aware of these values, he just ignores them. As Macbeth himself said, I am in blood Stepped in so far that should I wade no more, Returning were as tedious as going o’er. In this horrific and apocalyptic imagery, he conveys that he might as well continue to be bad, rather than admit his mistakes, and try to be forgiven. This idea is repeated, when the doctor says that the patient must help itself to be healed from a disease of the mind, and he basically says that he can’t be bothered with this. He has a deeply troubled mind, but yet his pride stops him from admitting that he ever made a mistake. By Act 5, scene 3, he knows that it is over, and begins to mourn himself. He says, again with imaginative imagery, that his way of life is slowly dying, And that which should accompany old age, As honour, love, obedience, troops of friends, I must not look to have.

My Vision Of The Future

My vision of the future in education is one where the learning commons, inhabited by forward-thinking, ever-learning teacher-librarians, is the centre of the universe in a school: the go-to for students, teachers, and parents as they navigate an increasingly tech-heavy world where â€Å"21st century† and â€Å"personalized† learning increasingly replace outmoded forms of schooling. I personally do not have a particular attachment to â€Å"traditional† education for a variety of reasons.One reason is that our education system is not really all that traditional. Why? Because in the whole scheme of things, the modern education system has been a short-term experiment (a mere blip of human time at around 150 years or less) based on the latter days of a historical era known as the Industrial Age. For eons before this, humans tended to rely on watching, doing, apprenticeships, and interactions with a variety of members of the community.With modern digital tools, we can go back to learning in these ways, but vastly improving upon them by expanding the definition of community to include people, places, and information far beyond our physical reach, and to allow for greater individualization, creativity, and collaboration than ever before possible. Others, however, might feel rather attached to education as it currently is.If this is because the thought of doing otherwise is overwhelming, this resource is for you: it is a basic primer on how teacher-librarians and learning commons can assist teachers in modernizing the classroom. Please either hover over the â€Å"My Vision of the Future† tab and select to read and view sections of this presentation, or simply follow the link at the bottom of each page, such as this one: As technology advances, its educational applications have evolved as well.

Biography of José Francisco de San Martín, Latin American Liberator

Biography of Josà © Francisco de San Martà ­n, Latin American Liberator Josà © Francisco de San Martà ­n (February 25, 1778–August 17, 1850) was an Argentine general and governor who led his nation during the wars of Independence from Spain. He is counted among the founding fathers of Argentina and also led the liberations of Chile and Peru. Fast Facts: Josà © Francisco de San Martà ­n Known For:  Leading or helping to lead the liberations of Argentina, Chile and Peru from Spain.Born: February 25, 1778 in Yapeyu, Province of Corrientes, Argentina.Parents: Juan de San Martà ­n and Gregoria Matorras.Died:  August 17, 1850, Boulogne-sur-Mer, France.Education: Seminary of Nobles, enrolled as cadet in the Murcia infantry regiment.Published Works:  Antologà ­a.Spouse: Marà ­a de los Remedios de Escalada de la Quintana.Child: Marà ­a de las Mercedes Tomasa de San Martà ­n y Escalada.Notable Quote: The soldiers of our land know no luxury, but glory. Early Life Josà © Francisco de San Martin was born on February 25, 1878 in Yapeyu in the Province of Corrientes, Argentina, the youngest son of Lieutenant Juan de San Martà ­n, the Spanish governor. Yapeyu was a beautiful town on the Uruguay River, and young Josà © lived a privileged life there as the governors son. His dark complexion caused many whispers about his parentage while he was young, although it would serve him well later in life. When Josà © was seven years old, his father was recalled to Spain and returned with his family. In Spain, Josà © attended good schools, including the Seminary of Nobles where he showed skill in math and joined the army as a cadet at the young age of eleven. By seventeen he was a lieutenant and had seen action in North Africa and France. Military Career with the Spanish At the age of 19, he was serving with the Spanish navy, fighting the British on several occasions. At one point, his ship was captured, but he was returned to Spain in a prisoner exchange. He fought in Portugal and at the blockade of Gibraltar, and rose swiftly in rank as he proved to be a skilled and loyal soldier. When France invaded Spain in 1806, he fought against them on several occasions, eventually rising to the rank of Adjutant-General. He commanded a regiment of dragoons, very skilled light cavalry. This accomplished career soldier and war hero seemed the most unlikely of candidates to defect and join the insurgents in South America, but thats exactly what he did. Joining the Rebels In September of 1811, San Martin boarded a British ship in Cadiz with the intention of returning to Argentina, where he had not been since the age of seven, and joining the Independence movement there. His motives remain unclear  but may have had to do with San Martà ­ns ties to the Masons, many of whom were pro-Independence. He was the highest ranking Spanish officer to defect to the patriot side in all of Latin America. He arrived in Argentina in March of 1812 and at first, he was greeted with suspicion by Argentine leaders, but he soon proved his loyalty and ability. San Martà ­n accepted a modest command, but made the most of it, ruthlessly drilling his recruits into a coherent fighting force. In January of 1813, he defeated a small Spanish force that had been harassing settlements on the Parana River. This victory - one of the first for Argentines against the Spanish - captured the imagination of the Patriots, and before long San Martà ­n was head of all of the armed forces in Buenos Aires. The Lautaro Lodge San Martà ­n was one of the leaders of the Lautaro Lodge, a secretive, Mason-like group dedicated to complete liberty for all of Latin America. The Lautaro Lodge members were sworn to secrecy and so little is known about their rituals or even their membership, but they formed the heart of the Patriotic Society, a more public institution which consistently applied political pressure for greater freedom and independence. The presence of similar lodges in Chile and Peru aided the independence effort in those nations as well. Lodge members often held high government posts. Argentinas Army of the North, under the command of General Manuel Belgrano, had been fighting royalist forces from Upper Peru (now Bolivia) to a stalemate. In October 1813, Belgrano was defeated at the Battle of Ayahuma and San Martà ­n was sent to relieve him. He took command in January of 1814 and soon mercilessly drilled the recruits into a formidable fighting force. He decided it would be foolish to attack uphill into fortified Upper Peru. He felt that a far better plan of attack would be to cross the Andes in the south, liberate Chile, and attack Peru from the south and by sea. He would never forget his plan, even though it would take him years to fulfill. Preparations for the Invasion of Chile San Martà ­n accepted the governorship of the Province of Cuyo in 1814 and set up shop in the city of Mendoza, which at that time was receiving numerous Chilean Patriots going into exile after the crushing Patriot defeat at the Battle of Rancagua. The Chileans were divided even amongst themselves, and San Martà ­n made the fateful decision to support Bernardo OHiggins over Jose Miguel Carrera and his brothers. Meanwhile, in northern Argentina, the Army of the north had been defeated by the Spanish, clearly proving once and for all that the route to Peru through Upper Peru (Bolivia) would be too difficult. In July of 1816, San Martà ­n finally got approval for his plan to cross into Chile and attack Peru from the south from President Juan Martà ­n de Pueyrredà ³n. The Army of the Andes San Martà ­n immediately began recruiting, outfitting and drilling the Army of the Andes. By the end of 1816, he had an army of some 5,000 men, including a healthy mix of infantry, cavalry, artillerymen and support forces. He recruited officers and accepted tough Gauchos into his army, usually as horsemen. Chilean exiles were welcome, and he appointed OHiggins as his immediate subordinate. There was even a regiment of British soldiers who would fight bravely in Chile. San Martà ­n was obsessed with details, and the army was as well equipped and trained as he could make it. The horses all had shoes, blankets, boots, and weapons were procured, the food was ordered and preserved, etc. No detail was too trivial for San Martà ­n and the Army of the Andes, and his planning would pay off when the army crossed the Andes. Crossing the Andes In January of 1817, the army set off. The Spanish forces in Chile were expecting him and he knew it. Should the Spanish decide to defend the pass he chose, he could face a hard battle with weary troops. But he fooled the Spanish by mentioning an incorrect route in confidence to some Indian allies. As he had suspected, the Indians were playing both sides and sold the information to the Spanish. Therefore, the royalist armies were far to the south of where San Martà ­n actually crossed. The crossing was arduous, as flatland soldiers and Gauchos struggled with the freezing cold and high altitudes, but San Martà ­ns meticulous planning paid off and he lost relatively few men and animals. In February of 1817, the Army of the Andes entered Chile unopposed. The Battle of Chacabuco The Spanish soon realized they had been duped and scrambled to keep the Army of the Andes out of Santiago. The Governor, Casimiro Marcà ³ del Pont, sent all available forces out under the command of General Rafael Maroto with the purpose of delaying San Martà ­n until reinforcements could arrive. They met at the  Battle of Chacabuco  on February 12, 1817. The result was a huge patriot victory: Maroto was completely routed, losing half his force, while the Patriot losses were negligible. The Spanish in Santiago fled, and San Martà ­n rode triumphantly into the city at the head of his army. The Battle of Maipu San Martà ­n still believed that for Argentina and Chile to be truly free, the Spanish needed to be removed from their stronghold in Peru. Still covered in glory from his triumph at Chacabuco, he returned to Buenos Aires to get funds and reinforcements. News from Chile soon brought him hurrying back across the Andes. Royalist and Spanish forces in southern Chile had joined with reinforcements and were threatening Santiago. San Martà ­n took charge of the patriot forces once more and met the Spanish at  the Battle of Maipu  on April 5, 1818. The Patriots crushed the Spanish army, killing some 2,000, capturing around 2,200 and seizing all of the Spanish artillery. The stunning victory at Maipu marked the definitive liberation of Chile: Spain would never again mount a serious threat to the area. On to Peru With Chile finally secure, San Martin could set his sights on Peru at last. He began building or acquiring a navy for Chile: a tricky task, given that the governments in Santiago and  Buenos Aires  were virtually bankrupt. It was difficult to make Chileans and Argentines see the benefits of liberating Peru, but San Martà ­n had great prestige by then and he was able to convince them. In August of 1820, he departed from Valparaiso with a modest army of some 4,700 soldiers and 25 cannons, well supplied with horses, weapons, and food. It was a smaller force than what San Martà ­n believed he would need. March to Lima San Martà ­n believed that the best way to liberate Peru was to get the Peruvian people to accept independence voluntarily. By 1820, royalist Peru was an isolated outpost of Spanish influence. San Martà ­n had liberated Chile and Argentina to the south, and  Simà ³n Bolà ­var  and Antonio Josà © de Sucre had freed Ecuador, Colombia, and Venezuela to the north, leaving only Peru and present-day Bolivia under Spanish rule. San Martà ­n had brought a printing press with him on the expedition, and he began bombarding citizens of Peru with pro-independence propaganda. He maintained a steady correspondence with Viceroys Joaquà ­n de la Pezuela and Josà © de la Serna in which he urged them to accept the inevitability of independence and surrender willingly in order to avoid bloodshed. Meanwhile, San Martà ­ns army was closing in on Lima. He captured Pisco on September 7 and Huacho on November 12. Viceroy La Serna responded by moving the royalist army from Lima to the defensible port of Callao in July of 1821, basically abandoning the city of Lima to San Martà ­n. The people of Lima, who feared an uprising by slaves and Indians more than they feared the army of Argentines and Chileans at their doorstep, invited  San Martin  into the city. On July 12, 1821, he triumphantly entered Lima to the cheers of the populace. Protector of Peru On July 28, 1821, Peru officially declared independence, and on August 3, San Martà ­n was named Protector of Peru and set about setting up a government. His brief rule was enlightened and marked by stabilizing the economy, freeing slaves, giving freedom to the Peruvian Indians and abolishing such hateful institutions as censorship and the Inquisition. The Spanish had armies at the port of Callao and high in the mountains. San Martà ­n starved out the garrison at Callao and waited for the Spanish army to attack him along the narrow, easily defended coastline leading to Lima: they wisely declined, leaving a sort of stalemate. San Martà ­n would later be accused of cowardice for failing to seek out the Spanish army, but to do so would have been foolish and unnecessary. Meeting of the Liberators Meanwhile, Simà ³n Bolà ­var and Antonio Josà © de Sucre were sweeping down out of the north, chasing the Spanish out of northern  South America. San Martà ­n and Bolà ­var met in Guayaquil in July of 1822 to decide how to proceed. Both men came away with a negative impression of the other. San Martà ­n decided to step down and allow Bolà ­var the glory of crushing the final Spanish resistance in the mountains. His decision was most likely made because he knew that they would not get along and one of them would have to step aside, which Bolà ­var would never do. Retirement and Death San Martà ­n returned to Peru, where he had become a controversial figure. Some adored him and wanted him to become King of Peru, while others detested him and wanted him out of the nation completely. The staid soldier soon tired of the endless bickering and backstabbing of government life and abruptly retired. By September of 1822, he was out of Peru and back in Chile. When he heard that his beloved wife Remedios was ill, he hastened back to Argentina but she died before he reached her side. San Martà ­n soon decided that he was better off elsewhere, and took his young daughter Mercedes to Europe. They settled in France. In 1829, Argentina called him back to help settle a dispute with Brazil which eventually would lead to the establishment of the nation of Uruguay. He returned, but by the time he reached Argentina the tumultuous government had once again changed and he was not welcome. He spent two months in Montevideo before returning once again to France. There he led a quiet life before passing away in 1850. Personal Life San Martà ­n was a consummate military professional, who lived a  Spartan  life. He had little tolerance for dances, festivals and showy parades, even when they were in his honor (unlike Bolà ­var, who loved such pomp and pageantry). He was loyal to his beloved wife during most of his campaigns, only taking a clandestine lover at the end of his fighting in Lima. His early wounds pained him greatly, and San Martin took a great deal of laudanum to relieve his suffering. Although it occasionally clouded his mind, it did not keep him from winning great battles. He enjoyed cigars and an occasional glass of wine. He refused almost all of the honors and rewards that grateful people of South America tried to give him, including rank, positions, land, and money. Legacy San Martà ­n had asked in his will that his heart is buried in Buenos Aires: in 1878 his remains were brought to the Buenos Aires Cathedral, where they still rest in a stately tomb. San Martà ­n is the greatest national hero of Argentina and he is considered a great hero by Chile and Peru as well. In Argentina, there are statues, streets, parks, and schools named after him wherever you go. As a liberator, his glory is as great or nearly as great as that of Simà ³n Bolà ­var. Like Bolà ­var, he was a visionary able to see beyond the confining borders of his own homeland and visualize a continent free of foreign rule. Also like Bolà ­var, he was constantly stymied by the petty ambitions of the lesser men who surrounded him. He differs from Bolà ­var chiefly in his actions after independence: while Bolà ­var exhausted the last of his energies fighting to unite South America into one great nation, San Martà ­n quickly tired of backstabbing politicians and retired to a quiet life in exile. The history of South America might have been very different had San Martà ­n remained involved in politics. He believed that the people of Latin America needed a firm hand to lead them and was a proponent of establishing a monarchy, preferably led by some European prince, in the lands he liberated. San Martà ­n was criticized during his life for cowardice for failing to chase nearby Spanish armies or for waiting for days in order to meet them on a ground of his choosing. History has borne out his decisions and today his military choices are held up as examples of martial prudence rather than cowardice. His life was full of courageous decisions, from deserting the Spanish army to fight for Argentina to crossing the Andes to  free Chile  and Peru, which were not his homeland. San Martà ­n was an outstanding general, courageous leader, and visionary politician and is very deserving of his heroic status in the nations he liberated. Sources Gray, William H. â€Å"The Social Reforms of San Martin.† The Americas 7.1, 1950. 3–11.Francisco San Martà ­n, Jose. Antologà ­a. Barcelona: Linkgua-Digital, 2019.Harvey, Robert.  Liberators: Latin Americas Struggle for Independence  Woodstock: The Overlook Press, 2000.Lynch, John.  The Spanish American Revolutions 1808-1826  New York: W. W. Norton Company, 1986.

A Guide to Power Relationships in The Tempest

A Guide to Power Relationships in The Tempest The Tempest includes elements of both tragedy and comedy. It was written around 1610 and its generally considered Shakespeares final play as well as the last of his romance plays. The story is set on a remote island, where Prospero, the rightful Duke of Milan, schemes to restore his daughter Miranda to her proper place using manipulation and illusion. He conjures up a stormthe aptly named tempestto lure his power-hungry brother Antonio and the conspiring King Alonso to the island. In The Tempest, power and control are dominant themes. Many of the characters are locked into a power struggle for their freedom and for control of the island, forcing some characters (both good and evil) to abuse their power. For example: Prospero enslaves and treats Caliban badly.Antonio and Sebastian plot to kill Alonso.Antonio and Alonso aim to get rid of Prospero. The Tempest: Power Relationships In order to demonstrate power relationships in The Tempest, Shakespeare plays with master/servant relationships. For example, in the story Prospero is master to Ariel and Caliban although Prospero conducts each of these relationships differently, both Ariel and Caliban are acutely aware of their subservience. This leads Caliban to challenge Prospero’s control by taking on Stefano as his new master. However, in trying to escape one power relationship, Caliban quickly creates another when he persuades Stefano to murder Prospero by promising that he can marry Miranda and rule the island. Power relationships are inescapable in the play. Indeed, when Gonzalo envisages an equal world with no sovereignty, he is mocked. Sebastian reminds him that he would still be king and would therefore still have power – even if he did not exercise it. The Tempest: Colonization Many of the characters compete for colonial control of the island – a reflection of England’s colonial expansion in Shakespeare’s time. Sycorax, the original colonizer, came from Algiers with her son Caliban and reportedly performed evil deeds. When Prospero arrived on the island he enslaved its inhabitants and the power struggle for colonial control began - in turn raising issues of fairness in The Tempest Each character has a plan for the island if they were in charge: Caliban wants to â€Å"people the isle with Calibans, Stefano plans to murder his way into power, and Gonzalo imagines an idyllic mutually controlled society. Ironically, Gonzalo is one of the few characters in the play who is honest, loyal and kind throughout – in other words: a potential king. Shakespeare calls into question the right to rule by debating which qualities a good ruler should possess – and each of the characters with colonial ambitions embodies a particular aspect of the debate: Prospero: embodies the all-controlling, omnipresent rulerGonzalo: embodies the utopian visionaryCaliban: embodies the rightful native ruler Ultimately, Miranda and Ferdinand take control of the island, but what sort of rulers will they make? The audience is asked to question their suitability: Are they too weak to rule after we have seen them manipulated by Prospero and Alonso?

Land Law Assignment Example | Topics and Well Written Essays - 2500 words - 1

Land Law - Assignment Example The laws that relate to land cover the divergent aspects or dimensions of land so that peoples’ right to possess, alienate and use land are upheld. In fact, land laws also provide land owners with the rights and powers to exclude others from their land. Among the important categories of land laws are those that cover land use and ownership agreements/processes such as land leasing and renting. In most cultures therefore, there are provisions, systems and jurisdictions that register land and resolve any disputes related to land use, ownership or inheritance among others1. Most emphasized in customary and common law jurisdictions are the land rights to which individuals are entitled. Land right refers to the unchallengeable ability that the law provides for people to possess and utilize land at their discretion provided that such possession and utilization of land do not infringe on the rights of others in the society2. It is therefore imperative that land lawyers recognize and understand the meanings and extent of land, more so the multi-dimensional nature of land3. This paper explores the concept of the multi-dimensionality of land and its impacts on land lawyers understanding of land. Definition of Land The apparent importance of land even as early as the beginning of civilization has led to almost all world cultures recognizing the need to regulate its ownership and use4. Despite the origins of land laws being in ancient times, land laws remain a core component of the society even in modern times. At the start of any legal process on land issues, it is important that all those involved, particularly the lawyers, define the subject matter, which in this case is land. According to section 205 (1) (ix) of the LPA 1925, the land comprises â€Å"land of any possession or tenure and minerals and mines , any structure or part of any structure or other corporeal hereditaments ; it also includes an advowson, a manor and a rent and an easement , privilege , rig ht or advantage in , over or enjoyed from land.† Accordingly, in legal parlance, a land includes both the corporeal and physical assets and the privileges that the owner or third parties may benefit from or over it5. The other conspicuous term in the definition of land in most statutes is ‘any tenure’. By the term land tenure are referred the two main types of ownership; leasehold and freehold, both of which refer to land in legal land issues. Freehold tenure refers to a situation in which an individual owns a piece of land forever/without end. On the other hand, leasehold ownership is a situation in which a tenant owns land for a given period (short or long but not indefinitely)6. From the two definitions, it is evident that leasehold ownership is a creation of freehold tenure. Unlike the Winter Garden Theatre (London) Limited versus Millennium Productions Limited Case of 1948, which had no term allowing the licensor to revoke the leasehold, it is important that contracts are clearly drawn in leaseholds. The Multi-Dimensionality of Land In addition to land tenure, the other important component of the definition of land is the extent of land. For instance, land is defined to include the mines and minerals therein, whether they belong to the owner of the surface of the land or not. The meaning of land thus includes both the vertical or horizontal division apart from the surface. Thus, a transfer of a land with two dimensional would have not only less

Investigate an aspect of Western Society Term Paper

Investigate an aspect of Western Society - Term Paper Example There is a contradiction and conflict within ‘liberalism’ between those who maintain that less government and more freedom are the correct course of action, against those who think that the government ought to play a stronger role in areas such as the enforcement of equity or affirmative action. Therefore, while Liberalism can be said to be a core value in Western Civilization, it is also responsible for some of the most deeply embedded conflicts in the West too. It will be argued that the central conflict in liberalism, is the role of the state in individuals lives. It is difficult to pinpoint an absolute juncture for the origins for liberalism. However, it can be said that the origins of liberalism are inseparable from the beginning’s of the modern form of British Parliament. By this, what is referred to is the revolution in England in the mid to late sixteen hundred’s which culminated in 1688 [Walsh, 1997: 14]. During this revolution, what was fought ove r, was the fact that there was a growing number of bourgeoisie land owners, who could not gain representation in government. In short, this rising middle class contested to the government that as significant property holders they had a significant stake in the countries politics, and as such, they argued that Parliament should represent those who were not simply aristocrat’s, but any other land owner as well [Dickerson and Flanagan, 1994, p. 94]. Thus, liberalism is coextensive with democratic politics to some extent in its origins, and further, its origins can be found within those who fought for greater representation in the British Parliament in the Seventeenth century [Goodwin, 1992, p. 41]. What is important about the origins, is that it is essentially coextensive with market capitalism itself. The central protagonists in the late eighteenth and early nineteenth century of liberalism, were figures such as John Stuart Mill and Adam Smith, and further, the American Fathers of the Constitution [Garry, 1992, p. 49]. Thus, although it can be said that liberals are interested in making changes within the system, and indeed, liberals have been key in various political reforms in almost all Western nations, it can also be said that the history of liberalism is a history that has little part in any attempt to actually change the system itself -- that is, market driven capitalism. This said, more must be said about both the history of liberalism on the one hand, and the central tenets of this political philosophy, or ‘ideology’, depending on whether one agrees with liberalism or not. As mentioned in the introduction, one of the key figures of liberalism is John Stuart Mill, who was a philosopher and also the son of a philosopher named James Mill, who was also a close friend of Jeremy Bentham. Mill’s central works were On Liberty, Utilitarianism and his major treatise on Political Economy. In many respects, Mill might be argued as a good e xemplar of modern or contemporary liberalism. By this, it is implied that he was interested in the following aspects which remain as general concerns. First, he maintained a certain primacy for individual freedom, and in particular, he thought that aspects like the absolute right to free speech was an unquestionable cornerstone of liberalism. At the same time that he expressed a concern for the lack of government restraint on the individual, he was also a champion of

Essay Questions Example | Topics and Well Written Essays - 1500 words

Questions - Essay Example Conflict on both sides started when Jews started interfering in the Arabs religion as in the beginning the Israeli’s were few in population as compared with Arabs. Jews started breaking the promises with Arabs and problems overcame the situation. And now the issue has become an International Issue. Arab side is quite strong in their perspective and makes it clear to the Israeli’s what they want of them. But Israeli side is not going to back up. Another issue is related to the Golan heights, Arabs want Israeli to compromise on the side but Israeli’s are not ready to leave the side as they want to make the borders strong for the Israel. Talking about the particular situation it is becoming critical day by day as all the Arabian countries are on one side supporting the Arab community living in Palestine. If we focus on the solution then Israeli’s should give an ear to the Arab community and fulfill their promises. 2. Articulate the origins and main motives for United States involvement in the region. Specifically, what are American interests in the region? Was the United States correct for getting involved? Have we made any specific mistakes?   United States is continuously supporting the Jews in the Arab-Israeli issue as in 1948; Jews were known to have a modern nation US are supporting them after the modern Jews community came into being. Throughout the history of Israeli and Arab war depicts the friendly behavior of US towards Jews. US is basically trying to have a region stability in the particular region. Middle-east is like a golden bird which everyone tries to catch and hold. Israeli’s are continuously expanding their territories in the desert regions and Arab sides, so US is supporting modern Jews and helping them to continue with it as they gain with their political concerns. If we recall the history of all the wars Israel has fought it has resulted in their procurement of more land as a result and so they have grown year after

Effect of Temperature on Water Properties

Effect of Temperature on Water Properties Life is inseparable from water. This dependence of life on water can be attributed to the unique properties of water, water is directly intimately involved in all details of animal physiology but because it is so common, water is often regarded with indifference as an inert space, filter in living system. The special properties of water are so important to life stem directly from its molecular structure. Therefore it is important that we should begin by understanding its molecular structure. Not only that water is also a driving force of all living organisms, hence the saying â€Å"water is life, conserve it.† MOLECULAR STRUCTURE OF WATER The shape of water and of all organic molecules is necessary to the structure and functional roles they playin living organisms, for example, hormones having specific shapes that allow them to be recognized by the cells in the body. We can stay well only when the antibiotics combine with disease- causing agents like a key fits into a lock, similarly homeostasis is only maintained when enzymes have the proper shape to carry out their particular reactions in cells. The shape of a water molecule and its polarity makes hydrogen bonding possible. Water’s shape also enables it to support life as shown below Water has several functions due to its unique properties that make it vital to living organisms. The following are some of the properties of water which can either be physical or chemical and its significance to living organisms. Water is said to be; UNIVERSAL SOLVENT Water is said to be an excellent universal solvent for polar substances like salts which contains charged particles, as shown below; From the diagram above of a salt molecule it can be seen that water is able to surround a salt molecule, which makes it to be dissolved by a water molecule, hence the reason for water being a universal solvent that is enabling it to dissolve nutrients in other living organisms, also water being a universal solvent means that more substances both organic and inorganic are dissolved in water than in any other solvent. For this reason water is rarely pure, being almost always in solution containing dissolved substances. (Lacksonetal 1995:14) Hence because of water being a universal solvent it plays an important role in living organisms, it is suitable for life in which diffusion and osmosis occur easily, that is it helps in the diffusion of gases to facilitate gaseous exchange in insects as well as in fish which usually uses oxygen that has dissolved in water. Aquatic organisms such as fish, amoeba and so on benefit from water by making use of the dissolved oxygen in water for their respiration. Water also acts as a transport medium as in the blood, lymphatic and excretory systems, such as in the removal of water products in the body such as urine, as well as in the alimentary canal of a living organism and in the xylem to transport mineral salts in plants and in the phloem to transport manufactured food. It is also an important solvent in which most of the bodily solute are dissolved, it also plays an important part in metabolism processes as well as helping organisms to transport nutrients and oxygen throughout the body. The tendency of water to cause amphipathic molecules to form in cells is important in the formation of biological membranes in living cells and may have provided the basis for the first cell-like organisms of living system in the organic-rich shallow seas in which the beginning of life is believed to have undergone its first stages (Eckert and Randi 1978:20) DENSITY AND FREEZING PROPERTIES OF WATER When we consider this property of water having less density when in solid state (ice) than liquid water which has a maximum density at a temperature of 40c we see that ice tends to float on water. When water is cooled to form ice the hydrogen bonds become more rigid but also more open causing water to expand thus increasing in volume. This reason explains why a cans containing water bursts when placed in a freezer for a long period of time. It is generally observed that matter expands upon heating hence the behavior of water to expand when heated is sometimes referred to as â€Å"the abnormal behavior of water.† The ability of ice to float on water prevents the whole body of water (ponds, rivers, lakes and oceans) from freezing solid because it acts as in insulator on the water surface, as a result this property of water protects aquatic organisms and enables them to survive through the winter. HIGH HEAT CAPACITY Heat capacity is the amount of energy required to change the temperature of a substance by 1oc. water is said to have a high heat capacity because water has the ability to retain a good amount of energy with only a little fluctuation in its own temperature. This means that for water to have a change in its temperature it requires a lot of energy. This property of water is important not only to aquatic life but for all living organisms because the temperature of water rises and falls slowly organisms are better able to maintain their normal internal temperature and are protected from rapid temperature changes. COHESIVE AND ADHESIEVE Cohesion refers to the ability of water molecules to cling to other water molecules due to hydrogen bonding. Because of cohesion, water exists as a liquid under ordinary conditions of temperature and pressure. Cohesion in water contributes to the transport of water in plants living because water molecules are strongly attracted to each other, and its surface tension makes it possible for water striders, a common insect to walk on the surface of a pond (Mader 2010:29) Furthermore, high surface tension and cohesion are also important properties of water which makes water molecules to stick together. The high surface tension or cohesion of water molecules is important in cells and many organisms such as insects which rely on surface tension to settle on water. Below is a diagram illustrating the structure of water that makes it cling to other water molecules due to hydrogen bonding. ÃŽ ´+ H H ÃŽ ´+ ÃŽ ´+ H O †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦. H O 2ÃŽ ´ 2ÃŽ ´ ÃŽ ´+ Hydrogen bond Key: ÃŽ ´+ : slightly positively charged H : Hydrogen atom ÃŽ ´ : slightly negatively charged O : Oxygen atom Taylor etal(1997:37) HIGH HEAT OF VAPORIZATION High heat of vaporization is also another important property of water. Latent heat of vaporization is the measure of the heat energy required to vaporize a liquid- that is the energy needed to overcome the attractive forces between its molecules that they can escape as a gas. The energy transferred to water molecules to allow them to vaporize results in the loss of energy from surrounding that is cooling taking place. As a result this property is made use of in the cooling of the temperature of living organisms through sweating and panting. It can be concluded that the properties of water are vital to all living organisms and it plays important roles by ensuring that living organisms survive. It can be seen that the properties of water outlined in this discussion have a direct link to the survival of living organisms and that without water life on earth as we know would not exist. Therefore water is life conserve it. REFERENCES Berner E. eatal (1987), The global water cycle.  prentice- Hall inc: New Jersey. Eckert and Rand (1978), Animal physiology 2nd edition.  C.B.S publishers: New Delhi. Raven J. (2000), Science of biology.  Cambridge university press: New York Silver Mader .S. (2010), Biology 10th edition  McCraw Hill Companies: New York. Taylor DJ.T. etal (1997), Biological Science 1st and 2nd edition.  Cambridge University press: New York.

Organizational Review Of Plant Automation Group :: essays research papers

Organizational Review of Plant Automation Group It is intended that this organizational review, will provide the Districts with a better understanding of the changing process computer hardware and software support needs. Also to review the department location for the Plant Automation Group (Group), and develop recommendations on the proposed reporting relationships.  ¨ Review the background information.  ¨ Identify the primary and secondary functions of the Plant Automation Group  ¨ Review possible location of the Plant Automation Group.  ¨ Identify and review reporting relationships options DEFINITIONS Definitions used within this organizational review. SCADA Supervisory and Data Acquisition System PLC Programmable Logic Controller HMI Human Machine Interface ITD Information Technology Department PAG Plant Automation Group GM General Manager BACKGROUND When the Districts first began consideration to form a focal group with responsibility for Plant Automation, a task force was formed to make recommendations. The one recommendation this task was unable to come to agreement on was the location of this new Plant Automation Group (PAG). An executive decision was made by the General Manager to center the PAG in the Information Technology Department (ITD). In September 1994, the Joint Board contracted with Ernst & Young to produce a "Management Review of the Proposed Plant Automation Group for the Sanitation Districts of Orange County". Their report recommended the location be with ITD but noted that for the duration of the J-31 project, some engineering-related activities would be involved and require close coordination with the Engineering Department. As late as July 1995 when Ernst & Young performed the Finance Function Review (which included the Information Services Division), they echoed their previous recommendation but provided a timeline of approximately two years to revisit the issue of PAG's location. However, this was not a firm recommendation. Over the past several months, a number of problems have made it clear that the two year time frame identified in the Ernst & Young report may have been optimistic. The problems of budget management, close coordination and communication have placed a strain on the existing management of the ITD, creating frustration and numerous problems throughout many parts of the organization. Primary Functions The charter of the Plant Automation focuses on:  ¨ Support of the Operations Division  ¨ Providing engineering integration assistance through software and hardware analysis and the setting of standards  ¨ Support of the Maintenance Division regarding system and software modifications and changes  ¨ Assisting in the roll-out of the J-31 contract so that a transfer of knowledge between CH2M Hill and the Districts occurs  ¨ Analyzing and the recommendation of system and network architecture, system design, and integration proposals. The Plant Automation Group is made up of a number of disciplines. Process control programming is very different from the type of programming which

Psychology Process Essay

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although psychological pioneers such as Jung and Freud dominated much of the early dialogue regarding psychoanalytic theory in the early through mid twentieth century, the contribution of Erik Erikson to modern psychology has proven to be no less enduring than it was originally regarded as radical. Some evidence suggests that Erikson’s theories of the eight stages of personal development have enjoyed a more widespread acceptance among contemporary twenty-first century thinkers and scholars than many of his predecessors and colleagues. Erikson was a pioneer in adult psychoanalytic theory: â€Å"he stands alone as the one thinker who changed our minds about what it means to live as a person who has arrived at a chronologically mature position and yet continues to grow, to change, and to develop.† (Hoare 3); because Erikson’s theories went â€Å"beyond† those extended by Freud and others, his contributions to modern psychology are still regarded as important second-stage psychoanalytic theory.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although for Freud â€Å"humans were psychosexual creatures† (Hoare 4). ,for Erikson the human psyche presented a much more complex and evolving entity, one which developed over a series of specifically defined stages, and the successful or unsuccessful navigation through these stages, which numbered eight, indicated whether or not an individual had successfully attained a working self-identity. Perhaps Erikson’s break-through inn psychoanalytic theory were at least partially based upon his personal life-experiences. Certainly within the context of Erikson’s theories of identity development, one’s personal experience played a crucial role in the development of identity. As his many biographers have noted, Erikson â€Å"lived in dramatic times† (Hoare 4). and in his life he experienced â€Å"two world wars[†¦] and, later, living in the United States, saw the origin and first use of nuclear weapons.† (Hoare 4).; whether or not these historical experienced shaped his intellectual vision is debatable. What is less ambiguous is whether or not Erikson’s personal life, outside of any historical context, influenced his theories and it certainly did.   Erikson’s early life: â€Å"born on June 15, 1902, in Frankfurt am Main, Germany† (Hoare 7). Erikson first lived alone with his mother and then later, â€Å"The two lived among his mother’s artist friends, who provided early identifications for him† (Hoare 7).   The fact that Erikson was essentially an artist rather than a pure scientist allowed him to bring a sensitivity to his psychological studies and theories which many scholars believe was previously lacking in psychology.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is well known that Erikson in nineteen sixty-three â€Å"postulated eight stages that must be encountered successfully and lived through in the development of the self† (Hattie 118).; the navigation of these eight stages produced an enduring self-identity which continued to develop adn meet challenges right on through until personal death. (Hattie). The specific stages were looked at by Erikson as challenges and one either â€Å"won† or â€Å"lost† them. Such a vision was radical when Erikson proposed it and his ideas are still regarded, by some, as quite radical today.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For example, Christian educational theorists belive that not only Erikson, but many of the psychoanalytic theorists of the twentieth century have replaced the traditional role of ministers, and other mentors and societal influences over the upbringing of children in Western society. These people believe that â€Å"the vocabulary of the psychologist frames virtually all public discussion[†¦] Anthropologists and sociologists are likewise absent from the discussion.†Ã‚   (Hunter 5).a and this is viewed as being highly detrimental to educational strategies and programs. However, despite the criticism of groups like these, Erikson’s theories continue to be deeply referenced and relied upon by modern psychologists, and he is revered as the primary thinker in psychology who extended the recognition of the development of self-identity beyond the early stages of adolescence and envisioned a paradigm which covered the evolution of the self over the entire duration of an individual life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Works Cited Hattie, John. Self-Concept. Hillsdale, NJ: Lawrence Erlbaum Associates, 1992. Hoare, Carol Hren, ed. Erikson on Development in Adulthood: New Insights from the   Ã‚   Unpublished Papers. New York: Oxford University Press, 2002. Hunter, James Davison. â€Å"When Psychotherapy Replaces Religion.† Public Interest Spring   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     2000: 5.