Robinson Crusoe Essays (2024 words) - English-language Films

Robinson Crusoe Essays (2024 words) - English-language Films Robinson Crusoe Daniel Defoe is credited with writing the first long fiction novel in literary history. Drawing from established literary genres such as the guide and providence traditions and the spiritual biography, Defoe endeavored to illustrate the life of a man who tempted Providence to his ruine (Defoe 13) and the consequences of such actions. While stranded alone on an island the character of Robinson Crusoe seems to have a religious epiphany about the role of Providence in his life and resolves to live in accordance with God's will. However, Crusoe's internal reflections throughout his narrative and his actions do not correlate, causing the reader to question the validity of this conversion. By examining the plot and the process of psychological change Crusoe undergoes, it becomes apparent that he experiences and accepts divine control but that control can only be realized in the free context he has himself created (359). When push comes to shove, Crusoe reverts to human instinct and his own impulses rather than what he perceives to be the will of Providence. Crusoe uses his newfound religion only when convenient and as a means to justify his actions and an acceptable reason for everything unfortunate that happens. When he finally does leave the island and returns to society, Crusoe's faith is tested and fails miserably, with practically no mention of Providence towards the end of the story. At the beginning of the novel, Crusoe introduces himself and establishes that his narrative is a memoir of sorts, and is told while looking through more experienced, wise eyes than when he originally experienced his story. This is important to note, because his discourse is shaded with hindsight and interpreted through a mind that has come to accept Providence's hand in his life. For example, when the Turks capture Crusoe and he is enslaved, he reflects by saying, now the Hand of Heaven had overtaken me, and I was undone without Redemption. But alas! This was but a Taste of the Misery I was to go thro' (15). Because Crusoe is recalling the events from memory, as well as the lack of input from any other characters, his reliability can be questioned as a narrator. An unreliable narrator is one who may be in error in his or her understanding or report of things and who thus leaves readers without the guides needed for making judgements. For this reason, the reality of Crusoe's religious conversion later in the novel can be questioned as well as his interpretation of events. Crusoe begins by telling about his defiance of his father's wishes and advice. Crusoe's father advises him not to go to sea and suffer the same fate as his brother, now dead, and pursue a life in the Middle of two Extremes, between the Mean and the Greatto have neither poverty or riches (5). This ideal is reminiscent of Puritanism and its doctrine that discouraged the pursuit of wealth and power. Crusoe was sincerely affected with this Discourse, which was truly Prophetick (6), but its effects wore all off of him and he goes to sea anyway, seeking fortune and adventure. This action proves later to be very consistent with Crusoe's character, as he repeatedly is affected by the great, life-changing events in a spiritual sense, but with time these effects seem to wear off. This event is also colored as Crusoe's original sin, as none of the terrible events that happen later would have occurred if he had followed his father's advice. After an interesting chain of events, Crusoe finds himself shipwrecked upon an island while making a voyage to buy slaves. While trying to make sense of his condition, he falls very ill and cries out to God, Lord look upon me, Lord pity on me, Lord have Mercy upon me (64). Crusoe makes this first attempt at a relationship with God while in a very dire situation, not during his everyday life, making his religion that of convenience. Crusoe has a dream while ill and after experiencing an earthquake, seeing a terrible man descend from the heavens, declaring, Seeing all these Things have not brought thee to Repentance, now thou shalt die (65). This passage sounds quite like a Puritan sermon, with its

What to Expect From Beta Readers (And How to Find One)

What to Expect From Beta Readers (And How to Find One) What to Expect From Beta Readers And Where to Find Them In the software industry, programmers release â€Å"beta† versions of new programs that they get a select group of users to test. This way, any kinks can be worked out before it becomes available to the public.When it comes to publishing, the concept is the same, except the product being tested is a book, and the hopeful outcome is that potential negative reader reactions can be anticipated before publication. If authors are not sure which aspects of their book are working, this is a chance to find out.In this guide, we’ll give you pointers for finding beta readers and working with them in a way that’s constructive. But first, let’s clearly define what they are and what they do. What are beta readers?Beta readers review finished manuscripts before they're published, providing the author with feedback from the reader’s point of view.Beta readers can be friends or family members - anyone who will approach the book as a casual reader, pointing out things they liked and disliked, and highlighting the elements writers become blind to during countless revisions.A beta reader is the opposite of an alpha reader: the first person who reads and provides feedback on your manuscript, usually while it’s still a first draft.Beta readers also differ from critique partners, as the former reviews the book from the reader perspective, while the latter looks at a manuscript with a writer’s eye - paying close attention to any craft issues.Authors might also work with fact checkers at the final revision stage - especially if the author is writing about a culture or time period that is not their own, or if they are dealing with real life or sensitive topic s.Finally, a sensitivity reader is a type of beta reader - learn more about this controversial topic here.Beta readers do not replace editorsWhile beta readers are a form of quality control that authors can use before publishing their book, you should not rely on them to do the job of a professional editor. A professional editor will go through your book with a fine-tooth comb looking for plot holes, pacing or character development issues, grammatical errors or typos, and more - depending on the type of editor you hire.Typically, an author will: Take their manuscript through many rounds of self-editing. Then... When they are happy with it, they will submit it to a few beta readers. After†¦ They might have sensitivity readers look it over. Finally†¦ With as much of the revision work completed as possible, they will give it to an editor.This way, if you are self-funding a professional editor, the editor doesn’t need to waste their time - and your money - looking over issues you could have spotted yourself. They can focus on really fine-tuning your manuscript for publication. Do you know what beta and alpha readers are? Learn more here! Where can you find beta readers?Yes, you can turn to friends and family for beta reading. They’re probably the easiest people to access, and a good option for that reason alone. But, unless you happen to have brutally honest relatives, you’re best off also looking outside your inner circle to ensure the most honest and candid feedback. Here are a few places to start.Writing communitiesThese are ideal places to shop for beta readers, because they’ll get it. Other writers who are also in the process of finishing up their manuscript will likely also be looking for beta readers, and you can simply swap manuscripts and get the job done. Check out our blog post on 15 of the best online writing communities for aspiring authors.Your author websiteHave you set up a mailing list? In your newsletters, give people the option to sign up as a possible beta reader. In exchange, you can offer them a free copy of the final published title or an acknowledgment in your book.Goodrea dsThis bibliophile’s mecca is not just for readers, it’s also home to plenty of groups that support writers. Like this one, which is, luckily enough, aimed at connecting writers with beta readers.Local writing groupsFinding these can be as easy as typing â€Å"writer’s group † into Google. As a bonus, people are more likely to meet your deadlines when they have to see you face-to-face.Existing author connectionsYou might have connections with fellow authors, either via social media or from attending conferences/meet-ups. Don’t be shy: ask them nicely to help with beta reading. At worst, you’ll get a: â€Å"No, thanks† or â€Å"Maybe next time.† An extra tip here: don’t be pushy. A no is a no. Top reasons to work with beta and sensitivity readers How to work with beta readersNow that you’ve assembled a dream team of beta readers, it’s time to get them, well, reading. Here are a few tips to ensure that all parties get the most out of the experience.1. Look for someone with knowledge of your genre or subject matterWhile honesty is a key quality of a good beta reader, they should also already read and enjoy books similar to yours. Their familiarity with the genre can help them point out played-out tropes they feel have been overused, or key elements they feel are missing. Looking for readers who know your subject matter can also help ensure you handle delicate topics with sensitivity, and that there aren’t any glaring discrepancies or inaccuracies.2. But also look for people who don’t already read books like yoursUltimately, you should always write to market - in other words, if your book is young adult fantasy, you want to write a book that young adults who are into fantasy will enjoy. That being sa id, your feedback is likely to be most comprehensive if you show your manuscript to more than just existing Harry Potter fans. Are there any exposition dumps (places I over-inform the reader) you struggled to get through?ðŸÅ'Ž Worldbuilding Can you see the world clearly while reading? Can you see the action clearly while reading? Can you see the characters clearly while reading? Can you describe what the main characters look like?👠« Characters Was it clear who is talking? Does the dialogue sound natural and realistic? Does the character development feel natural? Are there any out-of-character moments? Do any of the characters feel cliche or stereotypical?📚 General Who is your favorite character and why? Who is your least favorite character and why? What’s your favorite part and why? Did you have a least favorite part? What is it and why?The more you tailor these questions to your book, the better. So instead of asking â€Å"Is there natural flow between the scenes,† look for specific scene cuts you’re not sure about and mention them specifically. We're discussing #sensitivityreaders - what they are and why they're important. Are you ready to start sending your manuscript to your pre-publication readers? Before you go, here are a few more additional resources to help you in these final stages of revisions. Novel Revision: Understanding the Craft Scene-by-Scene Editing for Authors Have you worked with a beta reader before? What has your experience been like? Leave your thoughts in the comments below!

Juvenile Justice Essay Example | Topics and Well Written Essays - 750 words

Juvenile Justice - Essay Example Delinquent offender is a crime or antisocial behavior that is committed by juveniles and is also considered as a crime if committed by adults. Status offenses are only committed by juveniles (Elrod and Ryder 362). Juveniles’ courts have intervened in the lives of status offenders. There are several arguments that have been put forward for and against for the legal basis of juvenile courts intervening in the lives of status offenders (Elrod and Ryder 363). Proponents of juvenile court intervention assert that status offenders have unique needs that can only be provided by the juvenile court intervention. For instance, many status offenders suffer from family neglect (Elrod and Ryder 363). Treatment of the status offenders require more financial resources than delinquent offender’s treatment thus this services can only be provided by juvenile courts. Status offenses will escalate to more criminal behaviors in the future since running away from home may lead to robbery if the courts fail to intervene. Status offenders are at more risk of victimization and death since incorrigibility expose the youths to drugs and prostitution. Juvenile courts have a primary mission of protecting the interests of children thus they have a duty of supporting lawful parental authority. Compulsory education laws would be undermined if juvenile courts relinquish authority over status offenders (Elrod and Ryder 363). On the other hand, critics of juvenile court involvement in Status offender lives assert that such intervention is ineffective and inappropriate since it may lead to more harm (Elrod and Ryder 364). Social agencies are better equipped to deal with Status offenders since juvenile courts lack the necessary expertise and financial resources to offer the required services. The processing of the status offense lead to labeling thus status offenders receive harsh punishment and are likely to engage in more antisocial behaviors (Elrod and Ryder 364). Status offenses revolve around family problems thus no need of juvenile court intervention since it hinders the responsibility of schools and social institutions in solving the community problems (Elrod and Ryder 364). In my opinion, the juvenile courts should not intervene in Status offenses since it is a violation of the constitution since all citizens should be protected equally regardless of age, race or color. The laws tend to be harsh towards children from poor families who are more likely to be subjected to cruel punishment like the delinquent offenders. Such intervention removes the parental responsibility on the behavior of juveniles and transfers it to the children. Juvenile courts involvement in the lives of status offenders dates back to the development of the parens patriae legal concept (Elrod and Ryder 365). Juvenile courts were designed to deal with delinquent juveniles and also troublesome children. The state has the duty to protect children and several statutes outline the duties of parents and teachers to the children. Legal statutes require the children to attend school regularly and obey curfews, and not to run away from the family (Elrod and Ryder 366). Some states refer status offenders as children in need of supervision (CHINS). The historical basis for juvenile courts intervention in status offenders is rooted in the Biblical passage that children are supposed to obey their parents

Education in the patient care setting Essay Example | Topics and Well Written Essays - 3750 words

Education in the patient care setting - Essay Example Before the means to develop and enhance the learning in my area of professional practice for a patient can be established, it is important to discuss first the different principles of learning which relate to the quality of feedback, individualization, relevance, and their applicability to practice. There are eight principles of learning which have to be considered in health education. These principles include: multi-sense learning, active learning, primacy and recency, tell them what you are going to tell them/tell them what you have told them, feedback, reward, practice and repetition, meaningful material, and holistic learning (Egle, 2007, pp. 4-5). In multi-sense learning, two or more senses are utilized, allowing the students to hear, to see, and touch, and to do (Kroehnert, 2000, p. 10). By using various techniques, it is possible to provide visual, auditory, and kinaesthetic outlets for more effective learning. Another principle – active learning also refers to learning by doing (Martyn, 2007, p. 71). This principle sets forth fact that as participants become more actively engaged in their learning, they are also likely to be engaged in the learning and application, as well as in the problem solving, and in case studies (Egle, 2007, p. 4). The third principle, primacy and recency – discusses that learners often remember the first and the last experiences (Castel, 2008, p. 429). A thorough and comprehensive introduction and conclusion are therefore important aspects of learning. The principle of telling them what you are going to tell them, and telling them what you have told discusses the fact that chunking or dividing lessons into mini-sessions can improve the learning process (Egle, 2007, p. 4). The fourth principle, that of feedback sets forth the importance of feedback from learners and trainers (Office of Assessment, Teaching, and Learning, 2010, p. 46). The message is ac tually the feedback; participants need feedback to assess their progress and the leaders need feedback to evaluate the sessions. The fifth principle is reward. This is about experiencing success and reward. Most people feel better when they are rewarded for their efforts and feeling good about themselves often leads to more improved efforts in their activities (Egle, 2007, p. 5). The sixth principle is reward, revision, and reinforcement (Sutton, 1999, p. 2). This principle sets forth that memory needs repetition of materials; the more it is repeated, the more it is ingrained in one’s memory. The seventh principle is on meaningful material. This principle basically sets forth that materials are related to previous knowledge and that participants are likely to learn best with materials which are relevant (Egle, 2007, p. 5). The last principle is on holistic learning. This principle s

Civil Rights After Civil Rights Essay Example for Free

Civil Rights After Civil Rights Essay Brown versus Board of Education, and the 1964 civil rights act, was major milestones in the civil rights movement, but they did not end segregation, and did not eliminate the need to talk about race in today’s culture. The civil rights act itself was a law that allowed loopholes to be exploited, and was not an act that ended the need to continue to fight civil rights. Brown versus Board of Education outlawed segregation in public schools, but the fight to desegregate proved difficult. Today segregation exists in schools, but it exists from different methods. A prime example of how the Jim Crow South was lied in St Louis, a border city. Today, segregation of housing still exists in Cities and it resembles the Jim Crow south more than one might think. Maybe the biggest accomplishment of the Civil rights movement was the drifting away from the deep seeded racism common throughout the country, not just in the south. But the past must be understood to understand the current problems faced in this country regarding race. The race problem has not gone away, and not acknowledging is not going to solve it. The Civil rights movement and the acts seen as its milestones changed the way race is viewed in this country, but it did not eliminate it as an important feature of the way this country exists today. The 1964 Civil rights act was passed, but not before its language had to change so congressmen from southern states in particular would vote for it. It changed voting requirements, but kept the Literacy test, which was a major factor preventing blacks from voting. It outlawed discrimination in public places, but left out private places, without defining what private meant. It outlawed employment discrimination, but enforcement of this law was considerably weak. Its two biggest features were the provisions outlining desegregation, and the employment cause. The biggest thing, however, that the law did was to do something to protect the rights of African Americans. When looking at this law, it seems that it was almost more symbolic in nature, and it was a major stepping-stone for African Americans in getting Washington to back the rights they were fighting for. In the Jim Crow South, schools were segregated, and they were not separate but equal. The schools denied black students a future in which they could choose. They were taught a different curriculum; the buildings were much more run down, and teachers were given less of a reason to work hard at their jobs African Americans did not live in luxury either. Students often had to leave school to help the demand for sharecropping, and to help their families survive in poverty. As a result, students only went to school around 70 days a year with a limited curriculum. It was a vicious cycle, as a lack of education forced students to stay poor, and their children would continue as they did with little opportunity to grow from it. Brown versus Board of Education outlawed segregation in public schools, but it was only a step, and very little was done early on to enforce it. Barack Obama talked about in one of his presidential campaigns of the education gap between today’s students. He mentions how over hundreds of years of drastically different access to education as well as poverty problems today, todays students have slightly different levels of achievement in the classroom. Ways of addressing this solution have come up to â€Å"solve† this. A process called â€Å"Tracking†, which sort’s students into different levels based off perceived academic skill, has been developed. The argument for this is that it allows students with less â€Å"ability† to not compare himself or herself to better students, and allow more freedom to learn at their own pace. The problem with this is that academic achievement is often associated with upbringing and poverty. So, in turn, an argument against this is that it educates based off the persons social class. Most scholars agree that it in fact negatively affects disadvantaged students to go to separate schools based off of Tracking. It affects teacher’s expectations, lowers the curriculum, gives fewer resources, and denies many students the opportunity to progress past a certain level of learning. Many of the same problems of the Jim Crow South are repeated here, but this time it is not technically based off of race. Despite not being based off of race, African Americans have a much higher poverty rate, resulting in less access, which results in African Americans being put in schools often separated from white students. It is not completely the same as Jim Crow, but it puts African Americans at a disadvantage they cannot escape from unless there is equal opportunity to learn as the richer white kids do. St Louis is a city that lies on the border between north and south. When it came to after reconstruction, Jim Crow had its effect on the city due to this, and it is a good representative of what Jim Crow did to African Americans. During the great migration, there was a massive movement of blacks into cities like St Louis. A nice feature of St Louis was the prevalence of white hostility. Whites did not want blacks moving into their neighborhoods. So through politicians, neighborhood organizations, real estate groups, and fear, Blacks moved into a separate part of town, forming overcrowded black communities in small neighborhoods. Around the same time as migration, Jim Crow laws, creating separate public facilities for blacks and whites came into effect. To keep them separate, people used lynching’s, economic depravity, political oppression to keep them in their part of town. Black men were often used for labor-intensive jobs, or as servants, while black women often did not work at all. Due to overcrowding, there was little access for a lot of people, so people suffered in poverty that they could not escape. St Louis had unevenly applied segregation; meaning parts of the town were more representative of the North than the South. St Louis was a good representative for inequality in both North and South for African Americans. Barack Obama addressed poverty for black as well as schools. He talked about â€Å"concentrated pockets of poverty†, meaning that African Americans live in separated, overcrowded, and poor communities. He talked about the inability to amass wealth due to discrimination from property, exclusion from unions, from past generations affecting future generations. His point is that over many years African Americans have been subjected to slavery and segregation, and that has led to a huge wealth gap between blacks and whites. African Americans continue to face problems rooted in slavery and social barriers Segregation exists today, and blacks continue to resist desegregation due to familiarity and control over themselves. Whites resist integration into their neighborhoods, because they fear it would upset their social assets. There has also been a greater increase in the spread of jobs to cities. While blacks tend to stay close to home, they also move around more than they once did, allowing for greater integration into the workplace. With residential segregation staying the same, and workplace integration increasing, the jobs a white and a black man take are often still separated due to the unfamiliarity of private lives. A black man is still inferior, and often there are reports of men feeling like they do not belong. Over time, however, intermingling in the work place can only lead to a greater familiarity, and thus more opportunity to prove ones self. In South Central Los Angeles, blacks do disperse to jobs far away, but many have to stay close. There is less opportunity closer to home for blacks, and many are forced to stay close. Martin Luther King talked about rapid changes in the experience of segregation, which meant that a life for blacks in a segregated community was inconsistent and often unfair. While these communities see a greater increase in better jobs for blacks, there still remains many unsolved problems from the civil rights era. So what is the meaning of the legislation of Brown, and 1964, when today there still exists inequality in schools and in work? Did those acts do nothing for the good of the country? Following the civil rights movement, the south became the stronghold for republican presidential candidates. Ironically, Republicans, especially in the south, felt civil rights violated southern peoples freedom to choose. They felt that the southern way of life was compromised. So upon the passing of legislation, southern politicians fought tooth and nail to keep their way of life. It must be stated again that it was not the legislatures intent to solve civil rights, but only to strengthen African American protection of law. It did increase rights of African Americans, in the voting booth in 1965, and it empowered them when fighting for further civil rights. For the first time since reconstruction, African Americans had won rights they thought were given once the 14th amendment was passed. While not under the public eye, civil rights continued until 1973, as people drew strength from the law. If one thing can be gained from the civil rights movement, it is that it was no longer common to think of Blacks as less than human. John L Jackson came up with the idea of â€Å"Racial Americana† which means that ace returns to our everyday lives whether we want it to or not. Looking at the past problems, and current problems, are necessary for advancements to be made. Looking at the language of Jim Crow signs is helpful to understanding the past. In a book like â€Å"Getting Mothers body†, by Suzan Bri Parks, you can understand exactly what they say. In books like this, one can take away that the signs can be read, and understood today, but it must not define. What this means is that the problems of today can only be understood by the problems of yesterday, but the problems of yesterday cannot become the problems of today. Jim Crow no longer invades the south, but their still exists discrimination all over the place, and the greater problems of that time must be understood so the current problems can advance. It is like if a person has not eaten for several days, then he or she must understand that they must eat to survive, and understand that not eating for a few days is the primary factor of the hunger pains. Apart of learning from the past is to understand that race differences are not a problem that has disappeared in American society. Audre Lorde styles herself as a black, lesbian, feminist, socialist mother of two in â€Å"I am your sister† written in 1984. She talks about how white â€Å"woman† define woman as what they see, hear, and touch. They use all of their experiences and use that to define what they think is a woman. They completely ignore black woman, and the differences that contribute to their sense of what a woman is. They do not see a black woman as being woman and being black, they only see a woman. She argues that there must be a distinction stating† refusing to recognize differences makes it impossible to recognize different problems and pitfalls as women. Refusing to acknowledge a difference means there can be no understanding of who a black woman is, and how that is important in understanding women as a whole. She also uses that same context in talking about being a Lesbian, and that how being a lesbian is also an important identifier for her and the understanding of her attitudes and practices. It is these identifiers and acknowledgment of differences that help people understand one another. She states â€Å" The future of our Earth may depend on the ability of all women to identify new definitions of power and new patterns of relating across difference. Along similar lines to Audrey Lorde, Assata Shakur talks about the need for black women to be strong. 95% of the women in this prison are black or Puerto Rican, imprisoned for shoplifting, robbery, pick pocketing and Prostitution. Most of these crimes were committed by desperate women trying to survive and feed their children. This prison was actually a place under command of guards who did not punish, and where conditions were much better than in normal, more drastic prisons for black men. The guards tell the ladies to be â€Å"Ladylike† and to â€Å"always ask the officer. † The guards are also Black women and they generally feel like they should try to be like good white men and women. But Shakur argues that they need to know who they are, and stay strong as black women. There must be a separation of their identity to be citizens of this country. The words of Audrey Lorde and Assata Shakur apply to the race problem in general. Refusing to acknowledge the existence of a difference between races is the same as being fearful of the unknown. When someone fears the unknown, the unknown controls them, and actions toward the unknown are out of fear and generally harm what it is they fear. Separated schools, separated communities, a black man and a white man who have to work together, are all going to be hostile when confronted if they do not acknowledge differences. Not acknowledging means there will be a surprise when confronted with the differences, and that will lead to fear and hostility. Pretending everybody is the same does not solve anything, as people do not live in an ideal world. A black man or woman trying to conform, as in Shakur’s case, will lead to a loss of identity. By acknowledging differences, and keeping strong separate identities, people can understand each other better, and only then can the lives of African Americans in the United States of America improve. After the end of the civil rights movement, the issue of race came to its forefront, but did not end segregation, and the issue of race continues to be something that all Americans must not ignore. The civil rights act outlawed segregation, but it did not end segregation and the problems that come with it completely. The school systems improved from desolate to marginally better for blacks with integration, but recently there has been a trend, which seems to lead back to more segregation in schools. St Louis was a place of Jim Crow and Northern problems. Today, segregation exists in cities still, and it brings to mind many of the same problems under Jim Crow. The civil rights movement was significant in that it brought race to the forefront of our minds, decreased the inherent hatred with racism, and gave African Americans a chance to speak out against the wrongs the had plagued them for centuries. Today, America has a black president, and wealthy black T. V personality with a huge influence, and many other black men and woman who have been allowed to influence the masses. But it is vital also to understand that the movement brought forth the fact that race is a problem that can never be ignored in this country. It did not solve a problem that may never be totally solved, so therefore the issue cannot be ignored. Ignoring the issue will bring people to where it started, where there is a fear of the unknown and no good way of solving it unless it is understood.

The Second Industrial Revolution Essay -- American History

By the time of the Civil War, the technologies upon which the First Industrial Revolution was based were established in the United States. In the years following the war, the nation's industrial energies were focused on completing the railroad and telegraph networks of the North, rebuilding those of the South, and expanding those of the West. Once the devastating depression of the 1870’s depleted, the stage was set for the Second Industrial Revolution. New inventions came about to ease the production of goods that were being supplied. The creation of factories emerged by retailers who were struggling to meet the requirements of the masses surrounding them. The formation of power driven machinery was initiated in order to compete with others. These machines began to replace skilled craftspeople. Since this involved less people, labor costs were reduced, as well as the prices for the goods that were produced. Depending on the country’s needs, the machinery produced products by the thousands or even millions. The impact of these new inventions caused a dramatic drop of the life expectancy of the average citizen. Because most families were rather poor, everyone had to work. Since there were no child labor laws, children were sent to work in coal mines, and silk mills. Women also had to work, mostly in textiles factories or as seamstresses. Women and children were expected to work up to sixteen hours a day, doing labor that could cause serious injury, such as carrying extremely heavy loads. They were paid very low wages for their work. Women were paid around five shillings per week, and children were paid about one. Prior to the industrialization, women were never considered as an economic working force, but instead to take care of the household. During the industrialization, women had a big impact on the future but it was not easy for them, since it was often difficult to achieve their goals for equality in the male dominated society. Upon entering World War I, women hoped for more rights. They also had hopes of becoming equal to the white male. Without women, the Industrial Revolution would have never come about. Women make up roughly fifty percent of the world’s population; therefore a revolution without women would have been impossible since they were an important work force, such as in cotton factories or other textile manufacturing markets. For the f... .... However, this wasn’t always the case. There were improvements, nevertheless, people still got sick because of the unsanitary conditions of the factory. We would not be where we are today without the inventions and changes from the industrialization that took place to form a more ideal society. Our lives would not be enhanced with the technology that helps us to learn and grow. Without the growth of industrialization and the inventions it brought about, people would still be working on farms. It is easy to recognize the negative aspects of such a dramatic event. However, if the revolution is viewed as a whole, it is noticeable that the positive aspects completely outweigh the negative aspects. In the beginning, people struggled and suffered, but normally people do sacrifice at first with change and progress. As time went on, people gained more benefits, and their lives became better. Work became much less tedious, and most people found themselves with more leisure time. These are just some of the many aspects of the revolution that benefited the people as a nation. Sacrifices were made, which in turn, created happiness, life opportun ities, and an over all, betterment of life.

Introduction to Environmental Health and Risk Assessment Essay

Asbestos is considered a Public health hazard. As such there have been a number of scientific measures adopted to manage this risk to environmental health and safety. In this discussion the author would advance that the best way to manage asbestos is by applying the asbestos code designed for that particular location. It is believed to be safe since it is a code which has been researched prior to its design and many of the major risk factors were considered. It follows distinct guides such as ‘elimination/removal (most preferred); isolation/enclosure/sealing; engineering controls; safe work practices (administrative controls); personal protective equipment (PPE) (Asbestos control measures, 2010). As it pertains to this project the risk management plan to be adopted is the elimination and removal option which would be discussed in more detail. Justification for the decision In order to justify why it is believed that the elimination and removal option is the best under any circumstances to mange asbestos risks ,the reader must understand what it really does. First the removal has to be conducted by a certified environmentalist who is knowledgeable in the practice and would conduct the process according to the environmental heath and safety code pertaining to that procedure. Therefore, it excludes the infiltration of a novice undertaking the risk management technique. Asbestos is a very serious environmental hazard as such any attempts at control must be scientifically monitored. As was previously mentioned these are scientific interventions which are implemented after decades of well evaluated research, ‘environmental data, community health concerns and health outcome data†¦Ã¢â‚¬ ¦. nvironmental data are reviewed to determine whether people in the community might be exposed to hazardous materials from the NPL facility. ’ (ATSDR, 2009). The removal boundaries are carefully defined; security signs and appropriate displays are erected for the public to recognize that the environment is being targeted for asbestos removal. This protects the community during the process since they would not enter the dangerous boundary zones. It is total illumination. Besides; the electrical equipment are removed and all appliances which are used to provide electrical power must be turned off. These add to the asbestos risk when elimination and removal are done. It cannot be overemphasized that this ensures complete elimination and security after the process is completed. Hence, here is the justification that this is the best option for removing both friable and non friable asbestos. It is highly recommended as a risk management device. How will elimination and removal provide a greater amount of protection from the inherent risks associated with Asbestos? Obviously, it is irradiation of the risk itself. It is like conducting a root cause analysis whereby the foundation of the factor is upturned to ensure that is has been destroyed completely. Isolation/enclosure/sealing; engineering controls; safe work practices (administrative controls); personal protective equipment (PPE) (Asbestos control measures, 2010) are all palliative measures. These do not stand the test of time because they act simply as control measures. There is still asbestos in the atmosphere. Of major significance is that the effects of asbestos do not manifest immediately. It takes years. During that time no one knows how effective these control measure might be. There is never a sure way of evaluating their true effectiveness until an entire community becomes ill from this exposure which was supposed to be controlled. Therefore, it is the author’s belief that the best ways to avoid any predisposed effects and provide optimum safety is by elimination and removal. An Outline of the selected method used to evaluate results of the option chosen to implement Asbestos risk management. The implementation task in itself offers a process of evaluation which is to determine the presence of asbestos in the air after the elimination process has been completed. This is a scientific evaluation. There are mainly three types of asbestos. Prior to the elimination procedure the environmentalist would have evaluated the types to determine whether it was white (chsorile); blue (crocidolite) or brown (amosite). The Environmental Protective Agency (EPA) has devised a scientific methodology to evaluate asbestos removal. It has been researched and found to be an appropriate measuring instrument. This entails the adoption of an alternative test which will evaluate the removal procedure used to determine how effective it was in estimating how much asbestos was really removed. Precisely, it attempts to remove some types of asbestos harbored in buildings. The interior of the building is wet, and then demolished without excluding whatever other types of asbestos may be present. Enough water is applied to trap any asbestos which might have escaped the initial reatment. This exercise is monitored and the amount of asbestos present in the atmosphere is evaluated. It is usually tested against a previously conducted irradiation treatment. (U. S Environmental Protection Agency. Asbestos Project Plan, 2010) This is a feasible way of evaluating the results of a previously conducted asbestos removal exercise. The environmentalists can also re-measure the asbestos content scientifically. However, this method even evaluates the specific instrument used and just not the degree of substances removed.

En Route Essay

D. C Scott’s poem, En Route describes the moment of stillness a train passenger observes as his train is unexpected halted on a train journey. This essay analyses the poem, exploring details of how the journey the passenger intended to take is interrupted, offering him an altogether unexpected journey, one which affords him an opportunity to see his surroundings in a new light. Within this essay I will explore the meaning of the title â€Å"en route† and consider the various meanings that can be attributed to this title as a result of the track followed by the passenger within the poem. The poem starts with an attention grabbing line, â€Å"The train has stopped for no apparent reason in the wilds†. The image presented is that of isolation, a passenger stuck in the middle of nowhere, with a sense of solitude and forbiddance. All around the now still train is further stillness. Winter has frozen the landscape in the same way in which the train has been stopped, â€Å"A frozen lake is level and fretted over†, â€Å"all so still†. The reader is provided with an image of stillness and serenity, the purpose of the train journey, its origin and its destination all become irrelevant and the reader instead becomes heavily involved in the here and now and what is happening in the landscape outside in which the train now sits is so still. The stoppage of the train allows the passenger to look beyond his immediate surroundings within the train to what is actually happening outside his carriage. The delicate and detailed language employed within the poem describes the world outside, â€Å"it seems a tiny landscape in the moonlight†. The landscape that, moments ago would have been a blurred image as the train rushed through, becomes a fascinating scene with multiple levels of life, detail and delicacy. Descriptive lines such as â€Å"wisps of shadows from the naked birches† and â€Å"one almost hears it twinkle as it thaws† provide the reader with a vivid sense of how the passenger is able to scrutinize every minute part of the landscape which surrounds him. These are all things that people generally do not have the time or opportunity to observe as they journey on route from one place to another. Whilst these images are perhaps real and part of nature and life, the passenger seems to perceive them as transitory, â€Å"they’re going fast where all impressions go†. He is preoccupied with his journey, a journey that he values in contrast to the scene he can see. The train represents real direction to him, a solid steel structure which is without emotion and sensuality is, ironically, of more meaning to him that these delicate images. The purity and honesty of the nature that he is afforded the opportunity to view in great detail is something that he sorrowfully perceives as meaningless, â€Å"On a frail substance- images like these, vagaries the unconscious mind receives†. The passenger is unable to change. He intends to carry on with the journey he started and, sadly, dismisses the intimate relationship between himself and the environment in which he lives. The title of the poem En Route has numerous meanings within this poem. The train is clearly en route from one place to another when it is stopped. The stoppage itself is ironic as the train is no longer â€Å"en route†; it is going nowhere at all. However, through the stoppage the passenger is transported from one place to another almost instantaneously. Whereas previously he would have been concerned with the immediate surroundings of his carriage, with the landscape perhaps whirling by quickly outside his window, he is now offered an opportunity to look beyond this, to real life outside his window. These views offer him another route, a possibility to acquaint himself with the real meaning of life. Although he momentarily observes this and appears to emphasize with it in some way, he eventually rejects it as being something that isn’t of real meaning. He instead chooses to continue on his intended route, leaving the reader with the sense that he is on the wrong tracks, failing to be fully appreciative of the images he can see.

Catagorical Imperative Essays - Kantianism, Deontological Ethics

Catagorical Imperative Essays - Kantianism, Deontological Ethics Catagorical Imperative The only acceptable motive for a moral action is that it should be done as a sense of moral duty. Is this a justifiable claim? Before it is possible to analyse whether the statement, The only acceptable motive for a moral action is that it should be done as a sense of moral duty, is a justifiable claim we must consider what ones moral duty is and if is it dependant or independent on the consequence of its action? For example we could state ones moral duty is never to lie. It is popularly believed that to lie is detrimental to ones own reputation and often causes emotional and social damage. But what if this principal causes damage itself. Truth telling for a negative means can be just as harmful. Imagine you are told by a person fleeing from a murderer that he is going home to hide. Successively you are approached by the murderer demanding to know where that man went. Your moral duty would then oblige you to inform the murderer despite the possible fatal consequence. When studying the diverse issue of duty it is necessary to look at the view of the German philosopher Immanuel Kant (1724-1804) who stated, Two things fill the mind with ever new and increasing wonder and awe the starry heaven above me and the moral law within me. Kant understood the word ought to be generally used in non-moral way. For example, if you want to be better at school, you ought to study hard. The inclination of the ought implies that studying would be the correct moral path to take. However Kant stated that this is only relevant to the individuals desire to be better at school. Those who do not wish to do well at school need not study hard. Therefore it is a Hypothetical Imperative and the use of the word ought makes moral actions not universal. A hypothetical good act depends on the desire for a result teleogically rather than something good in itself. From Kants perspective, morality had little to do with fulfilling ones desire for happiness, but was more to do with duty. He believed that to do ones duty was to follow a set of universal moral laws. As in the case of the murderer, it was ones duty to inform him where the victim was hiding. Kants views are referred to as The Categorical Imperative. This was an injunction, to be ob eyed as a moral duty, regardless of an individuals impulse and self-interest. However what if an individuals impulse was to give to charity, would Kant condemn them because it wasnt out of a sense of duty? This would be an unfair judgement as the person was doing good. In fact according to Kant their act would be immoral independent of the consequence. But perhaps if they also had the sense of duty and would give to charity even if they were unwilling they would be morally coherent. The rules by which the Categorical Imperative is constructed upon could be considered as Gods unconditional commands. They dont appeal to theological or even teleological considerations but adhere with a deontological argument from reason and rationality. The moral duties are followed because they are ends in themselves rather than some other ends. Kant did appreciate the fact that humans have desires as they are not wholly rational. However the ability to reason can make them strive to follow their duty rather than impulse. However this doesnt mean ones inclination is necessarily wrong, only that it cannot determine their moral duty. In the Grounding for the Metaphysics of Morals, Kant argued that to be moral one must follow absolute rules. In this there can be no exceptions despite the consequence, as he stated that the only thing that is good without qualification is good will. Therefore one must act as if the maxim of their action was to become a universal law. This is known as the Formula of Universal Law. Basically it is saying whatever moral decision you make you should be able to consider if it would be possible for everyone else to do the same, would it make rational sense? For if an act of good is

Visa F-3 para estudiantes mexicanos en la frontera

Visa F-3 para estudiantes mexicanos en la frontera Los estudiantes mexicanos y canadienses que viven cerca de la frontera de Estados Unidos pueden estar interesados en estudiar en este paà ­s. Desde el aà ±o 2002 tienen a su disposicià ³n las visas F-3, y M-3, adems de las F-1 y M-1 que aplican a todos los estudiantes internacionales. En este artà ­culo se informa sobre los requisitos de las F-3 y M-3 y sus diferencias con respecto a las visas de estudiantes ms conocidas. Pero antes de empezar, dejar claro que la diferencia entre las categorà ­as F y M es que à ©stas à ºltimas estn limitadas a estudios vocacionales. Requisitos de las visas de estudiante F-3 y M-3 Sà ³lo las pueden solicitar ciudadanos o residentes permanentes legales de Mà ©xico o Canad.Pueden estudiar en escuelas o universidades que està ©n a una distancia mxima de 75 millas a contar desde la frontera.Obligatoriamente tienen que continuar residiendo en Mà ©xico o en Canad. Tienen que desplazarse para realizar sus estudios pero siguen manteniendo de modo activo su residencia fuera de los Estados Unidos.Pueden estudiar a tiempo completo o a tiempo parcial.Adems, aplican los requisitos no contradictorios de las F-1 y M-1, incluido el requisito de SEVIS. Principales diferencias entre las F-3 y las F-1 Uno de las principales diferencias es el cà ³nyuge y los hijos solteros menores de 21 aà ±os de una persona con una visa F-3 no pueden pedir visas derivadas para los Estados Unidos. Sin embargo, esos familiares inmediatos en el caso de una F-1 pueden solicitar una F-2 para acompaà ±ar a su pariente a los Estados Unidos. Otra diferencia importante es que el estudiante con una F-3 no puede buscar empleo en el campus en el que estudie. Sin embargo, una vez que finaliza sus estudios universitarios puede sà ­ que puede disfrutar de un CPT o un OPT. Otra desventaja es que mientras que el estudiante con una F-1 sà ³lo solicita una vez el documento I-20, los estudiantes con la F-3 deben renovarlo cada semestre. 3 mitos sobre los estudiantes extranjeros en USA y las visas Frecuentemente se cree cosas en materia migratoria que no son verdaderas y acaban costando muchos disgustos. Relacionado con los estudiantes hay que destacar tres: Lo primero que hay que dejar muy claro es nunca se puede estudiar en Estados Unidos a tiempo completo cuando se tiene estatus de turista. Esto es una violacià ³n migratoria y, cuando se descubre, est dando lugar a revocaciones de las visas de los estudiantes y, cuando estos son menores, tambià ©n las de sus padres estn siendo canceladas.   En segundo lugar resaltar que no se puede estudiar con una visa F-1 en una escuela de primaria pà ºblica de los Estados Unidos. Por el contrario, sà ­ que se puede estudiar por un solo curso en una escuela pà ºblica de secundaria, lo que se conoce como high school. Pero en estos casos es necesario y obligatorio pagar las correspondientes tasas. Y no hay excepcià ³n. (No confundir con el caso de los estudiantes que estn en los Estados Unidos con una visa J-1 de intercambio). Y por à ºltimo, y en tercer lugar, tener muy claro que estudiar en la universidad en Estados Unidos no da jams derecho por sà ­ mismo a poder quedarse a vivir en el paà ­s o a obtener una tarjeta de residencia, tambià ©n conocida como green card. Es cierto que los que cursan una maestrà ­a o estudios superiores pueden tener ciertas ventajas para obtener una visa de trabajo H-1B, pero siguen necesitando un patrocinador. En este punto es de interà ©s conocer las experiencias de estudiantes que llegaron con una visa F y obtuvieron la residencia, como el caso del espaà ±ol Miguel Pà ©rez. De interà ©s para estudiantes internacionales Las personas con interà ©s en estudiar en Estados Unidos deben informarse sobre becas, incluso en las universidades y colleges de à ©lite, requisitos para aplicar, notas de TOEFL para demostrar conocimientos e inglà ©s y cules son las mejores universidades.   Asimismo, si su inglà ©s no es muy bueno o si los recursos econà ³micos no son muy amplios es recomendable familiarizarse con los Community Colleges. Para estudiar en una institucià ³n en EE.UU. frecuentemente se pide la convalidacià ³n de estudios que debe realizar una organizacià ³n autorizada. En casos ms limitados puede ser necesario obtener la Apostilla de la Haya. Esta à ºltima certificacià ³n ser requerida para homologar los estudios de EE.UU. en el paà ­s de origen. Finalmente, si se est estudiando fuera de los Estados Unidos es de interà ©s conocer programas de intercambio con visa J-1 que permiten realizar prcticas por un tiempo determinado o incluso trabajar durante el verano, como el programa para staff de campamentos o el de trabajo y viaje. Este es un artà ­culo informativo. No es asesorà ­a legal.

Mechanical Science Coursework Example | Topics and Well Written Essays - 3750 words

Mechanical Science - Coursework Example The meter consists of a close end tube in which the water is collected. One orifice or more than one orifice at the bottom of the meter can be provided (for the purpose of changing diameter of the pipe). As the head h inside the orifice meter increases the flow rate through an orifice increases. When the flow rate out of the orifice is equal to the flow rate into the meter the head will be established at the fixed value. Now the flow rate is related to the head h and diameter of the orifice. The pin jointed frame work help us to build up frameworks base on 30, 45 and 60 angles. To measure the force in the members of a pin jointed frame work, we can use such an apparatus in which each of the members has a force sensor bended to the surface. The sensors that are used to measure the forces in member are staring gauges. Strain gauges are such sensors that under goes a change in electrical resistance when they stretch or compress. Now this change in resistance can be show in terms of displacement (Strain). Where F is the force exerted by the water jet on the flat plate, Ï  is the density of the water (i.e. 1000 kg/m3), Q is the volumetric flow rate and ∆V is the change in velocity of the water just after and before impact. Now in order to experimentally calculate this force, we need such an apparatus in which there is water coming from a nozzle and impacting on a plate. Further an arrangement is provided to measure the volumetric flow rate and velocity before impact. Velocity of jet after impact can be taken as zero. For measuring the velocity before impact we should know the velocity at the nozzle. The velocity at nozzle can be measured by dividing the volumetric flow rate by area of nozzle (For area of nozzle the diameter of nozzle should be known). F is the force, m is the mass of an object, a is the acceleration. Force is the cause of the acceleration, and mass is a measure of the tendency of an object to resist a change in its linear translational

Persuavive Letter to I.M. Bibe stating the reasons that Bibe is bound Research Paper

Persuavive Letter to I.M. Bibe stating the reasons that Bibe is bound by the Contract - Research Paper Example A possible argument would be the intoxicating effect of wine that distorted your judgment; however, this will encounter legal obstacles. This is because an individual who is highly subdued by the wine cannot enter into valid contracts. As such, in an extreme intoxicated state your hand will not be firm enough to outline a clear signature. The signature was firm and accurate like your other signatures. Furthermore, there are few cases, which back Owen Lotts claim of holding you liable to the agreement. The courts set precedents on earlier cases that make it possible for the legal representation of Lotts to pursue this issue with vigor. The argument in Guidini vs. Guidini Case where the plaintiff claimed he was not sober upon making the agreement cannot apply. Although they are similar because Lotts was buying the wine for you (I.M.Bibe); furthermore, in the Guidini case, the contract was signed after two weeks (Guidici v. Guidici, 2 Cal.2d 497 (Cal., 1935). This technicality erodes an y binding precedent to the case since not all factors are similar. The case of Donnelly’s vs. Rees indicates that one of the parties was intoxicated and convinced into finalizing a contract (Donnelly v. Rees, 141 Cal. 56 (Cal. 1903). However, in the Donnelly’s case, the plaintiff was drunk for longer periods unlike in your setting where you had lunch. This is a basis to argue the non-application of this precedent in this case. Interestingly, the elements in Marron vs. Marron are similar to the Donnelly’s case, and will emphasize Lotts plea in affirming your liability (Marron v. Marron, 19 Cal. App. 326. (Cal.App. 1 Dist. 1912). It would be considerably difficult to present your innocence since no supportive precedent of your situation exists. Furthermore, in the case of Swan v. Tablot, the precedent was affirmative that equity will not allow an individual to escape liability claiming he was not sober upon