Irony in Act 1 Romeo and Juliet Essay Example

Irony in Act 1 Romeo and Juliet Paper 1. Act 1 Scene 2 Line 39 The ironic event is between Capulet and the Serving man. Capulet gives the Serving man a list of names of people that are invited to his party. Capulet instructs the Serving man to tell the people on the list to come to his party. The irony is that Capulet doesn’t know that the Serving man is illiterate. The Serving man can’t read, so he can’t tell anyone on the list about the party. This ironic event actually leads to another ironic event. 2. Act 1 Scene 2 Line 61 After the one previously mentioned: The Serving man doesn’t know what to do.He has to give the list to someone who can read and have him or her read it to him. That is when Romeo and Benvolio stroll in. In desperate need of help, the Serving man gives them the list. The irony is that Romeo is a Montague, an enemy of the Capulets. This event also helps to progress the story. Romeo finds out that Rosaline, his one true love is going to attend that party. So he decides to c rash the party in order to meet her. Irony is being used as a way to progress the story. 3.Act 1 Scene 5 Line 48 (falls in love w/Juliet here) Romeo is in love with Rosaline at the opening of the story. He sees Juliet at a party and falls in love with her. Benvolio is unaware of this. An example of dramatic irony. 4. Act 1 Scene 5 Line 51 In this scene, Romeo falls in love with Juliet when he first sees her. The irony is that he came her to see his â€Å"true love† Rosaline, yet he fell in love with another girl. Also, Romeo says many times that Rosaline would be his only love, yet on line 60, he complete disregards his love for Rosaline.He says,† For I ne’er saw true beauty till this night. † He’s saying that he has not seen true beauty before, until he saw Juliet. This is also an important event because this is where Romeo and Juliet’s relationship starts. 5. Act 1 Scene 5 Line 148 Go ask his name: if he be married. My grave is like to be my wedding bed. This is said by Juliet to the nurse in regard to Romeo after first meeting him. She is stating that if he is married or unavailable to her, than she would just die in anguish because she has fallen completely and utterly in love with him.This is ironic because although she does not know it, Juliet will die if she DOES marry him. The audience are aware of this because the prologue states that they will both die- we have an insight into the ending of the play. This increases the irony and also touches on the idea of fate which plays a huge part in the play and in Elizabethan times. We know what is to happen, we can do nothing to change that. This creates numerous opportunities for dramatic irony as shown throughout the play.

Life Of Hitler Essays - Nazism, Hitler Family, Adolf Hitler

Life Of Hitler Essays - Nazism, Hitler Family, Adolf Hitler Life Of Hitler On April 30,1945, Adolf Hitler committed suicide in an underground bunker near the center of Berlin. His dream of a Thousand - Year Reich lay in ruins. German cities had been bombed, German armies captured or destroyed. A week after Hitlers death, Germany offered unconditional surrender to Allied forces. The nightmare of World War 2 in Europe came to an end. Hitler was the only man responsible for the horrors of World War 2. But it was his dream of world domination that possessed Germany. For twelve years he had the opportunity to make the world over in the image of his sick fantasies. He nearly succeeded. Hitler was one of the most hated men in world history. But he cannot be dismissed as simply a monster who through the accidents of history reached great power. Hitler was a man whose prejudices and fears were shared by many other people. He gained their trust, even their adoration. Millions, after all died fighting in his name. We must take Hitler seriously both as an individual and as an effective politician in order to understand how he gained so much power and how he abused that power. Only then will we be able to appreciate the profound evil of Hitler and Nazism. Adolf Hitler: The Man Behind the Mask! Adlof Hitler was born April 20, 1889 to Alois and Klara Hitler and had a little sister Paula and half-brother Alois J.R. and half-sister Angela. Young Adolf was a good student in elementary. Energetic and smart, leader among children his own age. Loved warlike games. Had an outstanding gift as a speaker. It was also discovered Adolf could draw which encouraged him to want to become an artist. After returning to Vienna in February hoping to gain admission to the Academy of Fine Arts, but had been turned down and later turned down twice more after failing the entrance exam. He lived alone most of his life until Reihold Hanisch, noted his talent for drawing and suggested he produce postcards to be sold on taverns and on the street. They sold well and Hanisch suggested Hitler produce water color pictures which could be sold for more money. His mother died December 21, 1907 and he left Vienna later on in 1913 for he hated Jews and despised of his country because of the trade- unions, democratic rule, and mankind. So, he left Vienna and went to Munich to study art and architecture, while in the mean time becoming fascinated with politics as he continued to struggle as an artist. When all hopes of Hitler becoming an artist were lost World War 1 had started when Archduke Franz Ferdinan was assassinatedon June 28 in Sarajevo. After that Austria declared war on Serbia, Germany declared war on Russia and France. Hitler volunteered for the German army and was accepted. He saw action on the western front facing British, French, and Belgian troops. Hilter worked as a messenger. He had receives six medals for bravery including the Iron Cross Medal which is Germany's highest military honor. After Germany's defeat in 1917. Hitler felt military had stabbed Germany in the back for giving up and not wanting to fight. On June 28, 1919, Versailles Treaty was signed which caused a break down of military and police organizations. A first attept at political democracy was made, but failed. On March 31, 1920, The Nationalist Socialist Party German Workers Party was formed. (Nazi) It's symbol was the Swastika. Hitler then became a private citizen and wrote his book called Mein Kampf while in jail for a Putsch. The Nazi Party was declared illegal so the National Socialist Freedom Movement was formed. When released from jail on December 20,1924, Germany resumed role as leader of European Culture. Hitler was appointed Chancellor of Germany January 30, 1933. As a result Hitler wanted to control the world so he started conflicts and opening fire on countries. Starting with Czechoslovakia then Belgium, England and France. Hitler then wanted Poland, but in order to take Poland he had to make a Peace Treaty with Russia as he did in August of 1939. In June of 1941 Hitler turned adn invaded the Soviet Union which went well as Germany had scored another victory. Being that Hitler disliked Jews he decided to attack any and every Jew in Europe to create a one race nation. The first large scale physical attack occured in November, 1938, after this attack Concentration or Death Camps were set up to rid

Business Process Management Essay

BUSINESS PROCESS MANAGEMENT PROJECT FRAMEWORK FAKULTAS EKONOMI DAN BISNIS JURUSAN MANAJEMEN UNIVERSITAS AIRLANGGA Nama : Dicky Tanamas Liemertha NIM : 041411231204 Kelas : J No Presensi : PEMBAHASAN Latar Belakang Nama † Surabaya † muncul di awal era Majapahit. Lokasi itu diyakini berasal namanya dari kata Sura atau Suro ( hiu ) dan Baya atau Boyo ( buaya ) , dua makhluk yang dalam mitos lokal , berperang satu sama lain untuk mendapatkan gelar † yang terkuat dan hewan paling†¦ been compiled by MAK Consultants to tackle the key areas of concern found within Dynatrix Pty Ltd and proposes potential solutions to the organisation. The key areas of review for this assessment include: †¢ Strategic and Tactical Planning †¢ Business Process flow and procedures This document summarizes the methodologies employed to complete the review and presents our findings and recommendations. Throughout this document we utilize terms such as will, should consider, and shall, for example,†¦ Student Name: Eltun Gadirov Student ID: 5945164 Degree Title: BA (Global Business Management) Level: UG Module: Business Management, and Decision-Making Process Module code: 206LON Teaching Fellow: Sunny Ramsurrun Assignment title: Coursework 1 Word count: 1.365 I, Eltun Gadirov confirm that this submission is my own work and I accept all responsibility for any copyright infringement that may occur as a result of this submission. Date of submission: 29.02.2016 Marks†¦ To implement the above management technique; business process improvement, for Five Below, Inc., it would be best to start with forming a process improvement team, instruct them and or train them in regards to business process improvement (BPI), and then create a plan of implementation. Utilizing information provided by Doss and Kamery (2006), there are steps that are needed. The first step of implementing business process improvement, the improvement must be organized. Organizing consists of constructing†¦ very likely key to success for any business, which is all because of the fact that BPM is composed of a system method of procedures to really operate an organization or business. Business Process Management (BPM) has the tendency to lessen the peril of unsuccessful procedures within a company, simply, because it is made up of all the processes and regular functions associated with the business and/or organization. Each person primary act of duty in the business is to fully understand what is actually†¦ Changes in BPM[edit] Roughly speaking, the idea of business process is as traditional as concepts of tasks, department, production, and outputs..[citation needed] The management and improvement approach as of 2010, with formal definitions and technical modeling, has been around since the early 1990s (see business process modeling). Note that the IT community often uses the term "business process" as synonymous with the management of middleware processes; or as synonymous with integrating application†¦ As a part of the strategic management process, one must develop a business level strategy. These are the actions that firms must take to achieve competitive advantage. All of these action and such are known as sources of cost advantage or can be under another source known as product differentiation. Sources of cost advantage falls under 6 key categories. These categories are economies of scale, competitor’s diseconomies of scale, learning curve economies, differential low-cost access to productive†¦ Lecture: Business Process Management (BPM) Business Process Management (BPM) is a management approach focused on aligning all aspects of an organization with the wants and needs of clients. It is a holistic management approach that promotes business effectiveness and efficiency while striving for innovation, flexibility, and integration with technology. Business process management attempts to improve processes continuously. It could therefore be described as a "process optimization process." It is†¦ Business Process Reengineering and Human Resource Management By Hugh Willmott Judge Institute of Management University of Cambridge, UK A later version of this article appears in Personal Review, 23, 3: 34-46 (1994) For more information on published articles by Hugh Willmott please refer to http://dspace.dial.pipex.com/town/close/hr22/hcwhomeBusiness Process Reengineering and Human Resource Management Hugh Willmott Manchester School of Management, UMIST Abstract This article reviews the†¦ is study and then to analyze the impact of change management on Business Process Management System (BPMS) implementation. Business process Management faces several risks of failure just like traditional enterprise resource planning (ERP). Change has to be managed in a proper and appropriate manner. In order to control change management, collaboration and communication are very important factors so that success can be achieved. As change management or managing any identified change in an appropriate†¦

Critical Analysis of Andre Dubu's The Curse Essay

Critical Analysis of Andre Dubu's The Curse - Essay Example However, he continues to be remorseful and is overcome by self-doubt. He keeps thinking that he should have done something to stop the rape. His words, â€Å"I should have stopped it. I think I could have stopped it† highlight his feelings at that time. The central idea of the story is that man himself has to define what is right and honorable. One cannot always make the right choice between right and wrong. Sometimes one ends up making a safe decision in the name of right decision and this choice may become difficult to live with. This is exactly what happens to Mitchell in this story. The story revolves round the struggle the hero goes through as he tries to perceive the difference between doing the right thing, not being able to do the right thing and not doing anything. Andre Dubus uses an unconventional plot and places his characters in real life situations to explore his theme.. In this story like many of his other stories all his characters are well-meaning characters. They face situations that challenge their beliefs and face ethical questions such as self-interest, duty, truth, etc. The main character of the story is Mitchell. The story revolves around him and at the end of the story he is transformed from a carefree man into a man consumed by remorse and guilt. He feels old at the end of it all. Dubus describes his condition thus: â€Å"He did not know what it was like to be very old †¦ but he assumed it was like this: fatigue beyond relieving by rest, by sleep.† (Andre Dubus). Was Mitchell right in not doing anything? There are many factors to be taken into consideration if one had to decide whether Mitchell was right or wrong in not doing anything to stop the rape. Factors such as moral values of a person, the element of risk an d one’s natural instincts have to be considered. But in the end it is the given situation which determines how we act. In Mitchell’s case the situation was such that "doing the right

Aspirin Term Paper Example | Topics and Well Written Essays - 1750 words

Aspirin - Term Paper Example Lastly this summary of the literature studied is presented and a list of works cited is included also. Aspirin is synonymous for acetylsalicylic acid, which functions mainly as pain and fever reliever, and as an anti-inflammatory treatment. Aspirin decreases prostaglandin production which results in decrease in prostaglandin which alleviates inflammation and pain. When therapeutic doses of aspirin are ingested, the drug is rapidly immersed in the stomach, and peak blood levels usually occur within one hour. Following overdose, however, absorption and elimination are drastically altered. Peak levels are frequently delayed, and may occur six hours or more after absorption as a result of pylorospasm, bezoar formation, or the use of extended-release, enteric-coated formulations (Pierce et al,. pp. 65-212 ). In one extreme case, peak levels did not occur until 35 hours after ingestion (Rivera et al., pp. 53-90). Aspirin is mostly used for preventing heart attacks, strokes, ease pain, swelling, and fever. It can also be used to treat arthritis and gout attacks. Aspirin is prescribed to patients with indications of rheumatic fever or in order to protect bypass grafts and stents in the heart. Aspirin works by blocking chemicals that cause pain and swelling and lowers fever by changing the bodys thermostat in the brain. It also helps in stopping platelets from getting sticky and clumping, thus preventing blog clogging which result in heart attacks. Doctors recommend aspirin usage at a regular interval and mostly after having food. Doctors warn that aspirin should not be given to children and teenagers for flu signs or chickenpox and unsafe side effects may happen if taken while taking some other drugs. Additionally children younger than 16 years of age for those having flu or chickenpox symptoms should not be prescribed aspirin or if the patient has an allergy to aspirin or any

Dormitory rooms Essay Example for Free

Dormitory rooms Essay As students move on in their lives after high school to college, many think that their lives will become paradise. With many house rules abandoned and without a curfew, students get the first taste of adulthood. Many think everything will be easy; however, from the dining halls to having no money students learn that being an adult is harder than parents display. Campus life shows students what they perceive is very different than the reality of life. In my opinion, living on campus in a dorm, supplies a student the full experience of the college life. When I imagined living in a dorm room, I imagined a very small room and hardly having any space to walk around. However, the rooms are actually quite big. There is plenty of room to walk around and even play some crazy, goofy games with a roommate. I thought the most exciting part of living on campus was going to be able to meet new people and live in a new environment. Because I am so far from home, my biggest hope was having a roommate who was easy to get along with and could have fun, and I definitely got that. The bathroom situation, I thought, was going to be the worst part of living on campus. However, in reality, it is not as bad as I had thought. As a student-athlete living in a dorm where the entire floor houses athletes, the bathroom has a maximum of five people using the facilities at a time. This works because of each athlete on a different schedule. In actuality, living on campus is very exciting and there should be no worry considering the problem with space, meeting new people, or the bathroom being very full to the point of not being able to use it. As an athlete living on campus at Western Nebraska Community College the athlete receives a dorm family. A dorm family is a family around town that â€Å"adopts† the student for the two years while attending the school. The family opens up their hearts and lets the athlete come into the family. The family attends sports events that the athlete plays and supports the athlete. I have a dorm family, and I love them. When I first thought of having a family that would open up their home and family to me I thought it was going to be awkward. However, having a family in town that has opened up their home and hearts has been great. It helped me know that there are people here in town who are willing to help and support me. Additionally, living in the dorms and living on their own, without parents, helps students find many new found freedoms that they did not have before. With living in the dormitories many students stay out late on all nights of the week, because they had a curfew at home and now they do not. The first week of school I stayed out late when I could. However, this staying out late situation did not last long, because I had been slammed with homework and after I was done with my homework all I wanted to do was sleep. With these newfound freedoms I learned very quickly how I was going to manage my time and make sure I got my sleep. When first living on campus I learned how easy I had it while living under my parents’ roof and the responsibilities that I didn’t have that I have now. When thinking that I was moving out of my parents’ house I thought it was going to be great. The freedoms I would have were going to be tremendous compared to what I had back home. However, when thinking of the freedoms I never thought of the responsibilities that I was going to have. When at home, laundry was done and living on campus causes me to do my own laundry and pay a dollar fifty for it. At home I always had someone harping on me to do my homework, make my bed, and clean my room, but on campus there is no one around to do that except myself. I had to learn to manage my time wisely and make sure I stayed up in my schoolwork. As a new freshman in college, like myself, sees his or her schedule and thinks, â€Å"man this is going to be a tough year. † This was my reaction when I saw mine at least. As a new student at any school I thought classes were going to be hard, one, because I didn’t know anyone; two, because I want to accomplish a difficult degree; three, because I didn’t know how I was going to manage the homework load and basketball at the same time. Although, when I got to the campus and started the school year I found out that staying caught up with school really was not as hard as many people make college seem. College classes are a lot like high school classes, just a lot more homework. Once I figured out how I could manage my time with basketball, study time, and have somewhat of a social life, my days became easier. Furthermore, expecting high quality food when entering into a college is putting a lot of confidence into the cooks that have to cook for hundreds of people everyday, three times a day. As a freshmen student entering into the college experience, I expected the food to be very good. I understood that the cooks had to cook for many people each day, but I expected that the food was going to have a lot of taste. When I first came to the campus and had my first meal the food was very good. The food on campus did not necessarily get any worse; it had gotten old. When I say old, I do not mean spoiled or rotten, I mean boring. The food all ends up tasting the same each and everyday. By the third week of living and eating on campus at the dining hall I began to realize how much I loved my mother’s home cooked meals. Lastly, money is a big problem for many college students. When I thought I was going to save all my graduation money for college, I thought that I was going to have a lot of money, but as reality turns out I have no money. Living on campus and living on my own made me realize the things I need to buy and the things I just want. The difference between what I needed and what I wanted was crucial for me to determine what I should spend my money on and what I should not. As a student-athlete I go to my parents a lot for money still, because I do have not time for a job considering homework, school, and practice time. In conclusion, campus life shows students that what they perceive is very different than the reality of life. Students living on campus have to share a dorm room with someone, the room is big, and there is not a lot of girls in the bathroom at once. Athletes have a dorm family who â€Å"adopts† them and welcomes them into their home. Students have a lot of freedom and can stay out late, but might have a lot of homework so it would be smart to not stay out. Many students also have a schedule with classes that may seem tough, but if they manage their time they will be just fine. The food is not high quality food, and it gets old. Students living on campus begin to miss the home cooked meals. Finally the money problem, I thought I was going to have a lot of money but turns out, I do not have a lot of money, I will buy what I need and not what I want.

Drug Abuse Among American Teenagers Essay -- Drug Abuse, Substance Abu

Drug Abuse Among American Teenagers Drug abuse in America is a major problem. Especially among teenagers. Drugs have hurt the lives of nearly 40 percent of all teenagers in America. Either with health problems, DWIs, highway crashes, arrests, impaired school and job performance. These drugs that teenagers use range from Alcohol, LSD, Marijuana, and even Cigarettes. Most of the teenagers that are involved in drug abuse have either, broken families, parents that are drug abusers, a unstable environment where they are constantly moving from place to place, or there parents aren't exactly making a lot of money and they are never around because they are trying to make enough money for them to survive. But even to most ordinary teenager can have a drug problem depending on there friends, and relationship with there family. These teenagers turn to drugs because they have no where else to turn. There family members aren't ever around, or hardly ever around. Some teens may have there parents around, but they too are involved with drug abuse, giving little or no attention to there children. They may have dropped out of school, or aren't meeting the standards set for them to meet, giving them a sense that they aren't worth anything. So what do they do? They turn to drugs, thinking that it will take all there problems away. They soon discover new friends with the same outlook on drugs as they have. And now they have a place to turn, a place where they will not be rejected or put down, a place where nothing matters, everyday is a good day. Until they finally just fall apart. The reason most teens get involved in drugs is because they have what's called a low inner and outer containment. Inner containment is what people believe is right... ...ervices, 1996). 2. The Gallup Organization, Consult with America: A Look at How Americans View the Country's Drug Problem, Summary Report (Rockville, Md.: March 1996). 3. Substance Abuse and Mental Health Services Administration, Preliminary Estimates from the 1995 National Household Survey on Drug Abuse. 4. Rand Corporation, Modeling the Demand for Cocaine (Santa Monica, Calif.: Rand Corporation, 1994). 5. W. Rhodes, P. Scheiman, and K. Carlson, What America's Users Spend on Illegal Drugs, 1988-1991 (Washington, D.C.: Abt Associates, Inc., under contract to the Office of National Drug Control Policy, 1993). 6. National Narcotics Intelligence Consumers Committee, The NNICC Report 1995: The Supply of Illicit Drugs to the United States (Washington, D.C.: Drug Enforcement Administration, August 1996). 7. Office of National Drug Control Policy, Pulse Check

Racial Politics

The push for racial equality in the United States got a boast from the demands placed on all facets of society during the Second World War. The mobilization effort relied on the black race to win the war and once it was over, there was no turning back. Furthermore, the ideals of freedom and equality, which were the backbone of the Allied war cry and the foundation for the anti-communist Western movement, did not sit well alongside Jim Crow laws and public acts of racial discrimination.The Jim Crow System of segregation was a process in which white Southerners legitimized their racial supremacy over their black counterparts. It was a system based on ethnic and racial differentiation. It is important to note that such a system enabled the â€Å"definition of racism as an institutional fact† (Singh, 2004, p. 22). This is evident if one considers that such a system enabled â€Å"the construction of black people as subjects proscribed from participating in the social state in whic h they live† thereby positing them as entities â€Å"whose relation to the public is always in racial doubt† (Singh, 2004, p.22). The possibility of such is better understood if one considers that differentiation entails the recognition that races are different and as such, it creates a political setting that separates races [e. g. distinction and hence separation of the whites from the blacks]. In addition to this, it also separates and ultimately, limits or confines races to a social sphere with corresponding social functions that are imposed on them. In lieu of this, the importance of the Civil Rights movement lies in its attempt to breakdown and free society of this idea of racial differentiation.Contrary to popular belief, the Civil Rights movement did not begin in the 1950’s and end in the 1960’s; instead, it has been an ongoing process since the Compromise of 1877, through to the present day. The movement has encompassed not only political equality but also housing, education, and economics, to name a few. Moreover, Jeanne Theoharis (2003) argues against the dominant notion that the civil rights movement was a nonviolent movement born in the South during the 1950’s that emerged triumphant in the early 1960’s only to be derailed by Black Power and the white backlash when it moved North after 1965.Theoharis (2003) argues that an understanding of the movement necessitates â€Å"a fuller inclusion of Northern activism within the postwar freedom narrative challenges the notion that the movement went from civil rights to Black Power (p. 12). She notes, â€Å"that Black Power caused the decline of the movement, that self-defense was new to the movement in the 1960s, and that well-organized nonviolent movements were not as prevalent or successful across the North as they were in the South from 1940 to 1980† (p. 12).The Northern movement successfully used similar tactics as compared to the Southern movement such a s boycotts, sit-ins, rallies and grassroots. The difference however, was the internal concepts of race in the North. An example of the historical and political tensions that existed in the North can be seen in Alexis de Tocqueville commentary in 1831 when he stated, â€Å"the prejudice of race appears to be stronger in the states that have abolished slavery than in those where it still exists; and nowhere is it so intolerant as in those states where servitude has never been known† (Jacobson, 1998, p.22). On the surface, it seemed as if the North was anything but racist since the North had fought against slavery and never implemented Jim Crow Laws. Underneath this however, racism and discrimination were institutionalized within the economic and political system; and in both instances, the system was controlled by whites. This was noted by Sugrue (1996) in The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit. Within the aforementioned work, Sugrue outlined th e pre-existing presence of economic discrimination in postwar Detroit, which led to the 1967 riots.At the end of World War II, blacks were leaving for the North, just as northern cities began to lose money and jobs. The â€Å"Second Great Migration† led to an influx of unemployed blacks into northern cites with limited resources and jobs. Deindustrialization, combined with the Great Migration, exacerbated the persistent racial discrimination in labor markets and intensified the racial division within the metropolitan area. Though Sugrue focuses on the economic aspect of the issue, he does note that the origins of the urban crisis are much earlier than social scientists have recognized.In lieu of this, he stated, â€Å"there is no simple explanation for the inequality and marginality that beset the urban poor† (Sugrue, 1996, p. 5). In lieu of this, this paper opts to present an evaluation of the effect of the Civil Rights Movement in the United States. Such an analysis will consider the historical, philosophical and ideological underpinnings of the Civil Rights Movement. I will argue that American society was unprepared for such huge and radical changes [brought by Civil Rights Movement] because the issues involved were too complex.In relation to this, I will also argue that it is not only the case that society was not ready to handle such changes but also the legislated and enacted laws were directly attempting to change a social conception of race that had dominated United States [political, social, economic, and religious] culture since its inception. In proving my argument, I will focus on the aspect of â€Å"educational equality† as implemented in the process of Mississippi’s initial experiences in its implementation of school desegregation programs.In 1954, the United States of America’s Supreme Court decided a landmark case concerning educational and racial equality. In Brown v. Board of Education of Topeka, 347 U. S. 4 83 (1954), the Court’s ruling is grounded on the principle that the doctrine of â€Å"separate but equal† [this doctrine is referring to the segregation policy, more specifically, the segregation policy in the schools in the United States] will not and cannot provide Black Americans with the same standards and quality of education available for White Americans.The court thus, outlawed the â€Å"racial segregation of public education facilities† for the aforementioned reason. In relation to this, on May 17, 1954, the Warren Court handed down a 9-0 decision, which stated, in clear and certain terms that â€Å"separate educational facilities are inherently unequal†. Chief Justice Warren writes: â€Å"Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society.It is re quired in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms† (Imber & Geel, 2004, p.212). The aforementioned decisions may be best understood if one considers that racial segregation [as the court sees it] is against the pronouncements of the Constitution. The segregation of students on the basis of race or ethnicity and the legalization of a segregated public school education through the enactment of certain statutes serving to legitimize th e creation and operation of schools that are exclusively for Whites or for Blacks, is clearly, not justified. The Supreme Court’s ruling in Brown v.Board of Education of Topeka remains and is still considered as a turning point in the Civil Rights Movement in the United States. Within Mississippi, the attempt to account for the implementation of the aforementioned decisions occurred during the later part of the 20th century [1970’s]. The reason for such lies in the high amount of white resistance to school desegregation. In lieu of this, the result of the elimination of the desegregation system was set on white terms. This is evident if one considers that during the process, race was considered as a high factor in the consideration of a school’s teachers and administrators.Black teachers and administrators thereby lost their jobs and the black community saw an erosion of the control they had exercised over their children's education (Bolton, 2000, p. 782). In th e years that followed, as federal support waned, efforts in Mississippi and across the nation to create unitary school systems usually floundered, in many cases leading to a resegregation of schools (Burger, 1982). In the decade before the Brown decision, upgrading black schools within segregation was considered a viable alternative to school integration by both blacks and whites.This strategy of educational equalization sought to ensure a balanced distribution of resources between separate black and white schools. From 1925 until 1950, black southerners, focused their efforts on trying to equalize educational spending rather than directly assaulting the doctrine of separate but equal. In addition to this, after the organizations shifted its tactics to challenge the Jim Crow system, many black southerners continued to embrace the equalization policy as the best method for improving black education.The necessity of such was posited by Burger (1982) during his oral account of history during the 1930’s to the 1960’s. Burger (1982) noted that the importance of the aforementioned segregation system lies in its ability to provide good education for the black people. He noted, â€Å"There was interest to help the black high school to be established and survive [however] it didn't get much support locally†. According to Burger, the difficulty of the situations within the black schools is evident if one considered that â€Å"there was no money there [black schools]†.In addition to this, he noted that during the 1930’s to the 1960’s, the black schools got â€Å"little aid†¦ from the county†¦ [It] was just a little bit of sixteenth section money and maybe one or two other funds†. Southern state governments in the decade after World War, faced with both a federal government increasingly sympathetic to the cause of black civil rights and changes in the region's demographics and economy that threatened to undermine the racial status quo, also recognized that a little more emphasis on the â€Å"equal† part of the separate but equal equation might be prudent if segregation were to be preserved.After the war, these states all began or enhanced programs to improve black education. As opposed to this some southern states, such as Mississippi, continued to advocate educational equalization even after the Brown decision had declared segregated schools inherently unequal, in the vain hope that the federal government might somehow still accept an improved version of separate but equal over desegregation.During the aforementioned period, within the Mississippi area although implementing the Brown mandate ultimately proved difficult, educational equalization was never a viable alternative. Such is evident not merely in the efforts to enable student desegregation but also in providing education for the black professionals within the field of education. An example of such was evident in Dr. Burgerâ €™s situation during the period.As a black principal in Hattiesburg during the period that he sought to obtain a master's degree in the early 1950s, he had to take a leave of absence without pay. In order to fully understand such a situation, one must thus be careful of the nuances involved in his or her understanding and analysis of the Civil Rights Movement, what the movement sought to achieve and the means in and through which its prominent leaders and advocates believe to be both proper and effective.As may be noted in the development of the civil rights movement, from the historical, philosophical and ideological perspectives, the proper and effective means in which the recognition of civil rights be regarded as fundamental rights that ought to be granted to every citizen of the state and not only to a selected few, is through the tedious process of â€Å"legislation† and â€Å"affirmative action†.By these two concepts we mean a legal mechanism (1) â€Å"for the institutionalization of certain laws and statutes† and (2) â€Å"for the correction of certain laws and statutes to address and correct the mistakes committed in the past† so that the law may be said to fulfill its function, that is, to administer social justice. The above discussion gives us an idea of the complexity of the problem that needs to be resolved.At this point, it is not difficult to see that all of these things involve the very notion of â€Å"power relation† at the very core and as such, it may be said that the whole historical, philosophical and ideological developments of the push for racial equality in the United States was held fast by this very notion. Power relation then, both as a notion and a political phenomenon, is constitutive of the problem that was explored by the paper.As I see it, the problem with the civil rights movement was that it was not universal; instead, there were those who defended and supported the movement and there we re those who opposed. It was not able to gain an inter-subjective consensus, so to speak. In the face of such a complex problem, legislators in the past should not have merely taken into consideration that the problem would appropriately and effectively be addressed by mere acts of rapid legislation. Rapid legislation, as what the legislators in the past did, and as will be argued in this thesis is not the solution to the problem.In fact, it made the problem worse by failing to consider the interweaving and interconnected issues that were involved. In the case of Mississippi, the formulation of legislations that opted to eradicate the aforementioned cases of segregation merely led to the further specification of the events that enable segregation. It is important to note that the downside of such lies in the fact that such cases of segregation or racism were enabled by the existing laws of Mississippi during the period in discussion.The oral history narrated by Dr. Burger serves as an example of such. True, the expedited implementation of civil rights on all facets and areas of society created considerable â€Å"changes† on the realms of the social, political and economic but the question whether such huge and radical changes were appropriate and effective remained without a satisfactory answer since the phenomenon is in itself deeply embedded in the culture of the American society. References Bolton, C.â€Å"Mississippi’s School Equalization Program, 1945-1954: ‘A Last Gasp to Try to Maintain a Segregated Educational System’†. The Journal of Southern History 66. 4: 781-814. Burger, N. (1982). â€Å"Oral History with Professor N. R. Burger. † Interview by W. Pyle. University of Southern Mississippi. Retrieved February 27, 2008 from http://anna. lib. usm. edu/~spcol/crda/oh/ohburgernp. html Imber, M. & T. Van Geel (2004). Education Law. London: Routledge. Jacobson, M. (1998).Whiteness of a Different Color: European Immig rants and the Alchemy of Race. Cambridge, Massachusetts: Harvard University Press. Singh, N. (2004). Black is A Country, Race and the Unfinished Struggle for Democracy. Massachusetts: Harvard University Press. Sugrue, T. (1996). The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit. New Jersey: Princeton University Press. Theoharis, J. & Woodard K. (2003). Freedom North: Black Freedom Struggles outside the South, 1940–1980. New York: Pal-grave.

Monroe Versus Madison.

Corey Salva Mr. Vieira APUSH 10/15/10 Marbury vs. Madison In 1803, a single case managed to change how America's government would be run forever. In John Adams' last few days as president, he appointed a small group of Federalists into power. When Thomas Jefferson was elected into office, and he told James Madison to not bring the commissions to an appointed â€Å"midnight judge† named William Marbury. This gave the newly appointed Chief Justice, John Marshall, a great opportunity to spread his Federalist influence deeper into the American government.When Marbury found out that his commission was being held back by Madison, he sued for its delivery. This event brought about the case of Marbury vs. Madison. Marbury v. Madison was the first time the Supreme Court declared something â€Å"unconstitutional†, and established the concept of judicial review in the U. S. (the idea that courts may oversee and nullify the actions of another branch of government). The landmark dec ision helped define the â€Å"checks and balances† of the American form of government. This case influenced how the government would establish laws forever.The biggest issue in the case was whether or not the commission could be forced on its delivery. The biggest questions of the case were: does Article III of the Constitution create a â€Å"floor† for original jurisdiction, which Congress can add to, or does it create an exhaustive list that Congress can't modify at all? If Article III's original jurisdiction is an exhaustive list, but Congress tries to modify it anyway, who wins that conflict, Congress or the Constitution? Most importantly, who is supposed to decide who wins?On February 24, 1803, the Court rendered a unanimous (4-0) decision, that Marbury had a right to his commission, but Congress did not have the power to force Madison to deliver it. This seemed like a loss for the Federalist people in the government, but in fact, it changed how the government wou ld work forever. Marshall was enable to enact Judicial Review, which gave the Supreme Court the ability to determine whether a law passed by Congress was constitutional or not. This was extremely influential in America's government, for this is still in use today. Marbury was never appointed a Justice of Peace in the District of Columbia.

Billy Budd Essays - Billy Budd, Billy Kessler, Pale Yellow Skin

Billy Budd Essays - Billy Budd, Billy Kessler, Pale Yellow Skin Billy Budd There is much to be said about innocence. If one is with innocence than one can do no wrong. But that is not all to be said. Innocence is not always a good thing. It could make one naive or blind to certain evils. Like in the case of Billy Budd. Billy was innocent from evil and therefore could not see the evil of John Claggart approaching him, out to destroy him. It is known Billy's innocence was his down fall by hiding the true evil from his eyes. But why was John Claggart out to destroy Billy?. There are several reasons why John Claggart attempts to destroy Billy Budd. John Claggart wants to destroy Billy because he is extremely wary of Billy's intentions. He has come to believe that Billy is planning a mutiny and wants to take over the ship. Claggart reports this to captain Vere saying," During today's chase and possible encounter I had seen enough to convince him that at least one sailor aboard was dangerous." Meaning that he felt Billy was against them. Claggart felt that Billy's big plan was to get in favor of all the men on the ship and then turn them against the captain. Captain Vere responds by having Billy and Claggart meet in private where Claggart can openly accuse Billy of this crime. Fortunately, Claggarts attempt to destroy Billy for mutiny fails because he is struck down by Billy in one blow, ending the matter, but opening a much more serious one. Claggart is also seen as attempting to destroy Billy due to his evil nature in general. Nothing depicts Claggart's evil nature better than the way he looks. His cleanly chiseled chin and cunning violet eyes that can cut lesser sailors with an evil glare. His pale yellow skin and jet black curly hair; they all contrast his character. He is out to destroy Billy because of the conezt struggle of good and evil. Billy is innocent and cannot comprehend evil therefore making him good. People calling Billy "baby budd, and handsome sailor" just seem to contrast the good in him even more. Claggart was born evil and therefore is evil. Claggart would naturally be out to destroy Billy because he is what he is against. Just good vs. evil in a battle for control. That is why Claggart is naturally out to bring the downfall of Billy Budd. It is very true that jealousy is another reason why John Claggart wanted the destruction of Billy Budd. Claggart was never well liked by the crew he was watching over. This would not have been a problem except that Billy Budd was so very liked by the crew. Every time he saw the love of Billy he was reminded of the dislike of himself. One old sailor on the ship noticed this too and warned Billy by saying, "Jimmy Leggs is down on you". Jimmy Leggs referring to Claggart. One inezce which occured in the kitchen just made matters worse when Billy spilled the soup he was making and it ran down the corridor just as Claggart was walking by. Claggart did not openly get angry at Billy for the accident, but inside felt he had done it on purpose. As the soup ran down the corridor it seemed to symbolize an actual line drawn between the two. The resentment Claggart felt for Billy made him look him too critically. That is a good reason why Claggart could have thought Billy was planning a mutiny and would want him destroyed. He was just jealous of Billy's popularity. There are several reasons why John Claggart attempts to destroy Billy Budd. One might ask why and come up with the obvious and not so obvious answer, even though we know the real reason for his downfall. That was his innocence. Yes, Billy Budd was innocent of evil, but that innocence is what made him unable to see the evil out to destroy him in Claggart. Too much innocence is not always a good thing, but a little helps from doing wrong. There is quite a bit to be said about innocence.

Are Trickle-Down Economics a Viable Theory in Today's Economy Research Paper

Are Trickle-Down Economics a Viable Theory in Today's Economy - Research Paper Example The people, in turn, will have more money to spend in the economy.†2 Therefore, are trickle-down economics a viable theory in today’s economy? The average person has no concept of why anyone would give huge tax breaks to the wealthy. This argument has been prevalent since the rich has taken advantage of economic freedoms to increase their profits. It seems only fair to the ordinary taxpayer that they should give back a larger share than those who are not wealthy. This theory is the basis for the progressive income tax within the United States. The government taxes the higher tax brackets when their income increases in excess. The trickle-down theory promotes that tax breaks for the higher income sectors will benefit all. The average income earner cannot begin to fathom the reasoning behind this. Looking at history and the principles of supply and demand, some economists would say that efforts should be made to increase the supply or production of goods and services. Othe rs would argue that a slow demand for goods and services is the problem, and efforts should be made to increase demand. The 19th century French economist Jean-Baptiste Say argued that economic growth will grow naturally if you boost production. This has become known as Say’s Law. ... Therefore, there has to be a demand that is not being satisfied. What they desire is either too expensive or not being made. Making products that are in great demand will, in turn, drive down the cost and create profits for the producer or seller. This process satisfies the need or demand and turns the wheels of the economy. In the 19th century this theory was a viable way to access the situation. Thomas Jefferson even stood by the theory. When the Great Depression began in the 1930s, some economists’ views began to change. The British economist, John Keynes, argued â€Å"that there are such things as overproduction and lack of demand, and the key is to increase demand rather than supply.†4 It was his understanding that consumer demand should be promoted instead of production, and this would create jobs and production through higher consumption. Keynes introduced many theories in order to stabilize the economy on a short-term or immediate basis. He introduced policies t o adjust interest rates, which adjusted available money. He also introduced policies that encouraged government spending and taxes, which would boost demand. A major part of these adjustments were to increase taxes on the rich and reduce taxes on the poor. It was his contention that the rich would invest their money producing more products and the lower income people would more than likely spend. Therefore, the oversupply of goods would be taken care of on its own, which was the source of the problem. Keynes’ philosophy of economics continued for at least three decades. By 1970 Say’s Law began to emerge again as a viable theory. Once again, trickle-down ideas were gathering support of some economists. If we think of trickle-down economics as a catalyst to boost production, it uses Say’s

MKT305 Coursework Example | Topics and Well Written Essays - 750 words

MKT305 - Coursework Example is improving the customer shopping experience since web-to-store transactions have eliminated the problems encountered in home delivery (Weinstein and Cahill 2014). Web-to-store has enabled the retailers to use their existing networks and group parcels thus increasing their sales volumes. According to marketing theory, target marketing requires market and customer segmentation and effective customer segments should be identifiable, accessible, measurable and reachable through the marketing and distribution channels (Egan 2007). The market should be sufficient and should have unique needs and thus ‘click and collect’ service of Marks and Spencer targets the online shoppers who have embraced e-commerce. The distinct customer characteristics include the life stage, the social-economic status, purchasing intensity and online involvement of the customers. Marks and Spencer targets young adults and techno-savvy consumers who have busy schedules that demand. The target customer segment includes the working professionals, students and middle-income customers who prefer shopping at the comfort of their homes. This customer segment often outsources the delivery to a third-party and do not have the control or opportunity to track the delivery of the orders to their homes (Hart 2003). The online shoppers believe that shopping is fun and explore a lot of information online before making a purchase decision. The customers have an appealing income and are techno-savvy since most of them get information from their internet enabled devices. The customers are enthusiastic and impulsive and tend to spend most of their income on entertainment, fashion, books and new personal devices due to their exciting lifestyles (Hart 2003). The customers are reflective and motivated by knowledge and thus compare different products before making the purchase decision. Another unique purchasing behaviour is the demand for stylish, functional and value for money and thus the customers prefer