Propaganda Model Research

Garrett Morgon essays

Garrett Morgon essays Garrett Morgon was born on March 4,1877 in Clayville, Kentucky. Garrett was the second child in the Morgon family. Garrett got his name by his matermal Garretts mother was named Eliza Reed. She was the doughor of the Reverend Garrett Reed. He was the ministor of the church where Garrett was babtized. Garrett attended Branch Elementary School in clayville. He only attended school for the first three months, he worked in the fields for the other nine months. Garrett would burn inside when he thought of having to go back to the fields to work. When he was fifthteen, he asked his parents if he could leave to go on his So Garrett left his home in Clayville and left for Cincinnati, Ohio where he worked as a handyman for a while for a white land owner. He saw no future in this, so he moved to Cleveland, Ohio where he only arrived with only a dime. Soon after he invented the safety mask ( The Safety Hood), he came up with a new device. One day he saw an accident with a carriage growing numbers in automobiles on the streets he said Why not have electrical light signals at intersections with different colored lights as signals for stopping or The first born traffic light signal system (which is now used allover the world), was first used on November 1923 (U.S. Patent number 1,475,024). The traffic signals where bought from Garrett to GE (General Electric) corporation for the sum of $40,000. Before his death, Garretts traffic signal was cited by the U.S. goverment for inventing the first traffic signal. After two years of illness, on July 27, 1963 Garrett died at the age of eighty-six. Garrett life was a long, happy, and extremely useful one. The world is safer because of his long work! ...

Company law Essay Example | Topics and Well Written Essays - 1500 words - 3

Company law - Essay Example Through the legal frameworks, entrepreneurs who wish to run companies are guided in matter pertaining to establishing and running the companies. The formation of a company may be seen under the law as separate from the association of persons in that it can be held responsible under certain circumstances to be distinct and thus be liable in civic responsibility in which the persons forming it fail to take responsibility. Whenever the persons forming a company fail to perform or deliver as expected in terms of responsibilities and tax conformation, a company stands as a legal person who can take limited liability and who can equally be held responsible under law. Furthermore, the existence of a company as a legal entity confers the company the power to form associations with other companies to form corporate whose responsibilities upon dissolution must be terminated through a certificate of dissolution in order to avoid future responsibilities charged over it as a legal person. Under t he UK law (CA 2006) provisions, companies are interpreted to be separate from their directors and shareholders and under very few circumstances are companies taken in a common sense with their controllers (Commune, 2006, p.3; Anon, nd, Para 1-4). Nevertheless, under certain conditions and provisions, the director or the persons running the company may be interpreted to be part and thus be held responsible for the case of debts and other liabilities. Such instances may be whenever the director(s) may owe the company on shares or in form of assets. Under such discussion, a company owns property and assets distinctly from the proprietors and as such, the directors and the shareholders have no, legal provision to take any property from the company even though they may be having a hundred percent shareholding capacity. This therefore implies that future management has power to sue any previous director under the circumstances of mishandling the company though it belonged to them. On the other hand, the UK law also acknowledges that a company is wholly responsible for its liabilities and debts and under such, the directors or even shareholders have no obligation to pay a company’s debts (Masons, 2010, para 1-3). The legal framework of the United Kingdom acknowledges three types of companies; two of which are private companies but limited by guarantees or by shares and then the public limited companies. This paper intends to substantiate the authenticity of the company being a distinct entity or a different person from the persons who form it under the law as provided for under the United Kingdom 2006 company law frameworks (Anon, nd, para 1-5). In understanding a company as a distinct person or entity within the country’s framework, we shall consider a number of case studies under which, a company is wholly held responsible to argue its way out in instances of legal procedures where the directors or shareholders are not held responsible for any eventua lity. Case 1: Mr. Smith envisions and starts a company, which is limited by shares. Besides registering it under his sole directorship, he equally decides to buy a share from the company worth one pound and does it by full payment and as such, his share becomes fully bought. The company records

Blackberrys Social Scope as a Business Tool Research Paper

Blackberrys Social Scope as a Business Tool - Research Paper Example This papaer stresses that the initial ubiquitous team that developed the app, in the beginning made it as a mobile application. The project began under iPhone backing but switched to Blackberry because of background processing. This allows the user to monitor, as well as report, their tweeter feeds while continuing to use other apps on their platform. In business, the background processing allows the user to access their emails, browse information they do not understand, check on stock markets, and read their business Facebook and Twitter messages. These messages are pulled for viewing each time one switches back to using Social scope. Given Blackberry’s fundamental utility as a messaging device, the vibrant half-VGA display and QWERTY keyboard completes a two-way device for communication. This report discusses that the app also ensures that no delay is experienced when receiving Twitter messages, which can be crucial in an organization that relies on information. Social scope ensures that all recent messages are displayed on the screen. The entrepreneur does not require their app be left open in order to receive messages, and they do not require to re-login. The messages are just present when required, providing immediacy for the organization’s PR department. Red Robin Gourmet Burgers introduced their new burger line last month and turned to social media. Using Social scope to foster connections also allows companies to match the skills of employees working. for them across the world who, otherwise, would have found it difficult to communicate in between their work schedules. It has become especially valuable for business entities built on acquisition where the managers in the various divisions are not acquainted to one another. An American supermarket chain su ch as Shaw in Boston, has utilized Social scope for this purpose

Conducting a Physical Assessment Research Paper Example | Topics and Well Written Essays - 500 words

Conducting a Physical Assessment - Research Paper Example ystem consists mainly of his new-found friends at the same seniors facility, including those much older than him and who may have slightly different viewpoints on life and on other more important matters. His attitude is generally positive, looking to enjoy the rest of his life in a quiet manner. In this portion of the paper, the client is assessed based on a variety of factors which can affect his physical, emotional and mental health, either positively or negatively. Each factor is a reflection of how this factor impacts on a person throughout a certain period in his life. Two social factors – the first is making new friends at the seniors facility, which is quite a positive impact and the other factor is engagement in various leisure activities such as playing games of bowling or chess. Bowling is a relatively mild physical activity, while chess stimulates the brain and helps prevent or delay mental ailments, like Alzheimers or dementia. Any social or mild physical activity is encouraged to keep the client fit, as a potential nursing diagnosis. Two cultural factors – the client is not a native English speaker, and therefore speaks the dialect of his birth or his mother tongue. His English language proficiency skills is average, so he longs for people who can speak his own language. He also feels homesick at times, and he wants a nurse assigned who speaks the same language, as it can affect health (Andrews & Boyle. 2008, p. 265). The impact of this inability to return before he dies is negative, causing sadness or depression. In his old country, smoking is generally considered acceptable, especially among the males. It has a negative impact on his health as he had smoked for decades; he stopped smoking recently. An actual nursing diagnosis is to make smoking cessation a permanent fixture. Two economic factors – the client is well provided for, considering his children are well off and working in good paying jobs. Besides, he also has an adequate

Misuse of Information Technology

Misuse of Information Technology INTRODUCTION The word IT stands for Information Technology and it is defined as a part of engineering that contributes in creating and studying computer systems and computer application as well as being part of telecommunication, helping to retrieve, store and transmit data. In this current era many impossible things has been made possible with the help of Information Technology. In fact, many organizations are computerized and they use information technology in many ways in their day-to-day routine. The use of IT has becomes part of everybodys life. Information technology has many norms and rules that one should follow and respect. This is where the ethics of information technology comes into action. Ethic is the reflective study of the general nature of moral values, legal and social issues. There are some rules to be followed and standard to direct and control conduct of an individual at professional level. Most of the professional organizations which deal with computing have published their c ode of ethics. OBJECTIVE One should study computer ethics because doing so will make individuals behave like responsible people. One should also study computer ethics as it will keep the latter away from computer abuse and catastrophes. These can be done by studying the different code of ethics. A code of ethics is defined as a means to promote a variety of purposes and goals, in other words, it is a way to promote many motives. Misuse of Information Technology Computer crime is a very vast topic. It includes many mal functions by computer users. It is all about making bad use of information technology for personal interest or in order to create troublesome situation for others. Plagiarism is one aspect. It is passing off the work of other people as your own without giving any credit to them. Piracy is another topic worth thinking about because people make a lot of effort and spend lot of money to create or make something where other just make a copy of them instant of buying the original one. Crackers are basically attention who break into computer system and make illegitimate use of them. With the rapid evolution in Information Technology, the numbers of crackers are also growing. It is very difficult to get hold of all these issues that is why we have some association running, aiming to reduce and stop these concerns. Ethics from different perspective When talking about ethics in information Technology, there are different issues that come in our mind. In order to deal with these problems, there are many associations that have been created and some of them have been mention below. Many professions have established professional societies which have adopted codes of conduct. For example, the medical profession established the AMA (American Medical Association), and the legal profession established the ABA (American Bar Association) (Tavani 2007, p.100). These two associations deal with code of conducts of their members. The Association for Computing Machinery (ACM) and the Institute for Electrical and Electronics Engineers-computer society (IEEE-CS) are examples of professional societies recognized by the computing profession. The Association of Information Technology Professional (AITP) deals with level of conduct for professional. Institute of Electrical and Electronics Engineers (IEEE) Here we will be looking at the Institute of Electrical and Electronics Engineers code of ethics. The IEEE code of ethics contains ten general directives. The first four teach members to accept responsibility in making engineering decisions consistent with the safety, health and welfare of the public. The second command is to let alone difference of opinion wherever possible. The third instruction is to be honest and the fourth is not to accept bribery. These four commands are same for both ACM and the IEEE code of ethics. The member of the IEEE needs to accept responsibility in making engineering consistent with the safety, health and welfare of the public. They also need to avoid real conflict of interest wherever possible. They need to be honest in their work and while handling the organizations data. A member of IEEE should support colleagues and subordinates in their happening and achievements. The IEEE code gives a list of categories for nondiscrimination, but does include anything that might be interpreted to include sexual preference (Bowyer 2001, p56). The Association of Computing Machinery In 1992, the ACM adopted a new code of ethic and professional conduct with supplemental explanation and guidelines. The ACM code of ethics consists of eight general imperatives, eight specific professional responsibilities, six organizational imperatives and two elements for compliance (Bowyer 2001, p.50). Here we are looking at a scenario where a member of the ACM has to implement general moral. He will have to contribute to the society. He will have to avoid harm to others; he will need to be honest and trustworthy. He will have to be fare in his decision making and fair judgment. He will also need to respect property rights including copyrights and patents. He will have to give proper credit for knowledgeable property. He will need to respect the privacy of others, and he will also need to keep confidentiality. Now, we are looking at some more qualified duties, as an ACM computing professional, a member will have to work hard to achieve the highest level in both the development and outcomes of skilled works. He will need to obtain expert skills, which means that he will need to show that he can perform skillfully. The member needs to know and respect the laws belonging to the appropriate profession. He will need to give performance review of computer systems and their impacts together with the analysis of possible risks as well as respect arrangement made and the given responsibilities. He will need to improve good understanding of computing. And finally he will get the opportunity to use computer and communicating resources but with authorization. Regarding the Organizational Leadership Imperatives, a member of the ACM will need to handle social duties of the members of an organizational unit and fully take over his responsibilities. The member also needs to practice personnel and resources to design and build information system that will raise the self respect of the member. He must ensure that the members, who are getting access to the computer system and those who will be affected, will have their needs clearly stated during the assessment. Afterwards the system must be formalized to such a level so that it satisfies all the needs. The ACM member should also create favorable circumstances for others in the organization to absorb notion and bound of computer systems. There should be accordance with the code. The member of the Association of the Computing Machinery has to retain and boost the rules of the code. The member will also have to treat violation of this code unstable with membership in the ACM. The Software Engineering Code of Ethics The Software Engineering code of ethics starts with a summary of eight general ethical rules. The eight views represent different areas of concern for the software engineer: public, employer, product, judgment, management, profession, colleagues and self (Bowyer 2001, p.51). Computers have a role in industry, government, medicine, education and many more. Software engineers role start with the implementation part in the software life cycle where they deal with coding of the software systems. Software engineers have relative chances to perform well without causing harm. Together with the commitment, software engineers shall stick to the following code of ethics and professional procedure. The code contains definite rules related to the behavior of and decisions made. It is not expected that the individual parts of the code is to be used in isolation to justify errors. The code prescribes these as duties of anyone targeting to be or aiming to be a software engineer. The code is not a simple ethical procedure that brings ethical decisions. In some instances, the level could be in conflict with each other. Ethical conflicts can best be reported by considerate consideration of important rules, rather than blind confidence on guidelines. These rules should make a difference to software engineers to consider who is altered by their performance. In all these decisions, concern for health, safety and welfare of the public comes first, which means that the public interest is the most important. Software engineers shall perform reliably with the public interest. In other words, software engineers should be very loyal to their job. Software engineers shall act in a way that is best for their client and employer. Software engineers should also ensure that their outcomes meet the highest skilled standards possible. Association of Information Technology Professionals (AITP) The AITP code of ethics comes in two parts. One of which is the code of ethics and the second one is the standards of conduct. Sections of the standard of conduct are related to the members obligations to management. A member of the AITP code of ethics should be honest in all professional relations. He should be loyal and there should not be any kind of whistle blowing at any point in the organization. He should be ready to share his experience and knowledge with the other members. He should not take credit for work that he has not done, unless given permission. He should not take advantage of other members who lack experience or knowledge. The member should be up to date and he should have the skills required. Members should not make use of computer system for personal use. Conclusion The whole idea here was to see how ethics have become part of information technology and what the implementations of those ethical codes are. The code of ethics discussed here are more of voluntary kind in other word there is no observance against disobedience. Discrimination based on sexual preference is still a major concern in the community these days. Licensing is another issue worth talking about because companies or individual tend to buy a computer program and then have it installed on different systems. This debate will never come to an end until your internal moral sense guide you to take a step forward for the welfare of the Information Technology society, as it is always said lead by example. References Tavani,H. T., 2007. Ethics and Technology: Ethical Issues in an Age of Information and Communication Technology. 2nd ed. United States of America: Bruce Spatz. Bowyer,K. W. ed., 2001. Ethics and Computing: Living Responsibly in a Computerised World. 2ne ed. New York: The Institute of Electrical and Eletronics Engineers. Quinn, J.M. 2006., Ethics for the Information Age. 2nd ed. New York: Pearson Education. Bibliography Adams A., McCrindle J. R., 2008, Pandoras Box: Social and Professional Issues of the Information Age. West Sussex, England: John Wiley. Baase S, 2009, A Gift of Fire: Social, Legal, and Ethical Issues for Computing and the Internet. New Jersy: Pearson Education. Spindello A. R., 1995, Ethical Aspects of Information Technology. New Jersy: Prentice-Hall. Johson.D.G., 2009, Computer Ethics, 4th ed. New Jersy: Pearson Education. Online Resources http://www.cs.bgsu.edu/maner/ethicomp95/keynote3.pdf (last accessed 06.02.2010) http://www.bcs.org/server.php?show=ConWebDoc.2914 (last accessed 06.02.2010) http://www.southernct.edu/organizations/rccs/resources/teaching/teaching_mono/moor/moor_definition.html (last accessed 08.02.2010)

I Didn?t Know My Dad Was A Writer :: essays research papers

I Didn’t Know My Dad was a Writer   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  It came as a complete shock to me when I read an essay that looked as if it was taken straight from my father’s mouth. My father and the author could have been neighbors if not for the four states between Ohio and Texas. The essay is about the author, Scott Russell Sanders’, attempt to understand what women feel that they are missing; when in his experiences a man life has little if any privileges. I relate in every way with the author’s ideas. There is nothing I can’t connect with because I’ve heard these stories since I was two and see it all in my head. Sanders describes the pain and hardship that husbands and fathers had to endure. He, also, describes the advantages that wives and mothers had. He feels confused when he first is told of women’s oppression. He has never seen women’s work as hard when compared to that of men. Not until later in life does he look back and see, exactly, what women had to withstand. Sanders had never seen â€Å"...what a prison a house could be,† (77), until he took the time to look back in retrospect and see for himself. I agree with Sanders; men did have it much harder, physically, than the women. However, women’s lives were, mentally, just as difficult if not more so. Growing up, hearing stories my whole life of my grandfather working until his hands bled and only coming home, during the day, to bandage them; and my grandmother raising four children and keeping the housework done, the whole time keeping a vegetable garden; I was adjusted to these images. While reading the essay, I saw my grandfather’s â€Å"...hands tattooed with scars,† (Sanders 76), and my grandmother â€Å"...cater all day to the needs of young children,† (Sanders 77). Depending on the way you saw it one had it harder, but still, men and women both had difficult lives.   Ã‚  Ã‚  Ã‚  Ã‚  Sanders has written a compelling essay on his life but not everyone has lived his life. And not everyone has grownup hearing similar stories, so their opinions on the genders’ burdens will inevitably differ.

Learning Contract template Essay

We have provided this template to help you to build up and structure your learning contract. You will find an introduction to the learning contract in Activity 1.6 of the Study Guide and you will find detailed guidance in the Learning Contract Guidance. This will have been sent to you as a printed booklet and is also available on the Study Resources section of the Module web-site. For each of the five sections of this template there is a corresponding section in the Learning Contract Guidance (from page 10 onwards). You should work through and make notes on each section of the Learning Contract Guidance, to help you to develop your ideas, before you start to complete the relevant section of this template. We suggest you keep your initial notes and reflections on the activities in these sections of the Learning Contract Guidance in your Learning Journal; these will help you to develop your thinking about your learning contract and to decide what you want to write in each section. You can, of course, change the text you have written in this template document as often as you like. This is an important point because you are likely to find that your thinking changes as you work through the activities in the Learning Contract Guidance and that you will want to revise the content several times. For this reason, we suggest you to start drafting your learning contract well before week 10 when you will submit it as eTMA02. You may of course prefer not to use this template or to use it as a starting point and then to amend it – and this is fine. You are not confined to using exactly the structure we have suggested here, as long as you clearly cover each of the five elements. If you do use this template, you will find indicative word limits in each section which will help to give you a sense of how much you need to write – but you are free to alter these as long as you remain within the overall limit set out for eTma02 (1,600 words) . You will, of course, need to delete the instructions which are given in italics in each section before you submit it. This will leave you with the headings (in bold) and your own content. Template Section 1: Possible Learning Topics Read pages 10- 13 of the Learning Contract Guidance from the heading Section 1: Possible Learning Topics to the end of the section headed Pulling together your thoughts about Section 1. Make notes in your Learning Journal of your thoughts about the questions and illustrative cases in this section. When you are ready write here your thoughts about the topics you would like to study to make improvements in your performance at work. You will study these in the work-based learning inquiries which you will carry out from week 11 of this module. Remember that you are strongly advised to make one of your topics time management and to choose at least one of your topics from those covered in the Topic Guides (you will find further guidance on this in Activity 1.6 of the Study Guide). If you are a BUXS130 student one of your topics must be Customer care in the public sector. You should have two topics plus one reserve (in case either of the first two proves too difficult to study in practice). Explain briefly why you want to learn about these topics and why you want to make the changes to your working practices that you have identified. Suggested word count: approximately 200 words Section 2: You and Your Learning Context: Read pages 13-17 of the Learning Contract Guidance from the heading Section 2: You and Your Learning Context to the end of the section headed Pulling together your thoughts about Section 2. Make notes in your Learning Journal of your thoughts about the questions and illustrative cases in this section. When you are ready, use the notes you have made to write a short summary of how your learning experiences and work environment have influenced the choice of topics which you identified for your work-based learning inquiries in Section 1, and the way you will learn about each of them. Remember that your learning context includes your work environment and you will need to bear in mind how much freedom you will have to make changes to the way you carry out your work, as this will obviously influence the way you will be able to manage your learning. Suggested word count: approximately 200 words Section 3: Your Learning Objectives: Read pages 18-21 of the Learning Contract Guidance from the heading Section 3: Your Learning Objectives to the end of the section headed Pulling together your thoughts about Section 3. Make notes in your Learning Journal of your thoughts about the questions and activities in this section. When you are ready, use the notes you have made to help you to draw up one learning objective for each topic area that you identified for your work-based learning inquiries in Section 1 above. Remember to try to make each objective SMART (Specific, Measurable, Aspirational, Realistic, and Timely/Time-bound) as explained on pages 18-19 of the Learning Contract Guidance. You should also explain briefly why you have chosen each objective – this includes why you think the learning in each objective is important and how your work practice might be improved as a result. Remember to include your reserve objective (although you can comment on this more briefly than the other objectives). If you are a BUXS130 student, remember that one of your objectives must relate to Customer care in the public sector. Suggested word count: approximately 350 words Section 4: Learning Strategy and Resources: Read pages 21 -30 of the Learning Contract Guidance from the heading Section 4: Learning Strategy and Resources to the end of the section headed Pulling together your thoughts about Section 4. Make notes in your Learning Journal of your thoughts about the questions activities and illustrative cases in this section. When you are ready, use the notes you have made to help you to develop a plan for each of your learning objectives (again, you can do this more briefly for your reserve objective than for the first two). For each objective you should show: what steps you will take to carry out your work-based learning inquiry. This should include a plan of action which shows what you will be doing in each week from week 12 of this module. You may find it helpful to include some interim targets and/or a ‘table’ format to outline your strategy. an overview of the resources which are available to you and which you expect to use in carrying out your work-based learning inquiry. These might include Topic Guides, other online or printed articles and books, your mentor, your line managers and your colleagues. You should indicate your reasoning in selecting these resources and how you will choose, access, and make use of them. Where you identify people as a resource you should say what specific help will you seek from each of them, Suggested word count: approximately 500 words Section 5: Demonstrating Your Learning: Read pages 30 -40 of the Learning Contract Guidance from the heading Section 5: Demonstrating your learning to the end of the section headed Pulling together your thoughts about Section 5. Make notes of your thoughts about the questions, activities and illustrative case in this section in your Learning Journal. When you are ready, use the notes you have made to help you to explain how you will demonstrate your learning in relation to the objective you have decided on for each of your work-based learning inquiries. In each case you should explain: how you will show what you have learned about the topic which is the focus of your work-based learning inquiry (and which you identified in section 1 of your learning contract). how you will know whether you have achieved the objective you set for each work-based learning inquiry (and which you identified in section 3 of your learning contract). You should be able to identify measurable evidence or indicators for each objective. You should also be able to identify sources of evidence which will indicate that you are making progress at interim stages as well as evidence of achievement at the end of your work-based learning inquiry. As in previous section you should deal only briefly with your third objective. Suggested word count: approximately 350 words

Sharpie Pen Tie Dye - Use Science to Create Wearable Art

Sharpie Pen Tie Dye - Use Science to Create Wearable Art Normal tie dye can be messy and time-consuming. You can get a really cool tie-dye effect using colored Sharpie pens on a t-shirt. This is a fun project that even young kids can try. Youll get wearable art and may learn something about diffusion and solvents. Lets get started! Sharpie Pen Tie Dye Materials colored Sharpie pens (permanent ink pens)rubbing alcohol (e.g., 70% or 90% isopropyl alcohol)white or light-colored cotton t-shirtplastic cup Let's Do Tie Dye! ... except you dont have to tie anything. Smooth a section of the shirt over your plastic cup. You can secure it with a rubber band if you want.Dot a Sharpie to form a circle in the center of the area formed by the cup. You are aiming for a dotted ring about 1 in diameter. You can use more than one color.Drip rubbing alcohol on the blank center of the circle. I used the extremely low-tech method of dipping a pencil in the alcohol and dotting it on the shirt. After a few drops, you will see the alcohol spread outward from the center of the ring, taking the Sharpie ink with it.Continue adding drops of alcohol until you are satisfied with the size of the pattern.Allow a couple of minutes for the alcohol to evaporate before moving on to a clean section of the shirt.It doesnt have to be a circle. You can make stars, triangles, squares, lines... be creative!After your shirt is completely dry (alcohol is flammable, so dont use heat on a damp shirt), set the colors by tumbling the shirt in a hot clothes dryer for ~15 minutes.You can wear and wash your new shirt like other clothes now. How It Works The ink in a Sharpie pen dissolves in alcohol but not in water. As the shirt absorbs the alcohol, the alcohol picks up the ink. You can get new colors when different colors of ink mix together. The wet ink will diffuse, or move from areas of higher concentration to lower concentration. When the alcohol evaporates, the ink dries. Sharpie pen ink doesnt dissolve in water, so the shirt can be washed. You can use other types of permanent markers, but dont expect great success using washable markers. Theyll dissolve in the alcohol to make the tie-dye pattern, but theyll also lose color as soon as you wash them.

Scarlet Letter- Theme of Sin in the novel essays

Scarlet Letter- Theme of Sin in the novel essays In The Scarlet Letter, Nathaniel Hawthrone masterfully weaves many themes and uses character development to format the plot of this novel. The themes of The Scarlet Letter are carried out through the four main characters, Hester Prynne, Arthur Dimmesdale, Roger Chillingsworth, and Pearl. The prevailing theme seen in The Scarlet Letter is sin and its effects. All of the characters in the book are somehow affected by the sin of adultery and their whole lives are molded by the way they deal with the sin. The story begins with Hester having to go on the scaffold and stand there for three hours with her shameful sin exposed for all to see. On the scaffold, Hester experiences harsh words. A group of women is having a discussion in the crowd and one-woman states, At the very least, they should have put the brand of a hot iron on Hester Prynnes forehead. She may cover it with a brooch, or such like heathenish adornment, and so walk the streets as brave as ever. This statement shows that it was not enough that the townspeople knew she committed a sin, but they wanted to see the sin on her chest constantly. At first the letter means the same for Hester as it does for the townspeople, shame. However, as the novel progresses, the letter changes in significance. The letter on Hesters breast begins to break her down. She loses her femininity due to her sin. The letter is a constant reminder of what she has done. One women states in the beginning of the novel, let her cover the mark as she wil l, the pang of it will be always in her heart. This explains that no matter what Hester does the pain that she will endure will always be with her. After Hester meets Dimmesdale in the forest and reveals Chillingworths true identity as her husband, they become close and both Hester and Dimmesdale feel some type of relief. Hester even removes the Scarlet letter, her femininity flows back into her, and the sunlight touc...

History Essay Example | Topics and Well Written Essays - 750 words

History - Essay Example However, the debate is over the fact that whether or not Preston had ordered the men to fire or all hell broke loose when a man fired his musket and others followed suit, without any orders and the blame was placed on Preston entirely. As a result, five people were dead by the end of the firing and Preston was charged for murder and during the trial, 81 people came forward as witnesses out of which only 15 were allowed by the Crown; those that were not allowed stated that the attacks had been planned by the colonists beforehand. According to the deposition given by Preston personally, it was stated that the mob had gone out of control and that people were verbally as well as physically abusing each other. They literally dared the army to shoot and fire and bring them down and even then the army held its own. Preston stated that when asked, he denied his men to shoot at all costs and kept saying no whenever he was asked. However, the rioters refused to back down and hit one of the sol diers with a stick on his head; this infuriated a few other soldiers who then started firing without any commands being given to them, as an act of self defence, against the raging mob. The witnesses on behalf of Preston all stated that they did not hear him ordering anyone to fire, instead heard him asking his soldiers to stop even after they had begun firing. The orders had come not from Preston but from another source. Thomas Preston’s trial brought in the issue of a reasonable doubt which gives the defendant an opportunity to save himself on the basis of a chance that he was not guilty in his actions. When the mob hit Private Hugh Montgomery, the army assumed that Preston would open fire on the people that were turning into rowdy animals and provoking them to attack. The soldiers fired despite Preston standing between them and the mob and their uneven bursts of fire and fury killed eleven innocent people in the process. Paul Revere, one of the key figures in the revolutio nary movement that took place in America, engraved the sights and sounds of the Massacre in a manner that highlighted the plight of the people suppressed under British tyranny. His creation of the controversy taking place on King’s Street has become one of the most powerful pieces of art in the history of the American Revolution depicting the British grenadiers standing calm in suit but shooting with their rifles at the disturbed mob on the other side of the street. In his engraving, Revere has deliberately failed to draw the snow and the ice covering the streets and also has depicted Crispus Attucks, the black man as a white because he wanted to display the high level of repute that Attucks should have received as the very first martyr as a result of the riot – the colour white displaying the highest level of authority and deserving. Preston moved to Ireland, it had been presumed, after leaving Boston and not being acquitted for the trial; according to personal opinio n, he was a scapegoat caught in the riot. His duty was to take care of his soldiers and command them and despite giving them orders to not shoot or fire, they opened fire in order to protect themselves. Preston cannot be held guilty against the backdrop of such facts where the soldiers were not trained enough to follow their heads and not their hearts; they feared their own lives and that is why went against their officer, however he could not have been held guilty and charged for the murder that he has not committed. Witnesses continued

Three theories for a better life Essay Example | Topics and Well Written Essays - 1250 words

Three theories for a better life - Essay Example Thus, it is important that we know â€Å"ourselves†, our failings, our tendencies and our weaknesses so that we may guard ourselves from it and prevent ourselves from veering away from virtuousness. We can take for an example an honest family man who makes a living for his family. He may toil with integrity under normal situation, but when a crisis like losing a job will set in, he may be faced with a dilemma that would reveal his weakness and change his disposition (honesty). He may be tempted to commit fraud when presented the opportunity just to provide for his family. This is a common dilemma that confronts many â€Å"honest† people which made them less virtuous because it hit their unguarded weaknesses such as theirlove and duty for their family that held them hostage to do things that they do not like. 3) (a) State and explain the meaning of the second version of Kant's categorical imperative. (b) what are the ethical implications of this  imperative; [c] provid e a somewhat detailed analysis of an ethically relevant problem or situation, different from those discussed in the  readings or in class, that can be illuminated through this imperative. To effectively explain Kant’s second version of categorical imperative, it would be necessary to understand what Kant meant by categorical imperative. According to Kant, imperatives imply what they meant which are command such as â€Å"wake up early†. Often they are hypothetical imperative because they only serve a specific objective or purpose such as â€Å"wake up early so you will not be later for work. This imperative or command becomes categorical when it is applied... To effectively explain Kant’s second version of categorical imperative, it would be necessary to understand what Kant meant by categorical imperative. According to Kant, imperatives imply what they meant which are command such as â€Å"wake up early†. Often they are hypothetical imperative because they only serve a specific objective or purpose such as â€Å"wake up early so you will not be later for work. This imperative or command becomes categorical when it is applied universally and that the actions and decisions of individuals are to be judged solely by their motivations and that the consequences do not matter morally (as in the case of hypothetical imperative) neither the intended consequences nor the actual consequences matter morally; only the principle or rule we follow if we do the action matters morally. Thus actions themselves become an end and this action should be a rational result in the exercise of freewill. Consistent to this, Kant’s second impe rative states that every person has the duty to use and exercise his goodness/humanity as a means to an end. The application of this second formulation of Kant’s categorical imperative is best illustrated in slave ownership. A slave owner may assert his right to own a property which in this case is a slave. While ownership by itself is not immoral, slave ownership becomes unethical or immoral according to Kant’s second imperative because it deprives a person of his free rational action and that persons can never be a mere means to an end.