Booker T. Washington W.E.B. Du Bois political differences

Booker T. Washington W.E.B. Du Bois political differences Booker T. Washington and W.E.B. Du Bois dealt with black poverty and discrimination in different ways, through different methods of education and public movements.Booker T. Washington and W.E.B. Du Bois differed on how blacks should be educated. Washington believed that education should incorporate both academics and a trade. He believed that slavery led to racism, and racism would end once African Americans acquired useful labor skills and proved their economic value to society (Doc D). However W.E.B. Du Bois alleged that racism was the cause of slavery, and that the only way to achieve economic success was to obtain political rights. Du Bois was quoted, "What must we do then . . . complain . . . ceaseless agitation, unfailing exposure of dishonesty and wrong- this is the ancient, unerring way to liberty..." (Doc F). Hence his idea on the "Talented Tenth." Which is where the best and the brightest of the black race must receive the higher education they need.Portrait of Dr. W.E.B. D u Bois (1946 July 18)Both men also criticized each other's public movements. Booker T.'s Atlanta Exposition address called for a gradual approach to racial equality. He suggested, "it is at the bottom of life we must begin, and not at the top." However, Du Bois degraded this view, and later named it the "Atlanta Compromise." In 1905, he founded the Niagara Movement, which in 1910 became the NAACP, the National Association for the Advancement of Colored People.At the end of the nineteenth century and in the beginning of the twentieth century, black poverty and discrimination were both alive and well. But two great African American leaders, Booker T. Washington and W.E.B. Du Bois, put forth their ideas on how to rid society of this evil. From their own ideas on how to bring education to the black race and raise...

LAs Getty Center by Architect Richard Meier

LA's Getty Center by Architect Richard Meier The Getty Center is more than a museum. It is a campus that encompasses research libraries, museum conservation programs, administration offices, and grant institutions as well as an art museum open to the public. As architecture, wrote critic  Nicolai Ouroussoff, its scale and ambition may seem overwhelming, but Richard Meier, the Gettys architect, handled a daunting task admirably. This is the story of an architects project. The Client By the time he was 23, Jean Paul Getty (1892-1976) had made his first million dollars in the oil industry. Throughout his life, he reinvested in oil fields across the globe and also spent much of his Getty Oil wealth on fine art. J. Paul Getty always called California his home, even though he spent his later years in the UK. In 1954 he transformed his Malibu ranch into an art museum for the public. And then, in 1974, he expanded the Getty Museum with a newly built Roman villa on the same property. During his lifetime, Getty was fiscally frugal. Yet after his death, hundreds of millions of dollars were entrusted to properly run a Getty Center. After the estate was settled in 1982, the  J. Paul Getty Trust purchased a hilltop in Southern California. In 1983, 33 invited architects were whittled down to 7, then to 3. By the fall of 1984, architect Richard Meier had been chosen for the massive project on the hill. The Project Location: Just off the San Diego Freeway in the Santa Monica Mountains, overlooking Los Angeles, California and the Pacific Ocean.Size: 110 acresTimeline: 1984-1997 (Inaugurated on December 16, 1997)Architects: Richard Meier, lead architectThierry Despont, museum interiorsLaurie Olin, landscape architect Design Highlights Because of height restrictions, half of the Getty Center is below ground - three stories up and three stories down. The Getty Center is organized around a central arrival plaza. Architect Richard Meier used curvilinear design elements. The Museum Entrance Hall and the canopy over the Harold M. Williams Auditorium are circular. Materials Used: 1.2 million square feet, 16,000 tons, of beige-colored travertine stone from Italy. The stone was split along its natural grain, revealing the texture of fossilized leaves, feathers, and branches. From the beginning, I had thought of stone as a way of grounding the buildings and giving them a sense of permanence, writes Meier.40,000 off-white, enamel-clad aluminum panels. The color was chosen to complement the colors and texture of the stone, but, more importantly, was chosen from among fifty minutely varied shades as the architect negotiated his color scheme with local homeowners associations.Expansive sheets of glass. Inspirations: In choosing how to organize the buildings, landscaping, and open spaces, writes Meier, I deferred to the sites topography. The low, horizontal profile of the Getty Center may have been inspired by the work of other architects who designed buildings in Southern California: Rudolf SchindlerRichard NeutraFrank Lloyd Wright Getty Center Transport: Parking is underground. Two 3-car, computer-operated trams ride on a cushion of air to the hilltop Getty Center, which is 881 feet above sea level. Why Is the Getty Center Important? The New York Times called it a marriage of the austere and the sumptuous, noting Meiers signature crisp lines and a stark geometry. The Los Angeles Times called it a unique package of art, architecture, real estate, and scholarly enterprise - housed in the costliest art institution ever built on American soil. Architecture critic Nicolai Ouroussoff wrote that it is Meiers culmination of a lifelong effort to hone his version of Modernism to perfection. It is his greatest civic work and an important moment in the citys history. Still, writes critic Paul Goldberger, one feels frustrated because the overall effect of the Getty is so corporate and its tone so even. But doesnt that exactly express J. Paul Getty himself? The esteemed architecture critic Ada Louise Huxtable might say thats exactly the point. In her essay in Making Architecture, Huxtable points out how architecture reflects both the client and the architect: It tells us everything we need to know, and more, about those who conceive and build the structures that define our cities and our time....Zoning restrictions, seismic codes, soil conditions, neighborhood concerns, and many invisible factors required constant conceptual and design revisions....What may look like formalism because of the ordered solutions was an organic process, elegantly resolved....Should there be anything to debate about this architecture if its messages of beauty, utility, and suitability are so clear?...Dedicated to excellence, the Getty Center conveys a clear image of excellence.- Ada Louise Huxtable More About the Getty Villa In Malibu, the 64-acre Getty Villa site was for many years the location of the J. Paul Getty Museum. The original villa was based on the Villa dei Papiri, a first-century Roman country house. The Getty Villa closed for renovations in 1996, but is now reopened and serves as an educational center and museum dedicated to the study of the arts and cultures of ancient Greece, Rome, and Etruria. Sources: Making Architecture: The Getty Center, Essays by Richard Meier, Stephen D. Rountree, and Ada Louise Huxtable, J. Paul Getty Trust, 1997, pp. 10-11, 19-21, 33, 35; The Founder and His Vision, The J. Paul Getty Trust; Online Archive of California; The Getty Center, Projects Page, Richard Meier Partners Architects LLP at www.richardmeier.com/?projectsthe-getty-center; Getty Center Inaugurated in Los Angeles by James Sterngold, The New York Times, December 14, 1997; Getty Center Is More Than Sum of Its Parts by Suzanne Muchnic, The Los Angeles Times, November 30, 1997; It Doesnt Get Much Better Than This by Nicolai Ouroussoff, The Los Angeles Times, December 21, 1997; The People’s Getty by Paul Goldberger, The New Yorker, February 23, 1998 [accessed October 13, 2015]

Inclusion of Sen into mainstream schools Essay Example | Topics and Well Written Essays - 1000 words

Inclusion of Sen into mainstream schools - Essay Example Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit (n.d.)" Though there are tribes that are unaware of any formal educational system, still knowing and learning the culture that they have and the important skills to subsist and to live harmoniously with his country can be considered education. Included in the kinds of persons that have the right to be educated are those who have learning and other kinds of physical and psychological impairments. These are students with learning disabilities that require special educational needs for them to be educated. They are students with special education needs or simply SEN students. The Education Act of 1996 considers a child has "special education needs" if he has a learning difficulty. In this case, a child has learning difficulty if "he has a significantly greater difficulty in learning than the majority of children of his age," and "he has a disability which either prevents or hinders him from making use of educational facilities of a kind generally provided for children of his age in schools within the area of the local education authority" (Education Act of 1996). Students with Special Education Needs (SEN) have difficulties in l... Examples of students that needs special attention are those having known disabilities like: Attention Deficit (Hyperactivity) Disorder (ADD/ADHD), Aspergers, Autistic Spectrum Disorders, Cerebral Palsy, Down's Syndrome, Emotional Behavioural Difficulties, etc. (Types of Special Needs 2003). Evidences have backed up the necessity of SEN inclusion. Foremost of these are the reports submitted by the Alliance for Inclusive Education and Disability Equality Into Education that shows the feasibility and effectiveness of inclusive education for disabled children with different impairments (British Council of Disabled People 2005, p.2). The paper submitted by 2020 campaign laid down the advantages supporting the claim of SEN advocates that inclusion is beneficial for disabled students. Through this system, they have been given the opportunities to make friends, to improve their social and academic skills and to initiate a change in this world (Inclusion is Working, 2005, p.1). Also statistics reveal that children from special schools "do less well in exams, have higher rates of unemployment and are often more socially isolated as they grow older than their peers in the mainstream (Inclusion is Working 2005, p.2)." With these papers backing up the inclusion of SEN into mainstream education, the Special Education Needs and Disability Act 2001 has been legislated to provide a revised statutory framework for inclusion. It empowers SEN students to attend a mainstream school, unless their parents choose otherwise. Audit Scotland and HMIE released a report of the findings made by the commission. These organisations found out that to make mainstreaming pupils with SEN work, schools should have time to join their headteachers and

Personal and Professional Development Assignment

Personal and Professional Development - Assignment Example 5). This provides wider scope and opportunities for the individual to look at his own career progress from a wider perspective and takes measures that can help him improve his professional skills and abilities. There are various other types of training and development, such as job or workplace training and development. These are related to promoting and improving skills and capabilities of a person in relation to his workplace environment and his job specification. Alsop (2000, p. 1) defined Continuing Professional Development as an educational process by which people put efforts to maintain and enhance professional competence from a wider perspective. Often, both CPD and lifelong learning are used interchangeably. From the business point of view, there are various types of on-the-job as well as the off-the-job training and all these different types of training are considered to be critical components of professional development. Often termed as organizational development, Human Reso urce Management gives greater significance to imparting specific training and development programs with a view to foster the skills, abilities, knowledge, wisdom, experience and ultimately the productivity of employees required to make them fit for a particular job task. But, in contrast, a person who attempts to carry out CPD will certainly think in a wider perspective and thinks about developing the overall skills and abilities required for him to improve his professional skills, rather than required for a specific job. As Mackay (2007, p. 185) emphasized that Continuing Professional Development is a personal commitment to keeping one’s professional knowledge up to date and keeping on improving his professional abilities. As part of gaining such ongoing professional development, most people keep on updating their CVs, ensuring professional recognition, showcasing their achievements, accelerating career prospects and ensuring greater work satisfaction. Following are the majo r factors that explain why CPD is different from other types of training and development In CPD, the learner is in a free thinking and free-working aspirations where as the learner in almost all other types of development programs is in control. For instance, an employee working as a machine operator who is attending a development program in a technology company will be under the control and pressure of his manager to get accustomed with the working conditions in his business organization. CPD is considered to be a holistic process and therefore it can address various aspects of life and value-elements related the society or family in general. In CPD, people will be promoted to think how they want to be and evaluating how they are performing. People also will be prompted to look forward about working from the current situation toward the future direction. In almost all other types of training and development, people are thinking only about the present job, performance in that partic ular job, managers’ or superiors’ feedback related to that specific job etc. With continuing professional development, individuals are becoming responsible for controlling and managing their own development and career-success. But in other types of development, not only they but also managers or those who give training and development to them are also responsible for their professional deve

Antibiotic Sensitivity Essay Example for Free

Antibiotic Sensitivity Essay Microbial growth is a normal essential part of the healthy human, animal, and plant environment. When introduction to a microorganism causes harmful bacterial growth, using antimicrobial therapy can eradicate or reduce the unwanted pathogen. Antimicrobials are used to stop the growth of a pathogen by the use of a selectively toxic, identified inhibitor. Not all microbes are harmful so it is important to uncover the the vulnerable mechanism of growth in harmful microbes and produce a toxin that is lethal to its lifecycle and not toxic to the other microbial environment nor tissue. Some selective targets include bacterial wall composition, ribosomal synthesis, and DNA transcription. Antibiotics are used to either inhibit or kill harmful bacterial growth. Selecting which antibiotic to use is aided by identifying which harmful bacteria are gram-positive or gram-negative. When the target bacteria is not known, a broad spectrum antibiotic may be given as it can attack both gram-positive and gram negative bacteria. A narrow spectrum antibiotic is chosen when the bacterial pathogen has been identified by gram-stain testing or symptomatic expression. A narrow-spectrum antibiotic will be used to kill the specific identified gram-negative or gram-positive bacteria. The advantage to using a broad spectrum antibiotic is that it may be given early on, before the lengthy lab examination process so that attempts to control of growth may begin promptly. If the broad spectrum is given to a gram specific organism however, the strength of antibiotic may be insufficient to kill or control harmful growth. Furthermore, exposing a microbial environment to unnecessary types or strengths of antibiotics can lead to tolerance or super-infections. A narrow spectrum antibiotic is an absolute advantage when the gram stain specificity is known as it will then target only the offending bacteria. Alternatively, if a narrow spectrum drug is used on an incorrectly identified microbe, then there will be no antibacterial coverage and the harmful bacteria may flourish. Unfortunately, the use of antibiotics in antimicrobial control has consequences. Microbes have been adapting to overcome harmful environments since the beginning of life. Exposure of microbes to antibiotics is yet another environment and as a result, antimicrobial resistance has surfaced. Some common resistant mechanisms include the production of inactivating enzymes that leave the antimicrobial ineffective. Interruption of cell membrane transport of antimicrobial agents is another development of resistance. Mutations are a common mechanism of antimicrobial resistance. Penicillin can be rendered ineffective by an alteration mutation that disrupts the target protein. The Kirby-Bauer test is an agar diffusion test used to identify bacterial susceptibilities. When S. epidermidis is exposed to antibiotic disc materials of Novobiocin, Penicillin and Gentamicin, the most resistance observed was by the Penicillin.

The roles of pride and prejudice in Pride and Prejudice Essay -- Jane

Becoming an immediate success in the contemporary novel public in early nineteenth century, Pride and Prejudice has proved to be the most popular of Jane Austen's novels and remains a classic masterpiece two centuries later. The title itself describes the underlying theme of the book. Pride and prejudice, intimately related in the novel, serve as challenges to the cherished love story of Darcy and Elizabeth. It is interesting to see how these two nice people were blinded before realizing that they are an ideal couple. Material for situations, characters and themes in Jane Austen?s novels are founded in her own surroundings ? countryside, parishes, neighborhood. Although written in her early twenties, Pride and Prejudice reflects Austen?s thorough understandings of her society on the matters of money, marriage, behaviors and love. Let us look at the general ideas of what pride is and what prejudice is. Pride is a strong sense of self-respect, rather is to think of oneself higher than anyone and everyone else and prejudice is a partiality that prevents objective consideration of an issue or situation. The novel was originally entitled First Impressions, which significantly contributes to the love story of Darcy and Elizabeth the way it goes. Pride and prejudice in the novel are all based upon the first impressions the two characters got from each other. Darcy, a quiet and rather cold noble man with large estates, is too proud of his position to pay attention to Elizabeth who is of poor social status while Elizabeth, a lively, pretty and clever girl, has prejudice against Darcy?s proud behaviors. It is in their first meeting pride and prejudice have shaped their relationship as it goes on later. Contrary to his wish, Darcy fa... ...hen Darcy puts aside his vanity to pursue his treasured love and Elizabeth is no longer too prejudiced to understand his feelings and behaviours, they are perfectly matched. I believe that they would share a happy life together, because their love comes from the appreciation of dignity, not money nor social position nor anything else of material values. Darcy and Elizabeth?s love seems to imply that Jane Austen views love as something independent from social conventions. There are nothing so powerful difficulties to their relationship as their own pride and prejudice. Once these internal obstacles fade away, they obviously become an ideal couple. They are equal in intellect, have attraction and tender love for each other, empathy and romance. With the central characters? beautiful love, Jane Austen suggests that you should only marry someone who is your soulmate.

Theodore Roosevelt’s the Threat of Japan

Document: Theodore Roosevelt:  The Threat of Japan, 1909 [At Mt. Holyoke] Introduction: For my history assignment, I chose the document â€Å"Theodore Roosevelt’s The Threat of Japan†. After the Meiji Restoration in 1868, modernization took place, bringing Japan to the height of power equivalent to a western power after defeating both China and Russia. United States was maintaining its policy of isolationism but was slowly transitioning to self interest imperialism, keeping control over countries with economic benefit such as open door policy with China.A summary of this article would be Roosevelt’s changing ideas of how US should change their foreign policy with regard to the dynamic change in the balance of world powers in 1909. My essay shall first examine the supporting points of the documents including the credibility of the source, reasons why Japan is a threat and immigration problems. Opposing points to mention would be that the document may be affect b y the mentality of white’s men supremacy. All things considered, I largely agree with the source and President Roosevelt’s analysis of Japan as a threat.Paragraph 1: Credibility of source The document is a primary source, written by Theodore Roosevelt himself at the point of time to Senator Knox, giving original evidence in light to our argument. I have two considerations with regard to the source’s credibility, the credentials of the author and the timeliness of the events. Theodore Roosevelt as the 26th president of the United States, have he assumed positions at the city, state, and federal levels before elected as president and was also awarded the Nobel Peace Prize.As he has a reputation to uphold alongside his prestigious titles, there is less likeliness of him to be bias in his reports. The documented concerns give factual material in line with the events happening at that point of time. It is true that â€Å"Japan has formidable military power† an d â€Å"considered themselves to be on a full equality† after their victory in the Russo-Japanese war in 1904-1905. There was also an immigration problem of Japanese â€Å"flocking by the hundred thousand into the US† and California legislature threatens to pass 17 anti-Japanese measures in 1909. As the ource is based on much concrete evidence as cross referenced with the timeline of events, I can claim that this document is credible to a large extent. Paragraph 2: Japan as a threat At the start of the 20th century, Japan came to be pictured as a political menace against United States, and her immigrants had been seen as a threat to American institution and economic security. Her victory in the Sino-Japanese War and Russo-Japanese War forced Roosevelt to see Japan as an equal. Meiji restoration where Japan combined Western advances with their own traditional values subsequently adopting modernization and military conscription.They view themselves as being encroached by foreigners under the unequal treaty system of the United States thus justifying Japan’s expansionistic intents. Examples would be Japan forcing its way through the Northeast China through the ownership of South Manchurian railway and formal control of Manchuria inherited from Russia. In the event of Portsmouth Treaty and the renewal of the Anglo-Japanese alliance in 1905, Japan used this chance to claim interest in Korea. Roosevelt acknowledged Japan’s military capabilities and is cautious when dealing with them.His famous â€Å"Big Stick Diplomacy† can be seen as he uses the concept of speaking softly, engaging in peaceful negotiation while having a â€Å"big stick†, a strong military. This is evident in the statement â€Å"treat Japan courteously that she will not be offended more than necessary† and constantly emphasizing the need of â€Å"keeping the Navy at the highest point of efficiency. † Roosevelt stressed harshly upon the need tha t the Navy needs to be strong in order to firstly keep Japan at bay through deterrence theory and secondly able to win wars if the need ever arise to.This shows that Roosevelt took Japan as a menace very seriously, and has placed in effect, measures that prevent the threat from manifesting. Paragraph 3: Japan’s immigration problems Since the opening of Japan from its self imposed seclusion policy in 1854, scholars have studied aboard to acquire Western teachings. The immigration problem manifested once Japanese started immigrating to Hawaii, Canada and US motivated by economic gains and evasion of military services. In the year 1900 alone, 12000 Japanese entered United States and by 1910 the population trebled to a total of 72,517.Although this bought a solution to their demand of cheap labour, another set of problems arise in the form of economic, racial and anti-Japanese agitation. Examples included would be San Francisco School Board implemented segregation of education sc hool between Japanese and American children, and â€Å"California legislature passing offensive legislation aiming at Japanese†. This background knowledge is coherent in identifying the social problems such as a â€Å"race problem and contest† is forecasted if nothing is done to keep them out.He understands that his people will not permit the Japanese to come in â€Å"as citizens and will not tolerate their presences. † US experienced widespread anti-Japanese sentiments and this is supported from evidence that Roosevelt received insults such as â€Å"an unpatriotic President, who united with aliens to break down the civilization of his own countrymen† by San Francisco Chronicle when he decided to back Japan up against segregation measures by other nations.However Roosevelt’s reasons was that he did not wish to create tension and friction between the relations of two countries and hope to continue with their peaceful diplomatic attempts to prevent a ny possibility of war. In essence, despite the anti-Japanese agitation of the people with their measures in place, Roosevelt found it hard to openly support them as he hopes to continue their mutual corresponding efforts in diplomacy and restrain from any form of conflict. Paragraph 4: White Men’s SupremacyAn uncertainty would be that Roosevelt may be slightly bias due to the prevalent widespread ideology of â€Å"White men’s supremacy† at that point of time. In the height of imperialism, the poem of â€Å"The White Man’s Burden† by Rudyard Kipling bought about feelings of superiority and condescending view over the less developed countries mainly Asia. The Whites have the obligation to rule over the indigenous population through colonialization and civilizing mission to educate them. The relationship between US and Japan was marked with tensions with regard to economic and commercial interest over Asia.Roosevelt may view Japan in a negative light such as an aggressor because he felt that only US has a legitimate rule and control over China, unlike an inferior Asian country like Japan However in Roosevelt’s analysis, the rest of the US has a different impression of Japan. He claims that â€Å"the moment everything is smooth and pleasant, there will be a clamor for a stoppage in the building up of the navy. † It can be inferred from Roosevelt that US is easily conceited and once they are in their comfort zone, they will forgot how big a threat Japan possess. Conclusion:In context to what we have learnt so far, it is most relevant to our lecture 6 of â€Å"Culture of High Imperialism – Japan†. Through the evaluation of this document, we have seen that Western power, US, have acknowledged the might of an Asian country, Japan. There have been a change in the balance of global power at that point of time and â€Å"White Men Supremacy† ideology was tested as Japan defeat Russia and China. United S tate’s President Roosevelt was forced to recognize â€Å"the whole question of our dealings with the Orient is certain to grow in importance† and there was a drastic change of perception of the social construct of the world.He highlighted Japan as a threat of interest and territory in Asia as well as creation of an immigrant problem of racial contest in Hawaii and parts of US. Roosevelt gave solutions such as â€Å"Big Stick Diplomacy† of building up the Navy and keeping it strong to deter Japan from attacking them. He stressed that Senator Knox should not lower his guard during moments of peace and overlook the job of keeping the Navy in its highest point of efficiency as well as controlling the emigration rate of Japanese into US.I have tested the source’s credibility and found it to be largely reliable and largely agree that Japan was a threat to US in the early 1900s and Roosevelt was correct to identify them as one and implement solutions to counter their aggression. 1496 words Bibliography Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966) David Cody, The growth of the British Empire, Associate Professor of English, (Hartwick College Paragraph 4) 1988 Hunt, Lynn, Thomas R. Martin, Barbara H. Rosenwein, R. Po-chia Hsia et al.. The Making of the West, Peoples and Cultures.Vol. C. 3rd ed. Boston: Bedford/ St. Martin's, 2009. Mark Canada; The Ready Reference Handbook (49b) Martin, Gary. â€Å"Speak Softly And Carry a Big Stick† ——————————————– [ 1 ]. Mark Canada; The Ready Reference Handbook (49b) http://www. uncp. edu/home/canada/work/markport/best/evaluate. htm (Janaury 2001) [ 2 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 439 [ 3 ]. Hunt, Lynn, Thomas R. Martin, Barbara H. Rosenwein, R. Po-chia Hsia et al.. The Making of the West, Peoples and Cultures. V ol. C. 3rd ed.Boston: Bedford/ St. Martin's, 2009. 712-13. [ 4 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 334 [ 5 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 333 [ 6 ]. Martin, Gary. â€Å"Speak Softly And Carry a Big Stick† [ 8 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 429 [ 9 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 437 [ 10 ]. David Cody, The growth of the British Empire, Associate Professor of English, (Hartwick College Paragraph 4) 1988 Theodore Roosevelt’s the Threat of Japan Document: Theodore Roosevelt:  The Threat of Japan, 1909 [At Mt. Holyoke] Introduction: For my history assignment, I chose the document â€Å"Theodore Roosevelt’s The Threat of Japan†. After the Meiji Restoration in 1868, modernization took place, bringing Japan to the height of power equivalent to a western power after defeating both China and Russia. United States was maintaining its policy of isolationism but was slowly transitioning to self interest imperialism, keeping control over countries with economic benefit such as open door policy with China.A summary of this article would be Roosevelt’s changing ideas of how US should change their foreign policy with regard to the dynamic change in the balance of world powers in 1909. My essay shall first examine the supporting points of the documents including the credibility of the source, reasons why Japan is a threat and immigration problems. Opposing points to mention would be that the document may be affect b y the mentality of white’s men supremacy. All things considered, I largely agree with the source and President Roosevelt’s analysis of Japan as a threat.Paragraph 1: Credibility of source The document is a primary source, written by Theodore Roosevelt himself at the point of time to Senator Knox, giving original evidence in light to our argument. I have two considerations with regard to the source’s credibility, the credentials of the author and the timeliness of the events. Theodore Roosevelt as the 26th president of the United States, have he assumed positions at the city, state, and federal levels before elected as president and was also awarded the Nobel Peace Prize.As he has a reputation to uphold alongside his prestigious titles, there is less likeliness of him to be bias in his reports. The documented concerns give factual material in line with the events happening at that point of time. It is true that â€Å"Japan has formidable military power† an d â€Å"considered themselves to be on a full equality† after their victory in the Russo-Japanese war in 1904-1905. There was also an immigration problem of Japanese â€Å"flocking by the hundred thousand into the US† and California legislature threatens to pass 17 anti-Japanese measures in 1909. As the ource is based on much concrete evidence as cross referenced with the timeline of events, I can claim that this document is credible to a large extent. Paragraph 2: Japan as a threat At the start of the 20th century, Japan came to be pictured as a political menace against United States, and her immigrants had been seen as a threat to American institution and economic security. Her victory in the Sino-Japanese War and Russo-Japanese War forced Roosevelt to see Japan as an equal. Meiji restoration where Japan combined Western advances with their own traditional values subsequently adopting modernization and military conscription.They view themselves as being encroached by foreigners under the unequal treaty system of the United States thus justifying Japan’s expansionistic intents. Examples would be Japan forcing its way through the Northeast China through the ownership of South Manchurian railway and formal control of Manchuria inherited from Russia. In the event of Portsmouth Treaty and the renewal of the Anglo-Japanese alliance in 1905, Japan used this chance to claim interest in Korea. Roosevelt acknowledged Japan’s military capabilities and is cautious when dealing with them.His famous â€Å"Big Stick Diplomacy† can be seen as he uses the concept of speaking softly, engaging in peaceful negotiation while having a â€Å"big stick†, a strong military. This is evident in the statement â€Å"treat Japan courteously that she will not be offended more than necessary† and constantly emphasizing the need of â€Å"keeping the Navy at the highest point of efficiency. † Roosevelt stressed harshly upon the need tha t the Navy needs to be strong in order to firstly keep Japan at bay through deterrence theory and secondly able to win wars if the need ever arise to.This shows that Roosevelt took Japan as a menace very seriously, and has placed in effect, measures that prevent the threat from manifesting. Paragraph 3: Japan’s immigration problems Since the opening of Japan from its self imposed seclusion policy in 1854, scholars have studied aboard to acquire Western teachings. The immigration problem manifested once Japanese started immigrating to Hawaii, Canada and US motivated by economic gains and evasion of military services. In the year 1900 alone, 12000 Japanese entered United States and by 1910 the population trebled to a total of 72,517.Although this bought a solution to their demand of cheap labour, another set of problems arise in the form of economic, racial and anti-Japanese agitation. Examples included would be San Francisco School Board implemented segregation of education sc hool between Japanese and American children, and â€Å"California legislature passing offensive legislation aiming at Japanese†. This background knowledge is coherent in identifying the social problems such as a â€Å"race problem and contest† is forecasted if nothing is done to keep them out.He understands that his people will not permit the Japanese to come in â€Å"as citizens and will not tolerate their presences. † US experienced widespread anti-Japanese sentiments and this is supported from evidence that Roosevelt received insults such as â€Å"an unpatriotic President, who united with aliens to break down the civilization of his own countrymen† by San Francisco Chronicle when he decided to back Japan up against segregation measures by other nations.However Roosevelt’s reasons was that he did not wish to create tension and friction between the relations of two countries and hope to continue with their peaceful diplomatic attempts to prevent a ny possibility of war. In essence, despite the anti-Japanese agitation of the people with their measures in place, Roosevelt found it hard to openly support them as he hopes to continue their mutual corresponding efforts in diplomacy and restrain from any form of conflict. Paragraph 4: White Men’s SupremacyAn uncertainty would be that Roosevelt may be slightly bias due to the prevalent widespread ideology of â€Å"White men’s supremacy† at that point of time. In the height of imperialism, the poem of â€Å"The White Man’s Burden† by Rudyard Kipling bought about feelings of superiority and condescending view over the less developed countries mainly Asia. The Whites have the obligation to rule over the indigenous population through colonialization and civilizing mission to educate them. The relationship between US and Japan was marked with tensions with regard to economic and commercial interest over Asia.Roosevelt may view Japan in a negative light such as an aggressor because he felt that only US has a legitimate rule and control over China, unlike an inferior Asian country like Japan However in Roosevelt’s analysis, the rest of the US has a different impression of Japan. He claims that â€Å"the moment everything is smooth and pleasant, there will be a clamor for a stoppage in the building up of the navy. † It can be inferred from Roosevelt that US is easily conceited and once they are in their comfort zone, they will forgot how big a threat Japan possess. Conclusion:In context to what we have learnt so far, it is most relevant to our lecture 6 of â€Å"Culture of High Imperialism – Japan†. Through the evaluation of this document, we have seen that Western power, US, have acknowledged the might of an Asian country, Japan. There have been a change in the balance of global power at that point of time and â€Å"White Men Supremacy† ideology was tested as Japan defeat Russia and China. United S tate’s President Roosevelt was forced to recognize â€Å"the whole question of our dealings with the Orient is certain to grow in importance† and there was a drastic change of perception of the social construct of the world.He highlighted Japan as a threat of interest and territory in Asia as well as creation of an immigrant problem of racial contest in Hawaii and parts of US. Roosevelt gave solutions such as â€Å"Big Stick Diplomacy† of building up the Navy and keeping it strong to deter Japan from attacking them. He stressed that Senator Knox should not lower his guard during moments of peace and overlook the job of keeping the Navy in its highest point of efficiency as well as controlling the emigration rate of Japanese into US.I have tested the source’s credibility and found it to be largely reliable and largely agree that Japan was a threat to US in the early 1900s and Roosevelt was correct to identify them as one and implement solutions to counter their aggression. 1496 words Bibliography Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966) David Cody, The growth of the British Empire, Associate Professor of English, (Hartwick College Paragraph 4) 1988 Hunt, Lynn, Thomas R. Martin, Barbara H. Rosenwein, R. Po-chia Hsia et al.. The Making of the West, Peoples and Cultures.Vol. C. 3rd ed. Boston: Bedford/ St. Martin's, 2009. Mark Canada; The Ready Reference Handbook (49b) Martin, Gary. â€Å"Speak Softly And Carry a Big Stick† ——————————————– [ 1 ]. Mark Canada; The Ready Reference Handbook (49b) http://www. uncp. edu/home/canada/work/markport/best/evaluate. htm (Janaury 2001) [ 2 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 439 [ 3 ]. Hunt, Lynn, Thomas R. Martin, Barbara H. Rosenwein, R. Po-chia Hsia et al.. The Making of the West, Peoples and Cultures. V ol. C. 3rd ed.Boston: Bedford/ St. Martin's, 2009. 712-13. [ 4 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 334 [ 5 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 333 [ 6 ]. Martin, Gary. â€Å"Speak Softly And Carry a Big Stick† [ 8 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 429 [ 9 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 437 [ 10 ]. David Cody, The growth of the British Empire, Associate Professor of English, (Hartwick College Paragraph 4) 1988

Changing Self Essay

The texts studied in the Area of Study have been very significant in shaping my understanding of the concept of Changing Self. The novel Willow Tree and Olive, written by Irini Savvides, the short film Be My Brother (directed by Genevieve Clay, 2009) and the film About A Boy (directed by Paul and Chris Weitz, 2002), while different in form and cultural contexts, have both affirmed and challenged a range of ideas about Changing Self. One significant that these texts explore reflecting the complexity of changing self is that a change in self can involve a shift whether physical, emotional, social or intellectual change.Further, the texts explore the idea that a change in self can be facilitated by an external catalyst. The novel â€Å"Willow Tree and Olive† by Irini Savvides explores the idea that changing self can involve a shift whether physical, emotional, and social or an intellectual change. Initially, Olive has experienced some trauma in her past, and only has brief recoll ections of it. She feels different from others and is detached from her family and friends because of the trauma. This is presented through the nightmares she recalls from the night of her rape: â€Å"It’s a memory – like a flashback, and I’m in it. The use of the simile reflects the event that took place upon her and recalls what happens. Later throughout the novel, Olive has a new appreciation for her family and friends. This is reflected through, â€Å"Dance. Watch people. Go for walks. Write poetry in my head. And I fall in love. With my people and their passion for life, and their acceptance of me, even though I am different. † Here, Olive comes to the realisation that the people, who she loves, support her even throughout the horror and change she has experienced because of her past.Thus, a change in self can involve a shift and is clearly demonstrated through the novel â€Å"Willow Tree and Olive† by Irini Savvides. Likewise, the film †Å"About A Boy† (Paul and Chris Weitz, 2002) similarly explores the idea of changing self-involving a shift through a social and intellectual change. The main character, Will Freeman, is a rich, childfree and irresponsible 38-year-old slacker who, in search of available women, invents an imaginary son and starts attending single parent meetings.Initially, Will is a self-centred person who is unable to connect with people and being scared by commitment and love. Through cinematography, the montage of scenes of women Will has been out on a date with and also a connection with sentences convey the personality Will has, â€Å"I’m sorry, you’re breaking up with me? You, self-centred bastard, I can’t believe I have wasted all this time with you, you useless superficial loser. † On the contrary, as Will meets Marcus, an awkward 12-year-old boy his view on life changes through a series of events. Once you open your door to one person, anyone can come in. â⠂¬  This conveys that as he has let Marcus come into his life, more people are invited and he begins to make friends and have a closer bond with each of them. In addition, he has changed his view towards people which demonstrates social change. As a result, the film, â€Å"About A Boy† directed by Paul and Chris Weitz demonstrates that a change in self involves a shift, particularly a social and intellectual change. Another idea explored in the novel Willow Tree and Olive is that an external catalyst can facilitate a change in self.The catalyst of Olive is Kerry who is her mentor in helping her through the trauma she has suffered. Initially, Olive is afraid of what Kerry will say if she told her about her traumatic past and if she will have a different view about Olive. She attempts to trust Kerry by telling her: â€Å"I CAN’T BELIEVE I SAID IT. WHAT IF KERRY NEVER SPEAKS TO ME AGAIN†¦ BUT IT IS THE TRUTH. † Through the use of capitalisation, it shows that Olive is conscious and anxious about what she has told Kerry. She also is reflecting upon what she has said and in disbelief about how and why she had told her.Later in the novel, Olive begins to trust her friend Kerry that is shown through: â€Å"I wouldn’t have made it without your love. † Olive shows an appreciation for her friend Kerry and it is evidence of Kerry’s support for Olive through her past trauma through her affection towards Olive. Thus, it is evident that an external catalyst can facilitate a change in self. Similarly the short film â€Å"Be My Brother† (Genevieve Clay, 2009) explores the idea of changing self being facilitated by an external catalyst. Initially, Amanda is in insularity and has a disconnection with Richard because she acts negatively towards him through body language.Amanda’s posture is averted away from Richard and her facial expression with discomfort. In addition, Amanda and Richard are framed singularly and the proximity of their seating; Richard is on far left hand side of the seat and Amanda in the opposite. Later in the film, her previous assumptions about Richard’s intellect have been challenged and proven incorrect. This is characterised through the juxtaposition of Richard and Amanda in the same frame as well as the change in Amanda’s body language; her facial expression is positive as she is miling and she is facing Richard as they both converse. Thus, the short film, â€Å"Be My Brother† directed by Genevieve Clay, 2009 clearly demonstrates the idea of changing self being facilitated by an external catalyst. In conclusion, the range of texts I have studied have been influential in shaping my understanding about the concept of changing self, emphasising that changing self is a complex process that is highly individual and shaped by many factors which can be both internal and external.The texts, â€Å"Willow Tree and Olive† by Irini Savvides, â€Å"Be My Brother† directed by Genevieve Clay, 2009 and â€Å"About A Boy† directed by Paul and Chris Weitz, 2002 explore a range of ideas such as a change in self can be facilitated by an external catalyst and it can also involve a shift whether physical, emotional, social or intellectual. The texts have assisted me to appreciate that there are various methods, which may be complex, that allow an individual to change self.

Free Essays on Medical Cut-Backs

Medical Cut-Backs Circumcision is one of the largest wide spread debates going on across our Nation and our world. Circumcision’s increased popularity over the last one hundred years in the United States is due more to medical greed and medical ignorance, than to medical necessity. Many people across the United States have been miss-lead to believe for over one hundred years that being circumcised is for some reason cleaner and healthier than not being circumcised. This is the leading myth about circumcision across America. I have found that most people actually think that it is gross and dirty to be uncircumcised. This is a deranged accusation however, we cannot blame people for thinking this way because that is what they have been taught for years and that is what their parents were taught and so on. This myth does have a root, it is in Dr. Kellog’s preaching in the 1880’s against masturbation, using circumcision as a means to the end (Joannides 533). Masturbation was a horror to those who lived in these Victorian times (Grossman 100). Dr. Kellog, the founder of the Kellog’s company was a fanatic against masturbation and he preached that having the foreskin of a young boy’s penis removed would lead to less temptation for them to play with themselves which was considered impure, or unclean. This is what lead to the rumor and miss belief that being clean meant circumcision. However, there really is no validity in being circumcised, it is not the truth to say that it is cleanest to be circumcised. So why are so many people circumcised? I believe it is due to medical greed among the medical community and medical ignorance among the rest of us who give over our sons for this becomingly routine procedure. After all it was preached to our grandparents buy their parents and to our parents by our grandparents and the custom has become so redundant in the United States, why would anyone question its validity now? Howe... Free Essays on Medical Cut-Backs Free Essays on Medical Cut-Backs Medical Cut-Backs Circumcision is one of the largest wide spread debates going on across our Nation and our world. Circumcision’s increased popularity over the last one hundred years in the United States is due more to medical greed and medical ignorance, than to medical necessity. Many people across the United States have been miss-lead to believe for over one hundred years that being circumcised is for some reason cleaner and healthier than not being circumcised. This is the leading myth about circumcision across America. I have found that most people actually think that it is gross and dirty to be uncircumcised. This is a deranged accusation however, we cannot blame people for thinking this way because that is what they have been taught for years and that is what their parents were taught and so on. This myth does have a root, it is in Dr. Kellog’s preaching in the 1880’s against masturbation, using circumcision as a means to the end (Joannides 533). Masturbation was a horror to those who lived in these Victorian times (Grossman 100). Dr. Kellog, the founder of the Kellog’s company was a fanatic against masturbation and he preached that having the foreskin of a young boy’s penis removed would lead to less temptation for them to play with themselves which was considered impure, or unclean. This is what lead to the rumor and miss belief that being clean meant circumcision. However, there really is no validity in being circumcised, it is not the truth to say that it is cleanest to be circumcised. So why are so many people circumcised? I believe it is due to medical greed among the medical community and medical ignorance among the rest of us who give over our sons for this becomingly routine procedure. After all it was preached to our grandparents buy their parents and to our parents by our grandparents and the custom has become so redundant in the United States, why would anyone question its validity now? Howe...

Cross-Price and Own-Price Elasticity of Demand

Cross-Price and Own-Price Elasticity of Demand The Cross-Price and Own-Price Elasticity of Demand  are essential to understanding the market exchange rate of goods or services because the concepts determine the rate the quantity demanded of a good fluctuates due to the price change of another good involved in its manufacturing or creation. In this, cross-price and own-price go hand-in-hand, conversely affecting the other wherein cross-price determines the price and demand of one good when another substitutes price changes and the own-price determines the price of a good when the quantity demanded of that good changes. As is the case with most economic terms, the elasticity of demand is best demonstrated through an example. In the following scenario, well observe the market elasticity of demand for butter and margarine by examining a decrease in the price of butter. An Example of the Market Elasticity of Demand In this scenario, a market research firm that reports to a farm co-operative (which produces and sells butter) that the estimate of the cross-price elasticity between margarine and butter is approximately 1.6%; the co-op price of butter is 60 cents per kilo with sales of 1000 kilos per month; and the price of margarine is 25 cents per kilo with sales of 3500 kilos per month wherein the own-price elasticity of butter is estimated to be -3.   What would be the effect on the revenue and sales of the co-op and margarine sellers if the co-op decided to cut the price of butter to 54p? The article Cross-Price Elasticity of Demand assumes that if two goods are substitutes, we should expect to see consumers purchase more of one good when the price of its substitute increases, so according to this principle, we should see a decrease in revenue since the price is expected to drop for this particular farm. Cross-Price Demand of Butter and Margarine We saw that the price of butter dropped 10% from 60 cents to 54 cents, and since the cross-price elasticity margarine and butter is approximately 1.6, suggesting that the quantity demanded of margarine and the price of butter are positively related and that a drop in the price of butter by 1% leads to a drop in the quantity demanded of margarine of 1.6%. Since we saw a price drop of 10%, our quantity demanded of margarine has dropped 16%; the quantity demanded margarine was originally 3500 kilos - it is now 16% less or 2940 kilos. (3500 * (1 - 0.16)) 2940. Before the change in the price of butter, margarine sellers were selling 3500 kilos at a price of 25 cents a kilo, for a revenue of $875. After the change in the price of butter, margarine sellers are selling 2940 kilos at a price of 25 cents a kilo, for a revenue of $735 - a drop of $140. Own-Price Demand of Butter We saw that the price of butter dropped 10% from 60 cents to 54 cents. The own price elasticity of butter is estimated to be -3, suggesting that the quantity demanded of butter and the price of butter are negatively related and that a drop in the price of butter by 1% leads to a rise in the quantity demanded of butter of 3%. Since we saw a price drop of 10%, our quantity demanded of butter has risen 30%; the quantity demanded butter was originally 1000 kilos, whereas it is now 30% less at 1300 kilos. Before the change in the price of butter, butter sellers were selling 1000 kilos at a price of 60 cents a kilo, for a revenue of $600. After the change in the price of butter, margarine sellers are selling 1300 kilos at a price of 54 cents a kilo, for a revenue of $702 - an increase of $102.

Anti-Cemitism in Nazi Cinema Essay Example | Topics and Well Written Essays - 2250 words

Anti-Cemitism in Nazi Cinema - Essay Example The order from the government was carried out by the filmmakers and two anti-Semitic movies were released in the year 1939 which portrayed them as sub humans. The two most popular movies made during the era are The Eternal Jew and Jew Suss. These two films were released in the period of 1940. The basic ideas of the films were aimed to spread the felling of hatred towards the Jews in the society. In the study below, the analysis of the two movies are done with respect to the portrayal of the anti Semitism. The issues studied in the paper deals with the role play of the movie in the spread of hatred against Jews. The popularity of the movies is considered in dealing with the subject. A critical analysis of the movie is done and elements focusing the Anti Semitism are studied in detail. The characters and their portrayals are given much concern in the subject. The depiction of events and the weaving of the story are analyzed to find out the methods adopted to document the hatred against the Jews. Thesis statement: The Nazis adopted to portray Anti Semitism with the help of movies and movies like the Eternal Jew and the Jew Suss played a crucial role in dealing with the subject. The Eternal Jew: The movie was released in the 1940 as a documentary with its sole aim being the propaganda of the German Nazis against the Jews. The movie was released in the 1940 as a documentary with its sole aim being the propaganda of the German Nazis against the Jews. The film was produced due to the insistence of the German government to spread hatred regarding the Jews and to spread the propaganda that they are evil part of the society. The film was directed by Hippler. The movie was titled as Der ewige Jude in German language which signified the character of Wandering Jew in Medieval folklore. The screenplay of the movie was done by Eberhard Taubert2. The film was released at a time when Poland was occupied by Nazis. The Jews were portrayed as wandering cultural parasite in the mov ie. The film justified the acts of the Nazis against the Jews in their typical fashion by portraying the propaganda that the Jews lead a hedonistic lifestyle. The proclaimed that Jews are like leeches and are filthy and there is no place for them in the society.3 Every possible ways was constructed to prove the unworthiness of the Jews and to virtually eradicate them from the society. Various footages were used in the documentary to support the false views of the Nazis against the Jews. It was literally evident that the German notion of transporting the Jews out of German was carried out and movie was a good idea to spread their ideas as the audience was of considerable number. If considered from this context the movie was apt and perfectly suited for the cause. The message which was tried to be inculcated among the viewers was hateful and simply awful in nature. Considering the creative angle of the movie it was poorly made and the editing was not done in a proper fashion. The Jewi sh people were insulted in every minute of the movie and the documentary focused on the poor and the low income group of Jews who were peasants. The movie composed of series of narration over still pictures, in some part of the movie there unexpectedly long gaps with no speech or dialogues which makes it boring. But considering the audience and the purpose aimed at this acts could be justified. The film can be claimed to be ridiculously a phobia against the Jews. Considering the time frame in which the movie released its significance cannot be overlooked. The