Healthy Living Essay

Why is a healthy lifestyle so important for us? It is important because it can help us to avoid the disease and illnesses such as hypertension and cancer. Having a healthy lifestyle also makes the life become more enjoyable and the most important thing is a way to keep our body in good condition in order to accomplish day-to-day tasks. When you’re living a healthy lifestyle in your future, it will make all of us have a healthy body and mind. It is also very important to have a healthy lifestyle because it will save your life in the future. By living a healthy lifestyle you will be fit and you’re able to do things that you have never done before, or even thought about. In addition, there are several ways to maintain a healthy lifestyle that is exercise, eating healthy and reducing stress. Exercising regularly is very important because through exercise it can boost the metabolism in our body. It also can help us burn off the excess calories in body and increase the mobility in our muscle and joints. Next, eating healthy is also a very important way. Eating healthy does not mean eating expensive food with little waste. We should choose to eat the food that contain minimal amount of unhealthy fats. We must also choose to eat a variety of different whole foods instead of eating processed foods. Last but not the least, healthy lifestyle can bring us lots of benefits that we can’t be expecting. Managing your weight is the key to obtaining all of the health benefits of a Healthy Lifestyle. A weight reduction of just 10% will significantly reduce risk of heart disease and other obesity-related illnesses. The other benefits are reduced tension and blood pressure. There are so many ways to having a healthy lifestyle and we can take more benefits from having a healthy life. So, let’s practice this healthy lifestyle by doing exercise regularly, have enough sleep, eat a balanced diet, and stay away from unhealthy habits such as consume junk food, and don’t ever having a lot of stress. Be healthy, be happy. Sources: www.health.com www.wholeliving.com www.healthylivingforlife.com www.shape.com

Just Lather, That’s All Essay

In the story, â€Å"Just Lather, That’s All† by Hernando Tellez, the barber would have been a coward had he killed Captain Torres because, when he killed the captain he was unarmed. Secondly, he would have to flee leaving all he had behind. Lastly, he would have been vulnerable. The barber was weak and afraid of killing captain Torres and to be called as the murderer of the captain. The barber would have been a coward because; he killed the captain when he was unarmed. As soon as the captain entered, â€Å"he took off his bullet – studded belt that his gun holster dangled from. He hung it up on a wall hook and placed his military cap over it† (48). The barber knew that the captain was unarmed and as per his thoughts, this was the best time to kill the captain and as he was unarmed, he would not be able to attack the barber. He was a coward as he thought of killing captain Torres when he was unarmed. Secondly, the barber would have been a coward because he would have to flee leaving all he had behind. He was well aware that he would have to run and thus he made a statement, â€Å"I would have to flee, leaving all I had behind, and take a refuge far away† (51). He would have to run, saving himself from Torres’ people. As he would have killed the captain cowardly, he had to hide his face from the society. He would have to find places to hide himself from Torres’ people. He might also have to lose his job. Furthermore, the barber would have been a coward because, he was vulnerable. He was weak and afraid of killing captain Torres, especially with his eyes open. Thus, when the captains’ eyes were closed, he whispered, â€Å"I could cut his throat just so – Zip, Zip! I would not give him time to resist and since his eyes were closed he would not see the glistening blade and my glistening eyes† (50). The barber would have thought that as the captains’ eyes were closed he might not come to know about his thoughts. The barber would even not give him the chance to perform any such actions which would create problems for him. Thus all such thoughts of the barber, about killing the captain secretly would prove him to be a coward. Henceforth, the barber would have been a coward had he killed Captain Torres because he took the opportunity to kill the captain when the captain was unarmed so that he could not attack him (barber). He would have been a coward as he would have to flee leaving all he had behind and find places to hide himself. Lastly, he would have been a coward as he was vulnerable and afraid of killing Captain Torres.

Ap World Unit 4 Review

PART II, UNIT IV:1750-1914 The era between 1750 and 1914 C. E. was one of clear Europeanhegemony. In the previous era (1450 to 1750 C. E. ), Europeans hadtilted the balance of world power away from Asia, where powerfulcivilizations had existed since ancient times. However, despitegrowing European influence based on sea trade and colonization, majorland-based empires in Asia still influenced long-distance trade andshaped political and economic conditions around them. In this era,Europe not only dominated the western hemisphere, as it had in thelast, but it came to control the eastern hemisphere as well. How didthey do it?Part of the answer lies in a set of discoveries andhappenings that together constitute an important â€Å"Marker Event† – theIndustrial Revolution. Another set of philosophical and politicalevents were equally important – the establishment of democracy as amajor element of a new type of political organization – the†nation. † QUE STIONS OF PERIODIZATION Very important characteristics that distinguish 1750-1914 fromprevious eras in world history include: †¢ European dominance of long-distance trade – Whether by â€Å"unequal treaties† or colonization, sea-based trade gave European countries control of all major trade circuits in the world. â€Å"Have† and â€Å"have not† countries created by Industrialization – The Industrial Revolution gave huge economic and political advantages to countries where it occurs over countries that remained primarily agricultural. †¢ Inequalities among regions increase due to imperialism – Industrialized countries set out to form overseas empires, sometimes through colonization and other times by economic and/or political domination. †¢ Political revolutions inspired by democracy and desire for independence – These revolutions continue to the present, but â€Å"seed† revolutions that put new democratic forms o f government in place occurred during this era.The â€Å"nation† emerged as a new type of political organization. We will analyze these important characteristics of the period byexamining these topics: †¢ Changes in global commerce, communications, and technology – Patterns of world trade and contact changed as the Industrial Revolution revolutionized communications and commerce. Distances became shorter as the Suez and Panama Canals cut new channels for travel, and new technology meant that ships were faster than before. Railroads revived land travel. Demographic and environmental changes – Huge numbers of people migrated to the Americas from Europe and Asia, so that population in the western hemisphere grew dramatically. The slave trade ended, and so did forced migrations from Africa to the New World. Industrialization had a huge impact on the environment, as demands for new fuels came about and cities dominated the landscape in industrialized countries. Industrialization also increased the demand for raw materials from less industrialized countries, altering natural landscapes further. Changes in social and gender structures – Serf and slave systems became less common, but the gap between the rich and poor grew in industrialized countries. We will explore the controversy regarding changes in women's roles in response to industrialization. Did women's status improve, or did gender inequality grow? †¢ Political revolutions and independence movements; new political ideas – Absolutism was challenged in many parts of the globe, and democracy took root as a result of economic and social change and Enlightenment philosophies that began in the 17th century. Nations† arose as political entities that inspired nationalism and movements of political reform. †¢ Rise of western dominance – The definition of â€Å"west† expanded to include the United States and Australia, and western dominance reached n ot only economic and political areas, but extended to social, cultural, and artistic realms as well. Although coercive labor systems as such declined during this era,new questions of equality and justice emerged as west came todominate east, and the gap between the rich and poor grew larger,particularly in the most prosperous countries. CHANGES IN GLOBAL COMMERCE, COMMUNICATIONS, ANDTECHNOLOGYBy 1750 international trade and communications were nothing new. During the 1450-1750 era Europeans had set up colonies in theAmericas so that for the first time in world history the western andeastern hemispheres were in constant contact with one another. However, after 1750 the pace of trade picked up dramatically, fed bya series of economic and technological transformations collectivelyknown as the Industrial Revolution. THE INDUSTRIAL REVOLUTION Remember that to be called a Marker Event in world history, adevelopment should qualify in three ways: †¢ It must cross national or cultural b orders, affecting many civilizations. Later changes or developments in history must be at least partially traced to this event or series of events. †¢ It must have impact in other areas. For example, if it is a technological change, it must impact some other major areas, like government, belief systems, social classes, or the economy. Like the Neolithic Revolution that occurred 10,000 years beforeit, the Industrial Revolution qualifies as a Marker Event accordingto all of the above criteria. It brought about such sweeping changesthat it virtually transformed the world, even areas in whichindustrialization did not occur.The concept seems simple &endash;invent and perfect machinery to help make human labor more efficient- but that's part of its importance. The change was so basic that itcould not help but affect all areas of people's lives in every partof the globe. The Industrial Revolution began in England in the late 18thcentury, and spread during the 19th century to Belgium, Germany,Northern France, the United States, and Japan. Almost all areas ofthe world felt the effects of the Industrial Revolution because itdivided the world into â€Å"have† and â€Å"have not† countries, with many ofthe latter being controlled by the former.England's lead in theIndustrial Revolution translated into economic prowess and politicalpower that allowed colonization of other lands, eventually building aworldwide British Empire. WHY BRITAIN? The Industrial Revolution helped England greatly increase itsoutput of manufactured goods by substituting hand labor with machinelabor. Economic growth in Britain was fueled by a number offactors: †¢ An Agricultural Revolution – The Industrial Revolution would not have been possible without a series of improvements in agriculture in England.Beginning in the early1700s, wealthy landowners began to enlarge their farms through enclosure, or fencing or hedging large blocks of land for experiments with new techniq ues of farming. These scientific farmers improved crop rotation methods, which carefully controlled nutrients in the soil. They bred better livestock, and invented new machines, such as Jethro Tull's seed drill that more effectively planted seeds. The larger the farms and the better the production the fewer farmers were needed. Farmers pushed out of their jobs by enclosure either became tenant farmers or they moved to cities.Better nutrition boosted England's population, creating the first necessary component for the Industrial Revolution: labor. †¢ A technological revolution – England also was the first to experience a technological revolution, a series of inventions built on the principles of mass production, mechanization, and interchangeable parts. Josiah Wedgwood developed a mold for pottery that replaced the potters wheel, making mass production of dishes possible. Many experimented with machinery to speed up human labor, and interchangeable parts meant that machin es were more practical and easier to repair. Natural resources – Britain had large and accessible supplies of coal and iron – two of the most important raw materials used to produce the goods for the early Industrial Revolution. Also available was water power to fuel the new machines, harbors for its merchant ships, and rivers for inland transportation. †¢ Economic strength – During the previous era, Britain had already built many of the economic practices and structures necessary for economic expansion, as well as a middle class (the bourgeoisie) that had experience with trading and manufacturing goods.Banks were well established, and they provided loans for businessmen to invest in new machinery and expand their operations. †¢ Political stability – Britain's political development during this period was fairly stable, with no major internal upheavals occurring. Although Britain took part in many wars during the 1700s, none of them took place on British soil, and its citizens did not seriously question the government's authority. By 1750 Parliament's power far exceeded that of the king, and its members passed laws that protected business and helped expansion.NEW INVENTIONS The earliest transformation of the Industrial Revolution wasBritain's textile industry. In 1750 Britain already exported wool,linen, and cotton cloth, and the profits of cloth merchants wereboosted by speeding up the process by which spinners and weavers madecloth. One invention led to another since none were useful if anypart of the process was slower than the others. Some key inventionswere: †¢ The flying shuttle – John Kay's invention carried threads of yarn back and forth when the weaver pulled a handle, greatly ncreasing the weavers' productivity. †¢ The spinning jenny – James Hargreaves' invention allowed one spinner to work eight threads at a time, increasing the output of spinners, allowing them to keep up with the weavers . Hargreaves named the machine for his daughter. †¢ The water frame – Richard Arkwright's invention replaced the hand-driven spinning jenny with one powered by water power, increasing spinning productivity even more. †¢ The spinning mule – In 1779, Samuel Crompton combined features of the spinning jenny and the water frame to produce the spinning mule.It made thread that was stronger, finer, and more consistent than that made by earlier machines. He followed this invention with the power loom that sped up the weaving process to match the new spinners. These machines were bulky and expensive, so spinning and weavingcould no longer be done at home. Wealthy textile merchants set up themachines in factories, and had the workers come to these places to dotheir work. At first the factories were set up near rivers andstreams for water power, but other inventions later made thisunnecessary.Before the late 1700s Britain's demand for cotton wasmet by India, but they in creasingly came to depend on the Americansouth, where plantation production was speeded by Eli Whitney'sinvention of the cotton gin, a machine that efficiently separated thecotton fiber from the seed. By 1810 southern plantations used slavelabor to produce 85 million pounds of cotton, up from 1. 5 million in1790. TRANSPORTATION IMPROVEMENTS Once the textile industry began its exponential growth,transportation of raw materials to factories and manufactured goodsto customers had to be worked out.New inventions in transportationspurred the Industrial Revolution further. A key invention was thesteam engine that was perfected by James Watt in the late 1790s. Although steam power had been used before, Watt invented ways to makeit practical and efficient to use for both water and landtransportation. Perhaps the most revolutionary use of steam energy was therailroad engine, which drove English industry after 1820. The firstlong-distance rail line from the coastal city of Liverpool to inland Manchester was an immediate success upon its completion in 1830, andwithin a few decades, most British cities were connected by rail.Railroads revolutionized life in Britain in several ways: 1) Railroads gave manufacturers a cheap way to transport materialsand finished products. 2) The railroad boom created hundreds of thousands of new jobs forboth railroad workers and miners. 3) The railroad industry spawned new industries and inventions andincreased the productivity of others. For example, agriculturalproducts could be transported farther without spoiling, so farmersbenefited from the railroads. 4) Railroads transported people, allowing them to work in citiesfar away from their homes and travel to resort areas for leisure.THE SPREAD OF THE INDUSTRIAL REVOLUTION The Industrial Revolution occurred only in Britain for about 50years, but it eventually spread to other countries in Europe, theUnited States, Russia, and Japan. British entrepreneurs andgovernment officials forbade the exp ort of machinery, manufacturingtechniques, and skilled workers to other countries but thetechnologies spread by luring British experts with lucrative offers,and even smuggling secrets into other countries. By the mid-19thcentury industrialization had spread to France, Germany, Belgium, andthe United States.The earliest center of industrial production in continental Europewas Belgium, where coal, iron, textile, glass, and armamentsproduction flourished. By 1830 French firms had employed many skilledBritish workers to help establish the textile industry, and railroadlines began to appear across western Europe. Germany was a littlelater in developing industry, mainly because no centralizedgovernment existed there yet, and a great deal of political unrestmade industrialization difficult. However, after the 1840s Germancoal and iron production skyrocketed, and by the 1850s an extensiverail network was under construction.After German politicalunification in 1871, the new empire rivaled En gland in terms ofindustrial production. Industrialization began in the United States by the 1820s, delayeduntil the country had enough laborers and money to invest inbusiness. Both came from Europe, where overpopulation and politicalrevolutions sent immigrants to the United States to seek theirfortunes. The American Civil War (1861-1865) delayed furtherimmigration until the 1870s, but it spurred the need for industrialwar products, all the way from soldiers' uniforms to guns torailroads for troop transport.Once the war was over, cross-countryrailroads were built which allowed more people to claim parts of vastinland America and to reach the west coast. The United States hadabundant natural resources &endash; land, water, coal and iron ore&endash; and after the great wave of immigration from Europe and Asiain the late 19th century &endash; it also had the labor. During the late 1800s, industrialization spread to Russia andJapan, in both cases by government initiatives. In Russia the tsaristgovernment encouraged the construction of railroads to link placeswithin the vast reaches of the empire.The most impressive one wasthe Trans-Siberian line constructed between 1891 and 1904, linkingMoscow to Vladivostock on the Pacific Ocean. The railroads also gaveRussians access to the empire's many coal and iron deposits, and by1900 Russia ranked fourth in the world in steel production. TheJapanese government also pushed industrialization, hiring thousandsof foreign experts to instruct Japanese workers and mangers in thelate 1800s. Railroads were constructed, mines were opened, a bankingsystem was organized, and industries were started that producedships, armaments, silk, cotton, chemicals, and glass.By 1900 Japanwas the most industrialized land in Asia, and was set to become a20th century power. CHANGES IN PATTERNS OF WORLDTRADE Industrialization greatly increased the economic, military, andpolitical strength of the societies that embraced it. By and large,the countries th at benefited from industrialization were the onesthat had the necessary components of land, labor and capital, andoften government support. However, even though many other countriestried to industrialize, few had much success.For example, Indiatried to develop jute and steel industries, but the entrepreneursfailed because they had no government support and little investmentcapital. An international division of labor resulted: people inindustrialized countries produced manufactured products, and peoplein less industrialized countries produced the raw materials necessaryfor that production. Industrial England, for example, needed cotton,so turned to India, Egypt, and the American south to produce it forthem. In many cases this division of labor led to colonization of thenon-industrialized areas.As industrialization increased, more ironand coal were needed, as well as other fibers for the textileindustry, and the British Empire grew rapidly in order to meet thesedemands. Many countries in Latin America, sub-Saharan Africa, south Asia,and southeast Asia became highly dependent on one cash crop – such assugar, cotton, and rubber – giving them the nickname of â€Å"BananaRepublics. † Such economies were very vulnerable to any change in theinternational market. Foreign investors owned and controlled theplantations that produced these crops, and most of the profits wentto them.Very little of the profits actually improved the livingconditions for people that lived in those areas, and since they hadlittle money to spend, a market economy could not develop. Despite the inequalities, the division of labor between people incountries that produced raw materials and those that producedmanufactured goods increased the total volume of world trade. Inturn, this increased volume led to better technology, whichreinforced and fed the trade. Sea travel became much more efficient,with journeys that had once taken months or years reduced to days orweeks.By 1914 t wo great canals shortened sea journeys by thousandsof miles. The Suez Canal built by the British and French in the 1850slinked the Mediterranean Sea to the Red Sea, making it no longernecessary to go around the tip of Africa to get from Europe to Asiaby sea. The Panama Canal, completed in 1913, did a similar thing inthe western hemisphere, cutting a swath through Central America thatencouraged trade and transportation between the Atlantic and PacificOceans. DEMOGRAPHIC AND ENVIRONMENTALCHANGES The Industrial Revolution significantly changed populationpatterns, migrations, and environments.In industrialized nationspeople moved to the areas around factories to work there, citiesgrew, and as a result an overall migration from rural to urban areastook place. This movement was facilitated by the growth of railroadsand improvement of other forms of transportation. This era also sawmigrations on a large scale from Europe and Asia into the Americas,so that the overall population of the west ern hemisphere increased. However, this movement did not translate into a decrease ofpopulation in the eastern hemisphere.Particularly in Europe, theAgricultural Revolution improved nutrition, especially as the potato(transported from the New World in the previous era) became a maindiet staple for European peasants. THE END OF THE ATLANTIC SLAVE TRADE ANDSLAVERY Even as we may debate whether slavery and the slave trade cameabout because of racism or economic benefit, we may argue about whyboth ended during this era. From the beginning, as the Atlantic slavetrade enriched some Africans and many Europeans, it became a topic offierce debate in Europe, Africa, and the Americas in the late 18thcentury.The American and French revolutions stimulated thesediscussions, since both emphasized liberty, equality, and justice,topics that fed a strong abolitionist movement. Because most slaveswere not allowed to learn to read and write, most outspokenabolitionists were free whites in England and N orth America. However,Africans themselves took up the struggle to abolish slavery and theslave trade, rising in frequent slave revolts in the 18th and 19thcenturies that made slavery an expensive and dangerous business.Probably the most famous African spokespersons was Olaudah Equiano, awest African who published an autobiography in 1789 that recountedhis experiences as a slave in Africa and the New World. He latergained his freedom, learned to read and write, and became active inthe abolitionist movement. Many people read his works, heard himspeak, and were influenced to oppose slavery. Despite the importance of the abolitionist movement, economicforces also contributed to the end of slavery and the slave trade. Plantations and the slave labor that supported them remained in placeas long as they were profitable.In the Caribbean, a revolution, ledby Toussaint L'Ouverture resulted in the liberation of slaves inHaiti and the creation of the first black free state in the Americas. Howe ver, the revolution was so violent that it sparked fear amongplantation owners and colonial governments throughout the Caribbean. In the late 18th century, a rapid increase in Caribbean sugarproduction led to declining prices, and yet prices for slavesremained high and even increased. Even as plantations experiences these difficulties, profits fromthe emerging manufacturing industries were increasing, so investorsshifted their money to these new endeavors.Investors discovered thatwage labor in factories was cheaper than slave labor on plantationsbecause the owners were not responsible for food and shelter. Entrepreneurs began to see Africa as a place to get raw materials forindustry, not just slaves. THE END OF THE SLAVE TRADE Most European countries and the United States had abolished theslave trade before the mid-19th century: Britain in 1807, the UnitedStates in 1808, France in 1814, the Netherlands in 1817, and Spain in1845. Ardent abolitionists in Britain pressured the governme nt tosend patrol ships to the est coast of Africa to conduct search andseizure operations for ships that violated the ban. The lastdocumented ship that carried slaves on the Middle Passage arrived inCuba in 1867. THE END OF SLAVERY The institution of slavery continued in most places in theAmericas long after the slave trade was abolished, with the Britishabolishing slavery in their colonies in 1833. The French abolishedslavery in 1848, the same year that their last king was overthrown bya democratic government.The United States abolished slavery in 1865when the north won a bitter Civil War that had divided the southernslave-holding states from the northern non-slavery states. The lastcountry to abolish slavery in the Americas was Brazil, where theinstitution was weakened by a law that allowed slaves to fight in thearmy in exchange for freedom. Army leaders resisted demands that theycapture and return runaway slaves, and slavery was abolished in 1888,without a war. IMMIGRATION TO THE AMERICAS Various immigration patterns arose to replace the slave trade.Asian and European immigrants came to seek opportunities in theAmericas from Canada in the north to Argentina in the south. Somewere attracted to discoveries of gold and silver in western NorthAmerica and Canada, including many who made their way west from theeastern United States. However, European and Asian migrants whobecame workers in factories, railroad construction sites, andplantations outnumbered those who were gold prospectors. By the mid 19th century European migrants began crossing theAtlantic to fill the factories in the eastern United States.Increasing rents and indebtedness drove farmers from Ireland,Scotland, Germany and Scandinavia to North America, settling in theOhio and Mississippi River Valleys in search of land. The potatofamine forced many Irish peasants to make the journey, and politicalrevolutions caused many Germans to flee the wrath of the governmentwhen their causes failed. By the late 19th and early 20th centuries,most immigrants to North America were from southern and easternEurope, fleeing famine, poverty, and discrimination in theircountries of origin.While migrants to the United States came to fill jobs in thedeveloping industrial society, those who went to Latin America mostlyworked on agricultural plantations. About 4 million Italians came toArgentina in the 1880s and 1890s, and others went to Brazil, wherethe government paid the voyage over for Italian migrants who came towork on coffee plantations after slavery was abolished. Others camefrom Asia, with more than 15,000 indentured laborers from Chinaworking in sugarcane fields in Cuba during the 19th century. Chineseand Japanese laborers came to Peru where they worked on cottonplantations, in mines, and on railroad lines.THE DEMOGRAPHIC TRANSITION This era saw a basic change in the population structures ofindustrialized countries. Large families had always been welcome inagricultural societies because the more people a family had, the moreland they were able to work. Children's work was generally worth morethan it costs to take care of them. However, in the west, includingthe United States, the birth rate declined to historically low levelsin the 19th century. This demographic transition from high birthrates to low reflected the facts that child labor was being replacedby machines and that children were not as useful as they were inagricultural societies.Instead, as life styles changed in urbansettings, it became difficult to support large families, both interms of supporting them with salaries from industrial jobs and inhousing them in crowded conditions in the cities. High birth ratescontinued elsewhere in the world, so the west's percentage of totalworld population began to slip by 1900 even as its world powerpeaked. ENVIRONMENTAL CHANGES Wilderness areas in Europe were virtually gone by 1750, withalmost every piece of land used by farmers or townspeople. However,the process cont inued during this era, and deforestation became themost serious problem.Americans transformed their lands even morerapidly as people moved west, clearing forests for farms and thenmoving on when the soil was depleted. The cultivation of cotton wasespecially harmful. Planters cut down forests, grew cotton for a fewyears, moved west, and abandoned the land to scrub pines. Surprisingly, industrialization actually relieved environmentaldepletion in Britain because raw materials once grown on British soil&endash; like wool and grain – were replaced by coal and iron foundunderground. Iron replaced wood in many building structures,including ships, so that deforestation slowed.The most dramatic environmental changes in industrializedcountries occurred in the towns. Never before had towns grown sofast, and major cities formed. London grew from about 500,000inhabitants in 1700 to more than 2 million by 1850, with the largestpopulation a city had ever had in world history. Cities in the middleindustrial belt of Britain, such as Liverpool and Manchester grewrapidly during this period as well. New York City in the UnitedStates reached about 600,000 in 1850. CHANGES IN SOCIAL AND GENDERSTRUCTUREIndustrialization also transformed social and gender structures incountries where it developed, although it is not entirely clear as towhether the â€Å"gender gap† narrowed or widened. By and largeindustrialization widened the gap between the rich and the poor bycreating opportunities for businessmen to be far richer than theupper classes in an agricultural society ever could be. Although theywere free, not forced, laborers, the wages for factory workers werevery low, and many suffered as much if not more poverty than they hadas rural peasants. WORKING CONDITIONSIndustrialization offered new opportunities to people withimportant skills, such as carpentry, metallurgy, and machineoperations. Some enterprising people became engineers or opened theirown businesses, but for the vast majority of those who left theirfarming roots to find their fortunes in the cities, life was full ofdisappointments. Most industrial jobs were boring, repetitive, andpoorly paid. Workdays were long with few breaks, and workersperformed one simple task over and over with little sense ofaccomplishment. Unlike even the poorest farmer or craftsman, factoryworkers had no control over tools, jobs, or working hours.Factoryworkers could do very little about their predicament until the latterpart of the period, when labor unions formed and helped to provokethe moral conscience of some middle class people. Until then, workerswho dared to go on strike &endash; like the unmarried girls at theLowell mills in Massachusetts &endash; they were simply replaced byother workers from the abundant supply of labor. FAMILY LIFE Because machinery had to be placed in a large, centrally locatedplace, workers had to go to factories to perform their work, a majorchange in lifestyles from those of agr icultural societies.Inprevious days all family members did most of their work on the farm,which meant that the family stayed together most of the time. Division of labor meant that they did different types of work, mostlysplit by gender and age, but the endeavor was a collective one. Evenin the early days of commercialization, â€Å"piece work† was generallydone by people at home, and then delivered to the merchant orbusinessman. Now, people left their homes for hours at a time, oftenleaving very early and not returning till very late. Usually bothhusband and wife worked away from home, and for most of this period,so did children.Family life was never the same again. In the early days of industrialization, the main occupation ofworking women was domestic servitude. If they had small children,they usually tried to find work they could do at home, such aslaundry, sewing, or taking in lodgers. However, even with bothparents working, wages were so low that most families found itd ifficult to make ends meet. Most industrialists encouraged workersto bring their children along with them to the factories becausechildren usually could do the work, too, and they were quitecheap. CHANGES IN SOCIAL CLASSESA major social change brought about by the Industrial Revolutionwas the development of a relatively large middle class, or†bourgeoisie† in industrialized countries. This class had beengrowing in Europe since medieval days when wealth was based on land,and most people were peasants. With the advent of industrialization,wealth was increasingly based on money and success in businessenterprises, although the status of inherited titles of nobilitybased on land ownership remained in place. However, land had neverproduced such riches as did business enterprises of this era, and somembers of the bourgeoisie were the wealthiest people around.However, most members of the middle class were not wealthy, owningsmall businesses or serving as managers or administrator s in largebusinesses. They generally had comfortable lifestyles, and many wereconcerned with respectability, or the demonstration that they were ofa higher social class than factory workers were. They valued the hardwork, ambition, and individual responsibility that had led to theirown success, and many believed that the lower classes only hadthemselves to blame for their failures. This attitude generallyextended not to just the urban poor, but to people who still farmedin rural areas.The urban poor were often at the mercy of business cycles &endash;swings between economic hard times to recovery and growth. Factoryworkers were laid off from their jobs during hard times, making theirlives even more difficult. With this recurrent unemployment camepublic behaviors, such as drunkenness and fighting, that appalled themiddle class, who stressed sobriety, thrift, industriousness, andresponsibility. Social class distinctions were reinforced by Social Darwinism, aphilosophy by Englishman Her bert Spencer.He argued that humansociety operates by a system of natural selection, wherebyindividuals and ways of life automatically gravitate to their properstation. According to Social Darwinists, poverty was a â€Å"naturalcondition† for inferior individuals. GENDER ROLES AND INEQUALITY Changes in gender roles generally fell along class lines, withrelationships between men and women of the middle class being verydifferent from those in the lower classes. LOWER CLASS MEN AND WOMEN Factory workers often resisted the work discipline and pressuresimposed by their middle class bosses.They worked long hours inunfulfilling jobs, but their leisure time interests fed thepopularity of two sports: European soccer and American baseball. Theyalso did less respectable things, like socializing at bars and pubs,staging dog or chicken fights, and participating in other activitiesthat middle class men disdained. Meanwhile, most of their wives were working, most commonly asdomestic servants for middle class households, jobs that they usuallypreferred to factory work. Young women in rural areas often came tocities or suburban areas to work as house servants.They often sentsome of their wages home to support their families in the country,and some saved dowry money. Others saved to support ambitions tobecome clerks or secretaries, jobs increasingly filled by women, butsupervised by men. MIDDLE CLASS MEN AND WOMEN When production moved outside the home, men who became owners ormanagers of factories gained status. Industrial work kept the economymoving, and it was valued more than the domestic chores traditionallycarried out by women. Men's wages supported the families, since theyusually were the ones who made their comfortable life stylespossible.The work ethic of the middle class infiltrated leisure timeas well. Many were intent on self-improvement, reading books orattending lectures on business or culture. Many factory owners andmanagers stressed the importance of churc h attendance for all, hopingthat factory workers could be persuaded to adopt middle-class valuesof respectability. Middle class women generally did not work outside of the home,partly because men came to see stay-at-home wives as a symbol oftheir success. What followed was a â€Å"cult of domesticity† thatjustified removing women from the work place.Instead, they filledtheir lives with the care of children and the operation of theirhomes. Since most middle-class women had servants, they spent timesupervising them, but they also had to do fewer household choresthemselves. Historians disagree in their answers to the question of whether ornot gender inequality grew because of industrialization. Gender roleswere generally fixed in agricultural societies, and if the lives ofworking class people in industrial societies are examined, it isdifficult to see that any significant changes in the gender gap tookplace at all.However, middle class gender roles provide the realbasis for the argument. On the one hand, some argue that women wereforced out of many areas of meaningful work, isolated in their homesto obsess about issues of marginal importance. On the farm, theirwork was â€Å"women's work,† but they were an integral part of thecentral enterprise of their time: agriculture. Their work in raisingchildren was vital to the economy, but industrialization renderedchildren superfluous as well, whose only role was to grow up safelyenough to fill their adult gender-related duties.On the other hand,the â€Å"cult of domesticity† included a sort of idolizing of women thatmade them responsible for moral values and standards. Women were seenas stable and pure, the vision of what kept their men devoted to thetasks of running the economy. Women as standard-setters, then, becamethe important force in shaping children to value respectability, leadmoral lives, and be responsible for their own behaviors. Withoutwomen filling this important role, the entire socia l structure thatsupported industrialized power would collapse. And who could wish formore power than that?NEW POLITICAL IDEAS ANDMOVEMENTS In 1750 only England and the Netherlands had constitutionalmonarchies, governments that limited the powers of the king or ruler. All the other kingdoms of Europe, as well as the Muslim Empires andChina, practiced absolutism. Absolutist rulers benefited from thetendency for governments to centralize between 1450 and 1750 becauseit extended the power they had over their subjects. Most of therulers reinforced their powers by claiming special authority for thesupernatural, whether it be the mandate of heaven as practiced inChina, or divine right as European kings declared.Between 1750 and1914, absolute rulers almost everywhere lost power, and the rule oflaw became a much more important political principle. One of the most important political concepts to arise from the erawas the â€Å"nation-state,† a union often characterized by a commonlangu age, shared historical experiences and institutions, and similarcultural traditions, including religion at both the elite and popularlevels. As a result, political loyalties were no longer so determinedby one's attitudes toward a particular king or noble but by a moreabstract attachment to a â€Å"nation. FORCES FOR POLITICAL CHANGE As the Industrial Revolution began in England, the economicchanges were accompanied by demands for political changes that spreadto many other areas of the world by the end of the 19th century. Twoimportant forces behind the change were: †¢ The influence of the Enlightenment – The 1700s are sometimes referred to as the â€Å"Age of Enlightenment,† because philosophical and political ideas were begun to seriously question the assumptions of absolute governments.The Enlightenment began in Europe, and was a part of the changes associated with the Renaissance, the Scientific Revolution, and the Protestant Reformation, all taking place betw een 1450 and 1750. The Enlightenment invited people to use their â€Å"reason† using the same humanistic approach of Renaissance times. People can figure things out, and they can come up with better governments and societies. In the 1600s John Locke wrote that a ruler's authority is based on the will of the people. He also spoke of a social contract that gave subjects the right to overthrow the ruler if he ruled badly.French philosophes, such as Voltaire and Jean-Jacques Rousseau spread the new ideas to France, where they began uproar in a land that epitomized absolutism. †¢ New wealth of the bourgeoisie – Ongoing commercialization of the economy meant that the middle class grew in size and wealth, but not necessarily in political power. These self-made men questioned the idea that aristocrats alone should hold the highest political offices. Most could read and write, and found Enlightenment philosophy appealing in its questioning of absolute power. They sought po litical power to match the economic power that they had gained.REVOLUTIONS A combination of economic, intellectual, and social changesstarted a wave of revolutions in the late 1700s that continued intothe first half of the 19th century. The started in North America andFrance, and spread into other parts of Europe and to LatinAmerica. THE AMERICAN REVOLUTION Ironically, the first revolution inspired by the new politicalthought that originated in England began in the North Americancolonies and was directed at England. It began when Americancolonists resisted Britain's attempt to impose new taxes and tradecontrols on the colonies after the French and Indian War ended in1763.Many also resented Britain's attempts to control the movementwest. â€Å"Taxation without representation† turned British politicaltheory on its ear, but it became a major theme as the rebellionspread from Massachusetts throughout the rest of the colonies. Colonial leaders set up a new government and issued th e Declarationof Independence in 1776. The British sent forces to put the rebelliondown, but the fighting continued for several years until the newlycreated United States eventually won. The United States Constitutionthat followed was based on enlightenment principles, with threebranches of government that check and balance one another.Althoughinitially only a few had the right to vote and slavery was notabolished, the government became a model for revolutions to come. THE FRENCH REVOLUTION A very different situation existed in France. No establishednobility existed in the United States, so when independence wasachieved, the new nation had no old social and political structure tothrow off. In contrast, the Revolution in France was a civil war, arising against the Ancien Regime, or the old kingdom that had risenover centuries.The king, of course, had absolute power, but thenobility and clergy had many privileges that no one else had. Socialclasses were divided into three estates: firs t was the clergy, secondthe nobility, and the Third Estate was everyone else. On the eve ofthe Revolution in 1789, about 97% of the population of France wasthrown into the Third Estate, although they held only about 5% of theland. They also paid 100% of the taxes. Part of the problem was that the growing class of the bourgeoisiehad no political privileges.They read Enlightenment philosophes,they saw what happened in the American Revolution, and they resentedpaying all the taxes. Many saw the old political and social structureas out of date and the nobles as silly and vain, undeserving of theprivileges they had. The French Revolution began with King Louis XVI called theEstates-General, or the old parliamentary structure, together for thefirst time in 160 years. He did so only because the country was infinancial crisis brought on by too many wars for power and anextravagant court life at Versailles Palace.Many problems convergedto create the Revolution: the nobles' refusal to pay taxe s,bourgeoisie resentment of the king, Louis Vic's incompetence, and aseries of bad harvests for the peasants. The bourgeoisie seizedcontrol of the proceedings and declared the creation of the NationalAssembly, a legislative body that still exists in France today. Theywrote the Declaration of the Rights of Man and the Citizen, modeledafter the American Declaration of Independence, and they set about towrite a Constitution for France.The years after the revolution began were turbulent ones that sawthe king beheaded and the government taken over by the Jacobins, aradical group that sought equality through executing those thatdisagreed with the government. The Reign of Terror lasted for abouttwo years, with thousands of people guillotined and thousands morefleeing the country. The Jacobin leaders themselves were eventuallyguillotined; the country teetered for several years in disarray, andfinally was swept up by Napoleon Bonaparte as he claimed French gloryin battle. Democracy did not c ome easily in France. CONSERVATIVE REACTION TOREVOLUTIONNapoleon Bonaparte, of minor nobility from the island of Corsica,rose through the ranks of the French military during a time of chaos. He seized the French Government at a time when no one else couldcontrol it. He promised stability and conquest, and by 1812 theFrench Empire dominated Europe to the borders of Russia. His invasionof Russia was unsuccessful, done in by cold winters, long supplylines, and Tsar Alexander It's burn and retreat method that leftFrench armies without food. Finally, an alliance of Europeancountries led by Britain defeated Napoleon in 1815 at Waterloo inmodern day Belgium.Although Napoleon was defeated and exiled, othercountries were horrified by what had happened in France: arevolution, the beheading of a king, a terrorizing egalitariangovernment, and finally a demagogue who attacked all of Europe. Toconservative Europe, France was a problem that had to be containedbefore their ideas and actions spread to the rest of thecontinent. The allies that had defeated Napoleon met at Vienna in 1815 toreach a peace settlement that would make further revolutionsimpossible. The Congress of Vienna was controlled by therepresentatives of three nations: Britain, Austria, and Russia.Eachcountry wanted something different. The British wanted to destroy theFrench war machine, Russia wanted to establish an alliance based onChristianity, and Austria wanted a return to absolutism. They reachedan agreement based on restoring the balance of power in Europe, orthe principle that no one country should ever dominate the others. Rather, the power should be balanced among all the major countries. France actually came out rather well in the proceedings, due in largepart to the talents of their representative, Tallyrand.However, theCongress restricted France with these major decisions: †¢ Monarchies – including the monarchy in France – were restored in countries that Napoleon had conquered à ¢â‚¬ ¢ France was â€Å"ringed† with strong countries by its borders to keep its military in check. †¢ The Concert of Europe was formed, an organization of European states meant to maintain the balance of power. THE SPREAD OF REVOLUTION AND NEW POLITICALIDEAS No matter how the Congress of Vienna tried to stem the tide ofrevolution, it did not work in the long run.France was to wobbleback and forth between monarchy and republican government for thirtymore years, and then was ruled by Napoleon III (Bonaparte's nephew)until 1871, when finally a parliamentary government emerged. Andother countries in Europe, as well as colonies in Latin America, hadheard â€Å"the shot heard round the world,† and the true impact of therevolutionary political ideas began to be felt. REVOLUTIONS IN LATIN AMERICA From North America and France, revolutionary enthusiasm spreadthroughout the Caribbean and Spanish and Portuguese America.Incontrast to the leaders of the War for Independence f or the UnitedStates, most of the early revolutions in Latin America began withsubordinated Amerindians and blacks. Even before the FrenchRevolution, Andean Indians, led by Tupac Amaru, besieged the ancientcapital of Cuzco and nearly conquered the Spanish army. The Creoleelite responded by breaking the ties to Spain and Portugal, butestablishing governments under their control. Freedom, then, wasinterpreted to mean liberty for the property-owning classes. Only inthe French colony of Saint Domingue (Haiti) did slaves carry out asuccessful insurrection.The rebellion in 1791 led to several years of civil war in Haiti,even though French abolished slavery in 1793. When Napoleon came topower, he sent an army to tame the forces led by ToussaintL'Ouverture, a former slave. However, Napoleon's army was decimatedby guerrilla fighters and yellow fever, and even though Toussaintdied in a French jail, Haiti declared its independence in 1804. Other revolutions in Latin America were led by politica l andsocial elites, although some of them had important populistelements. †¢ Brazil – Portugal's royal family fled to Brazil when Napoleon's troops stormed the Iberian Peninsula.The presence of the royal family dampened revolutionary fervor, especially since the king instituted reforms in administration, agriculture, and manufacturing. He also established schools, hospitals, and a library. The king returned to Portugal in 1821, after Napoleon's threat was over, leaving Brazil in the hands of his son Pedro. Under pressure from Brazilian elites, Pedro declared Brazil's independence, and he signed a charter establishing a constitutional monarchy that lasted until the late 19th century when Pedro II was overthrown by republicans. Mexico – Father Miguel Hidalgo led Mexico's rebellion that eventually led to independence in 1821. He was a Catholic priest who sympathized with the plight of the Amerindian peasants and was executed for leading a rebellion against the coloni al government. The Creole elite then took up the drive for independence that was won under the leadership of Agustin de Iturbide, a conservative military commander. However, Father Hidalgo's cause greatly influenced Mexico's political atmosphere, as his populist ideas were taken up by others who led the people in revolt against the Creoles.Two famous populist leaders were Emiliano Zapata and Pancho Villa, who like Father Hidalgo were executed by the government. Mexico was not to work out this tension between elite and peasants until well into the 20th century. †¢ Spanish South America – Colonial elite – landholders, merchants, and military – also led Spanish colonies in South America in rebellion against Spain. The term â€Å"junta† came to be used for these local governments who wanted to overthrow colonial powers. Two junta centers in South America were: 1. Caracas, Venezuela – At first, laborers and slaves did not support this Creole-led ju nta.However, they were convinced to join the independence movement by Simon de Bolivar, a charismatic military leader with a vision of forging â€Å"Gran Columbia,† an independent, giant empire in the northern part of South America. He defeated the Spanish, but did not achieve his dream of empire. Instead, regional differences caused the newly independent lands to split into several countries. 2. Buenos Aires, Argentina – Another charismatic military leaders – Jose de San Martin – led armies for independence from the southern part of the continent.His combined Chilean/Argentine forces joined with Bolivar in Peru, where they helped the northern areas to defeat the Spanish. Martin's areas, like those led by Bolivar, also split along regional differences. All in all, constitutional experiments in North America were moresuccessful than those in South America. Though South Americans gainedindependence from colonial governments during the 19th century, theirgov ernments remained authoritarian and no effective legislatures werecreated to share the power with political leaders. Why thisdifference? COMPARATIVE CONSTITUTIONAL EXPERIMENTS ; NORTH AMERICA AND SOUTH AMERICA | |NORTH AMERICA |SOUTH AMERICA | |Mother country had parliamentary government, so colonial governments had a |Mother country governed by absolute monarch; colonial | |constitutional model |governments had authoritarian model | |Colonies had previous experience with popular politics; had their wn |Colonies had no experience with popular politics; | |governments that often operated independently from British control |colonial governments led by authoritarian Creoles | |Military leaders were popular and sometimes became Presidents (Washington, |Had difficulty subduing the power of military leaders;| |Jackson), but they did not try to take over the government as military |set in place the tradition of military juntas taking | |leaders; constitutional principle that military wou ld be subordinate to the|over governments | |government | | |American Revolution occurred in the 1770s; vulnerable new nation emerged at|Latin American Revolutions occurred during the early | |an economically advantageous time, when the world economy was expanding |1800s, a time when the world economy was contracting, | | |a less advantageous time for new nations | The differences in political backgrounds of the two continents ledto some very different consequences. For the United States (andeventually Canada), it meant that relatively democratic governmentsleft entrepreneurs open to the Industrial Revolution, which, afterall, started in their mother country. For Latin America, it meantthat their governments were less supportive and/or more removed fromthe economic transformations of the Industrial Revolutions, andstable democratic governments and economic prosperity would be a longtime in coming. IDEOLOGICAL CONSEQUENCES OFREVOLUTIONSThe Enlightenment philosophy that inspired rev olutions in theUnited States, France, and Latin America brought about lastingchanges in western political ideology, with some people reactingagainst the chaos that revolutions brought, and others inspired bythe values of democracy, liberty, equality, and justice. Threecontrasting ideologies may be seen by the early 1800s: †¢ Conservatism – People who supported this philosophy at first advocated return to absolute monarchy, but came to accept constitutional monarchy by the mid-1800s. Generally, conservatives disapproved of the revolutions of the era, particularly the French Revolution with all the violence and chaos that it brought. †¢ Liberalism – Liberals supported a republican democracy, or a government with an elected legislature who represented the people in political decision-making.These representatives were generally from the elite, but were selected (usually by vote) from a popular base of citizens. Emphasis was generally on liberty or freedom from op pression, rather than on equality. †¢ Radicalism – Radicals advocated drastic changes in government and emphasized equality more than liberty. Their philosophies varied, but they were most concerned with narrowing the gap between elites and the general population. The Jacobins during the French Revolution, and Marxism that appeared in the mid 19th century were variations of this ideological family. REFORM MOVEMENTS The political values supported by revolutions were embraced bysome who saw them as applying to all people, including women andformer slaves.Values of liberty, equality, and democracy hadprofound implications for change within societies that had alwaysaccepted hierarchical social classes and gender roles. Reformmovements sprouted up as different people put differentinterpretations on what these new political and social valuesactually meant. Women's Rights Advocates of women's rights were particularly active in Britain,France, and North America. Mary Wollstonecr aft, an English writer,was one of the first to argue that women possessed all the rightsthat Locke had granted to men, including education and participationin political life. Many French women assumed that they would begranted equal rights after the revolution. However, it did not bringthe right to vote or play major roles in public affairs.Since genderroles did not change in the immediate aftermath of revolution, socialreformers pressed for women's rights in North America and Europe. Americans like Elizabeth Cady Stanton and Susan B. Anthony in theUnited States decided to concentrate their efforts on suffrage, orthe right to vote. A resolution passed at Seneca Falls, New York, in1848, emphasized women's rights to suffrage, as well as to education,professional occupations, and political office. Their movement didnot receive popular support, however, until the 20th century, buttheir activism laid a foundation for large-scale social changelater. The Limits of the Abolitionist Movement Although slavery was abolished in Europe and North America by thelate 19th century, blacks did not realize equality within the timeperiod. Although former slaves were guaranteed the right to vote inthe late 1860s in the United States, they were effectively barredfrom political participation by state and local legislation calledJim Crow laws. Blacks all over the Americas tended to have the leastdesirable jobs, limited educational opportunities, and lower socialstatus than whites. Conservative Reactions to Reform During the late 1800s two systems of related political thoughtemerged among conservatives to justify inequalities: †¢ Scientific racism – This idea system became popular among conservative thinkers in industrialized societies.It used scientific reasoning and evidence to prove its premise that blacks are physiologically and mentally inferior to whites. The theory generally constructed three main â€Å"races† in the world – Caucasian, Mongoloid, and Ne groid ; and built its arguments that basic differences existed among them that made Negroids inherently inferior to Caucasians. Scientific racism, then, justified the inferior positions that blacks had in the society and the economy. †¢ Social Darwinism – This philosophy justified not racial differences, but differences between the rich and the poor. It used Darwin's theory of natural selection (living things that are better adapted to the environment survive, others don't) to explain why some get rich and others remain poor.In the competition for favored positions and bigger shares of wealth, the strong, intelligent, and motivated naturally defeat the weak, less intelligent, and the lazy. So, people who get to the top deserve it, as do the people who remain at the bottom Marxism Another reaction to the revolution in political thought wasMarxism, The father of communism is generally acknowledged to be KarlMarx, who first wrote about his interpretation of history and visi onfor the future in The Communist Manifesto in 1848. He saw capitalism; or the free market ; as an economic system thatexploited workers and increased the gap between the rich and thepoor.He believed that conditions in capitalist countries wouldeventually become so bad that workers would join together in aRevolution of the Proletariat (workers), and overcome thebourgeoisie, or owners of factories and other means of production. Marx envisioned a new world after the revolution, one in which socialclass would disappear because ownership of private property would bebanned. According to Marx, communism encourages equality andcooperation, and without property to encourage greed and strife,governments would be unnecessary. His theories took root in Europe,but never became the philosophy behind European governments, but iteventually took new forms in early 20th century Russia and China. NATIONALISMIn older forms of political organizations, the glue of politicalunity came from the ruler, whe ther it is a king, emperor, sultan, orcaliph. Political power generally was built on military might, and aruler controlled the land that he conquered as long as he controlledit. Power was often passed down within one family that based thelegitimacy of their rule on principles that held sway over theirpopulations, often some kind of special contact with the spiritualworld. The era 1750 to 1914 saw the creation of a new type ofpolitical organization – the nation – that survived even if therulers failed. Whereas nations' political boundaries were still oftendecided by military victory, the political entity was much broaderthan control by one person or family.Nations were built onnationalism – the feeling of identity within a common group ofpeople. Of course, these feelings were not new in the history of theworld. However, the force of common identity became a basic buildingblock for nations, political forms that still dominate world politicstoday. Nationalism could be based on common geographical locations,language, religion, or customs, but it is much more complex thanthat. The main idea is that people see themselves as â€Å"Americans† or†Italians† or â€Å"Japanese,† despite the fact that significant culturalvariations may exist within the nation. Napoleon contributed a great deal to the development of strongnationalism in 19th century Europe.His conquests were done in thename of â€Å"France,† even though the French monarchy had been deposed. The more he conquered, the more pride people had in being â€Å"French. â€Å"He also stirred up feelings of nationalism within a people that heconquered: â€Å"Germans† that could not abide being taken over by theFrench. In Napoleon's day Germany did not exist as a country yet, butpeople still thought of themselves as being German. Instead Germanslived in a political entity known as â€Å"The Holy Roman Empire. â€Å"However, the nationalism that Napoleon invoked became the basis forfurther revolutions, in which people around the world sought todetermine their own sovereignty, a principle that Woodrow Wilsoncalled self-determination. RISE OF WESTERN DOMINANCEA combination of economic and political transformations in Europethat began in the 1450 to 1750 era converged between 1750 and 1914 toallow the â€Å"west† (including the United States and Australia) todominate the rest of the world. From China to the Muslim states toAfrica, virtually all other parts of the world became the â€Å"have nots†to the west's â€Å"haves. † With political and economic dominance camecontrol in cultural and artistic areas as well. NEW EUROPEAN NATIONS A major political development inspired by growing nationalism wasthe consolidation of small states into two important new nations: †¢ Italy – Before the second half of the 19th century, Italy was a collection of city-states that were only loosely allied with one another. A u nification movement was begun in the north by Camillo di Cavour, and in the north by Giuseppe Garibaldi.As states unified one by one, the two leaders joined, and Italy became a unified nation under King Vittore Emmanuele II. The movement was a successful attempt to escape the historical domination of the peninsula by Spain in the south and Austria in the north. †¢ Germany – The German Confederation was created by the Congress of Vienna in 1815, but it had been controlled by the Austrian and Prussian Empires. In 1848 major rebellions broke out within the confederation, inspired by liberals who envisioned a German nation ruled by parliamentary government. The revolutions failed, and many liberals fled the country, but they proved to be an excuse for the Prussian army to invade other parts of the Confederation.The Prussian military leader was Otto von Bismarck, who subjugated the rebels and declared the beginning of the German Empire. The government was a constitutional mon archy, with Kaiser Wilhelm I ruling, but for a number of years, Bismarck had control. He provoked three wars &endash; with Denmark, Austria, and France &endash; and appealed to German nationalism to create a strong new nation in the heart of Europe. He pronounced it the â€Å"2nd Reich† or ruling era (the 1st was the Holy Roman Empire and the 3rd was set up by Adolph Hitler in the 20th century). These new nations altered the balance of power in Europe, causingestablished nations like Britain and France concern that their ownpower was in danger.Nationalism, then, was spurred on by a renewalof

Sugar Industry Research Paper Example | Topics and Well Written Essays - 1000 words

Sugar Industry - Research Paper Example The U.S. sugar industry saved the domestic players from the changing world prices of sugars. For importing sugar, the U.S. has to pay an import price which also includes import duties. However, it has been found that there occurs a significant gap between the import prices and the market prices. The reasons of the volatility of the market prices could be the unbalanced supply which may result from high costs of production, implying that small changes in the supply may have significant price effects. (Agricultural trade policies in the new millennium) (Kennedy & Koo 156) The U.S. followed a sugar system which was meant to protect the domestic sugar producers from the volatile and high global market prices. This system led to almost double prices for sugar than the market prices. However, in the year 1989, the traditional quotas were changed and a new tariff quota was being followed which led to paying an extra duty, thereby allowing imports to respond to greater demands. From the 1990 s, there was demand for change in policies, when the World Trade Organization, came into being (Vaughan, & France 25-29).The sugar program in the U.S. helps the domestic producers through a loan program which guarantees the producers a minimum market price for the sugar they produce. However, this has to operate without any cost to the government. In order to prevent losses, the USDA (U.S. Department of Agriculture) has to keep the prices up, and the import quota plays a crucial role in this. The tariff rate quota allows a lower level of imports at a low tariff level, that is, restrictions are made to the foreign supply of sugars. (The U.S. Sugar Program, 18-19). As per researches, the U.S. sugar program increases costs to the U.S. sweetener users. The government, not paying directly to the producers, lists the costs to the users of sweeteners. As a result there is a gap between the import prices and the prevailing market prices. Thus the users pay more which benefits the producers. Keeping the prices high, protection is obtained against forfeiture or loss in terms of loans or other factors, and helps the producers to recover loan rates, and other costs like transportation. (The U.S. Sugar Program, 24-25). Manufacturers who produce substitutes for sugar also benefit from the sugar program. However, the benefits from the sugar program are not always profits. Profits are dependent on production and efficiency of the producer. (The U.S. Sugar Program, 33-35). Consumers and taxpayers enjoy several benefits from the U.S. sugar program. The American economy benefits from the policies by

I can do anything as good as you Essay Example | Topics and Well Written Essays - 750 words

I can do anything as good as you - Essay Example Despite the optimistic perspective and the lure of higher income expected from the demands of the job, the experience of Eisenberg, and other women from the construction workforce indicated that the percentage was permanently pegged at 2 percent since 1980. In this regard, the essay aims to critically analyze the capacity of women to work on an equal footing with men, especially in professions that have been stereotyped as predominantly of men’s domain. The first and critical issue that needs to be addressed is can women do the job? Can women become carpenters, electricians, ironworkers, painters and plumbers? Despite the small percentage of the female gender that delved into these professions, Eisenberg proved that women can to the job – with loads of determination, patience, the will to overcome challenges, and the persistence to succeed. The Nontraditional Employment for Women (NEW) â€Å"trains women and places them in  careers in the skilled construction, utilit y, and maintenance trades, helping women achieve economic independence and a secure future† (par. 1). As of 2005, NEW revealed that the percentage of women as construction workers have already risen to 3% (NEW, par. 5). The advantages of pursuing this particular career path are: (1) high remuneration (of as much as $10 to $17 per hour during the first year, to increase to as much as $45 per hour upon completion of the apprenticeship program); (2) availment of excellent medical benefits; (3) other benefits such as pensions and paid annuities are offered; and (4) various kinds of training in stages and phases of work are given and availed of (NEW: Programs, pars. 7 - 10). On the other hand, despite the lucrative opportunities of the profession, most women opt to avoid working as construction laborers for the reasons such as: (1) job responsibilities and tasks are mentally and physically demanding; (2) working hours are generally way too early than traditional working hours; (3) outdoor work all throughout the year is required; and (4) perceived male dominance is seen as a barrier to entry (NEW: Programs, pars. 11 - 14). The next concern is should women do the job? The answer is a resounding why not? All challenges enumerated above could be addressed through appropriate training and by giving incentives and support. The fact that the women interviewed by Eisenberg have proven that they can do the job indicates that the demands, knowledge, skills and abilities needed to accomplish required tasks could be developed in women, with proper training and experience. Further, just like in every other endeavor, success in a career begins with one’s genuine interest and enthusiasm to delve into the chosen field. Nothing is really impossible when one puts one’s mind and heart into any endeavor worth pursuing. Regrettably, the labor movement has remained compliant to the plight of tradeswomen. As revealed by Eisenberg in her official website continue to r aise the public and legislator’s awareness on the need, not only to announce the governmental policies on offering construction jobs and apprenticeship to women, but more so, on active promotion and enforcement of these policies to increase participation and outcome. As averred â€Å"In a 1994 interview with LA ironworker Mary Michels, I asked her how many women she thought would be working in construction. Her response: â€Å"

Valued Employee Program Essay Example | Topics and Well Written Essays - 2000 words

Valued Employee Program - Essay Example ?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....10 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.12 Appendix†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...13 Appendix A†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...14 Abstract Due to the global recession, the world is also experiencing global employability crisis especially in the country. To answer this problem, new talents must be f ound. This can be achieved by renewing business and management strategies. This would also include a program to enhance talent already in the company. Rewards and recognitions must be given either formally or informally. Other incentives may also be given. Successful implementation of these programs or strategies would contribute to the success of the company. Keywords: Rewards and recognition, valuing employees, global employability crisis Valued Employee Program Introduction â€Å"People are definitely a company's greatest asset because a company is only as good as the people it keeps.† This is a famous quote from Mary Kay Ash, a very successful American businesswoman. For a company to be a globally competitive one, it should know how to make its people competitive at the same time knowing how to keep them for long-term. This means having or discovering new talents and also giving rewards and recognitions to employees. According to Gallop (2006) as cited by Ascent Group (20 08), companies with high levels of employee satisfaction enjoyed higher return on investment. This is what our program wants to achieve. Satisfaction to the employee like rewards, recognitions, benefits, incentives, bonuses and satisfaction to the company in terms of increased sales, revenues and profits and also credibility will be achieved. Labor Force Situation As leaders transition toward growth, there is an increased focus on human capital which involves identifying and actively engaging the most critical employees, rapidly aligning the workforce around change and ensuring getting most of the dollar they spent (Aon Hewitt, 2011). Also, according to ManpowerGroup (2011), talent becomes increasingly difficult to find heading towards a global employability crisis. This means lesser assets to the company. Companies must reconsider work models and workforce strategies to execute their business strategies. Old assumptions on structure and organization of work plus the development of talent must be changed so as not to put the business in danger. These new strategies entail much effort to be put upon. It is becoming more and more difficult to find and engage the right employees (Ascent Group, 2011). Thus, more jobs are being difficult to fill. Based from the 2011 Talent Shortage Survey by the ManpowerGroup, the Top 10 Jobs Employers are Having Difficulty Filling Globally are as follows: 1) technicians; 2) sales representatives; 3) skilled trades workers; 4) engineers; 5) laborers; 6) management/executives; 7) accounting and

Ethnic Minorities. Choose an ethnic minority in a population not u.s Essay

Ethnic Minorities. Choose an ethnic minority in a population not u.s. or canada. Describe basic info, where they live population - Essay Example The Neolithic culture, which they brought with them, is still evident in the rice terraces, cloth weaving and the use of iron implements. Scholars differ in their contentions of the mountain people’s ancestors, however, a noticeable number supports the contention that the ancestors of the mountain people came from the South East Asia Mainland. In the process of settling down, the early settlers became geographically isolated from one another. The long period of isolation and adaptation to the environment gave rise to variations of culture. Akin to other kinds of culture, distance has caused differences. Over time, the territories have made them stay in their respective tribes. An individual who would wander or dare to cross boundaries would have dire consequences.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Igorots or â€Å"mountain people† as they are called by their lowland counterparts refer to the people living the mountainous parts of Central Luzon in the Philippines. It is an au tonomous country in Southeast Asia. Some of its known neighbors are Taiwan, China, Borneo, Vietnam, and Indonesia (Peters 7). The nation’s name was derived from Spain’s King. Phillip II ruled Spain during the islands’ discovery by Ruy Villalobos. ... The region’s economy mainly involves farming, mining, and tourism. Most of the agricultural products are vegetables such as potato, beans, and other leafy greens. The Cordilleras is also the major producer of highland vegetables of the entire Philippines. This is because of is very fertile lands and cool climate. Some of the region’s minerals are gold and silver. The Igorot Mountains are also attracting lots of tourist from all over the world. Aside from having the Banue Rice Terraces, which is considered to be the Eighth Wonder of the World, it has lots of natural and manmade wonders. These majestic places include the Sagada Caves, the hanging coffins and mummies of Benguet, the cool, pine filled climate of Baguio City also known as the Summer Capital of the Philippines, the Strawberry fields of La Trinidad, otherwise known as the Salad bowl of the Philippines, the hot springs of Asin and a lot more. It is also a host of a large number of mountain climbers since it con tains the second highest mountain in the Philippines, Mt. Pulag. Igorots’ settling locations have been concentrated in one area. However, the different subgroups have occupied different divisions. The closeness of their geographical aspects have ensued some similarities in their practices. However, the slight environmental dissimilarities have caused diversity among the mountain people. Interestingly, enculturation have transpired over time. The Igorots have also been proven to build stone walls, dams, and canals that still puzzle engineers. These hydraulic works were shaped from stones greater in bulk than those of the Great Wall of China ( . Specifically, the mountain people mostly live in the region’s southern, eastern, and central expanses. Those who live in Mountain Province are called

What moral obligations do we owe foreigners Essay

What moral obligations do we owe foreigners - Essay Example Concluding into having many foreigners residing in developed regions of a country. The most immigrants are found in the US, illegal and legal citizens combined. Many of those people feel out of place and do not have enough money for getting necessities such as food and shelter after crossing the border. This is where the government should act and provide medical and financial assistance to these foreigners in order for them to settle. After all many of the countries these foreigners belong from have provided us with trading goods. There is an unlimited amount of international trading taking place in the world, companies which had started off as small businesses are now going global because of their exceptional goods and services have a greater demand around the world which then expanded and grew larger than life which is the ultimate goal of a business. The government promoting the idea of a free trade agreement, which is a pact between two or more countries which carry out trading with very little or completely eliminated duty which a form of imported trading tax, making it even cheaper for the products being traded and making the companies more profit out of it. Countries like China, the most industrialised country in the world have signed the Free Trade Agreement with the US. This has also provided employment for foreigners by working in trading companies. However a disadvantage of such Free Trade Agreement is that the domestic businesses fail to get the governments aid as nowadays the populated prefer imp orted goods over domestic ones. (Fabre, 2007) It is always difficult to realise the moral obligations we owe to people who are not our fellow citizens. These obligations can be seen as 4 different basic views: Skeptic, who simply deny any obligations or duties beyond borders and those people who who fall under the rest of the three views and admit that

NUTRIENTS Assignment Example | Topics and Well Written Essays - 1500 words

NUTRIENTS - Assignment Example m other bio-molecules present in the cellular structures like the cell membrane and DNA, leading to their destruction through oxidative damage (Knight, 1998). The important antioxidant vitamins are vitamin A, beta carotene, vitamin C and vitamin E while the important antioxidant minerals are Selenium, Zinc, Manganese and Copper. These vitamins and minerals are an integral part of the free radicals scavenging enzyme system. The four significant antioxidant enzymes that neutralize the free radicals are superoxide dismutase, catalase, methionine reductase and glutathione peroxidase. Most minerals and vitamins might not be effective alone in scavenging free radicals, but can act as effective antioxidants in a synchronized manner. Major sources of antioxidant vitamins and minerals are fish oils, avocados, pomegranate, banana, raspberries, mango, spirulina and pumpkin. Most nuts and seeds also serve as a major source of antioxidant minerals (Benzie, 2003). The oxygen free radicals are neutralized by vitamins and minerals in a concerted way. Free radicals are formed due to many reasons either by cleaving water molecules into the hydroxyl free radical superoxide radicals and lipid peroxides by the action of ionizing radiations, and toxic pollutants. The fat molecules are broken down to liberate the reactive fatty acid peroxy radical. The free radicals have one unpaired electron in outermost valence shell, so in order to become stabilized it can accept protons from other bio-molecules present in the cellular structures like the cell membrane and DNA, leading to their destruction through oxidative damage (Knight, 1998). Free radicals can also be liberated from the diet we consume. A fat rich diet can increase free radical activity because fatty acids are readily oxidized to fatty acid free radicals. Cooking fats at high temperatures, mainly frying foods in oil, may produce large number of free radicals. Hence if the diet does not contain enough antioxidant vitamins and

Project Web Essay Example | Topics and Well Written Essays - 1250 words

Project Web - Essay Example Social networking indeed has changed our lives and we cannot deny this fact. People of all ages worldwide use Facebook to share with their friends of what’s going on in their lives; business people consider it as an official tool for business communication; politics use it as a public relations resource; and students forget doing their homework but they never forget to refresh their Facebook pages. Social networking has definitely changed people’s understanding of communicational standards. Event though communication has become much easier with appearance of social networks, still they also have caused a lot of social and personal problems for people. The very first thing that has a big influence on people’s lives with appearance of social networking is availability of other people for purposes of communication and quick access to their lives’ current events. From one side the opportunity to get to know either your acquaintances or unknown people better satisfies human curiosity about other people’s being. Still in some way social networks have encouraged people to strive to make their private lives as more public as it is possible. However, it seems like the tendency to disclose personal life is supposed to help people with low self-esteem to become more comfortable with socialization. Still psychological researches on people with low self-esteem showed that usage of Facebook makes them feel even more uncomfortable and miserable for many reasons such as seeing somebody else’s success or receiving unpleasant feedbacks from other users of social network services (Forest & Wood 595). First of all, the co nsequence of revelation of private life makes people unconsciously compete with each other on a matter whose life is better, so they often tend to show not exactly what is really going on in their lives but what they want others to know about their lives. This frequently multiplies fake personalities and dishonesty in human communication. Another

Mans Existence Defined by Being and Nothing Essay Example for Free

Mans Existence Defined by Being and Nothing Essay I. Introduction What makes a person alive? Should existence be defined simply by a persons biological and physical ability to move and breathe? Is existence proven by the mere physical presence of a living person? Philosophers down the ages have advanced many theories of how human existence is defined. Some have advance theories based on the establishment of being after the fulfillment of a lifes purpose. Others opined that a persons fear or experience of dread and nothingness defines existence. Some however believe that it is a combination of these yin/yang forces that define human existence. II. Discussions on Existence, Being and Nothingness People are defined as human beings in Biology.   It is what separates humans as a specie from animals.   But shouldn’t the word â€Å"human† be enough? What is the significance of the verb â€Å"be?†   Several theories have been advanced to define the tangible things one sees in life but as philosopher Martin Heidegger noticed, they have forgotten to ask what to â€Å"be† really is (Philipse. 1998. p18). The question of what defines human existence has intrigued philosophers over the ages. Theories have gone beyond the basic qualification of life as the simple and obvious ability to move and breathe. Existentialism however, puts forward the more abstract concepts of defining one’s being as influenced by boredom, freedom, commitment and alienation (Warnock.1970.p.4).   It separates the human existence into â€Å"being† and â€Å"nothing.† What makes a human a â€Å"being†? According to Heidegger, a de-constructional view of existence is necessary to include the essence of humans being as opposed to the classical thought of the obvious and therefore unexplored being (Philipse, 1998.p.3). One of Heidegger’s main influences, Edmund Huserll (Grimsley.1960.p.37) said that philosophy should be described in the context of human experience and goals.   People do and live in accordance with one â€Å"plan† or goal.   Heidegger modified this with his theory of â€Å"care,† (Cochrane. 1956. p112) which, simply stated means that a person’s priorities or what he or she considers important defines their existence.  Ã‚   For him, it is the motivation and the individual needs that define a person’s existence and thus shapes them into what they are. In his work â€Å"Being and Time,† Heidegger created the representation â€Å"Dasein† of the individual that seeks to answer the question as to why he exists.   He states the Dasein is â€Å"thrown† into a world of possibilities and responsibilities, and to account for his existence, the Dasein must take responsibility for all these possibilities (Cochrane, 1956 p. 136). Another philosopher who advances the notion of a reality governed by consciousness, Rene Descartes in his â€Å"Meditations on First Philosophy† states that in human existence, the only thing that cannot be doubted is consciousness.   Reality can have many illusions, but a human being’s consciousness is constant which therefore makes it the only truth (Snooks, 1998.p 26). The famed German philosopher George Wilhelm Friedrich Hegel (Stace,1955. p. 44) summed it up in the statement â€Å"the rational alone is real† which presented the idea that everything can and will only be expressed in rational categories His various works reflected methods predominantly rooted in logic According to Hegel,   the degree of comprehension of concepts is only limited or expanded by the standards of knowledge a person possesses and the level of society he belongs to (Stace,1955. p. 46)   . The ideas of existentialism contradict this. The definition of a person’s existence is not dependent on rational thinking but rather their individual â€Å"beings† in the world they were born in.   Reality in reference to one’s existence is subjective. In Sartre’s â€Å"Being and Nothingness,† he defines the actuality of man’s ideal of completion as the fulfillment of state of â€Å"Being† while nothingness is the failure or lack of this actuality (Schilpp. 1997.p.48) Like Hegel, Sartre also used the concepts of â€Å"Being† in terms of â€Å" in itself†, â€Å"for others†, and â€Å"for and in itself.†   Unlike Hegel however who defined these as organizational thought processes and logic in the individual, Sartre stated these terms with definitions done to identify and qualify the subjective and objective facets of human existence. Regarded as the â€Å"Father of Existentialism,† and one of Hegel’s greatest critics, Soren Kierkegaard (Malantschuk, 2003.p.11 )was a Danish philosopher who proposed that it is an individual’s feelings such as dread and anxiety that lead to making choices that define a person’s life. Kierkegaard believed that the difference between an individual’s self-perception of being and nothingness stems from the â€Å"individuality† of a person and that includes emotions and passions. A persons existence therefore, is brought about by his fears. He cites a parallel of faith and atheism.   In his theories that were viewed as anti-organized religion, Kierkegaard states that for a person to be able to â€Å"make a leap of faith,† one must first have doubt. Otherwise, one may not be able to differentiate faith from everyday emotions. In the same way, Being cannot exist without â€Å"Nothing† and vice-versa (Malantschuk, 2003.p.90) Kierkegaard also advanced the   paradoxical theory of the Concept of Dread (Ussher, 1968.p. 52). According to Kierkegaard’s concept of Dread, it is only when one has experienced total misery that one can recognize and experience life and living. Only by being a sacrificial Isaac would he recognise himself for the beloved of Abraham: and no miracle (he knew in the end) would intervene. (Ussher, 1968.p. 27). It is not unusual in today’s times to hear the maxim â€Å"You never know what you have unless you’ve lost it.†Ã‚   The misery or anxiety at the thought of losing something makes one realize how much value they have truly assigned to something. The thought of this is echoed in German journalist Helmut Kuhn’s â€Å"Encounter with Nothingness: An Essay on Existentialism† (1949): The question of existence is urged upon us chiefly by our interest. We raise it when we care for the existence or the nonexistence of something. When darkness closes down, we do get excited about the existence of light (Kuhn, 1949) Immanuel Kant presented a style of inquiry that takes to consideration the physiological and empirical facets of a person’s state of Being. Kant believed that an introspective approach was necessary for one to understand and make sense of ones own being (Kant, 1965). Sartre, one of the strongest critics of Kantian theory argues that the notion that human emotions are insignificant and occasional â€Å"situations† that occur of an individual’s behavior is unacceptable. Moreover, emotion must not be considered as a set of empirical facts gained through introspection or as a corporeal phenomenon , but rather as an organized form of human existence   (Schilpp, 1997.p.13) As a person’s existence and state of â€Å"Being† are subjective, so is the definition of â€Å"nothingness.† The lexicon meaning of the word â€Å"nothing† is given as â€Å"1 : not any thing : no thing; 2 : no part;   3 : one of no interest, value, or consequence† In philosophy however, despite the many theories that sought to define existence, the definition of the word nothing seems to be universal.   It simply means failure to attain a state of Being through lack of fulfillment and failure at the attainment of purposes or goals. III. Summary The human being and existence is a complex and paradoxical concept.   All the concepts are true in a sense, but were never really complete in describing or pinpointing the meaning of life. Different schools of thought range from describing human existence in a mathematical sense then evolving into the more abstract consideration of complex human emotions. Classical philosophy in its rational and logical basis, says it is Mind over matter. Sartre, Hegel and Heideggers philosophies are summed up in the End justifies the Means. Kierkegaards neurotic view of the existence as a result of anxiety and dread is summed up in You dont know what you have until youve lost it. IV. Conclusion Given the many points of view advanced, there remains a constant, and that is recognition of the human free will. It is the will that makes a choice that rational, experiential or pessimistic, influences the End that defines and justifies a persons existence. A persons experience of past and present in addition to his perception of what the future could be are subjective.   The significance people place on certain things is also subjective.   Reactions are subjective.   Life is subjective.   One can choose to define existence in the manner of different philosophies. However, it is important to note that these schools of thought are not rules that encompass every persons experience of life.

Bibliography on the Mexican Muralist Movement Essay Example for Free

Bibliography on the Mexican Muralist Movement Essay As an instructor for the Yale-New Haven Teachers institute Maria Cardalliaguet Gomez-Malaga has posted the contents of her Curriculum Unit 06. 02. 01. The Idea behind a final for this class is a discussion of how Modern Mexican, Latino/a, Chicana/o art during the twentieth century turned revolutionary propaganda of the 1920s and 1930s, into a significant 20th century art form to young Chicano artists and activists. These artists developed a strong new Mural Movement that has had strong influences on the social, political and cultural development to support social activism during the 1960s. Her curriculum enabled me to find a starting point in the development of a thesis where I believe this Art form â€Å"The Mural† is able to describe a historical picture of life from one society to another through a Painted Medium. This thesis is preliminary in scope and needs to be defined more precisely in its description of historical life, though it is a beginning or a starting point for additional research. Campbell, Bruce. Mexican Murals in times of Crisis. Tucson: University of Arizona Press. ISBN 0-8165-2239-1. This book traces the ongoing critical contributions of mural arts to public life in Mexico to show how post-revolutionary murals have been overshadowed both by the Mexican School and by the exclusionary nature of official public arts. By documenting a range of mural practices—from fixed-site murals to mantas (banner murals) to graffiti—Bruce Campbell evaluates the ways in which the practical and aesthetic components of revolutionary Mexican muralist have been appropriated and redeployed within the context of Mexicos ongoing economic and political crisis. I think I can show how art can be used by public officials to influence public perception of political cause’s Author: Eva Sperling Cockcroft; Holly Barnet-Sa? nchez; Social and Public Arts Resource Center. Venice, Los Angeles, Calif. Signs from the heart : California Chicano murals Publisher: Venice, Calif. : Social and Public Art Resource Center : Albuquerque : University of New Mexico Press, 2001,  ©1990 In this book the authors began as just photographers collecting of pictures of Chicano murals for a family album. This would outgrow the picture taking phase as they discovered the social significance as these photos would become a nationwide photo documentation of powerful community based art. The book only one part of SPARC’s collection of mural slides is significant in that it helps to show the shift from Mexico to the United States as the center of mural production in the world. Art and Identity in Mexican and Chicano Social Movements by Edward J. McCaughan. http://bss. sfsu.edu/emccaughan/art_and_identity_in_mexican_and. htm This paper presents a comparative analysis of artwork produced in the context of social movements waged by Mexicans and Chicanos (U. S. inhabitants of Mexican descent) during the two decades between the mid-1960s and the mid-1980s. Young artists played a central role in projecting the public identity and agendas of powerful social movements that emerged in Mexico and among Chicanos in the United States in the 1960s. This paper is a good starting point for me in that the issues young artists were trying to depict are described in greater detail with the inclusion of female artists in the paper with internationally born artists I feel I have the material to start a solid project. Art and social change, or is it the ability of that art to provoke change in society’s view of? A view of what? Is this racial, social, class, or cultural differences among groups of people that art changes the perceptions of? I still am faced with a question that I would like to have answered for myself!

Management of Provision in the Early Years Setting

Management of Provision in the Early Years Setting Introduction: This essay is built on the management case study. I am going to critically analyse the case study using theoretical and research evidence of the management of provision in early years setting. This will provide a critical analysis of the management of provision of the setting in terms of these factors. (a) The manager’s role and responsibilities. (b) Leadership styles. (c) Government early years policies that influence the management of provision. (d) Financial and human resources management. To understand the manager’s role and responsibilities I and my friends in decided to interview a children centre manager. I was asked to make an appointment with the manager. I called the manager and arranged interview time with groups mutual understanding. But unfortunately my mates were not ready to go for the interview. So with my lecturer’s permission I went alone to interview children centre nursery manager. Provide relevant contextual information about the setting where you did the interview, for example is it a school-based early years provision, a private nursery, or Children Centre? Is it in a rural or urban location? Is the area social and ethnically mixed? What ages of children attend? (150 words approx I visited Children Centre in Hackney to interview nursery manager. The purpose of interview was to understand the role and responsibilities of nursery leader or manager in early years setting. The Children Centre is located in Central London under Hackney council authority. The children centre provides health and education services for children and families. The nursery provides the provision for 0-5 years old with the maximum capacity of 75 children. It consists of two baby rooms; both rooms can have 12 children in each room. Also, they have two toddler rooms; large room can have 14 children and small room with capacity of 12 children. The pre-school can have 24 children in the roo m. According to the manager, all rooms are full with maximum number of children and have two years waiting list for baby room and long waiting list for other rooms for children from outside admissions. According to Ofsted report (April 2014) The centre provides outstanding service for children and families and the nursery educators are supporting children to get ready to school and support them to learn numeracy and phonics before starting school. To understand leadership role in the early years setting it is vital to understand the contextual meaning of leadership. According to Northouse (2013, p4) â€Å"leadership have different meanings for different people and there is no common theory about leadership† It is vital to have good management to deliver good provision on children in early years settings. The management or leadership in early years settings should have good knowledge and understanding of early years foundation stage curriculum, governments policy and guidelines, current research and practice and work in partnership with parents, staff and other agencies to provide high quality provision for children. Northouse (2013) suggests that â€Å"leadership needs followers and leaders role to achieve a common goal with followers with a common purpose†. According to Blatchford and Manni (2007, p.1) effective management provides better outcome for children when there are better and warm relationships between practitioners and children. Also children learn better when practitioners use open-ended questions to give chance to children to use their critical thinking and answer with confidence. For effective leadership role, appropriate training is essential to provide good quality of provision for the early years because, leadership role involves multi-professional work. Moyles (2006) suggests that leader and manager have different roles but complement each other. In early years the mangers role is to making sure that the organisation is running smoothly by good planning and coordination. However, the leaders role is to inspire and motivate others for change. The manager and leader both characteristics are important in education field. Therefore, it is more important especially in pre-school age, when manager, leader, parents, and teacher rapidly form relationship. It is vital to examine government’s policy to provide highly qualified and trained workforce as leaders and managers in early years settings and children centres, to provide better care and education for children and excellent working partnership with patents. A good leader always encourages the staff to accomplish set targets or tasks. The tool of supervision is a useful way to support staff by listening to their voices, thoughts, interests and needs. It is essential to unfold government of UK’s policy on early years education. Ang (2012) states that government of UK gives high priority of training and qualification programmes for leadership to work in early years. The workforce and development council (CWDC) introduced Early Years Professional Status (EYP) award in 2007, to all graduates from different sectors to get qualification and training to work as early years professional (EYP). It is nationally accepted standards for professionals to work as a leader in children centres or schools within early years settings. The government of UK have facilitates students with full grant to accomplish the EYP status. Its Managers duty to make sure that nursery is running smoothly on daily basis and provides high quality provision for the children. For example, during my interview with nursery line-manager in Children Centre in Hackney, I asked one part of my question. [Q] ‘How do you ensure the continuing development of staff s strengths and areas of development? [A] â€Å"I use tool of supervision and appraisals to ask staff if they need any support or want to go to any training. Sometimes, I used my initiative to recommend certain training for staff such as my one staff was not confident to deal with children with challenging behaviour so I spoke to her and recommended training ‘Working with Children with Challenging Behaviour’. Also Centre teachers make observations on staff on monthly basis. It’s including outdoor play and small language sessions and literacy sessions. Teachers give comments what they observe and give copy to staff as well to read feedback from teacher and write any comments. During teachers observations if teacher feel that education officer needs support and training to support children, then we send them on relevant training or on next session teacher and the educator take the session together and educator observe the teacher to improve her techniques to run l anguage or literacy sessions. According to staffs strengths they have been designated areas of responsibilities such as staff with creative skills is given creative area and to manage displays in the room†. Rodd (2006,p) suggests that â€Å" the professional support provided through effective supervision helps staff to listen to and accept constructive feedback and learn to reflect upon and critically evaluate their own performance†. The new collation government policy (2013) is emphasis on to provide better child care, by raising the standards and quality and giving parents more choices. The recommendations were set out after ‘Nutbrown report’ was published in 2012.It was commissioned by the government and Cathy Nutbrown was responsible to carried out the research. According to BBC report (2012) on ‘Nutbrown Review’, the report says that early years students have not questioned on competency in literacy and maths. Professor Cathy Nutbrown(2012 ) recommended that â€Å"Well-taught courses and learning routes which lead to reliable qualifications can help early-years practitioners to improve their skills, knowledge and personal qualities, constantly developing in their roles†¦.This can only benefit young children, both in terms of their day-to-day experiences in the Early Years Foundation Stage and future learning outcomes. [Q] What system do you have in place to ensure effective assessment and early years profiling. Do practioners have time away from the children to complete this work? How do you ensure that assessment clearly informs planning for the medium and short term? [A] â€Å"When we recruit new staff , always make sure that candidate have minimum level 3 qualification or diploma in early years care and education and good knowledge of early years foundation stage curriculum with good communication and writing skills to produce well structured assessment and daily observations. All staff is taking one hour time out to do assessments or filling every week. Also every week each room is having time out to have planning meeting for one and half hour to share observations with colleges and plan for target children. During planning staff looked into medium term planning before implement activities for coming week†.