The Manhattan Project Essay Example For Students

The Manhattan Project Essay On the morning of August 6, 1945, a B-29 plane named EnolaGay flew over the mechanical city of Hiroshima, Japan and dropped thefirst nuclear bomb ever. The city went up on fire brought about by theimmense power equivalent to around 20,000 tons of TNT. The undertaking was asuccess. They were an extraordinary array of non military personnel, andmilitary logical cerebrum powerbrilliant, serious, and youthful, thepeople that built up the bomb. Accidentally they came to anisolated mountain setting, known as Los Alamos, New Mexico, to designand fabricate the bomb that would end World War 2, yet start seriouscontroversies concerning its sheer force and pulverization. I becameinterested in this theme in view of my enthusiasm for science andhistory. It appeared to be a proper theme since I am presentlystudying World War 2 in my Social Studies Class. The Hiroshima andNagasaki bombings were constantly instructed to me with some supposition, and Ialways needed to know the bomb itself and the fai r-minded impacts that ithad. This I-scan was an extraordinary open door for me to really fulfillmy intrigue. We will compose a custom exposition on The Manhattan Project explicitly for you for just $16.38 $13.9/page Request now The Manhattan Project was the code name for the US effortduring World War II to deliver the nuclear bomb. It was appropriatelynamed for the Manhattan Engineer District of the US Army Corps ofEngineers, since a great part of the early examination was done in New YorkCity (Badash 238). Started by outcast physicists in the UnitedStates, the program was gradually sorted out after atomic splitting wasdiscovered by German researchers in 1938, and numerous US scientistsexpressed the dread that Hitler would endeavor to construct a parting bomb. Disappointed with the possibility that Germany may deliver a nuclear bombfirst, Leo Szilard and different researchers asked Albert Einstein, afamous researcher during that time, to utilize his impact and compose aletter to president FDR, arguing for help to additionally explore thepower of atomic parting (Badash 237). His letters were a success,and President Roosevelt set up the Manhattan Project. Physicists from 1939 ahead led a lot of exploration to findanswers to such inquiries as what number of neutrons were radiated in eachfission, which components would not catch the neutrons however wouldmoderate or diminish their speed , and whether just the lighter andscarcer isotope of uranium (U-235) fissioned or the basic isotope(U-238) could be utilized. They discovered that every parting discharges a fewneutrons. A chain response, in this way, was hypothetically conceivable, ifnot an excessive number of neutrons got away from the mass or were caught byimpurities. To make this chain response and transform it into a usableweapon was a definitive objective of the Manhattan Project. In 1942 General Leslie Groves was picked to lead the project,and he promptly bought a site at Oak Ridge, Tenn., forfacilities to isolate the vital uranium-235 from the much morecommon uranium-238. Uranium 235 was an ideal decision for the bombbecause of its bizarrely insecure piece. Along these lines, the race toseparate the two started. During that time, the work to consummate thefiring system and structure of the bomb was likewise quickly in progress. General Groves beginning undertaking had been to choose a scientificdirector for the bomb venture. His initial two decisions, Ernest O. Lawrence, executive of the electromagnetic detachment venture, andArthur H. Compton, chief of Chicago Metallurgical Laboratory, werenot accessible. Forests had a few questions with respect to the following bestcandidate, J. Robert Oppenheimer (Wood 2). At long last, Groves gambledon Oppenheimer, a hypothetical mathematician, as executive of theweapons lab, based on a disengaged plateau (level land zone) at LosAlamos, New Mexico. After much trouble, a spongy obstruction appropriate forseparating isotopes of uranium was created and introduced in the OakRidge vaporous dissemination plant. At long last, in 1945, uranium-235 of bombpurity was transported to Los Alamos, where it was formed into agun-type weapon. In a barrel, one bit of uranium was terminated atanother, together framing a supercritical, dangerous mass. To achievechain-response splitting, a specific measure of fissile material, calledcritical mass, is fundamental. The fissile material utilized in theHiroshima model was uranium 235. In the bomb, the uranium was dividedinto two sections, the two of which were underneath minimum amount. The bomb wasdesigned so one section would be hammered into the other by anexplosive gadget to accomplish minimum amount promptly (Badash238). At the point when minimum amount is accomplished, persistent splitting (a chainreaction) happens in a very brief timeframe, and farmore vitality is discharged than on account of a black powder explosion(Badash 238). On December 2, 1942, the primary self-continuing chainreaction with cadmium occurred, regulated by Enrico Fermi, in theUniversity of Chicago squash fields (Asimov 783). .u8056b0bd97be1d6b1ea7a2f9328d1b1e , .u8056b0bd97be1d6b1ea7a2f9328d1b1e .postImageUrl , .u8056b0bd97be1d6b1ea7a2f9328d1b1e .focused content zone { min-stature: 80px; position: relative; } .u8056b0bd97be1d6b1ea7a2f9328d1b1e , .u8056b0bd97be1d6b1ea7a2f9328d1b1e:hover , .u8056b0bd97be1d6b1ea7a2f9328d1b1e:visited , .u8056b0bd97be1d6b1ea7a2f9328d1b1e:active { border:0!important; } .u8056b0bd97be1d6b1ea7a2f9328d1b1e .clearfix:after { content: ; show: table; clear: both; } .u8056b0bd97be1d6b1ea7a2f9328d1b1e { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; haziness: 1; change: mistiness 250ms; webkit-progress: murkiness 250ms; foundation shading: #95A5A6; } .u8056b0bd97be1d6b1ea7a2f9328d1b1e:active , .u8056b0bd97be1d6b1ea7a2f9328d1b1e:hover { obscurity: 1; change: darkness 250ms; webkit-change: murkiness 250ms; foundation shading: #2C3E50; } .u8056b0bd97be1d6b1ea7a2f9328d1b1e .focused content zone { width: 100%; position: relative; } . u8056b0bd97be1d6b1ea7a2f9328d1b1e .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-enrichment: underline; } .u8056b0bd97be1d6b1ea7a2f9328d1b1e .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u8056b0bd97be1d6b1ea7a2f9328d1b1e .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt span: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-tallness: 26px; moz-fringe sweep: 3px; text-adjust: focus; text-beautification: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: total; right: 0; top: 0; } .u8056b0bd97be1d6b1ea7a2f9328d1b1e:hover .ctaButton { foundation shading: #34495E!important; } .u8056b0bd97be1d6b1ea7a2f9328d1b 1e .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u8056b0bd97be1d6b1ea7a2f9328d1b1e-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u8056b0bd97be1d6b1ea7a2f9328d1b1e:after { content: ; show: square; clear: both; } READ: Cutting Fine Arts in Schools EssayAnother kind of nuclear bomb was additionally developed utilizing thesynthetic component plutonium. Fermi fabricated a reactor at Chicago in late1942, the model of five creation reactors raised at Hanford,Wash. These reactors fabricated plutonium by assaulting uranium-238with neutrons. At Los Alamos the plutonium was encircled with highexplosives to pack it into a too thick, excessively minimum amount farfaster than should be possible in a weapon barrel. The outcome was tried atAlamogordo, New Mexico, on July 16, 1945, and was the first explosionof a nuclear bomb code-named Trinity (Beyer 55). In any case, everything was not that simple coming up to this milestonepoint. Security limitations bound the two laborers and townspeople. Everyone had a similar location where all mail was edited (Wood 4). Everyone was confined to a 200 mile span, and inhabitants of LosAlamos were denied from telling companions and family members where theylived (Wood 4). There were not kidding issues of security of documents,due to inability to bolt up (Wood 4). The one genuine episode was the recruiting of Klaus Fuchs. Hewas later found, and indicted for getting mystery reports andsending them to the Soviet Union. A skilled and hardworkingscientist himself, Fuchs empowered the Soviet Union to make their ownatomic bomb (Beyer 45). Names were not permitted to be mentionedoutside of the research center. Everyone was a â€Å"sir† or â€Å"mister† insteadof their own name (Wood 4). Except if they worked at the lab themselves,wives remained unaware of their spouses research (Wood 4). Choices to drop the nuclear bomb experienced severalpersonalities, yet at last settled upon president Truman. The manwhose choices made the Manhattan Project, never lived to see theresults of his work. FDR kicked the bucket on April 12, a quarter of a year prior thefirst fruitful Trinity test (Beyer 56). The duties weresoon set upon Truman, the following president. Truman knew nothingabout the bomb and its belongings yet hurriedly concluded that the bomb beused on Japan, considering Germany was not, at this point an objective with the warin Europe over. Started by Szilard, an appeal was made to offerthe sentiment that the bomb ought to be utilized just if Japan denied tosurrender, much in the wake of being educated regarding the bombs destructivecapabilities (Beyer 65). By the by, the choice was made that thebombs would be utilized until Japan gave up. The Hiroshima model is known as a firearm barrel-type nuclear bomb. Because of its long and limited shape, the Hiroshima model was called â€Å"ThinMan† from the start, yet during the assembling procedure the first planswere adjusted, shortening the length and offering ascend to the nameâ€Å"Little Boy.† (Beyer 48).The vitality discharged from the Hiros

The War Of The Worlds Monologue Essay Example For Students

The War Of The Worlds Monolog Essay A monolog from the novel by H. G. Wells NOTE: This monolog is republished from The War of the Worlds. H.G. Wells. London: Heinemann, 1898. ARTILLERYMAN: This isn a war. It never was a war, any more than theres war among man and ants. Theres the ants manufactures their urban communities, live their lives, have wars, transformations, until the men need them off the beaten path, and afterward they make a special effort. Thats what we are nowjust ants. After Weybridge I went souththinking. I saw what was up. Heres astute things, and it appears they need us for food. Initially, theyll crush us upships, machines, weapons, urban areas, all the request and association. All that will go. At present we e got as we e needed. A Martian has just to go a couple of miles to get a group on the run. Furthermore, I saw one, at some point, out by Wandsworth, picking houses to pieces and steering among the destruction. However, they won continue doing that. So soon as theyve settled every one of our firearms and dispatches, and crushed our railroads, and done all the things they are doing over yonder, they will start getting us deliberat e, picking the best and putting away us in enclosures and things. Thats what they will begin doing in a piece. Master! They haven started on us yet. Don you see that? Urban areas, countries, civilisation, progressits everywhere. That games up. We e beat. There won be any increasingly honored shows for a million years or somewhere in the vicinity; there won be any Royal Academy of Arts, and no decent feeds at cafés. They ain no further use. The individuals who intend to get away from their getting must prepare. Im preparing. Im going on, under their feet. Ive been pondering the channels. Obviously the individuals who don know channels think frightful things; yet under this London are miles and mileshundreds of milesand a couple of days downpour and London void will leave them sweet and clean. The primary channels are sufficiently large and vaporous enough for anybody. At that point theres basements, vaults, stores, from which shooting sections might be made to the channels. Fu rthermore, the railroad passages and trams. Eh? You start to see? Furthermore, we structure a bandable-bodied, clean-disapproved of men. We e not going to get any junk that floats in. All thesethe kind of individuals that lived in these houses, and each one of those damn little assistants that used to live down that waytheyd be nothing but bad. They haven any soul in them. Ive seen them skedaddle off to workhundreds of em, bit of breakfast close by, going out of control and trying to please their little season-ticket train, for dread theyd get excused in the event that they didn ; skedaddling back for dread they wouldn be in time for supper. Lives safeguarded and a piece contributed because of a paranoid fear of mishaps. Also, on Sundaysfear of the great beyond. As though hellfire was worked for bunnies! Indeed, the Martians will simply be a gift from heaven to these. Decent open confines, stuffing food, cautious rearing, no concern. Following a week or so pursuing about the field s and grounds on void stomachs, theyll come and be gotten merry. Theyll be very happy after a piece. Theyll wonder what individuals did before there were Martians to deal with them. What's more, the bar loafers, and mashers, and singersI can envision them. Likely these Martians will make pets of some of them; train them to do trickswho knows?get wistful over the pet kid who grew up and must be murdered. What's more, a few, possibly, they will prepare to chase us. No, we need to imagine a kind of life where men can live and raise, and be adequately secure to bring the youngsters up. We don know enough. Weve got the opportunity to learn before weve got an opportunity. What's more, weve got the opportunity to live and keep free while we learn. See! Thats what must be finished. Furthermore, when we do learnJust envision this: four or five of their battling machines out of nowhere beginning offHeat-Rays both ways, and not a Martian in em. Not a Martian in em, yet menmen who have taken i n the way how. It might be in my time, eventhose men. Extravagant having one of them flawless things, with its Heat-Ray wide and free! Extravagant having it in charge! What might it matter on the off chance that you crushed to bits toward the finish of the run, after a bust that way? I figure the Martiansll open their excellent eyes! Can you see them, man? Can you see them rushing, hurryingpuffing and blowing and hooting to their other mechanical undertakings? Something out of apparatus for each situation. What's more, wash, blast, clatter, wash! Similarly as they are bungling over it, SWISH comes the Heat-Ray, and, observe! man has returned to his own. .ubdef28e397e7e9a7f33759a2c1d2512c , .ubdef28e397e7e9a7f33759a2c1d2512c .postImageUrl , .ubdef28e397e7e9a7f33759a2c1d2512c .focused content zone { min-tallness: 80px; position: relative; } .ubdef28e397e7e9a7f33759a2c1d2512c , .ubdef28e397e7e9a7f33759a2c1d2512c:hover , .ubdef28e397e7e9a7f33759a2c1d2512c:visited , .ubdef28e397e7e9a7f33759a2c1d2512c:active { border:0!important; } .ubdef28e397e7e9a7f33759a2c1d2512c .clearfix:after { content: ; show: table; clear: both; } .ubdef28e397e7e9a7f33759a2c1d2512c { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; darkness: 1; progress: haziness 250ms; webkit-change: obscurity 250ms; foundation shading: #95A5A6; } .ubdef28e397e7e9a7f33759a2c1d2512c:active , .ubdef28e397e7e9a7f33759a2c1d2512c:hover { mistiness: 1; progress: murkiness 250ms; webkit-change: obscurity 250ms; foundation shading: #2C3E50; } .ubdef28e397e7e9a7f33759a2c1d2512c .focused content territory { width: 100%; position: relat ive; } .ubdef28e397e7e9a7f33759a2c1d2512c .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content design: underline; } .ubdef28e397e7e9a7f33759a2c1d2512c .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .ubdef28e397e7e9a7f33759a2c1d2512c .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe range: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-stature: 26px; moz-fringe span: 3px; content adjust: focus; content improvement: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .ubdef28e397e7e9a7f33759a2c1d2512c:hover .ctaButton { foundation shading: #34495E!important; } .ubdef28e397e7e9a7f3 3759a2c1d2512c .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .ubdef28e397e7e9a7f33759a2c1d2512c-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .ubdef28e397e7e9a7f33759a2c1d2512c:after { content: ; show: square; clear: both; } READ: The Revolutionary War was a gigantic piece of Amer Essay

Flywheel Review 2020 Why The Huge Star Rating

Flywheel Review 2020 Why The Huge Star Rating Last Updated on February 11, 2020To make your site or blog stand out from competitors, you will need a powerful ally in your cornerâ€"an efficient and reliable hosting platform. However, getting such a hosting platform in a market full of brands claiming to be the best is not an easy task. One hosting provider that has stood out and won high ratings from across the globe is Flywheel.Flywheel is one of the leading managed WordPress hosting providers on the market today. It has an impressive array of features that makes it a reliable option for you, whether you only have a single WordPress site or run a website development agency. Disclosure As an independent review site, we get compensated if you purchase through the referral links or coupon codes on this page â€" at no additional cost to you. 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What Three Things Would You Have to Have When You Are in Desert - Free Essay Example

Sample details Pages: 1 Words: 329 Downloads: 5 Date added: 2017/09/15 Category Advertising Essay Did you like this example? Nowadays, people are well equipped with many technology gadgets and items, so do I. If I was stranded on a deserted island, there would be unlimited things I would like to bring with me. However, since I can only bring three things, I would carry a knife, box of matches and a big jar. I believe those three things would help me surviving in such difficult living condition. First, a knife could be utilized in many ways. On such island, there could exist lots of wild and dangerous animals or species, from which the knife could protect me. Besides the tent, I could make hunting tools, such as: javelin, arrows and bow or set traps to hunt for food. Moreover, a knife can be used for cutting fruits from trees, and skinning the hunted animals. Not only I have food, but I also have variety of choices. Animals can be hunted and killed, but that does not mean they are ready for eating. Don’t waste time! Our writers will create an original "What Three Things Would You Have to Have When You Are in Desert?" essay for you Create order That explains the reason I brought box of matches, to make fire. Actually, the main purpose of the fire is to keep me warm at night on this deserted island. However, it can be used for many others reasons. Cooking the food, boiling water, chasing away the dangerous animals, creating smoke to attract other human, if any, are only a few examples of utilizing the fire. Wasnt the fire one of the greatest discovery of human and also the key of developing society? That is why I brought a box of matches. Human can survive without food for a long time, but only three days without water would kill a person. Therefore, my big jar will be used for catching rain, which would be boiled and used for water. As mentioned earlier, in ordet to live through this terrible condition, I need water. In conclusion, those three things might seems simple and boring, but they are necessary for the survival of myself on a deserted island.

Compare Contrast Fiction Essay - 794 Words

Compare Contrast: The Rocking-Horse Winner/The Lottery ENGL 102_B40: Literature and Composition Spring 2011 Michaela Gates L23562144 APA Gambling, whether for life or money, is risky and success is not guaranteed, even if you ‘win’. Two different tales both involving risk. 1. Gambling for something valuable - One for life and the other for money 2. Characters’ Personalities - Paul was hopeful and cared deeply for his family - Tessie while also hopeful cared more about herself 3. Imagery - Paul: fortunate and hopeful - Tessie: unfortunate and unpleasant 4. Summary: Paul is more successful Compare Contrast Essay: The†¦show more content†¦Tessie’s personality is somewhat similar to Paul’s but they also have their differences. Paul is very hopeful about winning the money his family needs, he has an incredible love for his mother. He is also very passionate about horse-races. He has a real gift for picking a winner and it’s this attitude that leads him to make money for his mother and save their house from haunting them. Tessie is also hopeful, hopeful that she will not ‘win’ the lottery. Of course, we find as we read that this doesn’t happen. Tessie does ‘win’ the lottery and she seems to be the only one that is saddened by this fact. Little Paul is a very hopeful, fortunate boy. He so vividly pictures the horse races to come while riding his rocking-horse, it’s as if he’s in the race himself and the rocking-horse is the winning horse. In â€Å"The Rocking-Horse Winner†, Lawrence really paints a imaginative pict ure with descriptions such as with Paul’s big blue eyes that had an uncanny cold fire in them†, and in â€Å"The Lottery† Jackson paints a picture with words such as The towns children are collecting rocks like young children regularly do. The men are speaking of rain, planting, tractors and taxes. The women are making small talk with one another. It seems like a regular day in a regular town.† So, in both stories the setting is different and the people are different but they have a similarity in the fact that they are all gambling for something, whether good or bad. In reading theseShow MoreRelatedENG 102 fiction essay instruction768 Words   |  4 Pagesï » ¿Fiction Essay Instructions In Module/Week 3, you will write a 750-word (about 3–4-pages) essay that compares and contrasts 2 stories from the Fiction Unit. Before you begin writing the essay, carefully read the guidelines for developing your paper topic that are given below. Review the Fiction Essay Grading Rubric to see how your submission will be graded. 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The Industrial Revolution was when societies went from making everything by hand to using machines and factories. It was a huge leap in human achievement and helped businesses make a lot more money than they used to, but also forced lower class people to work long hours in factories to produce goods. For the fiction writings, I chose the bookRead MoreFiction Essay1407 Words   |  6 PagesEnglish 102 B43– Literature and Composition Spring 2014 Term A Jessica Jack, Student ID#25840627 APA Format Compare and Contrast Short Story Fiction Essay Jessica Jack Liberty University English 102-B43 Outline for Compare and Contrast Essay Thesis: â€Å"The Rocking-Horse Winner† by D.H. Lawrence and â€Å"The Lottery†, by Shirley Jackson provide two contrasting uses of Setting in a short story which accentuate the importance of the element in a story. One author has the ability to distractRead MoreEssay Writing Forms and Styles1402 Words   |  6 Pages------------------------------------------------- Forms and styles This section describes the different forms and styles of essay writing. These forms and styles are used by a range of authors, including university students and professional essayists. [edit]Cause and effect The defining features of a cause and effect essay are causal chains that connect from a cause to an effect, careful language, and chronological or emphatic order. A writer using this rhetorical method must consider the subjectRead MoreA Comparison of The Chrysalids and Animal Farm Essay765 Words   |  4 PagesCompare and Contrast Essay In our contemporary civilization, it is evident that different people have somewhat different personalities and that novels behold essential and key roles in our daily lives; they shape and influence our world in numerous ways via the themes and messages expressed by the authors. It is so, due to the different likes of our population, that we find numerous types and genres of books on our bookshelves, each possessing its own audience of readers and fans. In this compareRead MoreComparison Between John Smith and William Bradford737 Words   |  3 PagesAlso, William Bradford another pilgrim who arrived to Plymouth on the coast of Massachusetts, wrote a book called â€Å" Of Plymouth Plantation † in which he describes what really happened, how the pilgrims actually lived. The purpose of this essay is to compare and contrast both authors and their books. John Smith wrote about the wonderful place the New World was, on the other hand, William Bradford wrote about the realities an d difficulties of the New World. In â€Å" A Description of New England †, SmithRead MoreA Dolls House Play And Movie Analysis852 Words   |  4 PagesCompare and Contrast the Play â€Å"A Doll’s House† To the Movie Introduction The play â€Å"A Dolls House† by Henrik Ibsen was written in 1879. Joseph Losey and Patrick garland in 1973 used the play to adopt a movie version of the play going by the same name. The cast in the movies depicted the characters in the play as described by Henrik Ibsen. This essay will analyze the similarities and the differences between the play by Henrik Ibsen and the films adopted from the play by Joseph Losey and Patrick garland

The Picture Of Dorian Gray And The Great Gatsby Analysis

How should individuals satisfy their ambitions? In The Great Gatsby, written by F. Scott Fitzgerald, and The Picture of Dorian Gray, written by Oscar Wilde, the theme of desires is addressed. The Great Gatsby is a novel about Jay Gatsby, a man who wants to reunion with his past lover, Daisy. The novel is narrated by Nick Carraway, Gatsby’s neighbour and friend who witnesses Gatsby’s romantic desires. Similarly, The Picture of Dorian Gray is a novel about the development of Dorian, from initial innocence to ultimate brutality, after he acquires the ability to stay eternally young while letting his portrait suffer the consequences of his sins. Overall, the two books are similar in nature in terms of the themes presented. Initially, the two†¦show more content†¦When Nick is describing Gatsby’s elaborate parties, he says, â€Å"People were not invited – they went there†¦ Once there they were introduced by somebody who knew Gatsby† (Fitzger ald 41). Gatsby does not care who attends his parties, rather his sole purpose is to attract people and to make himself known in the community. In contrast, when Dorian hosts dinners, he carefully selects people to attend and handpicks the decorations. Through attending, people feel that Dorian has â€Å"all the grace and distinction and perfect manner of a citizen of the world† (Wilde 130). Dorian’s hosts dinners not to gain popularity, but to strengthen the admiration that people have for him. In general, Gatsby and Dorian differ in their aspirations for personal motives and images in society. However, despite the differences in ambition, both characters act sinfully. To begin with, both characters act heartlessly. After Daisy hits Myrtle Wilson when driving Gatsby home, she escapes from the scene. Later, when Gatsby hears about Myrtle’s tragic death, he says, â€Å"I thought so; I told Daisy I thought so. It’s better that the shock should all come at once. She stood it pretty well† (Fitzgerald 143). Gatsby is completely unconcerned about the tragedy that has occurred to Myrtle, all he cares about is Daisy’s wellbeing. Also, after Dorian shows Basil the portrait that reflects all his sins, he â€Å"rushed at [Basil], and dug the knife into the great vein that is behind the ear,

Marketing Evaluation free essay sample

Your task is to describe and evaluate the marketing plan of an automobile brand and model of your choice. For the marketing aspect of your evaluation focus on a particular model not the whole company: for example consider the Chevrolet Camaro, not GM as a whole. For the situation analysis you will need to consider more than just specific model, i. e. what is the situation of GM as a whole and how is this impacting the marketing of your particular model. You focus should be primarily Canada while recognizing that for the situation analysis especially, there may be issues globally (e. . world economy) that will be relevant. These worksheets are designed to assist you in your project. Worksheets are a useful tool because they help to ensure that important information is not omitted from your evaluation. Answering the questions on these worksheets will enable you to: 1. Organize and structure the data and information you collect during the situation analysis. 2. Use this information to better understand your firms strengths and weaknesses and to recognize the opportunities and threats that exist in the marketing environment. 3. Identify if goals and objectives that capitalize on strengths. . Identify if a marketing strategy that creates competitive advantages. 5. Identify and critique a plan for implementing the marketing strategy. By downloading these worksheets in an electronic format, you will be able to change the outline or add additional information that is relevant to your situation. Remember that there is no one best way to organize an evaluation of a marketing plan. The outline was designed to provide an analytical framework and to be flexible enough to accommodate the unique characteristics of the company you are reviewing. It is possible that not everything in the worksheets will apply equally to your company. You could start by reviewing Figure 2. 6, the overview of the marketing planning process found on page 62 of the text. You should also review Table 2. 2 and appendix 2 of your text. As you complete the worksheets, you should refer back to the text of the chapters as suggested throughout. In completing the situation analysis section, be sure to be as comprehensive as possible. The viability of your analysis depends on how well you have identified all of the relevant environmental issues. Likewise, as you complete the analysis, you should be accurate and realistic about the firms characteristics. Do not attribute strengths to the firm that it does really does not possess. Being accurate also goes for your listing of weaknesses. I. Executive Summary The executive summary is a synopsis of the overall evaluation. The executive summary is easier to write if you do it last, after you have written the entire evaluation . Include a description of the product, the target market, and the need for it in the market. You should give an overview of the main points of your evaluation. Most importantly, keep in mind that this is your opportunity to sell your marketing plan and entice your audience to read the details of the report. Company Description and Input from Corporate Strategies (pp. 45 54) Include a description of the company’s recent history and successes and touch briefly upon the strategy for the organization as a whole. This may include elements such as: Mission Corporate objectives Strategic Business Unit (SBU) objectives (Figure 2. 1 on page 46 illustrates the stages in formulating a strategy for the company as a whole. ) III. Situation Analysis A situation analysis considers the internal circumstances of the organization or product, the external environment, competitive activity, and characteristics of the customer that may be relevant to the marketing plan. A situation analysis includes: †¢ Internal analysis †¢ Environmental analysis †¢ Customer analysis †¢ Competitive analysis A. Internal Analysis Review of marketing goals and objectives Identify the firms current marketing goals and objectives. State whether these goals and objectives are: Consistent with the firms mission Consistent with recent changes in the marketing or customer environments Leading to expected performance outcomes (sales volume, market share, profitability, awareness, brand preference) Review of current marketing performance Describe the firms current performance compared to other firms in the industry. Is the performance of the industry as a whole improving or declining? Why? If the firms performance is declining, what is the most likely cause (e. g. , environmental changes, flawed strategy, poor implementation)? Review of current and anticipated organizational resources Describe the current state of the firms organizational resources (e. g. , financial, capital, human, experience, relationships with key suppliers or customers). How are the levels of these resources likely to change in the future? If resource levels are expected to change: How can the firm leverage additional resources to meet customer needs better than competitors? How can the firm compensate for future constraints on its resources? Review of current and anticipated cultural and structural issues In terms of marketing strategy development and implementation, describe the positive and negative aspects of the current and anticipated culture of the firm. Examples could include: The firms overall customer orientation (or lack thereof) The firms emphasis on short-term vs. long-term planning Willingness of the culture to embrace change Internal politics and power struggles The overall position and importance of the marketing function Changes in key executive positions General employee satisfaction and morale B. Environmental Analysis Review Chapter 4 Economic Growth and Stability Identify the general economic conditions of the country, region, province, and local area in which the firm operates: Political, Legal, and Regulatory Issues Identify any political activities that affect the firm or the industry: Changes in elected officials (domestic or foreign) Industry (lobbying) groups Consumer groups Changes in Technology Identify ways that changing technology has affected the firms customers: Identify ways that changing technology has affected the way the firm or the industry operates Identify current technologies that the firm is not using to the fullest potential: Identify future technologies that may increase the risk of product obsolescence: Sociocultural Trends Identify changes in societys demographics and values that will affect the firm or the industry (if this becomes too broad, focus on the firms target customers): Explain the changes that shifting demographics and values will have on the firms: Identify any problems or opportunities that may be created by changes in the cultural diversity of the firms customers and employees: Identify any ecological issues (pollution, recycling, energy conservation) that the firm or industry is facing: Identify the ethical and social responsibility issues that the firm or industry is facing: C. Customer Analysis Review Chapters 6 7 There are seven general questions that marketers should ask about their customers: 1. Who are our actual and potential customers? 2. Why do they buy our product? 3. Why do others not buy our product? 4. Where do our customers buy our product? 5. How do they buy it? 6. When do they buy it? 7. What do they do with our product? Who are the firms current and potential customers? Describe the important identifying characteristics of the firms current and potential customers: Demographic Geographic Psychographic Product usage Identify the important players in the purchase process for the firms products: Purchasers (actual act of purchase) Users (actual product user) Influencers (influence the decision, make recommendations) Financial responsibility (who pays the bill? ) What do customers do with the firms products? Where do customers purchase the firms products? Identify any trends in purchase patterns across these outlets (e. g. , how e-commerce has, or could, change the way the firms products are purchased). When do customers purchase the firms products? Factors under the firms control Factors not under the firms control Why (and how) do customers select the firms products? Describe the basic benefits provided by the firms products relative to competing products: Describe the degree to which customers needs are being fulfilled by the firms products relative to competing products: Describe how customers needs are expected to change in the future. Describe the relative importance of transactional (short, one-time) vs. relational (long-term, ongoing) exchange processes when customers make a purchase: Why do potential customers not purchase the firms products? After answering these seven questions, then you can look at segmentation and positioning analysis (see p. 267 for positioning analysis and positioning maps). D. Competitive Analysis (pp. 121-12,; 295, 387) Identify the firms major competitors (brand, product, generic) Identify the characteristics of the firms major competitors: List any potential (future) competitors not identified in the preceding.

How to Write A Critical Précis Your Professor Will Never Forget

A critical prà ©cis is a type of academic writing where you summarize another piece of text, its main ideas and arguments, in particular, to provide insight into its authors thesis.So, it happened again. Your teacher assigned yet another paper to you. It sounds something like write a prà ©cis, in 800-1000 words (approximately four double-spaced pages), of the first two-thirds of Reading: An Intertextual Activity, by Robert Scholes. Your precis should cover Scholes’s essay through the top of page 28.And we can almost hear you thinking:What the heck is going on here, what is a precis?Derived from French, the word â€Å"prà ©cis† means a summary. So, if your professors give you such writing assignments, they want you to summarize some text and convey the summary in minimum words.A critical prà ©cis is a clear, concise, and logical summary of a passage preserving its essential ideas only.Before writing a prà ©cis, make sure you clearly understand its peculiarities and specification.The first and foremost:A prà ©cis is NOT an essay or re-writing. It shouldnt tell but summarize a core essence of the original document and provide readers with the information about its significance and worth.In other words:Even if your audience didnt read the original abstract, they should have a clear idea about its content and meaning after checking your prà ©cis. A prà ©cis explains the main point and structure of the original work but doesnt offer any evaluations or your personal reactions.A Critical Prà ©cis CharacteristicsWhen assigned to write a critical prà ©cis, make sure you understand its characteristics which are:A prà ©cis is a critical summary of writing abstracts.A prà ©cis is NOT re-writing or interpretation of the original.It is NOT written with words from the original, though you are welcome to use some quotes if appropriate.It summarizes the content of the original.A prà ©cis reveals a meaning of the original and explains its value.As a rul e, a prà ©cis is 1/4 of the original in length, except as noted.It follows the standard format: an authors thesis and methods he uses to represent it, results, and conclusion.Why do professors assign a critical prà ©cis writing to students?First, it helps them understand how good you are with critical thinking, summarizing, and highlighting the crucial information. And second, writing a prà ©cis is a great way of learning new material.A Critical Prà ©cis QualitiesA prà ©cis will demonstrate your writing skills to professors, as well as your ability to express your thoughts intelligibly. Make sure your paper highlights the following qualities:Clarity, which means your reader should understand what a writer intended to convey. Achieve it through using simple language and structure of your precis.Correctness, which means you should watch spelling, grammar, and punctuation you use, as well as facts, figures, and dates you address.Objectivity, which means candid construal of the inf ormation. Dont give your opinion in a prà ©cis.Coherence, which means the logical interconnection of the originals ideas. Your audience shouldnt lose their interest while reading.Conciseness, which means avoiding unnecessary details in your prà ©cis. Dont omit essential facts but avoid wordy expressions, repetitions, wateriness, etc.How to Write A Critical Prà ©cisâ€Å"I didnt have time to write a short letter, so I wrote a long one instead.† ― Mark TwainOne of the most famous American essayists, Mr. Twain nailed it: short doesnt equal quick and easy to write, especially if you write a summary, not simple re-writing of the original. So, the process of writing a prà ©cis starts with critical reading and research:Read the original piece carefully.Specify its main points and arguments.Consider the evidence used by the author.Research unfamiliar material (definitions, statements, unknown words, data, etc.)Identify the appeals used by the writer.Evaluate how the author conveyed meaning.Restate the thesis.Write a 1-2 sentence summary of each section of the article.Describe the piece in your own words.Reread the article and compare it with your summary.Now its time to start writing the final draft of your critical prà ©cis. Begin with paraphrasing the thesis and your 1-2 sentence statements, then review it to make sure youve explained the main point, identified the evidence, and used the logical structure.Finally, check your prà ©cis for clarity, correctness, and coherence.This sample of a critical prà ©cis will help to understand the sense of such a writing assignment better.Sample 1:Sandra M. Gilbert, professor of English at the University of California, Davis, in her essay â€Å"Plain Jane’s Progress† (1977), suggests that Charlotte Brontà « intended Jane Eyre to resemble John Bunyan’s Pilgrim’s Progress in that Jane’s pilgrimage through a series of events based on the enclosure and escape motif eventually lead toward the equality that Brontà « herself sought. Gilbert supports this conclusion by using the structure of the novel to highlight the places Jane has been confined, the changes she undergoes during the process of escape, and the individuals and experiences that lead to her maturation concluding that this marriage of true minds at Ferndean – this is the way (501). Her purpose is to help readers see the role of women in Victorian England in order to help them understand the uniqueness and daring of Brontà «Ã¢â‚¬â„¢s work. She establishes a formal relationship with her audience of literary scholars interested in feminist criticism who are familiar with the work of Brontà «, Bunyan, Lord Byron and others and are intrigued by feminist theory as it relates to Victorian literature.Source: Winthrop.eduFollow the StructureA critical prà ©cis is not an essay, but its structure looks the same. As well as an essay, a precis consists of three parts:IntroductionThis is a single sentence including the following information:the authorthe title of the piecethe date of its publishing (in parentheses)power verbs determining the authors thesis (such asâ€Å"explains†, â€Å"argues†, â€Å"proves†, etc.)the thesis itselfSome experts suggest starting your prà ©cis with a hook and then restate the authors thesis; others say this type of academic writing doesnt need hooks in introduction. The best decision would be asking a professor about the format of introduction you may use.Example of a critical prà ©cis introduction:BodyEach paragraph explains a separate section of the original piece, providing the authors evidence, purpose, and ideas. Dont forget that you cant interpret arguments from your point of view but should analyze the authors stands on an issue. Feel free to use quotes here, but be brief and attribute them correctly.This sample of a critical prà ©cis makes it all clear:Sample 2:In her article â€Å"Who Cares if Johnny Cant Read ?† (1997), Larissa MacFarquhar asserts that Americans are reading more than ever despite claims to the contrary and that it is time to reconsider why we value reading so much, especially certain kinds of â€Å"high culture† reading. MacFarquhar supports her claims about American reading habits with facts and statistics that compare past and present reading practices, and she challenges common assumptions by raising questions about readings intrinsic value. Her purpose is to dispel certain myths about reading in order to raise new and more important questions about the value of reading and other media in our culture. She seems to have a young, hip, somewhat irreverent audience in mind because her tome is sarcastic, and she suggests that the ides she opposes are old-fashioned positions.Source: Bakersfieldcollege.eduConclusionIt should restate the main idea. Summarize everything and remember to avoid any personal statements about the original piece.Source: TeacherWeb.comMo re samples needed to understand the nature of a critical prà ©cis and get a better idea of how to write it right? No problem!Sample 3:In her essay â€Å"Cyberspace and Identity† (1999), Sherry Turkle argues that â€Å"today’s life on the screen dramatizes and concretizes a range of cultural trends that encourage us to think of identity in terms of multiplicity and flexibility† (272). Turkle supports her assertion by juxtaposing theories of cyberspace and identity formation with older understandings of identity found in psychology, sociology, and philosophy. Her purpose is to show readers that theories on cyberspace and identity, which claim that identity is multiple and cyclical, do not overturn, but rather add to our understandings of identity in order to encourage her audience â€Å"to rethink our relationship to the computer culture and psychoanalytic culture as proudly held joint citizenship† (278). Turkle’s tone assumes a highly educated audi ence who is familiar with theories not only of cyberspace and identity, but sociology and psychology as well.Source: RSU.eduSample 4:Charles S. Peirces article The Fixation of Belief (1877) asserts that humans have psychological and social mechanisms designed to protect and cement (or fix) our beliefs. Peirce backs this claim up with descriptions of four methods of fixing belief, pointing out the effectiveness and potential weaknesses of each method. Peirces purpose is to point out the ways that people commonly establish their belief systems in order to jolt the awareness of the reader into considering how their own belief system may the product of such methods and to consider what Peirce calls the method of science as a progressive alternative to the other three. Given the technical language used in the article, Peirce is writing to a well-educated audience with some knowledge of philosophy and history and a willingness to consider other ways of thinking.Source: Oregonstate.eduFurt her reading:Rhetorical Prà ©cis WritingThe Rhetorical Prà ©cis: Explanations and ExamplesThe Rhetorical Prà ©cis Format

College of human ecology Essays

College of human ecology Essays College of human ecology Essay College of human ecology Essay As I consider my goals and dreams, the Human Ecology perspective and mission appears to be very appealing to me. As for my immediate educational plans, I want to pursue an undergraduate degree in HBHS (Human Biology Health and Society) at the College of Human Ecology. However, the completion of this undergraduate degree will be only the first step on the way of academic excellence. I have far-reaching academic aspirations: my ultimate educational objective is to receive a PhD degree in dentistry with a view to becoming a pediatric dentist. However, I’m enthusiastic about acquiring such a profession not for personal or commercial gain. Further in my life, I want to become a missionary and volunteer for a medical mission. Given the shortage of skilled dentists in missions of that kind, I believe that my expertise and knowledge can serve the cause of enhancing human development in the places where access to medical facilities is problematic. For this reason, I find the mission of the College of Human Ecology, namely enriching human development and shaping policies that secure economic and social well-being for individuals, families, and communities, to be very lofty and visionary. Adequate health care is the key to bringing security and prosperity to the developing world. I’m specifically interested in becoming a pediatric dentist because under the scenario of population boom in developing countries children’s rights to adequate healthcare are often neglected by both authorities and families. International medical missions are the only actors that offer effective and much-needed help. Working for the benefit of humankind rather than personal gain will offer me a degree of life satisfaction that is impossible to achieve under other circumstances.

SIGNS Essay Example | Topics and Well Written Essays - 2000 words

SIGNS - Essay Example 10). While the signifier referred to the material aspect and sound image of the sign, the signified denoted the mental concept (pp. 10-12). However, for Peirce, the sign consisted of three elements not just two. According to Peirce, the sign â€Å"has a relation to an Object, which relation entails an interpretant† (pp.21). Although Peirce linked the sign to the external world, Saussure and Peirce's accounts were rather structural and linguistic. However, their successors like Roland Barthes, Jean Baudrillard and Julia Kristeva placed the systems of signs into their contexts, made the necessary correlations between the signs and contemporary culture and incorporated the semiotics into the cultural studies. Roland Barthes scrutinized the role of signs in creating modern myths in his seminal work, Mythologies (1957). Jean Baudrillard, examined the system of signs with respect to the consumer culture. The aim of this brief is to explore how signs describe the commodity fetishism and consumer culture of the contemporary society. Roland Barthes regarded myth as semiological system. He analyzed the picture of young black guy in Paris-Match as an example of mythical system (see the appendix, Figure 1). Barthes noted that although the signifier is a man giving the French salute, the signified is Frenchness itself: What he saw in this picture is â€Å"that France is a great Empire, that all her sons, without any colour discrimination, faithfully serve under her flag, and that there is no better answer to the detractors of an alleged colonialism than the zeal shown by this Negro in serving his so-called oppressors.† (pp. 115). Barthes' analysis highlights the mythical and also the ideological system that sings are produced. Indeed, for Barthes, myths are the ideological systems.For Barthes, myth reflects the dominant values of the ruling classes. He (1977, pp. 165) defined myth as the socially determined reflection, â€Å"however, in accordance with a famo us image used by Marx, is inverted: myth consists in overturning culture into nature or, at least, the social, the cultural, the deological, the historical into the 'natural'†. . Advertising is the medium of the contemporary society's myths. As Baudrillard (1996, pp. 10) stated in The System of Objects â€Å"Advertising†¦ is pure connotation’ and connotation is the domain of myth. Advertising adds mystical qualities to the objects and produces signs as commodities to be consumed. In fact, Baudrillard (1996, pp. 218) noted that â€Å"to become an object of consumption, an object must first become a sign and this conversion of objects to the signs â€Å"implies the simultaneous transformation of the human relationship into a relationship of consumption†. Baudrillard's views echo the Marxist notion of commodity fetishism, in which human relations took the form of relationship between things. Indeed, advertising is often full with the fetish objects. Baudrilla rd (pp. 203) stresses that the notion of idealized consumption is base on the substitution of human relationships by â€Å"personalized† relationships to objects and the personality of the subject and the so-called â€Å"personality† of the object merge in the buying process. Here, Baudrillard (pp. 219) find the logic of commodity as analyzed by Karl Marx: â€Å"just as needs, feelings, culture, knowledge —in short, all the properly human faculties—

Old Guard or Avant-garde Research Paper Example | Topics and Well Written Essays - 1750 words

Old Guard or Avant-garde - Research Paper Example My first favorite symphony by Dmitri Shostakovich is symphony No 7 which is commonly known as Leningrad. Shostakovich composed this masterpiece in 1941 and it was intended for the extremist Russian government. Shostakovich completed this song at the height of World War I and, therefore, his focus was on the issues happening to the society. Due to the rapidly changing lifestyles, Shostakovich was forced to adopt a musical style that would withstand changes in the society. The symphony can, therefore, be considered as avant-grade music. This consideration is based on the style and the issue addressed by the music. Unlike other music produced in that period, symphony No 7 addressed issues that were not common among musician. Initially, musicians sang about lifestyle issues such as love, happiness, sorrow and prosperity. However, Shostakovich introduced the aspect of musician being critical in the governance of a country. Unlike other musicians, Shostakovich became critical about Russian governance and the oppressive Nazi regime (FIS). All these issues are captured in the lyrics of this piece of music, which Shostakovich created using C sharp major. It was adopted both in the west and in Russia as a symbol for defiance against authoritarian regimes. Shostakovich demonstrated that musicians had a more significant role to play in the society other than been entertainers or philosophers of the society. Through the symphony, the composer demonstrated that artists were essential in influencing. the governance of their country. This is the first aspect that makes it to be classified as avant grade music. Other than the social responsibilities of the artist demonstrated through the symphony, the symphony also had additional stylistic and performance aspect that makes it to be considered as an avant grade creation. Before the creation of this piece of music, long performances were not popular. This resulted from the nature of this musical creation and the intended message contained in it. However, Leningrad is considered as a music peace that had the longest performance. It was unusual to have performance that exceeded thirty minutes. The Leningrad was an exceptional case since its first performance took about one and a half hour (Fay 213). Long performances became a popular trend in music produced after symphony No 7. The length of a musical performance was determined by the content of a piece of music. This piece of music introduced the aspect of creating music with rich

Grolsch Company Essay Example for Free

Grolsch Company Essay 1. Yes, several of the major players have been actively engaging in mergers and acquisitions, leading to a more concentrated market with larger market shares for the leading firms. 2. There is not a clear leader which absolutely dominates the industry. While Heineken is the leader in the international market, Bud (Light) leads total volume. There is also no core, the leading companies in international and total volume markets differ from each other. 3. In its process of expansion, Grolsch has engaged in both cooperation with local brewers, and direct shipping from domestic factories, depending on the markets demand. For markets such as the USA that valued originality, direct shipping was used. For others that did not hold an emphasis on this, joint venture options were explored to cut costs. 4. No, standardization is not increasing. Majority of Grolsch’s sales come from its Grolsch Premium Lager, with other variations such as Amsterdam beers. Packaging was not standardized around the globe, products shipped to different markets had country-specific labels. Grolsch is also priced differently in various markets, priced at a higher price in its domestic market. 5. It implies that minimum target should be to further enhance operations, increasing production and distribution efficiencies to achieve cost reduction in order to remain profitable. 6. Variation is quite large on cross-country markets. Grolsch is priced as a premium brand in non-domestic market and a mid range standard product in the Netherlands for Grolsch Premium Lager. Also, the different products offered in different regions also make them differ in profitability. For example, the home market that accounted for roughly 50% of sales in volume generated 65% of revenues with even higher EBIT. 7. Profits are most tightly linked with volume, with national sales as it is the most profitable providing the highest EBIT and lowest distribution costs. International sales have shown to be slightly less profitable but still important in overall profitability. 8. Price-sensitivity for beer is relatively low, with many competitors in the market so distribution on economic profits should lean more towards suppliers and complementors. 9. Labor took up approximately 15% of revenues compared to 4% to 6% on advertising. Hence, the industry Grolsch is in is most likely labor-intensive.

Virginia Woolf’s A Room of One’s Own Proves Students Need Schools of Their Own :: Room of Ones Own Essays

Virginia Woolf’s A Room of One’s Own Proves Students Need Schools of Their Own According to the Children’s Defense Fund, in 1989 an average of 1,375 children dropped out of school every day. As a future educator, my reaction to this figure is one of horror and disbelief. Once I get past the shock of such a figure and the obligatory rhetorical questions: How could we let this happen?, I become an investigator. I begin to look for patterns in the profiles of students who have failed. I consider the curriculum these students ingest and how it is fed to them. I try to understand what circumstances result in the forsaking of 1,375 students per day. As a nation, we have established institutions of learning that cater to the needs of some. Our schools allow a select handful of students to succeed. Certain segments of our population appear to be at greater risk than others. The future does not bode well for young black and Latino men and women who do not make it through high school. According to Duane Campbell, author of Choosing Democracy, the unemployment rate for Latino men and women is substantially higher than the national average and an African American child is as likely to go to prison as to college (15). According to the Economic Policy Institute, in 1991 43% of African American children and 35% of Latino children were living in poverty. It is not surprising that a vast number of the 501,875 annual school drop-outs come from impoverished black and Latino families. Of course it is not only blacks and Latinos who are lost in the educational shuffle. There are hordes of students who simply do not fit into the traditional public school paradigm. Whether this poor fit is the result of an unorthodox learning style, an emotional disability or a need for a higher level of teacher involvement, these students are often failed. Such students may stay in school, but they receive a sub-standard education. Virginia Woolf, in her essay "A Room of One’s Own" makes a strong case for schools which cater to the needs of students who are failed by our existing system. I did not see the connection between "A Room of One’s Own" and education upon my first reading of the essay, as a matter of fact the idea came to me as I read Woolf’s essay "The Common Reader.

Anti-Intellectualism at College Universities

Education once existed as something very valuable, and something that only the very wealthy obtained. You were considered lucky to have the opportunity of getting an education, and not many took it for granted. Today, nearly everybody receives an education of some degree, and things have definitely changed. Students simply get educations because they are expected to or are required to. As the years have progressed, less and less students actually enjoy their education. You get labeled by many other students as weird or a freak if you enjoy learning. These kinds of ideas have led to and continue to lead to many problems relating to anti-intellectualism. Student’s anti-intellectualism has been increasing throughout the years, especially at college universities. This is a major problem because the trend is spreading around that it isn’t cool to put forth an effort or to enjoy your classes. Many college professors are very concerned that every year students have less and less motivation and are just attending college because they want a high paying salary after college. One English professor from the East coast said â€Å"most students nowadays are reluctant to learn and to think and resent being awakened from their stupor. I shudder when I consider the future of this country† (Trout). It scares a lot of people that this enormous group of unmotivated students is to someday be in charge of the country. The future of American society is at risk because of anti-intellectual ideas that are passed onto students because of the idea of wanting to be â€Å"cool†, students just going to college to make more money later, and university expectations decreasing because money has became the main priority rather than education. Firstly, the understanding of what an intellectual is has to be clear. According to Richard Hofstadter, who is a very famous American historian, he considers an intellectual someone who lives for ideas instead of someone who lives off of ideas. His input is significant because anti-intellectualism is basically his thing, and he was one of the first Americans to write about it. He goes onto say that two basic traits that intellectuals comprise of are playfulness and piety. By playfulness, he is referring to an individual’s curiosity and what makes their mind active. Piety is similar o an individual’s intensity and how passionate they are about their ideas and beliefs. All intellectuals should demonstrate these two traits according to him. (Hofstadter, 259-60) Using this definition, an anti-intellectual would be someone who isn’t curious or serious, so at colleges that would translate to students being uninterested in their classes/education. One important thing to look at is what education was like in the far past. Education was once valued very highly and you were considered lucky to have the opportunity to get an education. Mainly, only the rich and selected children received it. It meant a good future, and most kids took it very seriously. In the beginning of the 19th century, a primary education was the end of schooling for the greater part of students. Towards the 1830s, there started to become a demand for all children to have an opportunity of having an education. The 1870s marked when the United States had started to create education for the general public (Bradbury, 10). Today, education is more valued as something you have to get and something that the majority of people obtain, at least in the United States. As you can see, the opportunities for education have greatly opened up as time has progressed. This changing trend has caused students to take their educations for granted and develop a hatred towards school work. Overall, this growing trend is causing more and more students to avoid thinking for themselves and furthermore avoid having intellectual ideas because learning isn’t cool. Moving onto modern times, a survey taken at UCLA showed that a record high amount of high school students entering college were losing interest in their academic experiences. These same students surveyed also had committed less time to their homework/studying than before and had become bored with the idea of schooling. If students aren’t interested in their education, then why are they going to college? College is designed to be a place to receive a post-education. There are a lot of students who attend college because their parents made them or they think you have to or for the â€Å"fun. † Students who go to college without a desire to learn won’t get anything out of it. These kinds of students have a negative impact on students who actually value their education. They spread anti-intellectual ideas to students and give them the impression that they are unusual for aking pride in their education and cause them to become anti-intellectual because that is clearly the cool thing to do. More and more kids than ever before are arriving at colleges (Trout). This is good in a way because it means that many more people are getting a post-secondary education, but not all students are at college for the right reasons. The kind of students who go to college just to party or for reasons besides obtaining further education spread their anti-intellectual ideas around. Paul M. Levitt, professor at Colorado University, plainly says â€Å"many college kids are a sorry lot. Preoccupied with their hair, their clothes, their cars, they have never developed a critical turn of mind and have no interest in doing so. It does not bode well for higher education that many students entering college do not have anything resembling an intellectual life† (Trout). Students who don’t want a higher education shouldn’t go forth and attempt to get one if they aren’t serious about it. College should be a place that welcomes intellectuals and people who want to think for themselves rather than a place where you have to conform to thinking negatively about your classes. What is to become of our country if our generation all conforms to the same ideas? Professor of English at the University of Virginia, Mark Edmundson, suggests that students try very hard to fit in and not stand apart from others. He further goes onto say that for some reason showing your emotions, doing something different, or doing anything different than the norm will cause you to be disliked (Edmundson, 290). Obviously this is a problem because students have a desire to be â€Å"cool† by being like everyone else. Less and less students want to be different because they don’t want others to look down on them for not being like them. The idea of wanting to be cool has caused less intellectual ideas in a place where they should be booming. Another developing problem with anti-intellectualism at college universities is that kids are going to college solely so that they can make more money after college. Students think just because the majority of students go onto college that they should as well, which makes them anti-intellectual for just following others instead of doing what they wanted to do. About sixty ercent of high school graduates are estimated to go onto college or some form of higher education (Trout). A lot of times students may not even want to go to college, but they feel like if you don’t go to college, you are at a disadvantage. This is partially true because a lot of occupations that a degree is required for offer more money, but a lot of people end up going to college and end up not even using their degree because they find another job they enjoy more. Some people end up getting jobs that make a lot of money anyways though and hate their jobs, so that is hardly an advantage. Not everyone is meant to go to college, but for some reason the idea that you have to go to college to be successful has been portrayed. Also, President Obama has announced that he thinks every American should have at least one year of higher education, but on the contrary, high education experts agree that not everybody succeeds at college or belongs there (Olson). The president shouldn’t be saying things like this because it puts pressure on students to feel like they have to attend college. This has caused more anti-intellectuals who don’t belong at college to go and influence others. The next huge contributing factor to anti-intellectualism developing at universities is the universities themselves. Because of the growing amount of students bringing anti-intellectual ideas to the classrooms, universities have responded by lowering their standards. The reason for this is simply the more students the more money (Trout). Administrators have also been starting to create more interesting classes because of students disinterest in other courses (Bradbury, 14). The administrators are starting to create things to attract anti-intellectuals and are serving them instead of the intellectuals. College universities have become more interested in the money that the individuals bring rather than the individuals educations. Universities are setting up their campuses to be ideal for anti-intellectuals to succeed at. The fact that colleges are conforming to how the students act is a serious problem, and it concerns many experts about what is to happen in our countries future. Colleges have also started introducing a grade inflation to make it easier for students (Trout). College faculties are to blame mostly for that. The most likely reason for grade inflations would be because it keeps more students on campus. Students are earning higher grades for less work, which isn’t how it should be at all. Grade inflation and money are not related at all, so they shouldn’t have effects on each other. If this trend continues, the concept of a college degree is going to be lost because a college degree will become essentially something you can just buy. Something else that should be very alarming to intellectuals is that studies show many teachers are either anti-intellectualist to begin with or their career turns them into one. Studies have proved that the majority of teachers do not even read very much, and if they do it is normally not scholarly. Reading is something that makes individuals think and come up with intellectual ideas and teachers are starting to turn toward students habits of not reading. Further studies show that teachers who start their careers as intellectuals lose their passion over the years. These teachers either find a new job to avoid becoming an anti-intellectual or they continue teaching in a way that is unbeneficial to intellectuals. Also, many teachers do not encourage intellectualism because it teaches their students to question ideas and think things out thoroughly. Teachers see this as a threat to themselves if students start questioning them on their ideas. (Bradbury) If there aren’t any teachers to promote intellectualism, then more and more intellectuals will disappear. College universities are to blame the most for anti-intellectualism growing at their campuses. I say this because they are the ones that are encouraging the conditions by dumbing down their universities for the sake of money. Also, if they kept their standards high, that would mean less anti-intellectuals overall. College should be a place for intellectuals to strive, but universities have made it a place where people who hate it can succeed just the same. Universities ultimately can control their campus and who they let in and as of now, many universities are letting in about anybody who has a high school diploma and money. One of the first reforms that needs to be made at college universities is eliminating student evaluation of teachers. This whole concept of having the students evaluate a teacher’s ability is absurd. Seeing as how students today want a minimum amount of work, they will simply rate teachers who make it easy for them as excellent teachers. In reality, those teachers aren’t helping the students and rather are just obliging to what students want. The teacher then who gives students a lot of work and challenges them gets a worse rating from students. If universities are so interested in how the teacher is doing, I see no problem in the heads of departments just observing the class. They can make their own judgment based off what they saw, and it would most likely take less time than it takes to review all of the student evaluations. Student evaluations end up promoting anti-intellectualism more than it promotes good teaching methods. An alternative opinion to this would be that students are to put at blame because they are after all responsible for their own education. This is a valid argument because nobody can force a student to be an intellectual/anti-intellectual. The student is partially at fault if they attend a college for post education and then don’t even attempt to learn further. The flaw in this opinion is that most students coming into college are around the age of eighteen, so influences and their environment greatly affect them. If students show up to college, and the standards are set high and everybody knows that, then they are probably most likely going to try to put forth the same effort as everyone else. However, if they come to college, and they see students partying all the time because standards are set low, then that makes them want to put forth the minimal effort to get by. Putting forth a minimal effort and not living for anything would be an anti-intellectual lifestyle, which is the environment of many colleges. If our country continues along this path of intellectuals dominating, there will be numerous effects considering what has already happened over the last few decades. In 2002, it was recorded that sixty seven percent of college graduates read books for pleasure, while in 1982 it was eighty two percent. The decline of reading books is related closely to the incline of video games and the internet. The overall effects of anti-intellectualism are affecting more than just college students. Our country has changed a lot in a short period of time. From 1968 to 2000 the sound bites for presidential candidates has been dramatically reduced from 42. 3 seconds down to 7. 8 seconds. The public overall has lost a desire in obtaining knowledge. An example of this would be that twenty percent of Americans believe the Sun revolves around the Earth. (Jacoby) As you can see, our country has a dangerous future if these kinds of standards continue to be acceptable. In summary, the number of anti-intellectual students at colleges has been increasing from year to year. Students need to quit conforming to the ways of other students because they think not caring is the cool thing to do, and more importantly, the colleges need to accept the right kind of students instead of just anyone who has the money for it. The future of American society is at risk because of anti-intellectual ideas that are passed onto students because of the idea of wanting to be â€Å"cool†, students just going to college to make more money later, and university expectations decreasing because money has become the top priority rather than education, and ultimately the universities are required to incorporate intellectual ideas and challenges into their classrooms if anything is to change. If anti-intellectual ideas are continued to be brought to college by students and encouraged by universities, our country has a frightening future.

Global Institutions are the Solution to Global Poverty Essay

Global institutions are seen to be the better solution to help prevent world poverty in developing nations. Indeed, two philosophers, Thomas Pogge and Andrew Kuper, agree with this view that global institutions are more suited to prevent world poverty than NGOs. The reason for this is that global institutions have better defined institutional structures. A global institution â€Å"is an organization with hierarchical structures, having departments and agencies assigned with specific tasks† (WTO). They generally generate internal resources for their operations. A non-governmental organization (NGO), on the other hand, is â€Å"a non-profit making organization, usually staffed by volunteers, that depends largely on donations and grants for its†¦show more content†¦The reason for this is that global institutions prevent the â€Å"individual duty view† (Brooks 454), which, as defined by Peter Singer, is that we â€Å"as individuals have moral obligations to give to organizations such as Oxfam in order to prevent harm caused by extreme poverty (Brooks 454).† Ideally, Thomas Pogge and Andrew Kuper, by introducing a reform to global institutions rather than NGOs like Oxfam is removing the concern individuals face when donating to organizations that would help distribute the moneys they accumulate to the countries in need. The problem with this is how unlikely such organizations are to carry out such a demanding task in the long run if they are not liable for their actions. Thomas Pogge believes that introducing the Global Resources Dividend (GRD) to global institutions closes the gap between the rich and the poor as he clearly points out that: Citizens and governments of the affluent countries – whether intentionally or not- are imposing a global institutional order that foreseeably and avoidably reproduces severe and widespread poverty. The worse-off are not merely poor and often starving, but are being impoverished and starved under own shared institutional arrangements (Brooks 455). This new reform of adding the Global Resources Dividend would place more of the burden upon the richerShow MoreRelatedIs Corruption A World Issue?1397 Words   |  6 Pagespaper was to research a global issue which, from our opinion was affecting the world and divulge as much of that information as possible to be able to share with the class as well as make an informed monologue about said topic. 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