The Effect of the Industrial Revolution on Pollution Essay

The Industrial Revolution of the nineteenth and the eighteenth centuries brought about much of the base of today’s pollutants. A series of technological advances in machinery, such as the steam engine, along with a preponderance of other goods shifting from homes and small factories to large industrial settings brought about more and more pollution. The creation of more productive processing used to manufacture cotton textiles increased the number of mills located in England and eventually moved to the northeastern United States. The steam engine allowed businesses to transfer manufacturing plants was for rivers and other waterways to areas with densely populated urban zones. Pollution increased due to the concentration of these†¦show more content†¦As jobs grew in the last half of the nineteenth century, the amounts of pollution and land plundering and the area over which it took place dramatically increased. The railroads continued rapidly with this expansion. As the rails stretched westward pollution followed in St. Louis, Missouri, Chicago, Illinois and Detroit, Michigan and then Denver, Colorado; and Los Angeles, California. The twentieth century saw the fast rise in the development of industrial parks based on the chemical manufacturing of such items as dyes, plastics, and pharmaceuticals. The primary power source saw oil substituting coal as industries grew and become more prolific. The same time frame experienced drastic changes in the structure and organization of factories as they quickly converted to mass production techniques to keep up ever increasing demand. By the close of the twentieth century, companies had radical changes from plant-wide organizations to worldwide operations. The continued advancement of technology allowed large corporations to dictate the industrial landscape, and to have a most far-reaching effect on the environment. To counter the undesirable environ mental impact, the final years of the twentieth century saw an optimistic shift in emphasis into the environment to the elimination of potential pollution at its source. Rather than trying to correct problems that had already occurred, industry began to try to get ahead of the problem beforeShow MoreRelatedThe Biological Old Regime Occurred Between The 15th And 18th Centuries1497 Words   |  6 Pagesbe supported by agriculture. A shift in society occurred during the 19th century. This marked the beginning of the Industrial Revolution. Although things became easier, it also negatively affected the ecosystem. The top important environmental consequences resulting from the Industrial Revolution are an increase in population, pollution, and global warming. The Industrial Revolution began in Britain during the late 1700s. It took place during the 18th and 19th centuries. Document 3 displays theRead MoreNegative Effects Of The Industrial Revolution923 Words   |  4 Pagesthe Agricultural Revolution gave leeway to the Industrial Revolution of the seventeenth and eighteenth hundreds. Previous landowners and investors of the Agricultural Revolution were able to start or participate Corporations and Businesses to seek great profit. New machinery and technological innovations were frequent due to the demand for faster, more efficient technology. Working class families, who were arguably the sole reason for the grand success of the Industrial Revolution, moved from theirRead MoreVivian Wang. Dr. Esson. European History . January 27,1283 Words   |  6 Pages2017 Early Stages of The Industrial Revolution In Britain: How Factories That Burned Coal Created Air Pollution In the long process of human history, with the occurrence of the industrial revolution, Britain was the first country to go through industrialisation. People give high marks on this industrial revolution, considering that it marks the beginning of a new era in human history; has passed the previous agricultural economy and has lead the human has into the industrial age. Today, however, whenRead MoreEssay On Environmental Pollution706 Words   |  3 PagesThe environmental pollution history is as old as life itself. At life’s beginning on Earth, man discovered the use of fire and burnt food for cooking food with the emitted smoke from it being the earliest environmental pollutants of this world. First forward to the Industrial Revolution of the 19th century and that was when the Earth experienced the highest rates of environmental pollution. After the machine invention from printing press and later motor vehicles, the pollution menace started envelopingRead MoreIndustrial Rev olution1094 Words   |  5 Pages The Industrial Revolution began in England during the 1700s and spread across Europe then North America, and eventually the world. This revolution assisted life but also made life more difficult as well. Gender roles were changed, products were made more efficiently and many jobs were created. This also meant that people lived in cramped houses, air pollution levels were high and people died of or suffered illnesses from working in factories. This essay will be discussing whether the IndustrialRead MoreThe Industrial Revolution: A Bad Habit Starter for Humans1477 Words   |  6 Pages The industrial revolution was a bad habit starter for humans. This revolution into the modern world created some bad habits that are detrimental to the earths quality in many aspects, such as biodiversity or the variant of living things each organism contributing to the ecosystem no matter how small, the rapidly increase in deforestation causing a loss of biodiversity plus more and more soil degradatio n which happens to affect the water quality and quantity. These problems can all be traced backRead MoreEssay about The Industrial Revolution1394 Words   |  6 PagesThe Industrial Revolution The Industrial Revolution was a great leap in manufacturing technology that had many benefits to mankind. The standard of living was raised to a higher level, products were being made could be made more efficiently and with less production costs, and many people became able to support themselves and live a life away from their parents farm. Because of the reduction in production costs, the prices of goods could be reduced as well. This gave the poorer masses more accessRead MoreTechnology And Its Impact On Society995 Words   |  4 Pages eventually affecting people’s land, increasing pollution, and promote unfair labor. Technological systems must have guidelines in order to avoid misuse of the newly developed technologies, society must also accept the technology and all of its proposed benefits and consequences. White’s assertion that society decides whether or not a technology should advance is reflected in the development of the railroad system during the Industrial Revolution. Members of the industry sector in the United StatesRead MoreIndustrial Pollution Has Impacted The Environment1078 Words   |  5 Pages Since the Industrial Revolutions, humans have progressed far into the 21st century beyond what our forefathers could ever imagine. With the development of new technology and the advancement of science, the age of manufacturing was born. Since then, industries have grown exponentially, expanding all over the world. Throughout this revolutionary venture, there was something that was completely overlooked until the late 1800s in America. That was industrial waste (http://www.deq.state.ok.us/lpdnew/wastehistory/wastehistoryRead MoreIndustrial Revolution : A Time Of Social And Economic Change1169 Words   |  5 PagesThe Industrial Revolution was a time of social and econom ic change which emphasized the power of humanity over nature. It was also an era of change which consisted of inventions that were mass produced to make life easier between 1750 and 1914. Although the Industrial Revolution led to efficient transportation and made Great Britain the center of world commerce, only the upper class got to truly enjoy that. The Industrial Revolution had spread to all around the world so the impact was more brutal

My Beliefs As A Christian And Reflection On The Sacraments...

iii. My Beliefs as a Christian and Reflection on the Sacraments: I believe that God has revealed God’s self to humans in three person of trinity – The father, Son and the Holy Spirit. Jesus is the Christ, the Son of God, and my personal Lord and Savior. I believe the Bible is the inspired Word of God. I believe Jesus died on the cross and rose again in three days to live and reign forever. I believe God’s love for us is immeasurable. Baptism is the initiating sacrament that welcomes an individual into the Body of Christ, while the Holy Communion continues to sustain the Body. These outward signs of inward grace help us to live out our relationship with God, follow Christ and live in covenant with the Body of Christ for the benefit, transformation and healing of the world. I believe that God has created me and other humans in God’s own image. As a redeemed believer and follower of Christ, the Holy Spirit has been at work throughout my life, sanctifying and enabling me to live into the person God has created me to be. I am living out my baptism with my love for God and my neighbor and am called to love and nurture those who are around me without any judgements. I see people feel hurt, struggle and feel lonely due to lack of love and care in their lives. I have had a couple of opportunities to witness children being baptized and their parents professing their belief that their child belongs to God and God lov es them. The baptismal water is a sign of initiation intoShow MoreRelatedEssay on A Christians View of Marriage1318 Words   |  6 PagesA Christians View of Marriage Some Christians believe that marriage should be the ultimate relationship. When two people get married they make a vow to stay in a life long committed relationship. . It is a Christian promise made before God and is significant and of great importance amongst all Christian denominations despite certain differences in opinions. However, sometimes a variety of different circumstances can affect the longevity of a marriage. For exampleRead MoreThe Practice Of The Eucharist1140 Words   |  5 Pagesthe bread and the wine to the Priest at the Altar. Then the priest blesses the bread and wine. After that the priest breaks the bread and says â€Å"Take this all of you and eat it this is my body which will be given up for you† he holds up the chalice of wine and says â€Å"Take this all of you and drink from it for this is my blood which has been given up for you†. 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As I reflect, my preparation for seminary begin in 2005 when I had a desire to become a Christian Counselor for women and children. As a result, I enrolled in a Christian Counseling program offered by the American Association of Christians Counselors. When I completed the program, I discovered that in order to become certified I need ed a Master’s degree. Unfortunately, I did not have a college degree so I thought my dream to becomeRead MoreThe Most Formative Experience Of My Christian Life1828 Words   |  8 Pages Carmanie Bhatti’s Written Response to 310.2 a-d For The Board of Ordained Ministry, Northern Illinois Conference of the UMC    i.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Most Formative Experience of My Christian Life: I grew up in Pakistan with a diverse culture around me. Before moving to the U.S., the city I grew up in was a blend of people who lived there because of their jobs, education and business purposes. I learned that poverty, marginalization and violence, neither had a religion nor selects people of a specificRead More Background of the Catholic Church Essay4406 Words   |  18 Pagesdevout Catholic worship.1 From my personal experience I have found it difficult to accept the strict doctrines of the Catholic Church due to a social lifestyle that takes precedent. Secondly, I have appreciation for other religions, particularly Hinduism and sects within Christianity. My attitude does not necessarily correspond with that of the Catholic Church. Specifically, the Catholic Church perceives itself as the only divine route to Heaven. From my perspective, having been born and raisedRead MoreChristianity vs. Judaism Analysis1669 Words   |  7 PagesChristianity vs. Judaism Christianity and Judaism are two Abrahamic theologies that have comparable origins, but have various beliefs, practices and teachings. Founded in 1300 BC, Judaism is one of the oldest religions in the world today. The Jewish theology began with Abraham, who God sent to Canaan, where it all began. Hebrews took Judaism as their first religion. 14 million people classify themselves as Jewish worldwide today. Coming from Judaism, Christianity was founded in 30 ADRead MoreChristianity Broadly Consists Of 2.18 Billion People Out1943 Words   |  8 Pagesincarnate form of God. The population refers to these believers as Christians. Christians hold the biggest amount of followers in the world compared to every other religion, so with this being said they are people who should be studied and understood by others. Understanding Christians and being open minded to everything they believe is something very important because the odds are every individual will interact with a Christi an in daily life. The origin of Christianity can be seen in the NewRead MoreWorldview Paper for Nursing2338 Words   |  10 PagesTina Abraham Nyack College Professor Inseon Hwang NUR 301: Christian Nurse Christian Worldview: Christianity vs. Naturalism Introduction A worldview is not determined simply by a single factor, value, belief or view. It can be described as a collection of beliefs a person has about his or her life and the world around. This worldview can include aspects such as a consistent decision making process, an idea of what is right or wrong, and also who or what authority do I respect and follow. This viewRead MoreThe Church Of The Christian Faith1392 Words   |  6 PagesWesley believed that the living core of the Christian faith was revealed in Scripture, illumined by tradition, vivified in personal experience, and confirmed by reason. Stephen Gunter writes, Perhaps no theological topic has been the focus of more debate with The United Methodist Church over the past quarter century than the Wesleyan Quadrilateral . It should be noted that John Wesley never used the term Wesleyan Quadrilateral to describe his process of theological affirmation. The Wesleyan

An Introvert s Influence And Their Inherent Leadership Qualities Essay examples Example For Students

An Introvert s Influence And Their Inherent Leadership Qualities Essay examples Why is it a common belief that all leaders, whether they are entrepreneurs, presidents, or civil rights activists, are extroverts? According to Carl G. Jung, extroversion is defined as the â€Å"concentration of interest on the external object† (Helgoe, 2008, p. 5). Furthermore, Jung states that introversion is described as the â€Å"orientation in life through subjective psychic contents† (Helgoe, 2008, p. 5). Given these terms, it is expected that one would assume leaders to possess qualities of an extrovert rather than an introvert to sufficiently carry out their responsibilities and expand their power. However, introverts are frequently underestimated in terms of their abilities. Introverts are typically much more attentive. It is essential for leaders to be good listeners to practice a system of democracy which enables fairness in a working environment. Another unique characteristic of introverted people is that they are often composed and collected, providing a co mfortable setting. In addition, introverts prefer conversations that go into depth rather than small talk. This gives introverted leaders the advantage of making decisions with meticulousness. Thus, the distinct attributes that introverts possess are a source of great influence and power which contribute to the organizations they work for. Assuming the role of leadership is a tough position; several characteristics are required. Perhaps the most significant quality a leader must have is the ability to listen and to be vigilant in doing so. Contrary to introverts, extroverts are characterized as outgoing and emphatic people. In a working environment and as leaders, extroverts are viewed as those who assert their power with bold speeches and communicating regularly with everyone around them. Despite general belief, leadership is not simply about presenting one’s self as the dominant figure. It is about observing people, listening to their new ideas, and taking them into consideration. Introverts possess the innate skill of attentive listening and observation. As Moore (2014) argues, introverts are patient with others and they wait for people to communicate their proposals prior to announcing their own ideas. In actuality, not many people have this particular skill. It is evident that everyone has the sense of hear ing, but introverts take the time to process and analyze what they are hearing in depth to fully comprehend what is being expressed. For example, an introvert’s capability to take notice of what employees might have to say in a business meeting create a democratic organization which encourages workers to contribute more often. Moore (2014) explained that he has strived to become a more effective leader by â€Å"channeling his inner introvert† and hindering his tendency, as an extrovert, to interject with his own criticism (para. 6). To succeed in his attempt, Moore allowed his employees and their ideas to be placed at the center of attention. Introverted leaders proceed to influence their colleagues and peers on establishing respectable characteristics in the workforce. There is a common misconception that introverts are a rare anomaly; someone in the shadows. However, more than half of the world’s population consists of introverts (Helgoe, 2008). It is known that individuals who are introverted prefer a calm environment and regular solitude. An introvert’s preference to be alone reading a book on a Friday night rather than socializing with a group of friends for instance gives them an inner peace. In this case, introverts possess the quality of being calm and collected which is advantageous in a leadership role. There are various introverted leaders which benefited from these particular assets: Barack Obama, Mahatma Gandhi, and Charles Darwin (Cain, 2012). With a composed personality, leaders such as Obama and Gandhi can lead countries with a positive outlook and when conflicts arise, remain untroubled. Similarly, Darwin’s calm nature may have assisted him in appropriately responding to harsh criticisms of his work â€Å"On th e Origin of Species†, as opposed to becoming distressed. As Cain (2012) claims, â€Å"introverted leaders possess an inherent caution that may be more valuable than we realize† (para. 12). President Barack Obama is a prime example of influential introverts in roles of leadership. Being a composed individual means exuding calm. During periods of crisis, introverts will present a comforting and calm confidence as opposed to the overbearing confidence of an extrovert. It is Obama’s responsibility to keep crowds under control when conflicts arise. Therefore, introverts which often display composed attributes perform effectively in the position of a leader. With the embodiment of tranquility, comes the embodiment of power. .uc6933467d7a8ecc957675d751b77b240 , .uc6933467d7a8ecc957675d751b77b240 .postImageUrl , .uc6933467d7a8ecc957675d751b77b240 .centered-text-area { min-height: 80px; position: relative; } .uc6933467d7a8ecc957675d751b77b240 , .uc6933467d7a8ecc957675d751b77b240:hover , .uc6933467d7a8ecc957675d751b77b240:visited , .uc6933467d7a8ecc957675d751b77b240:active { border:0!important; } .uc6933467d7a8ecc957675d751b77b240 .clearfix:after { content: ""; display: table; clear: both; } .uc6933467d7a8ecc957675d751b77b240 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc6933467d7a8ecc957675d751b77b240:active , .uc6933467d7a8ecc957675d751b77b240:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc6933467d7a8ecc957675d751b77b240 .centered-text-area { width: 100%; position: relative ; } .uc6933467d7a8ecc957675d751b77b240 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc6933467d7a8ecc957675d751b77b240 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc6933467d7a8ecc957675d751b77b240 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc6933467d7a8ecc957675d751b77b240:hover .ctaButton { background-color: #34495E!important; } .uc6933467d7a8ecc957675d751b77b240 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc6933467d7a8ecc957675d751b77b240 .uc6933467d7a8ecc957675d751b77b240-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc6933467d7a8ecc957675d751b77b240:after { content: ""; display: block; clear: both; } READ: Qualities of Leadership EssayAn important aspect of being a leader is forming unique ideas. Since introverts favor meaningful conversations over small talk, they are likely to delve into issues and develop concepts methodically. A study conducted by Nussbaum (2002, p. 188) concluded that introverts argue with a coconstructive style while extroverts are more conflictual in their communication. Nussbaum’s (2002, p. 188) statistics showed that approximately 5.53% of extroverts and approximately 33.95% of introverts made design claims. Design claims are defined as outlines of how resolutions must be planned. These statistics are evidence that introverts do not only seek solutions to issues, but also go into depth and outline every detail in order to be fully prepared. For instance, when a business meeting is conducted, the leader of the group has a few responsibilities: he or she would have to be prepared prior to the meeting, be impartial for all employees and colleagues, and focus on detail. It is significant to include that unlike extroverted individuals, introverts will not comply with one side of an argument and aim for convincing people to take their side. Instead, introverts and particularly introverted leaders will concentrate on in-depth analysis and attempt to evaluate solutions (Nussbaum, 2002, p. 189). During a meeting, the introverted leader will ask detailed questions and expect detailed answers. With these answers, they contribute by developing distinct conclusions of their own. In a society where the qualities of an extrovert are valued such as skilled communication, a tendency for vigorous activity, or an authoritative attitude, introverts find a way to disprove the perpetuated stereotypes. Some of the most affluent and formidable leaders, from Barack Obama to Bill Gates and Rosa Parks, were and are introverts and this is no coincidence. Introversion supplies individuals with a myriad of valuable attributes including humbleness, a calm attitude, and methodical decision-making. Being an introvert, specifically an introverted leader, is an opportunity to consider things from a unique perspective and offer other individuals a source of influential power.

Need for Strategic Thinking in Business

Introduction Both classical and many other schools of strategic thinking have been used to describe the concept of business management strategy. Strategic thinking has become a major concern of many business organizations because of the need to achieve mutual benefits between the organization and the employees through proper management strategies.Advertising We will write a custom essay sample on Need for Strategic Thinking in Business specifically for you for only $16.05 $11/page Learn More Proper strategies are necessary for the business to improve its productivity. Business productivity can never be improved without the member taking part in the strategy formulation (Lampel Mintzberg, 1999, p. 21). The reason for the emergence of these schools of strategic thinking is the question of why some strategies fail and others succeed. The main issues addressed in these schools are the factors that may cause these strategies to fail or succeed. Strategic thi nking is a mean of understanding the key drivers of business as well as improving the conventional thinking through dialoguing with members in the organization (Mintzberg, 1996, p. 96). The main objective of this essay is to present a Critical Analysis of the fundamental concepts of the ‘Classical’ schools and other schools of strategic thinking. Critical Analysis of the Classical School of Strategic Thinking The classical schools of management are based on the assumption that the employees only pursue the economical and the physical needs which are their source of satisfaction. The school assumes away the social and job satisfaction needs of the workers. Though the school argues that these needs are either absent or are not important in the course of the service offered by the employees, the claim is without clear attestation. The main focus of the school is high labor specialization and bureaucratic process of decision making where decisions are made from a central po int. Profit maximization is also a major concern of the school. This indicates that the social and job satisfaction needs of the employees are locked out in the proposed management strategy (Whittington, 1993, p. 9). The classical school of strategic thinking was developed during the industrial revolution when factories in the industries faced management problems. There were vast labor dissatisfactions and the management was unsure of how to deal with the situation. The other issue was how to train the employees to make them loyal members of the organizations. The key objective of this school of thought was to determine the best way that could be used to undertake and manage tasks (CliffsNotes, 2010, p. 1). In this sense, the classical school was meant to solve the management problems related to labor dissatisfaction for the betterment of the industries but with less concern about the social life and job satisfaction of the employees. The classical school of strategic thinking was b roadly categorized into classical administrative school and the classical scientific school of thought.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Classical Scientific School The major concern of this school was productivity and efficiency within the industries. The school assumed that productivity and efficiency could be achieved through close examination of the work process and the skills possessed by the work force (Steiner, 1979, p. 18). The main aim was to ensure that the most work is done and that the workforce has the most desired skills to do the work. This could not hold in the sense that despite the excellent skills of the work force, their productivity will be very low if job satisfaction is not realized. The best motivation of the workforce comes from within and is evident when job satisfaction is met. The main proponents of the scientific classical school are Lillian G ilbreth, Fredrick Taylor, Gantt and Frank whose contribution led to the development of the school. Taylor, for instance, believed that tasks study and precise procedure development would improve productivity in an organization. He advocated increase of working hours and reduction of the workforce accompanied by increased payment to workers who meets the high standards of production. He thought that paying more money for extra time worked will motivate the workers and improve production. The reality however is that, overworking workers will in the long run reduce labor productivity and quality of work (Cunningham Lischeron, 1991, p. 49). These proponents argued that there should be procedures for performing jobs and that work should be shared between the employees. They proposed also that workers should be developed and trained to perform certain duties but should not be left to choose their own tasks. However, allowing workers to choose their own tasks would be more effective becaus e they choose what they feel they are competent to handle. The Classical Administrative School This school proposed bureaucratic management principles in organizations. The proponents argued that the organization should have a formal structure that will be followed by the stakeholders. This structure will allow formal flow of information from the highest rank to the lowest (Steiner, 1969, p. 12). Power was believed to flow from a centralized place. Max Weber, one of the proponents of this school, argued that, every organization should have a bureaucratic structure characterized by specified principles. For instance, every structure should have a well defined hierarchy, labor division and specialization, specific rules and regulations, work based relationship between employees and their bosses, employment based on competence and a concise record of activities of the organization. Henri Fayol also had the same idea as Weber but his process was enriched with other aspects like team wor k strategy, equity and stability of tenure of personnel. The administrative school concentrated on the total organization where emphasis was laid on the development of managerial principles in an organization.Advertising We will write a custom essay sample on Need for Strategic Thinking in Business specifically for you for only $16.05 $11/page Learn More The proponents of the administrative school based their study on the flow of information in an organization. Their main emphasis is to understand how the organization operates and how it can be improved to increase the performance (Porter, 1980, p. 23).   One of the greatest proponents of this school, Max Weber, argued that, the organization should not be managed personally because people will be loyal to their personal supervisors instead of the organization itself. Weber believes in a bureaucratic structure of the organization where there are rules to be followed by the members of the organization.à ‚   This way, he believed, would detach the organization from the personalized management.   He condemned the European organizations for personalizing their management which he described as family-like system of management. The other proponents of the administrative school include Henri Fayol, Mary P.F., and Chester B. whose contributions were very significant in the development of the school. The classical administrative school as the scientific school did not address the issue of social needs and the job satisfaction needs of the employees. They both seem to be organization oriented and any strategy laid is meant to benefit the organization through profit maximization and engaging the workforce into long working hours. The targeted production level may not be achieved unless the employees are full satisfied. Critical Analysis of Other Schools of Strategic Thinking Besides the classical schools of strategic thinking, more schools of thought have been developed in order to describ e the concept of strategy in business management. The classical schools have failed in some instances to describe the best way that could be employed for effective business management strategies. The question that has brought about the emergence of these schools is why some strategies fail while others succeed (Miller, 1987, p. 561). One of these schools is The Planning School that describes strategy systems as conscious processes of formal planning (Mintzberg, 1990, p. 171). In this sense, the organization strategist formally communicates the strategic decisions to the whole organization. This school argues that the strategy systems are subject to control and can be decomposed in to various distinct steps (Ansoff, 1987, p. 13). Strategies therefore are not spontaneous activities but are planned in a formal manner and can be achieved in stages as per the formally planned time line. The members of the organization are therefore aware of the strategies taken. The other school is The D esign School of strategic thinking. This school describes strategy systems as processes of conception and deliberate action of conscious thought (Goold, 1992, p. 169).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In this case, the strategies are based on individualized design and are very informal. This school also asserts that the chief executive officer has the responsibility of controlling the strategy systems in the organization. In the real sense, the CEO alone cannot manage the whole responsibility of strategy formulation but the whole organization members need to be involved (Ansoff, 1987, p. 513). The Positioning School of Strategic Thinking has its roots in economics. It is mostly focused on the external environment. The organization has analysts that assesses the external environment and propose the course of action. This school describes the strategy systems as analytical processes that are carried out by the analysts in the organization. The strategies of business management are described as being identifiable and generic in nature (Chakravarty, 2005, p. 1). The Entrepreneurial School on the other hand argues that, the strategies are long-term plans of the organization and that t hey define the vision of the organization (Segars Grover, 1999, p. 202). Leaders in this case are assumed to have entrepreneurial skills which they apply to formulate the strategies of the organization. This could be very insightful if the leaders keeps watch on the changing business environment and base their decision on the observations they make (Cunningham Lischeron, 1991, p. 55). There is also Cognitive School whose notions are based on psychology. The school describes that there are cognitive processes in the mind of the strategist and they determine the success of the strategies implemented. The strategies undertaken in this case depends on the strategist himself. He comes up with the strategies he finds best applicable in the situation of the enterprise. The Learning School is also based on psychology of the strategists and the strategy systems are taken to be processes that are learnt over time. The behavior of the enterprises is unpredictable and there is therefore need t o learn many strategies that could be used if needs arise. Strategies learned are plans for the future and are based on experience (McKiernan, 1997, p. 796). The Power School of strategic thinking asserts that strategies are a result of power game within the organization and is therefore believed to have its roots in politicology (French, 2009, p. 59). The strategies are therefore shaped by the power and politics within the organization. The strategies may not be perspective in nature but may take the form of positions that may not improve the organization performance. They may not be need oriented but based on greed for power. The other school is Environmental School which has its origin in biology. This school describes strategy systems as reactive processes resulting from the reactions of the organization to the external environment (Kemp Ashish, 2003, p. 1). The prevailing environmental conditions are the main determinants of the next move to be taken by the organization. For i nstance, the change in the dimension of competition in the market will necessitate the organization to come up with strategies that will make the organization more competitive. The Cultural School argues that the strategies undertaken by the organization depends on the cultural interaction of the members within the organization. The school is based on anthropology and describes strategy systems as collective processes of social interaction of members in the organization. According to Kotter (1995, p. 5), the strategies are taken as the result of social interactions of both junior and senior employees within the organization. The members are the ones that determine the next course to be taken by the organization depending on the current needs and prevailing business environment. Their decision may not result in the same strategies every time. The last school in this list is called The Configuration School that describes strategy as a form of organizational transformation (Miller, 198 6, p. 236). In this sense, the strategies are taken as changing plans of the organization that transforms the focus and functioning of the organization. The strategies are constantly replaced by new ones depending on the prevailing needs of the organization. This is contrary to the beliefs of the administrative classical school that proposes a fixed bureaucratic procedure in the organizations. The same strategy may not apply in all circumstances. Some situations will demand the strategies to be revamped (Drucker, 2010, p.16). Conclusion The strategy systems are a complex process defined by several factors that are described in the above schools of strategic thinking. The concepts in these schools are interrelated in one way or another and are all focused on understanding the concept of business management strategies. Reference List Ansoff, I., 1987. The Emerging Paradigm of Strategic Behavior. Chichester: Strategic  Management Journal, 8(2), 1987pp.501-515. Chakravarty, M., 2005. The 10 schools of strategic planning. [e-book] India: rediff.com India Limited. Web. CliffsNotes. 2010. CliffsNotes.com. Classical Schools of Management. [e-book] New York: Wiley Publishing, Inc. Web. Cunningham, B., Lischeron, J. 1991. Defining Entrepreneurship. Journal of Small  Business Management, 29(1), 1991 pp.45-59. Drucker, P. F., 2010. The Theory of the Business. Boston: Harvard Business School Publishing. French, S., 2009. Re-thinking the foundations of the strategic business process. Journal of Management Development, 28(1), 2009 pp. 51-76. Goold, M., 1992. Research Notes And Communications Design, Learning And Planning: A Further Observation On The Design School Debate. Strategic Management Journal (1986-1998); Feb 1992; 13, 2; ABI/INFORM Global pg. 169. Kemp, J. Ashish, J., 2003. The 9 Schools of Strategic Thinking. [e-book]New York: The Free Press. Web. Kotter, J.P., 1995. Leading Change: Why Transformation Efforts Fail. Boston: Harvard Business School publishing. Lampel, J. Mintzberg, H., 1999. Reflecting on the strategy process. Sloan  Management Review; spring 1999; 40, 3; ABI/INFORM Global pg. 21. McKiernan, P., 1997. Strategy past: Strategy futures. Oxford Long Range Planning, 30(5), October 1997 pp. 790-798(9). Miller, D., 1986. Configurations of Strategy and Structure: Towards a Synthesis. Strategic Management Journal ,7(3), 1986: 233–249. Miller, D., 1987. The genesis of configuration. The Academy of Management Review. 12(4), 1987. 556-701. Mintzberg, H., 1990. The Design School: Reconsidering The Basic Premises of Strategy management. Strategic Management Journal, 11(3), 1990 pg. 171. Mintzberg, H., 1996. Reply to Michael Goold. California Management Review, 38(4), 1996 pg. 96. Porter, M.E., 1980. How Competitive Forces Shape Strategy. New York: The Free Press. Segars, H. Grover, V., 1999. Profiles of Strategic Information Systems Planning. Information System Research, 10(3), 1999. Pp. 199-232. Steiner, G.A., 1969. Top Man agement Planning. Toronto: Collier-Macmillan. Steiner, G. A., 1979. Strategic Planning, What Every Manager Must Know. New York: The Free Press. Whittington, R., 1993. What is Strategy and does it matter. London: Rountledge. This essay on Need for Strategic Thinking in Business was written and submitted by user Eli W. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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The Effects of Jazz and Classical Music on Musicians Essay Essays

The Effects of Jazz and Classical Music on Musicians Essay Essays The Effects of Jazz and Classical Music on Musicians Essay Essay The Effects of Jazz and Classical Music on Musicians Essay Essay A thesis presented on the history of wind as compared to classical music and the effects on instrumentalists. get downing with the birth of wind. and covering the 20th century. Berliner ( 1994 ) impresses upon the thought that wind music is more of import to a musician’s development and an individual’s mental wellness than classical music. It is this author’s sentiment that Jazz is superior over classical music because wind music is frequently soft. smooth. and brooding. In add-on. the universe of wind has some fantastic creative persons who can both play and compose wind music so extraordinary that it will do music lovers melt similar ice as the emphasis washes off. Jazz allows people to shut their eyes. relax. mediate. and dream about their loved 1s. It is the best for mediation intents because it provides people with softness. composure. psyche. and phantasy. The freedom found in wind represents the freedom inside of all Americans. Jazz itself is a success narrative told through its ain innovation. True wind instrumentalists play the music that they do as a necessity to themselves. Their music is their diary. and their journal is more pure than words can state. Jazz is America’s great part to the humanistic disciplines. It is thrilling. tickle pinking. and challenging music that stirs emotions of all sorts. Jazz is in the head. bosom. and in the psyche. Its influence extends worldwide. and touches all related signifiers of music. It is an enriching art signifier that deserves a particular topographic point in our vivacious civilization. III In the universe of wind. immature performing artists must get the hang a repertory of chord patterned advances. off-beats. and harmoniousnesss so that they can number on them as constructions around which and through which they might weave more charming fluctuations. Wind participants use chord alterations as a agency of giving form to melodic improvisation. Classical participants simply read lead sheets or book agreements and utilize rigorous chord symbols in a much more inactive manner. â€Å"Classical music is simple for its rhythmic form and simplistic chords while jazz’ chords are complex† Cook ( p. 17 ) . Many may reason that classical music is a more built-in portion of development. but a gifted classical composer will in fact draw on stylistic elements of wind to enrich the classical tradition of symphonic music. Classical composers have systematically been doing usage of two elements of wind over the old ages which are syncope and harmoniousness characterized by bluish notes. â€Å"Indeed. even seemingly knowing classical instrumentalists frequently sound baffled and diffident about the kernel of wind music. † Carr ( p. 174 ) . Some of the most complete instrumentalists of our clip have devoted themselves to a life-long survey of wind music. and few classical instrumentalists have been able to get the hang wind. Jazz music ran parallel to the development of the 20th century classical manner music. Those instrumentalists that learn both types of music are non locked into one type of subject. and will hold more musical experiences. â€Å"We are the musical thaw pot accomplishing a vision of unifying civilizations that fulfilled the image that America had of its ain societal fate. † Gioia ( P. 395 ) . As a consequence of this construct. wind composers began to go to symphonic music concerts. and later wind and classical manners began to overlap to a grade ; which resulted in an art signifier now referred to as wind merger. Some would reason that wind music is excessively different from classical due to being unceremonial. gritty. or excessively improvisational. Between 1920 and 1950 wind and classical music together made the most successful parts to music. â€Å"One genre basically has the ability to larn something from the other. and can make an even more bewitching sound. † Ratl iff ( p. 23 ) Many could challenge over the fact that a fledgling to wind might experience bewildered by its proliferation of manners and differing attacks to music-making. â€Å"Indeed. harmoniousnesss are more unresolved. phrases more irregular. speech patterns crisp. and pacing are more varied. but that is what makes it so beautiful. Its insouciant nature is evidenced by the inoffensiveness of incorrect notes being plated. by vocalists taking breath sometimes without relation to wordss. and instrumentalists being introduced right in the center of a performance† Ratliff ( p. 72 ) . Classical music on the other manus can on occasion trip a thorough geographic expedition of ego and head. It may do a individual to look at their failures in life. A sudden realisation of ego can be utmost or painful. Not everyone enjoys classical music. In the UK. classical music is used to drive groups of young persons off from topographic points they congregate in. Jazz music is a beautiful improvisational a rt doing itself up as it goes along merely like the state that gave it birth. and with each pat of the pes. wind instrumentalists reaffirm their connexion to the Earth. Jazz waxes and ebbs between tenseness and rest. It challenges the instrumentalist with capriciousness and so honoring the hearer with predictable beat. â€Å"Jazz wagess single look but demands altruistic coaction. † Ward ( p. 1 ) . Listening to wind is non merely a satisfying and honoring experience ; surveies show that it is really good for a musician’s wellness. Listening to wind or playing wind tunes can alleviate chronic hurting and megrims. cut down blood force per unit area. speed up post-stroke recovery. better memory. hike unsusceptibility and bring on relaxation. 2 Jazz music helps distract people. It gives persons a sense of control and besides releases endorphins into their organic structures that alleviate hurting. There is a really contextual argument that classical music is superior due to the fact it can let go of Dopastat during expectancy and experience of peak emotion to music. It conveys really good what the composer puts into it. and although classical music does trip pleasance and reward-related parts of the encephalon making a high. playing extremely pitched stimulating music for long periods is non healthy because it leads to cortisol and noradrenalin secernment without the attendant battle or flight action. Long term overdose with those endocrines is good documented to make many wellness jobs. from depression to sexual disfunction. The current market portion of Jazz in America is mere 3 per centum. but wind is still regarded as a really powerful music which is in the blood and feeling of the American people more than any other manner of music. It can be made the footing of serious symphonic plants of enduring value in the custodies of a talented composer. â€Å"Jazz music has ever been and everlastingly will be cardinal in the development of future musicians† Cook ( p. 65 ) . Glossary Bebop: the manner of wind developed by immature participants in the early 40s. peculiarly Parker. Gillespie. Kenny Clarke. Charlie Christian and Bud Powell. Small groups were favored. and simple criterion melodies or merely their chord patterned advances were used as springboards for rapid. many-noted improvisations utilizing long. guerrilla. syncopated phrasing. Improv was based on chordal harmoniousness instead than the melody. The ‘higher intervals’ of the chords ( 9th. 11th and 13th ) were emphasized in improv and in piano chord voicings. and changes were used more freely than earlier. particularly the augmented 11th. The land round was moved from the bass membranophone to the drive cymbal and the twine bass. and the rhythmic feel is more streamlined and elusive than earlier. Instrumental virtuosity was stressed. while tone quality became more reticent. less evidently ‘expressive’ . The manner cast a really long shadow and many of today’s particip ants 60 old ages subsequently could be reasonably described as bebop. Bluess: ( 1 ) A signifier usually dwelling of 12 bars. remaining in one key and traveling to IV at saloon 5. ( 2 ) A melodious manner. with typical associated harmoniousnesss. utilizing certain ‘blues scales’ . Riffs and grace notes. ( 3 ) A musical genre. hereditary to wind and portion of it. ( 4 ) A feeling that is said to inform all of wind. Boogie ( boogie-woogie ) : a manner of piano playing really popular in the mid-thirtiess. Bluess. with uninterrupted repeated 8th note forms in the left manus and exciting but frequently stereotyped blues Riffs and figures in the right manus. Meter: A key-establishing chord patterned advance. by and large following the circle of fifths. A turnaround is one illustration of a meter. Sometimes a whole subdivision of a melody can be an drawn-out meter. In understanding the harmonic construction of a melody. it’s of import to see which chords are connected to which others in meters. Free Wind: a manner of the early and in-between 1960ss. affecting ‘free’ playing and a fierce affect. It was originally associated with black cultural patriotism. Sometimes two drummers and/or two bass participants were used. Some free wind was profound. and some non really good. Some who played it subsequently denounced it. but the manner became an ingredient in future manners and still has many advocates despite its deficiency of general popularity. Groove: an infective feeling of rightness in the beat. of being absolutely centered. This is a hard term to specify. A Medium Groove is a pacing of. state. 112. with a slinky or funky feeling. Improvisation ( improv ) : the procedure of spontaneously making fresh tunes over the continuously repeating rhythm of chord alterations of a melody. The improviser may depend on the contours of the original melody. or entirely on the possibilities of the chords’ harmoniousnesss. or ( like Ornette Coleman ) on a footing of pure tune. The ‘improv’ besides refers to the improvisational subdivision of the melody. as opposed to the caput. Inner voice: a melodious line. no affair how fragmental. lying between the bass and the tune. Interlude: an extra subdivision in a melody. particularly one between one person’s solo and another’s. The Dizzy Gillespie standard A Night In Tunisia has a celebrated interlude. Jazz Standard: A well-known melody by a wind instrumentalist. See Standard. Latin: ( 1 ) Afro-Cuban. Brazilian or other South American-derived. There are many particular footings used in Latin music and I haven’t tried to include them here. ( 2 ) Played with equal 8th notes as opposed to swung ( see swing def. 2 ) . Besides ‘straight-8? . The feel of bossa novas and obeche. Form: a pre-planned melodious figure. repeated at different pitch degrees. Something played automatically by the fingers without much idea. Reliance on forms is the trademark of a weak participant. Mentions: Berliner. Thinking in Jazz. University of Chicago. 1994 Carr. Ian. Jazz the Essential Companion. Prentice Hall Press. 1987 Cook. Richard. The Penguin Guide to Jazz. Penguin Books. 2004 Gioia. Ted. The History of Jazz. Oxford University Press. 1997 Ward. Geoffrey. Jazz a History of America’s Music. Random House. 2000 5

History of Jazz essays

History of Jazz essays Improvisational. Creative. Mischievous. Genius. Exciting. Unique. These are all words used to describe one of the most invigorating, influential and provoking genres of our time, Jazz. Jazz evokes human emotion in an array of different ways more so than another genre of the pre-fifties generation of music. Jazz can be upbeat, or sultry, fun or serious. This is due to the fact, that Jazz is the melting pot of elements of Ragtime, Blues, and marching band sounds. All that jazz actually began in the late 19th century down in New Orleans. This new sound that grabbed elements from the Blues and Ragtime, among other influences, and was most notable one of the most unique and intricate forms of music that anyone had ever heard. What made Jazz such a unique and interesting tour de force was its prevalent use of improvisation. This was the first time a genre bent the western musical archetype, and yet strangely it felt completely natural, more so than the premeditated music of the time. In the old formula, a composer wrote a song and the instrumentalists played it exactly as written, but with Jazz a group of musicians used the composed piece as a mere starting point from which to go from. The song could have easily been a popular song of the times, but by the time the group had collaborated they had formed a completely new, fresh and alive piece of music, that usually bore little or no resemblance to the original. An interesting fact too, is that Jazz musicians usually could not sight read, if they could read music at all. Jazz created a vibe that thrilled audiences and thrived with spontaneity. Jazz seemed to capture the very essence of bliss and adventure that was a radical departure from music of that time. Jazz, like most other genres, is the product of the virtuoso African American musicians. Jazz became a fusion of African American and Creole musicians in New Orleans. The first real Jazz musi...

Issues in contemporary management - Foxconn Essay

Issues in contemporary management - Foxconn - Essay Example On the same note, twenty people have been stopped by the firm from committing suicide (Argote, McEvily, & Reagans, 2003, 13). The reasons for these suicides have been unclear, but can be analyzed by considering theoretical models pertaining to a company’s management. Suicides committed by workers from Foxconn illustrate noticeable demographic and social attributes. An examination of several value-added terms to suicidal tide in Foxconn indicates that managerial tactics of fragmentation in interpersonal networks among employees stopped grievances from developing into collective actions like strikes (Chan, & Pun, 2010, 44). In the absence of interpersonal ties towards grievances comforting or protest mobilization, a generous compensation package can act as a temptation for the dismayed employees to utilize self-destruction as double-edged sword. Moreover, suicide by employees can expose brutality of the company’s management as well as evoke for global condemnation that fu lfilled their quest to attain revenge (Mezias, & Starbuck, 2003, 34). Compensation for their deaths could also improve material standards in their families that fulfilled family duties on their behalf. Therefore, a series of personal suicidal incidents instead of collective mobilization occurred in the company. One of the theories supporting these evidences is the structural conduciveness theory. This explains high confidential standard, atomized workplace relationship and low-cost employment. Another theory is the structural chain theory that explains low-quality system of security, physical exhaustion, intensive overtime workload as well as a horrified spirit (Chu, 2012, 54). Most importantly, the generalized belief theory in social conditions explains several reasons behind the suicides in Foxconn. These include high pension contributions of the self-worth families that became desperate and this develops against their institutional and individual retaliation. There was also the p articipating factor theory that explains rumors concerning cancellation of offering pension to all suicidal attempters. On another note, mobilization theory explains prevention of employees from similar provinces from coming together in order to distract a smooth operation of production lines. In this case, Foxconn management broke down all possible networks among its workers. It is clear that without mobilization, it becomes difficult to develop people’s behaviors into one social movement. Another theory explaining reasons for suicides in Foxconn is failure to engage social control. Foxconn had a culture of ignorance of several first line supervisors altogether with security guards. An initial suicide in the company occurred due to the employee’s incapability to adjust to the new environment. He was required to follow all rules and codes of the company meaning that that could be hard for him. Looking at a value-added theory of conduciveness, an individual can either a dapt or undergo challenges in new environments. In entering such a radical and different environment, a person’s way of understanding the world and their ways of working were to be rewritten (Chu, 2012, 58). This was especially in a new environment in Foxconn whereby every individual was required to operate machines, work with electronics in order to finish tasks as portions of assembly apparatus. The process can best be understood to be

Ethics - Strength and weaknesses Essay Example | Topics and Well Written Essays - 500 words

Ethics - Strength and weaknesses - Essay Example The theory of moral obligation emphasizes on the significance of understanding and comparing dialogues associated with morals and rights. That is to say what actions are obligatory and what are the morally right attitudes The moral fiber behaviors in virtue of ethics are constant, predetermined and dependable. Hence, an individual that posse the virtue of kindness has to operate kindheartedly in all types of situation, to all individuals and for a long time regardless of the intricacies involved, whereas in the obligation theory disputes the irrelevancy of asserting and defending one-dimensional division of relativity versus entire moral essentials. For instance helping others depends on the real world experiences where moral and right materialize, (Regina et al.2008:319-1016) The ethical virtue believes in the individual ethical behaviors development is a long term occurrence encouraged by the influence of friends, teachers, and role models, revelations to diverse situations or parents. This is so because different individuals are born with all kinds of propensities which are either positive such calm and affable or negative attitudes like envious and irritable.

Confucianism vs. Daoism Essay Example for Free

Confucianism vs. Daoism Essay Confucianism and Daoism, although are intermingled among people who practice them, have very different views on what is necessary to become an exemplary person. Confucianism is based on the thought that education, history, structure, rules and regulation will lead to achievement and becoming fully human. Daoists, although they believe in order, hate structure, do not believe in education, and feel wandering, or going with the flow, being with nature, is most important in life. While education is most important to Confucianism, it is least important to Daoism. Confucius’s believe that through education one is able to move up in society. Education is the energy or power that enables a person to climb the social ladder, so to speak. Daoism believe very different. For them, the most important thing is connecting with nature. To be like free flowing water and to find your level, or connecting with nature, allows one to become a virtuous person. Daoism and Confucianism have very different views on education within their religion. The importance of history is another example of the differences among Confucianism and Daoism. While history is an important part of Confucianism and what helps them to achieve higher status, Daoists do not believe the past is important, they believe in spontaneity, and the importance to go with the flow and live in harmony with nature. For Confucius’s, rituals, etiquette and maintaining status quo, bring tranquility. There are five roles with relationships, ruler/subject, parent/child, husband/wife, elder brother/younger brother, and friend/friend, which Confucians believe, along with the five virtues: human-heartedness, justice, propriety, wisdom and faithfulness, produce social order and full human beings. For Daoists the history is not important or relevant, it is the wandering, having no way, or going with the flow, that will help find the way itself. Each of these religions has their own thought as to what will make one fully human and how to achieve the highest value in life. For Daoists, they believe the problem is that we let life slip away and think the solution is to live life to the fullest and flourish like nature. They believe that this is only possible if we live life in harmony with the natural rhythms of the Dao, which is the natural way, imitating nature. Confucius’s have a different mindset, because they believe that through hard work and education they are able to move up in society helping them to flourish and become more human and achieve their highest value in society. Both Confucianism and Daoism want to become fully human and achieve their highest level but they have very different views on how to achieve this goal. To live in harmony for Daoists is to flourish with the nature of things. They believe that humans are made to flourish like trees, but this is only possible if we live in harmony with nature. This is accomplished through the Dao. According to Daoists, when we give into formal education, social conventions, and rituals we die a little each day by acting intentionally and not with the heart. This leads to thinking too much and not going with the flow or with nature. In Confucianism this is quite opposite because by acting intentionally and following social order, through education, social conventions and rituals, they believe this makes up more human. Confucians’ believe that through social structure and obedience we can live in harmony with each other. For Confucians’ the goal is social order. They believe that the problem is chaos and worried about society falling apart without social order. These two religions, although they both want harmony, have a very different way to achieve this. One of the major aspects of Confucians is to incline yourself to listen rather than speak, to follow the rule and behave in the proper manor. This is not true for Daoists who believe in following nature, not to think but to just go with it. Confucians feel that our actions should have a purpose and that in order to sustain social order we must act according to our status, traditions, and follow Li, which means â€Å"to arrange in order†. Also important to Confucius’s is etiquette, customs, manners, ceremony, courtesy, civility and propriety. Li and ren are two important concepts in Confucius’s thought because they both lead to self-cultivation and social harmony. Ren, which is human-heartedness, is inward and subjective, li, ritual, etiquette, and propriety, is outward and objective. While li and ren are important to Confucius, the Dao is important to Daoists. The Dao, or the way, is the way of untamed nature and real human life. Through the Dao there is an authentic natural order that results. Although these two religions are quite different in their fundamental thinking it is important to note that they do work to complement each other in their societies. People in china feel Daoists adopted Confucius as one of their own. Each of these two religions coexists. The text explains this well when it says, â€Å"Confucianism’s communitarianism and Daoism’s individualism, Confucianism’s formalism and Daoism’s flow, the hard yang of Confucianism and the soft yin of Daoism†. It is said that they are Confucian’s at work, Daoists on the weekend and Buddhists at death. This goes to say that these religions can be intertwined throughout this society and people do not need to adopt and follow just one religion. In conclusion it is important to note that, although these two religions have very different ideologies, they do work to create peace and serenity. They both do not believe in a God but in a higher power and promote becoming fully human to achieve that higher power. I find it interesting how different the concepts in these religions are but yet how people can acclimate themselves to being both Confucians and Daoists at the same time. For how different each of these religions are I can understand how following order and knowing your place is society is important as well is connecting with nature to find your true self. Works Cited: Chan, Alan K.L.Daoism. April 2013. http://www.oxfordbibliographies.com. Confucianism. China during time of Confucius. 2007. http://www.highbeam.com Confucianism. Encyclopedia Britannica online. http://www.britannica.com Confucianism: values and order. Faces: People, Places, and Cultures. May 2010. www.highbeam.com. Daoism (Chinese philosophy and religion). Encyclopedia Britannica. www.britannica.com. Miller, James. 2013 August. Daoist Studies. Daoism and Daoist Studies. http://www.daoiststudies.org/

An Artist in her Way: Representations of the Woman Artist in Margaret Oliphants Kirsteen :: Margaret Oliphant Kirsteen Essays

Representations of the Woman Artist in Margaret Oliphant's Kirsteen Margaret Oliphant (1828-97) was a prolific writer. She published almost 100 novels as well as biographies, art criticism, travel writing, historical sketches, and over two hundred articlesfor periodicals like Blackwood's Edinburgh Magazine andThe Cornhill Magazine, yet her ambivalence about representing herself as a serious artist in her Autobiography provides Oliphant aficionados with grist for speculation and conjecture: did Oliphant even think of herself as an artist? While I will answer this question with are sounding yes, still there is enough equivocation in the Autobiography to give scholars room to play. And although Oliphant herself once wrote that "scholarship is a sort of poison tree, and kills everything" (279), the recent scholarship on Oliphant's Autobiography has enlivened rather than killed debate by calling attention to Oliphant's struggle with self-representation. When it came to writing about her particular experience as both mother and writer, Oliphant found the contemporary discourse, with its rigidly discrete ideologies of motherhood and authorhood, stifling. Thus the Autobiography can be read as Oliphant's poignant effort to extend the meaning of the term `artist' to one flexible enough to include a woman who wrote not only because it came as naturally to her as "talking or breathing" (4), but also because her children needed to eat. In this paper I will argue that Oliphant's preoccupation with what it means to be or call herself an artist can be mapped in her novel, Kirsteen, which was written in 1890--roughly the same period as the Autobiography--and chronicles the life of a Scottish woman in the early part of the 19th century. Although Kirsteen Douglas is a dressmaker rather than a writer, Oliphant takes care early in the novel to encourage the idea (through theScottish dressmaker Miss Macnab) "that a dressmaker `is an artist in her way' and that ... dressmaking is `just like a' the airts'"(Jay 260). I will thus read dressmaking as a trope for writing, Kirsteen as an artist figure, and the novel as Oliphant's portrait of the artist as a young dressmaker. Reading dressmaking as a metaphor for writing, I hope to demonstrate that this late novel presents a self-consciousness and humor about artistic production the analysis of which will clarify what Oliphant means by the term`artist.' First to contextualize Oliphant's portrayal of Kirsteen. Here I will argue that not merely personal but also larger cultural associations with needlework made dressmaking Oliphant's inevitable choice of metaphor for writing.

Comparing The Haitian To The French Revolution Essay

Haiti, known as Saint-Domingue before the revolution, it was the richest colony in the Americas in 1789. Almost half a million slaves toiled on its sugar, coffee, indigo, and cotton plantations. More than thirty thousand new African slaves arrived each year, both to replace the many that died of overwork or disease and also to fuel the rapid economic expansion that the colony experienced in the 1780s. Before the French revolution, the masters were, first of all, the King; after him, the nobles and clergy. From the King at the head to the poorest noble, they used their power badly. The rulers treated the ruled, the vast mass of the nation, as people created for their convenience, to supply them with money and to serve them. The King demanded great sums to provide armies for his wars, to surround himself with a brilliant and luxurious Court, to defray the expenses of government. As we go further in the French and Haitian revolution, they were both cruel and bloody, were there any signi ficant similarities and differences? They both were spurred for similar reasons by oppressed people, but they were significantly different economically, very different leaders and events. The causes for the French and Haitian revolutions were fairly uniform. An unfair distribution of power between social classes, restricted liberties and representation, and a large gap between the rich and the poor were the main catalysts for both revolutions. The social class situations of Haiti and France were main causes of both revolutions. Social mobility was nearly nonexistent in both societies. The Haitian social class system was particularly stratified because it was based on race. The highest positions in the government and military were only held by Peninsulares. Peninsulares were individuals that were born in Europe and had come over to the colony to rule. Directly under the Peninsulares in the social class system were the Creoles. These individuals controlled most of the land and the bus iness. Creoles were defined as individuals whose parents were both Peninsulares in the colonies. The next social classes were the Mestizo and the Mulattoes, who were half European and half Native American or African. Finally, all pure Africans or Natives were condemned to slavery. Slaves had no property, money, or rights. Most of the individuals in Haiti were slaves. Conversely,  the French social system was also very stratified and consisted heavily of the lowest class. The system is broken down between three estates: the clergy, nobility, and the 3rd estate which consisted of a lower, middle and upper class. Most of the third estate consisted of peasants. The clergy encompassed one percent of the population. The one percent controlled twenty percent of the land and did not pay taxes. The 2nd estate encompassed the nobility, two percent of the population. The nobility owned twenty-five percent of the land and did not pay taxes. The remaining ninety-seven percent of France belonge d to the third estate. The third estate held less than half the land in France and was forced to support the heavy burden of taxation in the bankrupt nation. The overwhelming gap between the political and economic power of the high and low classes caused resentment in both societies. A miniscule number of people, had privilege, comfort and luxury while the majority of people suffered. Social inequalities would a huge catalyst for both revolutions. The lowest class of each society realized their strength in numbers and passion for their cause. The 3rd estate broke free from France and created the Declaration of the Rights of Man. This document outlined a set of rights that pertained to every man from any class. From there, the 3rd estate moved forward in taking the country. The Haitian slaves utilized their massive population and excellent leadership to overthrow their oppressors. Toussaint Louverture was the leader of the revolution and a pivotal factor in defeating the Europeans. S ignificant overall economic differences were present between Haiti and France before the revolutions occurred. France was nearly bankrupt by the time the revolution began. Wars with England and the American Revolution had been extremely costly for France. The nation was in debt and the social elite were not paying taxes to aid the dying economy. The large economic strain on France caused heavy taxation of the bottom social class. In contrast, the economy of Haiti was not a factor that fueled the revolution. The Haitian economy was thriving. Free labor from slaves created a surplus of goods. Also these two countries had two very different leaders leading the revolutions; the Haitian revolution leader Toussaint Louverture began his military career as a leader of the 1791 slave rebellion in the French colony of Saint Domingue. Initially allied with the Spaniards of neighboring Santo Domingo, Toussaint switched allegiance to the French when they  abolished slavery. He gradually established control over the whole island, expelled British invaders and used political and military tactics to gain d ominance over his rivals. Throughout his years in power, he worked to improve the economy and security of Saint Domingue. He restored the plantation system using paid labor, negotiated trade treaties with Britain and the United States and maintained a large and well-disciplined army. Whereas the French revolution leader Maximilien de Robespierre. Maximilien Marie Isidore de Robespierre was born in Arras on 6 May 1758, the son of a lawyer. He was educated in Paris and entered the same profession as his father. He was elected a deputy of the estates-general (a form of parliament, but without real power) that met in May 1789, and subsequently served in the National Constituent Assembly. He was a politician, and one of the best-known and most influential figures of the French Revolution. Robespierre became increasingly popular for his attacks on the monarchy and his advocacy of democratic reforms. In April 1790, was elected president of the powerful Jacobin political club. After the dow nfall of the monarchy in August 1792, Robespierre was elected first deputy for Paris to the National Convention. The convention abolished the monarchy, declared France a republic and put the king on trial for treason, all measures strongly supported by Robespierre. The king was executed in January 1793. Haitians usually relate the Bois Caà ¯man ceremony as a historical event that started their war of independence, but modern scholarship suggests that details about the episode might owe more to myth than to reality. There probably was not one, but two slave gatherings, one held at the Normand de Mà ©zy plantation in Morne Rouge on August 14, which the French uncovered by torturing slave participants, and another one in Bois Caà ¯man held a week later, about which very little is known. According to Là ©on-Franà §ois Hoffmann’s Haitian the second meeting were invented by Antoine Dalmas in his Histoire de la rà ©volution de Saint-Domingue (1793) in order to portray the slav e gathering as a bloody, satanic assembly. On the other side, The Women’s March on Versailles was one of the earliest and most significant events of the French Revolution. The march began among women in the marketplaces of Paris who, on the morning of 5 October 1789, were near rioting over the high price and scarcity of bread. Their demonstrations quickly became intertwined with the activities of revolutionaries who were  seeking liberal political reforms and a constitutional monarchy for France. The market women and their various allies grew into a mob of thousands and, encouraged by revolutionary agitators, they ransacked the city armory for weapons and marched to the Palace of Versailles. The crowd besieged the palace and in a dramatic and violent confrontation they successfully pressed their demands upon King Louis XVI. The next day, the crowd compelled the king, his family, and most of the French Assembly to return with them to Paris. These events effectively ended the independent authority of the king. The marc h symbolized a new balance of power that displaced the ancient privileged orders of the French nobility and favored the nation’s common people, collectively termed the Third Estate. Bringing together people representing disparate sources of the Revolution in their largest numbers yet, the march on Versailles proved to be a defining moment of that Revolution. To conclude, the series of events that transformed the French colony of Saint-Domingue into the independent nation of Haiti lasted from 1791 to 1804, and the French revolution lasted around ten years, from 1789 until 1799. They both were around the same time, both successful, but had some differences between them such as racial, leadership, also economically different. Popkin, Jeremy D.. A concise history of the Haitian revolution. Malden, MA: Wiley-Blackwell, 2012. Print. † World at War: Understanding Conflict and Society – Username.† World at War: Understanding Conflict and Society – Username. http://worldatwar.abc-clio.com/Search/Display/1469759?terms=haitian+revolution (accessed May 26, 2013). â€Å"Jean-Jacques Dessalines (emperor of Haiti) — Encyclopedia Britannica.† Encyclopedia Britannica. http://www.britannica.com/EBchecked/topic/159337/ (accessed May 26, 2013). Mikaberidze, Alexander . † World at War: Understanding Conflict and Society – Username.† World at War: Understanding Conflict and Society – Username. N.p., n.d. Web. 29 May 2013. . Hugo, Victor. Les miseÃŒ rables. New York: Modern Library, 1992. Print. french revolution.† Gale Virtual Reference Library. N.p., n.d. Web. 27 May 2013.

Revised GRE

[pic] GRADUATE RECORD EXAMINATIONS ® Practice General Test #1 Answer Key for Sections 1-4 Copyright  © 2010 by Educational Testing Service. All rights reserved. ETS, the ETS logo, GRADUATE RECORD EXAMINATIONS, and GRE are registered trademarks of Educational Testing Service (ETS) in the United States and other countries. Revised GRE ® Practice Test Number 1 Answer Key for Section 1. Verbal Reasoning. 25 Questions. Question 1 Answer: A. In various parts of the world, civilizations that could not make iron from ore fashioned tools out of fragments of iron from meteorites.Question 2 Answer: A. An increased focus on the importance of engaging the audience in a narrative Question 3 Answer: C. speak to Question 4 Answer: A. People with access to an electric washing machine typically wore their clothes many fewer times before washing them than did people without access to electric washing machines. Question 5 Answer: C. insular Answer in context: In the 1950’s, the country†™s inhabitants were insular: most of them knew very little about foreign countries. Question 6 Answer: E. insincereAnswer in context: Since she believed him to be both candid and trustworthy, she refused to consider the possibility that his statement had been insincere. Question 7 Answer: A. maturity Answer in context: It is his dubious distinction to have proved what nobody would think of denying, that Romero at the age of sixty-four writes with all the characteristics of maturity. Question 8 Answer: C. comparing two scholarly debates and discussing their histories Question 9 Answer: D. identify a reason for a certain difference in the late 1970’s between the origins debate and the debate over American women’s status Question 10Answer: D. Their approach resembled the approach taken in studies by Wood and by Mullin in that they were interested in the experiences of people subjected to a system of subordination. Question 11 Answer: A. gave more attention to the experi ences of enslaved women Question 12 Answer: A. construe F. collude in Answer in context: The narratives that vanquished peoples have created of their defeat have, according to Schivelbusch, fallen into several identifiable types. In one of these, the vanquished manage to construe the victor’s triumph as the result of some spurious advantage, the victors being truly inferior where it counts.Often the winners collude in this interpretation, worrying about the cultural or moral costs of their triumph and so giving some credence to the losers’ story. Question 13 Answer: B. settled E. ambiguity G. similarly equivocal Answer in context: I’ve long anticipated this retrospective of the artist’s work, hoping that it would make settled judgments about him possible, but greater familiarity with his paintings highlights their inherent ambiguity and actually makes one’s assessment similarly equivocal.Question 14 Answer: A. a debased E. goose bumps Answer in con text: Stories are a haunted genre; hardly a debased kind of story, the ghost story is almost the paradigm of the form, and goose bumps was undoubtedly one effect that Poe had in mind when he wrote about how stories work. Question 15 Answer: C. patent E. improbable Answer in context: Given how patent the shortcomings of the standard economic model are in its portrayal of human behavior, the failure of many economists to respond to them is astonishing.They continue to fill the journals with yet more proofs of yet more improbable theorems. Others, by contrast, accept the criticisms as a challenge, seeking to expand the basic model to embrace a wider range of things people do. Question 16 Answer: B. startling D. jettison Answer in context: The playwright’s approach is startling in that her works jettison the theatrical devices normally used to create drama on the stage. Question 17 Answer: B. create F. logical Answer in context: Scientists are not the only persons who examine the world bout them by the use of rational processes, although they sometimes create this impression by extending the definition of â€Å"scientist† to include anyone who is logical in his or her investigational practices. Question 18 Answer: C. It presents a specific application of a general principle. Question 19 Answer: A. outstrip Question 20 Answer: B. It is a mistake to think that the natural world contains many areas of pristine wilderness. Question 21 Answer: C. coincident with Question 22 Sentence to be Completed:Dreams are BLANK in and of themselves, but, when combined with other data, they can tell us much about the dreamer. Answer: D. inscrutable, F. uninformative Question 23 Sentence to be Completed: Linguistic science confirms what experienced users of ASL—American Sign Language—have always implicitly known:   ASL is a grammatically BLANK language, as capable of expressing a full range of syntactic relations as any natural spoken language. Answer: A . complete, F. unlimited Question 24 Sentence to be Completed:The macromolecule RNA is common to all living beings, and DNA, which is found in all organisms except some bacteria, is almost as BLANK. Answer: D. universal, F. ubiquitous Question 25 Sentence to be Completed: Early critics of Emily Dickinson’s poetry mistook for simple-mindedness the surface of artlessness that in fact she constructed with such BLANK. Answer: B. craft, C. cunning This is the end of the answer key for Revised GRE Practice Test 1, Section 1. Revised GRE Practice Test Number 1 Answer Key for Section 2. Verbal Reasoning. 25 Questions. Question 1Sentence to be Completed: In the long run, high-technology communications cannot BLANK more traditional face-to-face family togetherness, in Aspinall’s view. Answer: C. supercede, F. supplant Question 2 Sentence to be Completed: Even in this business, where BLANK is part of everyday life, a talent for lying is not something usually found on one’s resume. Answer: B. mendacity, C. prevarication Question 3 Sentence to be Completed: A restaurant’s menu is generally reflected in its decor; however despite this restaurant’s BLANK appearance it is pedestrian in the menu it offers.Answer: A. elegant, F. chic (spelled C H I C) Question 4 Sentence to be Completed: International financial issues are typically BLANK by the United States media because they are too technical to make snappy headlines and too inaccessible to people who lack a background in economics. Answer: A. neglected, B. slighted Question 5 Sentence to be Completed: While in many ways their personalities could not have been more different—she was ebullient where he was glum, relaxed where he was awkward, garrulous where he was BLANK—they were surprisingly well suited.Answer: D. laconic, F. taciturn Question 6 Answer: D. spirituals Question 7 Answer: B. They had little working familiarity with such forms of American music as jazz, blues, and popular songs. Question 8 Answer: E. neglected Johnson’s contribution to classical symphonic music Question 9 Answer: C. The editorial policies of some early United States newspapers became a counterweight to proponents of traditional values. Question 10 Answer: A. insincerely Question 11 Answer: Blank 1 C. multifaceted Blank 2 F. extraneousAnswer in context: The multifaceted nature of classical tragedy in Athens belies the modern image of tragedy:   in the modern view tragedy is austere and stripped down, its representations of ideological and emotional conflicts so superbly compressed that there’s nothing extraneous for time to erode. Question 12 Answer: Blank 1 C. ambivalence Blank 2 E. successful Blank 3 H. assuage Answer in context: Murray, whose show of recent paintings and drawings is her best in many years, has been eminent hereabouts for a quarter century, although often regarded with ambivalence, but the most successful of these aintings assuage all doubts. Question 13 Answer: B. a doctrinaire Answer in context: Far from viewing Jefferson as a skeptical but enlightened intellectual, historians of the 1960’s portrayed him as a doctrinaire thinker, eager to fill the young with his political orthodoxy while censoring ideas he did not like. Question 14 Answer: C. recapitulates Answer in context: Dramatic literature often recapitulates the history of a culture in that it takes as its subject matter the important events that have shaped and guided the culture. Question 15 Answer: E. ffirm the thematic coherence underlying Raisin in the Sun Question 16 Answer: C. The painter of this picture could not intend it to be funny; therefore, its humor must result from a lack of skill. Question 17 Answer: E. (Sentence 5) But the play’s complex view of Black self-esteem and human solidarity as compatible is no more â€Å"contradictory† than DuBois’s famous, well-considered ideal of ethnic self-awareness coexisting with huma n unity, or Fanon’s emphasis on an ideal internationalism that also accommodates national identities and roles. Question 18 Answer: C.Because of shortages in funding, the organizing committee of the choral festival required singers to purchase their own copies of the music performed at the festival. Question 19 Answer: Blank 1 C. mimicking Blank 2 D. transmitted to Answer in context: New technologies often begin by mimicking what has gone before, and they change the world later. Think how long it took power-using companies to recognize that with electricity they did not need to cluster their machinery around the power source, as in the days of steam. Instead, power could be transmitted to their processes.In that sense, many of today’s computer networks are still in the steam age. Their full potential remains unrealized. Question 20 Answer: Blank 1 B. opaque to Blank 2 D. an arcane Answer in context: There has been much hand-wringing about how unprepared American studen ts are for college. Graff reverses this perspective, suggesting that colleges are unprepared for students. In his analysis, the university culture is largely opaque to entering students because academic culture fails to make connections to the kinds of arguments and cultural references that students grasp.Understandably, many students view academic life as an arcane ritual. Question 21 Answer: Blank 1 C. defiant Blank 2 D. disregard for Answer in context: Of course anyone who has ever perused an unmodernized text of Captain Clark’s journals knows that the Captain was one of the most defiant spellers ever to write in English, but despite this disregard for orthographical rules, Clark is never unclear. Question 22 Answer: A. There have been some open jobs for which no qualified FasCorp employee applied. Question 23 Answer: C. presenting a possible explanation of a phenomenonQuestion 24 Two of the answer choices are correct: A. The pull theory is not universally accepted by scie ntists. B. The pull theory depends on one of water’s physical properties. Question 25 Answer: E. the mechanism underlying water’s tensile strength This is the end of the answer key for Revised GRE Practice Test 1, Section 2. Revised GRE Practice Test Number 1 Answer Key for Section 3. Quantitative Reasoning. 25  Questions. Question 1 Answer: A. Quantity A is greater. Question 2 Answer: BQuantity B is greater. Question 3 Answer: BQuantity B is greater. Question 4 Answer: D.The relationship cannot be determined from the information given. Question 5 Answer: D. The relationship cannot be determined from the information given. Question 6 Answer: A. Quantity A is greater. Question 7 Answer: D. The relationship cannot be determined from the information given. Question 8 Answer: C. The two quantities are equal. Question 9 Answer: D. The relationship cannot be determined from the information given. Question 10 Answer: B. [pic] three halves Question 11 Answer: The answer to q uestion 11 consists of four of the answer choices. A. 12 ° B. 15 ° C. 5 ° D. 50 ° Question 12 Answer: A. 10 Question 13 Answer: D. 15 Question 14 Answer: A. 299 Question 15 Answer: In question 15 you were asked to enter either an integer or a decimal number. The answer to question 15 is 3,600. Question 16 Answer: A. 8 Question 17 Answer: In question 17 you were asked to enter either an integer or a decimal number. The answer to question 17 is 250. Question 18 Answer: C. Three Question 19 Answer: B. Manufacturing. Question 20 Answer: A:5. 2 Question 21 Answer: B. More than half of the titles distributed by M are also distributed by L.Question 22 Answer: A. c  +  d Question 23 Answer: In question 23 you were asked to enter either an integer or a decimal. The answer to question 23 is 36. 5. Question 24 Answer: D. [pic] two fifths Question 25 Answer: D. [pic] three halves This is the end of the answer key for Revised GRE Practice Test 1, Section 3. Revised GRE Practice Test Number 1 Answer Key for Section 4. Quantitative Reasoning. 25   Questions. Question 1 Answer: A. Quantity A is greater. Question 2 Answer: D. The relationship cannot be determined from the information given. Question 3 Answer: D.The relationship cannot be determined from the information given. Question 4 Answer: D. The relationship cannot be determined from the information given. Question 5 Answer: B. Quantity B is greater. Question 6 Answer: A. Quantity A is greater. Question 7 Answer: C. The two quantities are equal. Question 8 Answer: A. Quantity A is greater. Question 9 Answer: C. The two quantities are equal. Question 10 Answer: D:j  k  +  j Question 11 Answer: In question 11 you were asked to enter a fraction. The answer to question 11 is the fraction [pic] one over four. Question 12Answer: The answer to question 12 consists of four of the answer choices. B. $43,350 C. $47,256 D. $51,996 E. $53,808 Question 13 Answer: E. 676,000 Question 14 Answer: E. [pic] s squared m inus p squared Question 15 Answer: B. [pic] k minus 1 Question 16 Answer: B. 110,000 Question 17 Answer: B:3 to 1 Question 18 Answer: E. 1,250 Question 19 Answer: C:948 Question 20 Answer: The answer to question 20 consists of two answer choices. B. Students majoring in either social sciences or physical sciences constitute more than 50 percent of the total enrollment.C. The ratio of the number of males to the number of females in the senior class is less than 2 to 1. Question 21 Answer: B. [pic] 33 and 1 third percent Question 22 Answer: A. 12 Question 23 Answer: D. 4,400 Question 24 Answer: In question 24 you were asked to enter either an integer or a decimal number. The answer to question 24 is 10. Question 25 Answer: The answer to question 25 consists of 5 answer choices. B. 3. 0 C. 3. 5 D. 4. 0 E. 4. 5 F. 5. 0 This is the end of the answer key for Revised GRE Practice Test 1, Section 4.

Early Racism in Disney Movies Essay Essay Example

Early Racism in Disney Movies Essay Essay Example Early Racism in Disney Movies Essay Paper Early Racism in Disney Movies Essay Paper Disney’s early work has ever had a intimation of racism in them. I late watched Disney’s Fantasia released in 1942 was edited and refashion because of a really racist scene. I watched a scene where there are many colourful centaurs. male and female ; they are larking through like a wood. When the lady centaurs notice the males there are small baby Cupids that come down and are acquiring them all dolled up for the male centaurs. Every male is matched up with their matching colour centaurs the scene ends with every centaur and their mate flirtation and holding a ball. The portion that was cut out was one small black centaur a miss with barrettes in her hair. She was pass overing the hooves of the other centaurs and brushing their hair while the small babe Cupids. she had no mate she was merely a small retainer. ( Cite here ) We all know the narrative of Pocahontas ; a batch of people merely know the Disney version. The film does hold some truth to it but is decidedly racist. John Smith a settler coming to happen the new universe. a really arresting. sort immature adult male. ( Cite # 4 ) going with his work forces and of class Governor Radcliff. with his ugly small pug and really opinionative. a adult male who is non afraid to portion his ethical motives to the universe. He was likely the most racist character mentioning to Native American Americans as barbarians and barbarian. and the lone ground he is coming to the new universe is because he wants gold and to go affluent. ( cite # 4 ) now this portion of history is dead on. the colonists did non desire to do friends and get down a new life in a new topographic point. they wanted gold and land. and they didn’t attention for native Americans to much. ( Cite here ) There is even a vocal called â€Å"Savages† a really really racialist vocal a bout indigens. Like it wasn’t adequate to name them barbarians they go on to state things like â€Å"They’re non like you and me. Which means they must be evil We must sound the membranophones of war! † because indigens did non talk or dress like the colonists ; but that’s non all they call them â€Å"Redskin Devils† and state â€Å"they’re hardly even human† with Radcliff stating things like â€Å"What can you anticipate. From foul small pagans? Here’s what you get when races are diverse ( That’s right ) . Their skin’s a beastly ruddy. They’re merely good when dead. They’re varmint. as I said. † ( Cite # 4 ) this vocal is a vocal I sang as child neer cognizing what I was singing. like it was so incorrect for a civilization to be different. is this what Disney is learning our kids? That anything that is different can non be trusted or even given a opportunity. Disney films have ever had racism in their films but the one film that had the most obvious racism would hold to be Disney’s Song of the South. The Song of the South. one of Disney’s most controversial films of all time made. racism. stereotyping. and ignorance galore. The Song of the South was aired at the Fox Theater in Atlanta. Georgia in 1946. over 64 old ages ago. ( Cite # 1 ) Walt Disney’s life imperium wasn’t making so good finically and decided he wanted to a film based on a childhood book he read as a child. ( Cite # 2 ) a narrative about an old Negro. who tells narratives to a immature white boy the narratives of uncle Remus ( Cite # 2 ) . The life was based on narratives told by an old African American adult male. Uncle Remus about a Mr. Rabbit and Mr. Fox. the same secret plan. as the book with really similar characters. and the same message. The message that a batch of people got was that bondage was being glorified. The angriest was the NAACP ( National Association for the Advancement of Colored People ) they were the most pained. They had many concerns with the full movie ; they didnâ€⠄¢t want people believing that this how bondage was. ( Cite # 3 ) In this film Uncle Remus. played by James Baskett ( cite # 1 ) was an old Black who lives in Georgia on a plantation. He is non like normal slaves. he comes and goes as he pleases. and he loves his life on the plantation. He sings vocals like Let the Rain Pour Down with wordss like â€Å"Let the rain pour down. allow the cold air current blow Gon na remain right here in the place I know ( Trouble wing off wing off ) . When you’re achin’ with the mis’ry. and you’re old and grey. ( headin’ . headin’ ) Then you’d better be grateful that He allow you remain ; † which means that even though they made us come here and make this difficult work we still should be grateful for what they do really allow us hold. like a topographic point to remain. ( Cite # 1 ) to add even more fuel to the fire Disney thought it would be a good thought to premier this film in Atlanta. a really unintegrated metropolis at the clip. the stars of the film James Brackett. uncle Remus and Hattie McDaniel his married woman Aunty Tempy would non even be allowed to sit in the same seats as the white very important persons. Their ain Governor made statements like â€Å"I was raised among niggas and I understand them. I want to see them treated reasonably and I want them to hold justness in the tribunals. But I want to cover with the nigga this manner: he must come to my back door. take off his chapeau and state. ‘Yes. sir† ( Bernstein 233 ) . ( Cite # 2 ) even still Disney claims they were non in a racialist province of head. ( Cite # 2 ) this film will travel down in history as likely the most blantaly racialist film Disney has of all time made. Disney does non hold anything to state about theses lifes. they have become one of those things people merely don’t talk about anymore. Even though a batch of these racialist films are still popular today. and are being remade and rereleased. Disney is still really successful concern even with these really unsmooth spots in the beginning and bulk of kids and parents in the universe truly do bask Disney. but does that intend we should merely ignore their errors and stereotyped films. should we merely pretend that these films have offended and will go on to piquing races without any concern for people they offend?