Northern and Southern British Colonies of North America Essay Example for Free

Northern and Southern British Colonies of North America Essay The views of Northern and Southern British Colonies of North America developed different culturally factors including economically and political views, education, and religious instruction. Colonies in the north and south developed their own characteristics making them significant for the main land, and later becomes the new nation itself. Economic wise, the colonies had more differences than similarities. The North had small farms while the south had larger plantations. The northern colonies developed important trades on furs, timber, and other natural resources. The northern colonies developed into shipping center at New York, which originally belonging to the Dutch until 1664, where goods were stored. The English develop the harbors around New York and it became a major shipping center of the colonies. Meanwhile, the south developed important trades on agriculture, cotton, rice, and tea. At the time, the south had fewer raw materials than the North and mostly traded cotton. The cotton crop was the most important trade to the Southern colonies, it was nicknamed King Cotton. The reason of the South’s plantation out-sizing the North’s plantation was because the social aspect of each side. The Northern colony life mainly revolved the church members, when the south had more focus on the wealthy land owner. However, The North and south economics were similar to each other as well; for example, Tobacco and slavery. The North and South both also supported the use of indentured servants, people who came to America and was placed under contract to work for land owners for over a period of time, usually about seven year. Politically, the North and South had differences on who had the bigger voice in the society. In the North, Church membership was the only way to be accepted in to the colony. The church in the north controlled the laws and were the most accepted in the colony. Meanwhile, in the South, instead of the church members being superior, the land owners who wealthiest had control over the law. The Southerners tended not to be very religious due to the number of churches and religious institution in the south. Almost all the population of the South live on plantation and the plantation were very important to them more than the religious beliefs. Since The North was large on plantation, thousands of slaves were forced to work on the plantations. Politics in the colonies were empowered by charter called The General Court. The General Court made laws and governed the company. The colonists adapted the general court concept and used it to rule their colonies. The General Court ruled that freeman could only be male and a church member in order to make sure only religious men could decide government issues. The southern colonies were ruled by the oldest legislative called the House of Burgesses. The House of Burgesses established for judicial and administration which will runs by the representatives from each region in the colonies. Mercantilism played an important role in the lives of New Englanders because it was an economic theory and system that supported the establishment of the colonies. New England adopted the policy of mercantilism in order to control over the trade of the colonies. The colonies were influenced by the mercantilism policy due to the numerous trading prohibitions and taxes that applied on goods. The first mercantile regulation was the Acts of Trade and Navigation which established three main rules for colonial trade. Firstly, trade between the colonies could only be transported on English or colonial-built ships and operated by English or colonial crews; secondly, all goods could only pass through English port; and thirdly, certain numbered goods from the colonies could only be exported to England, including tobacco and sugar. But in the Southern Colonies, the Navigation Act had lowered tobacco prices which made the economies suffered. The slave population in the South vastly increased in order to maintain their wealth that dominated trade and politics throughout the colonies. Later on, there will be more similar acts to those of trade and navigation, such as the Staple Act of 1663, The Duty Act of 1673, and the Wool Act of 1699 which limited trade of good. Over time, the concept of mercantilism would rehabilitate due to the changing ideas and theories of various economic scholar such as Adam Smith, Abraham Lincoln, and Alexander Hamilton. Educations also played such an important role in the lives of New Englanders because people were really religious in the American colonies. In the New England colonies, the Puritans built their society based on the principles of Bible. The Puritans valued education because they believed that Satan was keeping those who couldn’t read from the scriptures. Education in this time period enabled people to read the Bible; therefore, parents able to teach their children to read the Bible, which was often the only book they had. Wealthy families usually sent their older children to study at colleges and universities. Girls usually learned their education in household skills at home. The education in the southern colonies, children normally began their education at home. Because farms and plantations created difficulty, plantation owners usually hired tutors to teach their children math, science, geography, history, and plantation management. Girls in the South usually taught to learn enough reading, writing, and math to run a house household and to attract a husband. As we speak of Education, The King James Bible had influence the culture of these two diverse regions because it was the only English translated book from the bible. The King James Bible established at Jamestown, Virginia in 1607; for the next few hundred years, just every English-speaking American grew up knowing the King James Bible better than any other book. It was the only book that has over one billion copies in print. Because of the well-known bible at its era, both colonies were persuaded the children to learn from King James Bible either from homeschooled or universities. The impact of the King James Bible on English language and western culture is beyond estimation; therefore, Education of the North and the South were always involved with the King James Bible. Works Cited. Channing, Edward. The Navigation Acts. Thenagain.info. Thenagain.info, n.d. Web. 31 Jan. 2013. Grischy, Janet. The Economic and Social Differences between the North and the South as a Cause of the Civil War. Helium. Helium, 23 Apr. 2009. Web. 30 Jan. 2013. Hockett, Homer C. Political and Social Growth of the American People 1492-1865. (New York: The Macmillan Company, 1940). KIRSCH, ADAM. Heirs to the Throne. The New Republic. Www.newrepublic.com, 11 May 2010. Web. 25 Jan. 2013. The King James Version: Its Influence on English and American History. The King James Version: Its Influence on English and American History. N.p., n.d. Web. 30 Jan. 2013.

John Proctor change during the course of the play Essay Example for Free

John Proctor change during the course of the play Essay How does John Proctor change during the course of the play? How might this change be communicated on stage? In Act one we first see John Proctor. He appears to be a very sharp and nasty man. We can see this in the way he talks to his servant, Mary Warren: Be you foolish Mary Warren? Be you deaf? I am looking for you more than I am looking for my cows!! If I were producing this play on the stage I would have Mary warren cowering away from John Proctor. This would give the audience an impression that he is quite a nasty man. But this all changes when he meets Abigail as she realises that he is still a powerful man even though he committed adultery with her: Gah, Id almost forgot how powerful you were John Proctor! In the same conversation he shows he has feelings for Abigail and that he is a deceitful person: Oh, how you sweated like a stallion whenever I come near. This language creates a sense of a passionate relationship. If I were producing this on stage I would have Abigail trying to hold John while he is looking away and checking no one is around. Even though he has committed lechery he is still protective over is wife as he tells Abigail that she will not speak anything of Elizabeth to him. He also shows that he is in denial and a liar as he denies anything ever happening between him and Abigail: Aye but we did not The language from the conversation with Abigail creates a sense of confusion with Johns personality as he does one thing and says another. Although he is a well-respected member of the community, as the audience we dont really know whether to trust him or not. He has a high expectation of Hale before he meets him and when he first meets him he is shocked by him: Why, Mr. Hale! Good evening to you, sir. Come in Come in. If I were producing this play then I would have John looking quite flabbergasted. This would show that Mr. Hale impresses him and that he respects him. He is also respectful to him: Ive heard you be a sensible man, Mr. Hale This concludes how John is respectful to his fellow villagers. He is well respected in the community and this may be why. In Act 2 we see the relationship between him and his wife, Elizabeth. The relationship in their marriage seems to be quite distant as john arrives late home. This could suggest that he stayed away longer because he wanted to avoid Elizabeth due to the fact that he has a guilty conscience: What keeps you so late its almost dark In a production of this play I would have the room very dark with just a few candles on the table. There would be food on the table but it would not look appetising, as it would have gone cold. There would be family pictures on a dresser at the side. This indicates that john is a family man, or so Elizabeth thinks. Even though there are pictures of their family presented in the kitchen, this is due to their appearance in Salem. They are well respected so if they tell people that John has been unfaithful then the village will look down on them. As readers it seems that Elizabeth knows about Johns affair as they had an argument about forgiving and forgetting but John is nasty to Elizabeth and shouts at her: Oh, Elizabeth, your justice would freeze beer! Although he is irate with her he still wants to please her as he was unfaithful to her. He does this by complimenting her cooking even though he changed it so it would taste better. Johns temper also increases when he has arguments with Elizabeth. He constantly takes his anger out on Mary Warren even though she hasnt actually done anything wrong: Ill whip you if you dare leave this house again! This language creates a sense of him being a bully. Mary Warren always seems to be the victim. Proctor shows he is bossy also when he orders Mary Warren to go to bed. This is what adults say to young children not to 18 year olds. This gives us a sense that he is treating her like a child and is disrespectful to her. Mary Warren is also more than Johns servant in the house as he tries to get her, along with himself, to overthrow the court to free Elizabeth. This also enables him to get revenge on Abigail for accusing his wife. If I were producing this play then I would have Mary trying to run away shouting that she wont do it. This would indicate that she is scared of John and doesnt feel safe near him. His anger also is shown in this Act as he rips the deputy governors warrant up. This is very disrespectful and rude to Mr. Hale, Mr. Danforth and Cheever as they are the people giving out warrants, leaving Mr. Danforth to sign them. John has destroyed legal documents that have been given out by these 3 men. John also shows that he is religious and is part of the belief of Christianity as he shouts at Mr. Hale: Pontius Pilate! God will not let you wash your hands of this! If I were producing this play on stage I would have John with lots of anger shown on his face looking like he was going to hit Mr. Hale. Mr. Hale would turn around and start to run towards Cheever. This would indicate that John is a scary man and that getting away from him is probably the best thing to do. His emotions suddenly change when Elizabeth appears. He turns into a caring man when they are taking her away: I will bring you home, I will bring you home soon This language shows that John can be caring, as he has forgotten about Mr. Hale and Cheever and is now concentrating on his wife. Proctor has faith that his wife never lies. She confessed that she doesnt believe in witches even though her religion says she should believe in them. At the end of act 2 John feels quite scared as he is trying to make Mary overthrow the court and she doesnt want to do it: My wife will never die for me! I will bring your guts into your mouth but that goodness will not die for me! John character has gone from being angry to being scared in Act 2. In Act 3 Johns attitude changes, as he becomes quite a false man. This is shown when he is in the court introducing his case to Danforth: She has signed a deposition The language indicates that he is playing a court game as he has written a legal statement. When he is presenting himself he is very polite to Mr. Danforth, this is probably in his attempt to overthrow the court. He responds to questions very politely and doesnt appear violent: John Proctor, sir, Elizabeth Proctor is my wife Even though John stays calm, Danforth constantly tries to interrogate him. This slowly increases his temper; he keeps to his words without erupting with anger, as he knows this will do him more harm than good. When John speaks Danforth is constantly interrupting him, this is frustrating for him, as he cannot finish what he is saying: I come not to hurt the court, I only- The technique that Danforth uses to interrogate John suggests by Johns reaction that it is annoying and could start an argument. If I were producing this play then I would have John dressed smartly so he looks professional and Danforth sat higher up than John so he looks more important. John would try to avoid looking Danforth in the eyes. This would indicate to the audience that John is a little fearful of Danforth, as he knows that he could sentence himself and his wife to death at any time. When Elizabeth Proctor was accused of witchcraft due to the poppet that was found and Abigails accusation this made John angry. In court John is sarcastic about this and tries to change the subject and make it funny: There might also be a dragon with five legs in my house but no one has ever seen it! This language also shows that John is biding time with the court. If I where producing this play then I would have John laughing, looking around the court but no one else would be laughing. This could indicate that he is scared and is trying to laugh it of or this could be so he can think of more negatives about Abigail and prove that she is lying. John is also indiscreet as he tells Danforth about how Abigail laughed during Prayer: she were twice this year put out of this meetin house for laughter during prayer! John also shows that he is nasty as he calls Abigail a whore. Consequently this proves that John Proctor wants to seek revenge on Abigail. Even though this makes Abigail sound like the victim she is not as she is the one who is making false allegations against honest, well respected members of the community. When John is presenting his own case to save his life he is like a hero and he is very brave. He tells Danforth what he actually thinks of him: I see the boot of Lucifer, I see his dirty face, and it is my face and yours Danforth!

Comparison of Social Media Use in Different Countries

Comparison of Social Media Use in Different Countries Evolution and history of social media: Social media could be depicted as types of electronic interchanges (Web sites for social systems administration and blogging) through which clients make online groups to impart data, plans, particular messages, and other substance (as features). The same source characterizes organizing as the trade of data or administrations around people, aggregations, or foundations; particularly: the growth of profitable connections for job or business. (Edosomwan Seymour, 2011) There are numerous thoughts regarding the first event of social media. All around much of mankinds history, people created innovations that make it less demanding for him to correspond with one another. In the late 1800s, the radio and phone were utilized for social connection, though restricted with the radio (Rimskii, 2011) Social networks have developed through the years to the present day assortment which utilizes advanced media. Be that as it may, the social media isnt that new. Furthermore, it didnt begin with the workstation yet rather the phone. Throughout the 1950s, telephone phreaking, the term utilized for the rebel seeking of the phone system, started. This methodology was achieved through the utilization of custom made electronic gadgets that encouraged unapproved access to the phone framework to make free calls. Phreaks could discover phone organization test lines and gathering circuits to finish their assignment. Brett Borders expressed phreaks could hack into corporate unused voice post boxes to have the first websites and podcasts (Borders, 2009) The public, During the 1960s, saw the advent of email (Borders, 2009). Nonetheless, the web was not accessible to general society until 1991. Email was initially a system to trade messages starting with one PC then onto the next; however both Pcs were obliged to be on the web. Today, email servers will acknowledge and store messages which permit beneficiaries to get to the email whenever it seems best. In 1969, ARPANET, made by Advanced Research Projects Agency (ARPA), a U.S. government organization, was created. ARPANET was an early system of time-imparting machines that shaped the support of the web. CompuServe, the third improvement of the 1960s, was likewise made in 1969 with a mission to give time-offering administrations by leasing time on its Pcs. With high charges, this administration was excessively unreasonable for some (Rimskii, 2011) (Ritholz) Computer Technologies Social media was further created throughout the 1970s. MUD, initially known as Multi-User Dungeon, Multi-User Dimension, or Multi-User Domain, was a constant virtual world with pretending recreations, intelligent fiction, and online talk. MUD is basically content based which obliges clients to sort summons utilizing a common dialect. BBS was made in 1978, that year as MUD. BBS is an equivalent word for release board framework. Clients log into the framework to transfer and download programming, read news, or trade messages with others. In the early years, release loads up were gotten to through a modem through a phone line by one man at once. At an early stage, notice sheets finished not have colour or design. Release sheets were the antecedents of the World Wide Web. Imagined in 1979 and secured in 1980, the Usenet is like a BBS. Usenet is a framework to post articles or news. The contrast from a BBS is that Usenet does not have a focal server or dedicated overseer messages are sent to different servers by means of news sustains (Ritholz) Numerous social networking sites were made in the 1990s. A few illustrations incorporate Sixdegrees, Blackplanet, Asian Avenue, and Moveon. These are, or have been, online corner social locales where individuals can connect, including destinations for open approach promotion and a social system dependent upon a web of contacts model. Likewise, blogging administrations, for example, Blogger and Epinions were made. Epinions is a site where buyers can read or make audits of items. Thirdvoice and Napster were two product provisions made in the 90s that have since been evacuated from the business sector. Thirdvoice was a free module that permitted clients to post remarks on pages. Adversaries of the product contended that remarks were frequently obscene or offensive. Napster was a product provision that permitted shared record offering. Clients were permitted to impart music documents bypassing ordinary dispersion techniques, which at last was dead set to be a violation of copyright laws (Edosomwan Seymour, 2011) In 2000 social media accepted an incredible support with the seeing of numerous social networking sites springing up. This exceedingly supported and converted the cooperation of people and associations who offer basic enthusiasm toward music, training, films, and fellowship, taking into account social networking. Around those that were propelled included LunarStorm, six degrees, cyworld, ryze, and Wikipedia. In 2001, fotolog, sky online journal and Friendster were propelled, and in 2003, MySpace, LinkedIn, last FM, tribe.net, Hi5 and so forth. In 2004, prominent names like Facebook Harvard, Dogster and Mixi developed. Throughout 2005, enormous names like Yahoo!360, YouTube, cyword, and Black planet all developed (Junco, R, Heibergert, G, Loken, E, 2011) Facebook Facebook is a social networking website propelled in February 2004, and it is secretly worked by Facebook, Inc. Facebook was established by Mark ZuckerBerg and others when he was an understudy at Harvard; however when the site was at first propelled, it was limited to Harvard people just. Later the benefit was reached out to secondary school people and later to everybody that is 13 years or more established (Boyd, 2007). Starting July 2010, Facebook has more than 500 million dynamic clients. In January 2009, Facebook was positioned as the most utilized social system around the world. Additionally, in May 2010, Google advertised that more individuals went to Facebook than whatever possible website on the planet. It announces that this was uncovered from discoveries on 1,000 sites over the world (TIMES, 2010). Clients may make an individual profile; include different clients as companions, and trade messages, including programmed warnings, photographs and remarks when they overhaul their profile. Furthermore, Facebook clients may join basic investment client aggregations, composed by work environment, school, school, or different aspects. Facebook permits any individual who is no less than 13 years of age to turn into an enrolled client of the website. Once a day, activity to Facebook system is on the ascent. Facebook likewise turned into the top social system over eight unique markets in Asia, Philippines, Australia, Indonesia, Malaysia, Singapore, New Zealand, Hong Kong and Vietnam. On October 24, 2007, Microsoft reported that it had acquired a 1.6% offer of Facebook for $240 million, giving Facebook an aggregate intimated worth of around $15 billion. Microsofts buy included rights to place global ads on Facebook; different organizations have similarly stuck to this same pattern (STONE, 2007) The overall status of Facebook Egypt: With 16 million clients, Egypt is positioned first around the Arab locale nations that utilization Facebook, and seventeenth worldwide regarding crowd size, as stated by an as of late issued report. This speaks to 1.4% of worldwide Facebook clients (DailyNews Egypt, 2013 ). As stated by the e-marketing Egypt Online Competitiveness Intelligence report, Egypts Facebook group saw something like 41% development contrasted with a year ago, the amount of clients in 21 July 2012 being 11.3 million. This implies that the current number of clients is 18.84% of Egypts populace. Starting 21 July 2013, there are 61 million Facebook clients in the Arab world, 26% them are Egyptian. The report read: 48.11% of web clients in Egypt are Facebook clients. The report, distributed in August 2013, expressed that 12 million of Egyptian Facebook clients are underneath 30 years of age. The sex dispersion Facebook clients in Egypt has demonstrated that female clients are of much more youthful ages, with females under 30 years of age speaking to 81% of aggregate female clients in Egypt. The amount of male clients is something like 10 million, speaking to about 63% of aggregate clients (DailyNews Egypt, 2013 ). Hong Kong: Another review has uncovered that Hong kongers are investing more of a chance perusing and composing online journals, and on social media sites, for example, Facebook and YouTube, than different markets around the globe, including the US. Whether over a home broadband administration or a cell phone Hong kongers are investing an expanding measure of time viewing feature, gaming, shopping and offering on the web (Ketchum, 2011) On a week by week groundwork, 77% of Hong kongers studied were perusing websites, 52% were composing websites and 92% were locked in on Facebook demonstrating a fundamentally more elevated amount of online cooperation than different markets studied around the globe. Social media is assuming a part in tending to tests to work-life adjust in Hong Kong a spot well known for its buckle down play hard lifestyle. 68% of those overviewed invest the same or more of an opportunity with companions online than they do in individual. Social networking sites are likewise as powerful on acquiring choices as universal media. Half of respondents had made a buy dependent upon web journal suggestions (Ketchum, 2011). India: The report gauges 243 million web clients in the nation by June 2014, overwhelming the US as the worlds second biggest web base after China (Times of India, 2013). Indians principally utilize the web for correspondence, generally as email; social media is likewise a vital driver of web use in India. This aspect of the IMAI report might be authenticated with information from different sources, for example, Facebook, as stated by which India had 82 million month to month dynamic clients by June 30, 2013, the second biggest land district for Facebook after the US and Canada. Facebook does not work in China. Web infiltration in India is determined to a great extent by cell telephones, with a portion of the least expensive and most essential hand-sets today offering access to the web. India has 110 million portable web clients of which 25 million are in rustic India. The development of web infiltration in provincial India is determined to a great extent by the cellular telephone; 70% of country Indias animated web populace get to the web by means of cell telephones (Times of India, 2013) Ukraine: Overall status of Facebook in Ukraine can be judged from the protests happened throughout in Ukraine. The principal eminent pattern is that Facebook is, no doubt utilized considerably more eagerly than Twitter. The authority EuroMaidan Facebook page, began on Nov. 21, now has in excess of 126,000 preferences. Very nearly the sum of the data on this page is in Ukrainian, proposing that the data is outfitted to locals instead of the universal group, and there is confirmation of vibrant association. A gander at the most prevalent Facebook posts on this page affirm this instinct: numerous posts give news redesigns that create serious dialogs; however the page is additionally used to give paramount logistical data to protestors. There are, for instance, posts with maps of spots to get free tea and access to warm spaces, exhortation on the best way to abstain from being incited by government executors, flyers to print and disseminate around the city, and also data on where dissidents will be assembling (Barbera Metzger, 2013). Strategy for Facebook going forward Considering the above situations in selected countries it can be concluded that Facebook is very famous and its user are increasing day by day. By looking into the situation of Egypt and Ukraine, it can be noticed that Facebook played a vital role in revolutions and movements. Strategy for these two countries should be made very carefully, so that Facebook Inc. may not get involved in any political matter. However strategy for India and Hong Kong may be the same. In both countries this social website is providing services for business and social need in positive way. All these countries are very populated and number of users is large so Facebook can make a handsome profit by ad displaying business. Its strategy for mobile users is a real issue for Facebook. Large number of users is due to mobile and internet facility on mobiles, but problem is format of display is different in different mobiles hence there is problem in ad displaying (Cho, 2013 ).

Pygmalion :: essays research papers

Shaw’s play "Pygmalion" and the movie "Born Yesterday" both explore many of the same issues and characteristics. They are similar because they both portray that what other people think should not matter as much as what you think of yourself but, what show yourself to be is how people will think and view of you. This is shown by similarities between the characters Billie and Eliza and the combined attitudes of Harry and Paul to Henry Higgins. They also both share the plot of taking someone who does not belong and changing them to belonging. Both pieces have quite similar themes. They both focus on the idea that the way you carry yourself and the way you speak shows to the outside world what type of person you are. They also explore that what you think of yourself should matter more then what others think of you. In "Born Yesterday" Billie, played by Melanie Griffith, is viewed by her intellectual level and not for her soul. When her intellect grew so did her self worth. In her growth of self worth she began to carry herself confidently. In exchange people treated her better. In "Pygmalion", Eliza is also judged on superficial matters. Even though Eliza did not have much class she still had some pride in herself that kept her strong. But unfortunately, Higgins did not pay attention to her words. He only paid attention to how she said them. He showed how he thought of her when he said, "It’s almost irresistible. She’s so deliciously low, so horribly dirty." [p 26] Higgins never once says what a nice woman Eliza is only how irritating her voice is. In both stories, there is also the sub-theme that the lead female is misplace by the changes that are thrust upon them. Billie feels less happiness about all her old favorite things when exposed to knowledge. Eliza realizes that the truthfulness of her old life when she is exposed to the superficial way of high society. This brings out the theme that ignorance is bliss and that we should not take anything we already have for granted. Eliza shows this point when she says, "I an a child in your country. I have forgotten my own language and can speak nothing but yours. That is the real break off with the corner of Tottenham court road." [page 94] The characters in "Born Yesterday" And "Pygmalion" are uncannily similar to one another.

me :: essays research papers

According to US News and World Report, the concept of educational vouchers was brought to public attention several decades ago with Milton Friedman, a Nobel Prize-winning economist who promoted it as a technique to improve the educational system. The voucher plan, although differing across the country, generally intends to improve the schooling opportunities available to the minorities and the poor by increasing their ability to enter private schools while simultaneously encouraging the building of new schools outside the current bureaucratic structure. Currently, public schools are supported by a combination of taxes collected by state and local governments. The voucher plan turns this system upside down by continuing to collect the taxes, but then immediately distributing them completely to parents to decide which school should be funded. It creates a controlled market in which schools compete for students and students enroll in schools that best accommodate their needs. The vouch ers would more or less be equal to the current expense level per pupil in public schools. Generally school vouchers are supported by Republicans and opposed by Democrats. Needless to say, the voucher has become a significant source of debate. The Republican Party and other advocates of the plan argue that vouchers free disadvantaged students from flunking public schools and that they also spur public schools to improve by creating competition for students. In the June of 1998, a poll conducted by the Organization and Phi Delta Kappa, a professional education association, showed that 51% of Americans favor vouchers while only 45% oppose them. Supporters declare that as long as the tuition voucher belongs to the parent, it is no business of the state to which schools the voucher goes. Comparing the vouchers to food stamps, which do not require regulations on grocery stores, they argue that the school vouchers would not carry with them the regulations that have made public schools less effective. The Democratic Party and other people against the plan challenge that vouchers tap resources from the public school system. The US News and World Report says the deregulation of the public school system through the widespread use of school vouchers would lead to an elementary and secondary school system that is fragmented, inefficient, and inherently unequal. Also, they argue the fact that since there are roughly 4.9 million students in nonpublic schools and since the average cost for each of these students is around $5,500, the total cost of the voucher money would be in the vicinity of $26. me :: essays research papers According to US News and World Report, the concept of educational vouchers was brought to public attention several decades ago with Milton Friedman, a Nobel Prize-winning economist who promoted it as a technique to improve the educational system. The voucher plan, although differing across the country, generally intends to improve the schooling opportunities available to the minorities and the poor by increasing their ability to enter private schools while simultaneously encouraging the building of new schools outside the current bureaucratic structure. Currently, public schools are supported by a combination of taxes collected by state and local governments. The voucher plan turns this system upside down by continuing to collect the taxes, but then immediately distributing them completely to parents to decide which school should be funded. It creates a controlled market in which schools compete for students and students enroll in schools that best accommodate their needs. The vouch ers would more or less be equal to the current expense level per pupil in public schools. Generally school vouchers are supported by Republicans and opposed by Democrats. Needless to say, the voucher has become a significant source of debate. The Republican Party and other advocates of the plan argue that vouchers free disadvantaged students from flunking public schools and that they also spur public schools to improve by creating competition for students. In the June of 1998, a poll conducted by the Organization and Phi Delta Kappa, a professional education association, showed that 51% of Americans favor vouchers while only 45% oppose them. Supporters declare that as long as the tuition voucher belongs to the parent, it is no business of the state to which schools the voucher goes. Comparing the vouchers to food stamps, which do not require regulations on grocery stores, they argue that the school vouchers would not carry with them the regulations that have made public schools less effective. The Democratic Party and other people against the plan challenge that vouchers tap resources from the public school system. The US News and World Report says the deregulation of the public school system through the widespread use of school vouchers would lead to an elementary and secondary school system that is fragmented, inefficient, and inherently unequal. Also, they argue the fact that since there are roughly 4.9 million students in nonpublic schools and since the average cost for each of these students is around $5,500, the total cost of the voucher money would be in the vicinity of $26.

Planning for a Terrorist Emergency :: essays research papers

Preparing for a disaster at American Universities and Colleges has changed dramatically. Prior to September 11th higher education institutions merely planned for natural disasters. American soil in no longer as safe as it once was. In addition to preparing for tornados, preparing for hurricanes, preparing for earthquakes, and preparing for fires there is need to prepare for a terrorist attack. A natural disaster is an event of nature that takes human lives or destroys property. In contrast, a terrorist attack is a man-made event that takes human lives and destroys property. Terrorist attacks appear in many forms biological terrorism, chemical terrorism, explosive terrorism, nuclear terrorism, and radiation terrorism. Data gathered from FEMA confirmed that the majority of terrorist attacks were explosive. In 2002 there were a total of 199 international terrorist attacks against buildings. Out the 199, 70% of the attacks were bombings (Brown & Lowe 1-16). Since actions taken to plan for explosive attacks are similar to preparing and planning for other types of attacks, explosive attack recommendations and supplies would be sufficient to handle such emergencies. Knoy Hall on the well-regarded campus of Purdue University is emergency planning for a terrorist attack. There are many variable involved that make emergency planning for an explosive attack difficult, including the number of individuals in or around the targeted structure and the tactics used by terrorists to implement an explosive attack. The different approaches to planning will be discussed in depth later in the report. Following the implementation of the recommendations in this report Knoy Hall will be prepared for an explosive attack. Brief Overview Research by U.S. Home Land Security and FEMA has revealed that it’s possible to implement an effective plan for a terrorist based emergency. Several avenues were researched to better prepare for the emergency. The course of action that is selected must be well thought out. Instead of preparing the entire campus, the emergency plan is for the school of technology building, Knoy Hall. There are a large number of students, a large number of Purdue faculty members, and a large number of staff that utilize Knoy Hall. Campus police and fire department may not have ample supplies to handle a large scaled attack. Therefore a number of tasks have to be completed to prepare Knoy Hall for a terrorist attack. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Supplies must be purchased and stored. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A storage facility for emergency items must be purchased and constructed. Planning for a Terrorist Emergency :: essays research papers Preparing for a disaster at American Universities and Colleges has changed dramatically. Prior to September 11th higher education institutions merely planned for natural disasters. American soil in no longer as safe as it once was. In addition to preparing for tornados, preparing for hurricanes, preparing for earthquakes, and preparing for fires there is need to prepare for a terrorist attack. A natural disaster is an event of nature that takes human lives or destroys property. In contrast, a terrorist attack is a man-made event that takes human lives and destroys property. Terrorist attacks appear in many forms biological terrorism, chemical terrorism, explosive terrorism, nuclear terrorism, and radiation terrorism. Data gathered from FEMA confirmed that the majority of terrorist attacks were explosive. In 2002 there were a total of 199 international terrorist attacks against buildings. Out the 199, 70% of the attacks were bombings (Brown & Lowe 1-16). Since actions taken to plan for explosive attacks are similar to preparing and planning for other types of attacks, explosive attack recommendations and supplies would be sufficient to handle such emergencies. Knoy Hall on the well-regarded campus of Purdue University is emergency planning for a terrorist attack. There are many variable involved that make emergency planning for an explosive attack difficult, including the number of individuals in or around the targeted structure and the tactics used by terrorists to implement an explosive attack. The different approaches to planning will be discussed in depth later in the report. Following the implementation of the recommendations in this report Knoy Hall will be prepared for an explosive attack. Brief Overview Research by U.S. Home Land Security and FEMA has revealed that it’s possible to implement an effective plan for a terrorist based emergency. Several avenues were researched to better prepare for the emergency. The course of action that is selected must be well thought out. Instead of preparing the entire campus, the emergency plan is for the school of technology building, Knoy Hall. There are a large number of students, a large number of Purdue faculty members, and a large number of staff that utilize Knoy Hall. Campus police and fire department may not have ample supplies to handle a large scaled attack. Therefore a number of tasks have to be completed to prepare Knoy Hall for a terrorist attack. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Supplies must be purchased and stored. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A storage facility for emergency items must be purchased and constructed.

John Locke and Immanuel Kant Essay

We are here concerned with the relationship between the human mind, somatic-sensory perceptions, objects of perception, and claims of knowledge arising from their interaction, through the philosophies of John Locke and Immanuel Kant. Confounding the ability to find solid epistemological ground, philosophers have, generally speaking, debated whether ‘what’ we know is prima facie determined by the objective, as-they-are, characteristics of the external world 1(epistemological realism) or if the mind determines, as-it-is, the nature of objects through its own experiential deductions (epistemological idealism). The purpose of this paper is to use the synthetical approach of Immanuel Kant, who utilizes a logical schematization of cognition along with experience (transcendental idealism), in the attaining of knowledge, to criticize Locke’s claims against innate ideas, and subsequently, origin and attainment of knowledge. In the first part of this paper, I will explain the major differences which distinguish epistemological realism and idealism. This disambiguation of philosophical jargon is to allow the reader to understand why the debate exists, how it impacts what human’s claims as ‘knowledge’, and whether or not the debate has any contemporary philosophical importance. This last feature is a relevant aspect of the debate since ‘knowledge’ applies to a great many areas of human life, including, but not limited to, the sciences, morality and ethics, and aesthetics. In the second part of this paper, I will outline Kant’s idealism, otherwise known as, transcendental idealism. This section will lay out the terminology in Kant’s epistemology which will act as a backdrop for comparing and contrasting the theory of Locke. This section will also describe the foundation of Kant’s epistemological claims. As mentioned in the introduction, the mind, the somatic-sensory perceptions, and objects of perception are to be accounted for in the debate between idealism and realism. Thus, the second part of the paper will conclude with an understanding of how knowledge arises under the rubric of Kant’s transcendental idealism. The third part of this paper is then dedicated to providing an account of Lockean innate knowledge and its place in our epistemological enquiry. It is presumed that several deficiencies, to be discussed, are apparent in Locke’s epistemological realism without the use of innate ‘ideas’. These deficiencies, however, are percolated only in light of the Kantian juxtaposition for which this section serves the purpose. In the final part of this paper, I will conclude that while Locke’s epistemological theories h ave had a great influence on the progress of epistemology, especially as a critique against rationalism, the idea of no innate ideas impressed upon the mind prior to experience ultimately leads Lockean realism to base claims that all knowledge arises solely from experience as inexhaustively question-begging without Kant’s transcendentalism. Dealing with the problems of realism and idealism can be seen in humans as young as three years old. Although it may not be so apparent to parents at the time, when a child asks, â€Å"How do you know that? ,† they are challenging the method in which a person uses to ‘know’ what they know. However, children, like philosophers, might not be satisfied with the first answer and continue with a meta-inquiry: â€Å"How do you know that? † While this interrogative approach to understanding the world can be frustrating it does illuminate a particular problem in reasoning, generally. That is, at some point we are forced to answer, vacuously, â€Å"I know, because I know. † However, the persistent child philosopher can rebut with, â€Å"How do you know that you know? † The problems intrinsic to the line of questioning above demonstrate a broad epistemological problem. To solve the problem philosophers have sought out ways in order to make ‘what we know’ or explaining ‘how we know’ a bit more reliable or certain. That is, to provide an answer to our inquisitive three year old that breaks the meta-inquiry of knowable certitude. Knowledge, however, is a little tricky because there is an identity problem between the world and the ideas, or thoughts, in our minds. In making claims of knowledge we must presume certain things are true. To say that you know something assumes that you (1) believe the world represented in your mind is exactly as it is whether you perceive it or not and what we have to say about the world must correspond to the way the world is perceived, (2) the world gives us information about objects, which can be accurate, but our minds are the final decision makers about the nature of those objects which can lead to skepticism, or (3) there is nothing stable about the appearances of the world as presented to our minds, and what we know is solely the product of collective reflection, otherwise known as reasoning. In the context of my thesis, it could be argued that if a set of instructions were provided, such as innate ideas in the mind, these three broad, epistemological viewpoints would be narrowed down to one. The first assumption, (1), is the philosophical position known, broadly, as epistemological realism. The second assumption, (2), is more of a dualism in that it is believed there is enough perceived objectivity in the world to have some certain knowledge of it, but it is still subjected to our experiential bias (intuition plays a more integral role in this doctrine). This is a kind of realism in that certain properties about the objects we perceive are unalterable or indisputable since they would retain those characteristics whether or not they are observed. The third position is epistemological idealism. This position holds, generally, that knowledge is not a product of the nature of objects, but instead, derived from the nature of the mind. In other words, the certainty of knowledge is granted through the nature of the mind found within the species deliberating over certain claims. As mentioned, the debate between idealism and realism does have, beyond satisfying the curiosity of toddlers, implications in other areas of philosophy. It is not the focus of this paper, but an example that illustrates potential problems is that of ethics and morality. In epistemological realism, it may be the case that certain acts produce pain in humans, but there is nothing, it is alleged, which a person can point to in the world that would verify this (kind of) pain as bad, good, rightly, wrongly imposed. In other words, epistemological realism holds that we can know facts about the way the world is because our mind is receptive and capable of reproducing them accurately in our minds, but it is another thing to try to extrapolate from these facts/experiences a particular value/meaning to attach to prescriptive claims. In the extreme case, an epistemological realist might claim that all rules of morality are completely made up and merely appeal to our feelings about facts, but we cannot know for certain. As for idealism, morality appears as a less problematic discourse since the very proprietor of knowledge is that which is arbitrating over moral disputes. However, the kind of facts and/or values which moral claims arise, for idealists, are of a strictly theoretical nature and can be said to carry as much empirical or logical certainty as those doubted in the case of realism. At best they are egocentric and/or egotistic. Even in contemporary debates, which diverge subtly from the philosophies this paper examines, the entailment of moral truths from realist or idealist doctrines remains unsolved. In some cases, such as Marxist philosophy, there can be a real confusion about which doctrine actually prevails. The Communist rule of Stalin and Mao is arguably a perversion of epistemological realism for what was actually and indiscernibly expressed as an idealist project. It was in the Critique of Pure Reason that the philosopher Immanuel Kant attempted to settle the problem of epistemological certainty and skepticism. Recalling the relationship between the mind, objects of the world, our perceptive apparatuses, and knowledge, Kant opens up the Critique of Pure Reason with two allusive statements[1]: (1) â€Å"†¦no knowledge our ours is antecedent to experience, but begins with it. † (2) â€Å"†¦though all of our knowledge begins with experience, it by no means follows that all arises out of experience. † Situating these two phrases within the context of realism and idealism requires parsing out the some key phrases within these statements. The first key phrase or term is â€Å"begins. † Kant tells us that â€Å"knowledge begins with experience. † That is, in order to say â€Å"I know,† one must first have an object which makes some kind of sensory impression on the mind. [2]â€Å"For how is it possible,† Kant asks, â€Å"that the faculty of cognition should be awakened into exercise otherwise by means of objects which affect our senses†¦so to convert the raw material of our sensuous impressions into a knowledge of objects? † It is, therefore, objects in the world that first supply us with the â€Å"raw material† for ‘beginning’ the process of attaining knowledge; the term ‘process’ is important here, because the two statements above allude to two different kinds of knowledge. It is not the case, claims Kant, all knowledge is a direct derivative of compounding impressions of raw data. For Kant, and this point lays the foundation of idealism, the mind plays a much more integral role in determining how those impressions are arranged in pre-conscious faculties. This difference plays an important role in the realism/idealism debate since the relationship between the minds’ functioning and knowledge claims depends upon disassociating two different kinds of demonstrations: (1) a method of proving what is known, (2) the acquisition of knowledge. More specifically, the debate between realism and idealism must in some ways reconcile itself with knowledge claims that are a priori and/or a posteriori. The former refers to rationalized knowledge which is universal, necessary and independent of experience (though this last condition, as we will see, is not so clear in Kant’s idealism). The latter is empirical knowledge which is acquired directly through our sensory perception and is validated by the relationship between what is stated and the way the world appears to be. For example, the claim that ‘snow is cold’ is a posteriori since the concept of ‘cold’ is not directly related to ‘snow’ independent of human experience. What is a priori knowledge is the fundamental subject of Kant’s transcendental idealism. According to Kant, a priori knowledge is not just about a method of proof, but also about how we attain a priori knowledge. As mentioned above, Kant is concerned with not only the knowledge that comes from experience, but also knowledge that arises from experience. That is, Kant seeks to settle how a priori knowledge, knowledge that lends epistemological certitude regarding to certain claims, is attained and verified without relying on facts about an external world. It is here that we see explicitly how a priori knowledge and epistemological idealism are integral and linked to the realism/idealism discussion; a priori knowledge is attained through a logical rationalization of concepts about objects that does not require a direct experience of them. In other words, a priori knowledge is knowledge which, according to Kant, begins with experience, but does not necessarily arise from that experience. To unpack this influx of these epistemological connections, it will be instructive to begin with what Kant calls the Transcendental Aesthetic. There is, states Kant, an arrangement to the mind which makes experience possible. This arrangement, or what Kant calls ‘schematism’ not only makes experience possible, but it also limits the scope of possible experiences. To refocus, Kant’s position is that space and time are the two most fundamental conditions for having an experience. All objects which are presented to the mind are done so, necessarily, in time and in space. It is important to recall that objects of perception/experience make impressions on the mind which is done through any or all of the five senses. This means that space and time, in order to be objects of the external world, must possess the property of being sensible. But if space is the condition for which objects are experienced, then space can only exist because space exists (this kind of paradox is addressed in the Antinomies). The same applies to time. Kant, therefore, purports that space and time are mere formal conditionings of objects via the minds operation providing, at the same time, the possibility of experience and experiential limitations. The upshot for Kant is that he loses nothing with this claim. The reality of space and time, as external objects, would lend no more validity to knowledge claims since the properties of space and time are necessary conditions for experience. Thus, making knowledge claims do not change whether space and time are properties of realist or idealist doctrines. In addition, Kant avoids the paradoxes which arise from claiming space and as objects of external reality by placing them as antecedent conditions for experience, as is needed, in the mind. This leads us to what Kant calls ‘synthetical’ claims a priori. By placing objects in space and in time there are going to be properties pertaining to the relations of objects to other objects and properties of objects that will follow the logic of being so represented. When Kant says that knowledge can arise from experience he is referring to the synthetical claims a priori which are determined by the logic of space and time as formal conditions for experiential representations. This is how Kant is able to famously answer how ‘every change has cause’ is necessary without realist fact. Kant admits that change is something that must be experienced, but change is an experience in space and in time. Since time is represented as a succession or the proceeding of an object through/from time t1 to time t2, and change is a relation of cause and effect, and since a cause cannot be its effect (see the paradox of space and time being the conditions of their own existence above), then once we are able to experience an event as ‘change’ in relation to an object (in time and space), we can, and with no further experience, strictly use the concepts of ‘cause’, ‘event’, and ‘change’, to make the a priori claim that ‘every change has a cause’; note, not just a change, or some changes, but every change has a cause. In other words, because of Kant’s transcendental idealism, we are logically justified in attaching certain knowledge of properties and relations in and between objects beyond what is provided by what we know a posteriori. It is through this understanding of Kant’s transcendental idealism that we are to understand and address John Locke’s assertion that the mind, when it first is developed, is nothing more than a blank slate, or ‘tabula rasa’. Locke’s task in Book I [3]â€Å"how men, barely by the use of their natural faculties, may attain to all the knowledge they have, without the help of innate impressions; and may arrive at certainty, without any such original notions or principles. † In Kantian language, impressions are those images that are implanted in the mind by sensuous perception/experience. The concept of innate, for Locke, then, must refer to impressions which are found in the mind before the Kantian impression. That is, as an ‘impression’ for both Locke and Kant, if it is innate, then the impression exists prior to sensual experience and provides some kind of information. This is the opposite of tabula rasa. In the beginning of Book I, Locke does not refer to innate knowledge, which would be the product of extrapolating statements from information; information, in this case, simply refers to facts or what Locke refers to as ‘simple ideas’. On one level there is a similarity between Kant and Locke. Locke goes on to state that [4]â€Å"it would be impertinent to suppose the ideas of colours innate in a creature to whom God had giveth sight, and the power to receive them from external objects. † For Kant, the recognition/knowledge of a color would require, first, that the eye experience what color happens to be. Thus, claims regarding color fall within the realm of a posteriori knowledge. In addition, the perception of color and the conception/idea of color are limited to the mode of experience one can have for color. One cannot hear, taste, or feel the color green, which, a priori, would require the mind to be further equipped with the innate condition/information of predetermining how to file color when it is sensed. In other words, the brain must already know that the concept ‘green’, if it is innate, is a concept pertaining strictly to sight. However, these are not the claims for which Locke is contesting for the proof that innate principles do not exist. More controversially, and, I believe, in opposition to Kant’s transcendental idealism, are the claims that ‘whatsoever is, is’ and ‘it is impossible for the same thing to be and not be’ cannot be shown to be necessarily true based on innate principles. It is in this claim that we find evidence for epistemological realism in Locke’s philosophy; for if it was to be true that ‘whatsoever is, is’ for Locke, then the claim must correspond necessarily to the way the world is through experience. In other words, it must be a fact that ‘whatsoever is, is’ as a result of experiencing the ‘whatsoever’. This being the case, Locke goes on to detail the [5]â€Å"the steps by which the mind attains several truths. † Like Kant, Locke claims that it is through sensory perception that the mind is imprinted with particular ideas. Unlike Kant, however, Locke claims that it is â€Å"by degrees† does there become a habitual familiarity which accompanies these ideas to be stored in the memory. The scene is analogous to what we assume to be the learning pattern of a baby; that through the incremental addition of experiences and seeing particular relations exposed in those experiences, the mind is furnished with the materials which become the objects of reflection. This being the case, it would seem that knowledge is perhaps not really knowledge at all, but an imitation of habitual experiences. But as Hume correctly pointed out, there is no certainty in consistency, and reasoning based on such a consistency. This justifies, tentatively, skepticism toward Locke’s claim that certainty can be attained without innate principles. Another criterion for innate principles, according to Locke, is that one must be aware of them as something knowable in order to prove their existence. Locke mentions how clinically insane and infants are unable to articulate what they know and how it is they know it. Locke gives the example of an infant not knowing [6]â€Å"that three and four equal to seven, till he comes to be able to count to seven. † This examination of Locke’s claims puts forth the question of whether or not a person ‘knows’ that three and four equal seven, or if a person is simply countenancing facts from his or her experience which is guided by epistemological realism. From a Kantian perspective, the matter is more about dealing with quantity (three, seven, four), the relationship between concepts (plus, equals), and the knowledge which can arise from predetermined, logical schemata in human cognition (four and four is greater than seven if three and four equal seven). It is not that Kant would assert that a language-less baby unexposed to elementary mathematics can know that three and four equal seven. Further, a baby would also not be able to articulate, even if its mind were furnished with the knowledge that ‘whatsoever is, is’ since a baby simply lacks the language to be able to say so. Inverting Locke’s challenge to see if the claim ‘whatsoever is, is’ can be assented to by babies and the mentally handicapped presents a fundamental problem his argument: the burden of proof is on Locke to provide valid counterfactuals to a baby and/mentally challenged persons. In other words, we should take Locke seriously when he moves beyond a simple imitation of what the world shows him and demonstrate when ‘whatsoever is, is not’ and ‘it is possible for something to be entirely red and entirely green at the same time’. Then Locke must move to show how these claims are grounded in a realist epistemology. This criticism bolsters the Kantian project in that transcendental idealism not only presents the possibility for experience, but also limits experience at the same time. A feature Locke is lacking. Without innate ideas, or some kind of cognitive structure which makes sense of perception, Locke must, in order to remain consistent, assume that there is a possibility that something can be simultaneously all red and all green and that we could perceive it when it does happen. Kant is essentially claiming that if there is an experienced contradiction such as, ‘something is simultaneously all red and all green’, then we can be pretty sure that the source of this confusion lies in our cognitive faculties and not in the world. It is not quite so clear with the Lockean project, however. Lockean realism takes for granted that the mind is representing an accurate portrayal of the world even in the case of a contradiction. This kind of reliance does not provide any kind of certainty or attainment of truths as Locke claims. On the contrary, what we would know is simply a regurgitation of experience thus creating confusion on where the source of a contradiction lies in the case one is presented in experience. In conclusion, when we compare the progress of epistemology as a historically situated study, then we come to see John Locke as an influential philosopher who challenged the rationalist doctrine which denied experience and empirical facts as integral to what we count as knowledge. It is that very project, however, that led John Locke and epistemological realism down a path of incoherency when both promised certainty through observation without grounding any source for that certainty. For its faults, which are not mentioned here, Kantian transcendentalism has been shown to be a more tenable answer to the idealism/realism debate as it has been contrasted with John Locke’s realism.