Frankenstein and the Human Mind

The human mind is something scientists have been trying to comprehend forever. Science can not alter how the mind communicates with one’s body, or even how it works. Mary Shelley’s Frankenstein uses the creation of a fake being to emphasize the fact that the human mind cannot be altered or replicated effectively. Dr. Frankenstein thought he would be able to create and control the mind of a creature. He had tried many times, but to no avail. After talking with a professor, he finally figured out a way that he would be able to complete what he had been trying to for years.But does Frankenstein pass that natural boundary placed before us by our peers? To create life, a being with its own mind, had never been done before. What are the consequences of his actions and was it truly worth it to go beyond those limits? Mary Shelley says no, it was not worth it. Frankenstein thought he would be able to control this creature, control his emotions and how he would act on them. He w ould quickly find out that that was not the case. Immediately after creating this unnatural being, Frankenstein had to act as a somewhat fatherly figure to teach the â€Å"monster† how to walk and stand on his own.I don’t think it was what he intended, but by doing this the creature naturally looked at Frankenstein as being his sole â€Å"creator,† or â€Å"father† if you will. There was nothing he could say or do, and certainly nothing science could do, to change the thinking of the creature. He, by creating life, had attached himself to this being from the very beginning. When the creature is out in the streets for the first time, the whole town is completely against him, trying to bring him down, throwing stuff at him, etc. There is nothing science can do to take the anger and sadness out from the creature.It is only natural to the mind that you will feel such emotions if a whole town is against you. That is just how the mind works. It reacts to certai n situations in a certain way, beyond sciences control. Frankenstein tried to forget about the creature, but it crept right back up into his life with the murder of his little brother, William. The creature is angry with Frankenstein, angry for what he had done to him. Frankenstein made the creature much bigger and stronger than an average human being, and because of this, it isn’t necessarily easy for Frankenstein to say no to the creatures’ needs or wants.He demands a female partner, which brings us to another argument brought forward by Shelley. When you venture into the unknown by creating life, by creating unnatural beings, you risk the threat of more than one being created. When you pass that boundary by scientifically experimenting with the human mind and life, only bad things can come from it. It is a loss-loss no matter how you look at it, from Shelley’s point of view. In the film, Frankenstein is put forth with a very dangerous task. Either creating a second unnatural being with it’s own mind, or telling the creature he has already made that he cannot do that.Mary Shelley stresses that both of these outcomes are bad, and that it is impossible to avoid both circumstances. By giving an unnatural being its’ own mind, you are giving it the privilege to think on its’ own. This is incredibly dangerous, as you cannot control it after this point. If the being you gave life to is bigger or stronger than you, you are at the will of it to do what it asks. Because Frankenstein didn’t give in to the creatures’ wishes, the creature was not only responsible for the death of his little brother William, but also the death of the well loved servant, Justine, and ultimately the death of his wife, Elizabeth.Frankenstein then proceeds to pass that boundary even further, by replicating the mind of his wife in the same manner in which he created the creature. His wife comes â€Å"back to life† but with little t o no memory. The creature tries to bring her to his side, finally getting what he wanted, a partner. But, in a struggle over the possession of Elizabeth, she screams and commits suicide, hurting Frankenstein even more. What he thought would enhance science and bring innovation would ultimately be his downfall.And that is because he ventured past that boundary by trying to create or replicate the human mind, something in which science has no control over. The human mind cannot be altered or replicated successfully in any way, and any attempts to do so will end in a disastrous manner. I agree with Shelley in this regard, as she proved in her film. The human mind is something so complex that scientists are still trying to figure it out entirely, let alone duplicate it, or create it from scratch. Frankenstein was attempting to use some brains from dead people in his attempts at creating life, but it is still all wrong just the same.It is immoral and without a doubt beyond that limit tha t should not be passed. We saw a very clear example of what Shelley thinks would happen, and I think it is safe to say it is fairly accurate. You could theoretically try to pull something off like Frankenstein did, and you may even be able to control that being, but would it be worth it? Shelley says no, and I agree with her. The cons outweigh the pros indefinitely. You wouldn’t be able to control the created unnatural being, and it would cause havoc over society. The human mind is something not to be meddled with, and â€Å"Frankenstein† is a good example of this.If you create someone or something so unique, it will naturally want to be among its’ kind. If you wanted to experiment, you would need two creatures, not just one, and that could become a very dangerous threat. Scientists do not fully understand the human mind, and thus cannot effectively control it. Mary Shelley’s Film, â€Å"Frankenstein,† effectively warns us of the consequences of wh at can come if you pass a certain boundary by meddling with certain things science does not fully comprehend. The human mind is a sacred, unique device that every human being has. It allows one to think, to feel emotion.It is very dangerous to try to replicate this in the creation of an unnatural being. I agree with all the points Shelley is making in her film, in that it should not be attempted. It is immoral and very dangerous, and only bad things will come from it. Life is a natural thing that we are blessed to have, and we should not push our luck into trying to create beings in which we can control, because it can’t be done. The human mind cannot be altered or duplicated, and thus, scientists should not try to do so, especially not until they have a much better understanding of how it works so that they can learn how to control it. Word Count: 1,197

Innovation In Organizations That Stems From `The Concept Of `National Systems Of Innovation`

The vicissitude in human wants and the desires to progress in ways of conducting their activities has brought about the need to embrace constantly means to bring about innovation in technology and pattern of operating a business concern. The concept on National System of Innovation (NSI) has to do with a collaborative effort between organizations in the public sector and their counterpart in private sector to form a network in bringing initiatives that would culminate into innovative technologies.According to Freeman (1987), who first used the concept in published form, he defined National System of Innovation as â€Å"†¦the network of institutions in the public and private sectors whose activities and interactions initiate, import, and diffuse new technologies†. NSI, thus includes those political, social, economical, cultural, organizational and institutional factors that promotes innovation and its utilization (Edquist, 1997: 14, cited in Edquist 2003: 4).For National S ystem of Innovation, theories have being amply utilized in bringing about innovation creativity as pertaining to national dimension. Theories are abstractions from the real world to give and show the existing relationship between or among a variables or a given phenomenon. Thus, they are as map used in showing the direction of the known from the unknown. In social sciences, scholars had propounded diverse theories in explaining different social different situations. However, other methodologies had being utilized for NSI, other than theoretical approach.These include empirical case studies approach, while other focus more on research and development system (Edquist 2003). Outside the National System Innovation, there are other genres of innovation development pertaining to sub political geographical sector, example the Regional System Innovation, and Local System Innovation. System Innovative concept could be categorized into product innovations and process innovations. Product inno vations embrace new or better product or services, both in material form and intangibles.While, process innovation entails new ways of producing goods and services. Both system innovation concepts maybe technological or organizational based. Giving an illustration on the usefulness of National System Innovation Freeman (1987), explains that Japanese industry and innovative performance, during its post war era is linked on the competence of its national system to direct resources to innovation and investment in new strategic activities. Lundvall (1998) used three central points to distinguished economics of innovation with the neoclassical mainstream economies.Firstly, economic of innovation focus more on change, while the neo classical economics is mostly central focused. Secondly, the neo-classical economies have general validated theory; while economics of innovation is an open approach that has united theory. Thirdly, agents of change with diversity of variables are central to ne oclassical economies, while economics of innovation evolutionary mechanisms are fundamental.This write-up will be specific in analyzing a segment of National System Innovation that pertains to economy geography, i. . industry agglomeration. BACKGROUND TO AGGLOMERATION OR SPATIAL CLUSTERING THEORY Agglomeration as a concept entails the clustering of people or the concentration of economic activities in an area. This concept according to Malmberg & Peter (2001:3) has two angles to it. Firstly, the spatial concentration of people in an urbanized area brings about gains from urbanization economies. â€Å"Agglomeration economies in this sense accrue from the geographical propinquity of industries and services in general† (Maskell 2001:2).Secondly, the advantages ascribed to localization of industries (Industry agglomeration) is numerous in terms of having adequate labour skill, reduced raw material sourcing, technology and infrastructure improvement, having access to subsidiary fi rms services, competitive advantage inter-alia. Firms agglomeration goes a long way to improve the profitability of firms by reducing their costs of exchange of both goods and information (Appold 1995, cited in Malmberg & Maskell 2001:9)Maskell (2001:3) explains that locational economies embrace those economies that arise from the geographical agglomeration of related economic activities. Thus, spatial clustering has to do with the concentration of similar firms in the same industry in a locality. This is what the agglomeration theory or clustering theory entails; that is, it is based on classical issues pertaining economy geography. Literatures on clustering theory have two source of knowledge.This based on ideographic work that has to do with historical origin, and the other is on the development of different typologies of localized clusters that gives advantage to localized firm in form of cost reduction. The ideographic historical approach tries to capture the historical origin and trace the evolution of localized clusters. According to Malmberg & Maskell (2001:4), the knowledge base of ideographic historical approach originate from the event or action which prompted succeeding developments, which sometimes turns out to be related to some more or less traditional factor of location.The activity leading to localization of firms comes from the development in a geographical location, which results in successful economic activity that is accomplished by related subsidiary or supplementary services from similar firms. Furthermore, another reason for the development of clustering is adduced to the fact that firms tend to maintain their location, especially when they are deeply rooted in such areas. This prevents their relocation. According to Ross (1896), cited in Malmberg & Maskell (2001:5), â€Å"The power of a locality to hold an industry greatly exceeds its original power to attract.The new locality must not only excel the old, but it must excel it by margi n enough to more than offset the resisting power of the matrix†. The cost reduction approach gives an explanation to those identified static advantages that is accrued to firms located in close juxtaposition to similar and related firms. This is analysed and weighed in line with the state of firm in isolated location. Geographical space and localization of industry has in the past being amply researched.Scholars noting the role of localization of industry in the effective operation have approached the study of spatial clustering from different dimensions, which include general organizational strategic approach, production process in firms, or analyzing industrial agglomeration from the role of local firm in the globalizing world economy. In innovating new concept or cluster theory, some principles need to be followed. This will go a long way to validate the theory. According to Maskell (2002:14), first such theory should at least have explanation for the existence of the clust er.Secondly, the cluster theory must include an explanation for the growth of the cluster. Thirdly, such theory should be validated on its ability to identify the boundaries of the cluster by identifying the rationale behind clustering of some economies activities against the integration of other economies. The importance of clustering has being linked up to high tech industry and to knowledge based industries. The need for development of innovation in the agglomeration theory is the vast uncoordinated and unified theories by early classical scholars on this field. A KNOWLEDGE-BASED THEORY SPATIAL CLUSTERINGMalmberg Anders and Maskell Peter (2001) developed a theoretical approach in analyzing industry agglomeration, otherwise referred to as spatial clustering. The development of innovative in spatial clustering for these scholars came against the background of their criticisms against the lack of unified theoretical structure adequate in analyzing spatial clustering. Besides these, numerous theoretical concepts on spatial clustering have a sharp contrast with the general lack of work aiming to validate empirical mechanism for spatial clustering, as found in work of scholars on this concept.As a way to find a solution to the lack of unified theoretical structure for industry agglomeration, the innovative work of Malmberg and Maskell (2001) â€Å"investigates the nature of cluster from a knowledge creation or learning perspective†. In this regard, they argue that there should be a need to put in place specific theory of cluster through learning as the major focus. Thus, two significant component of this knowledge-based spatial clustering is that there must be an explanation for the existence of the clustering, and an explanation of the internal organization’s structure.The knowledge-based theory on agglomeration arises from the relations that exist between firms in a cluster setting, in such case this relationship stimulates and encourages the exch anges of information and knowledge. The competition among firms in the same industry tends to prompt the processes that create changes and flexibility, which results in organization learning, and the strategizing to bring about innovation in operations of the firms. This invariably leads to the adoption of new technology resulting from changes in business operations.According to Alvsatm (1998), cited in Malmberg and Maskell (2001) the impact of spatial clustering on the learning and innovation prowess of firms and economic geography have in contemporary times pose a useful way to harness the interactions between scholars of social science in their study of firm competitiveness their learning process and innovation. The difference of the knowledge-based cluster theory, from other from of agglomeration theory, is in its position on the vintage point of upholding the long-term competitiveness among firms.This is determined by the theory ability to capture innovation and engages its pro cesses in continuous learning. Other previous agglomeration theories have taken the part of historical exploration and others the advantages in localization of firms. Spatial closeness of firms have being seem to encourage and make it easy for knowledge spread out and interaction which form the basis for innovation and learning. This creates a context that makes enable analyses for spatial clustering.The criticism on other clustering theory is the difficulties they have in attempting to identify explicitly, empirically and theoretically, the localization economies that account for the existence of clustering. â€Å"†¦they do not contain any theory specifying how the territorial configuration of many co-localized firms in related industries would be able to create knowledge in ways not equally available† (ibid). The development of innovation through clustering theory is argued against in its inability to commence its analyses through identifying how knowledge is shares an d how technology is transferred to encourage firms’ competitiveness.Another shortcoming of cluster theory is in its lack of systematic effort to examine empirically the actual mechanisms outlining the enormity of localization economies. Past efforts have based their empirical study on case study. The problem here is intensified by the fact that biased selections of case study are conducted, which is based on high tech industries and on regional successes of clustering of firms. Furthermore, the elusive nature of former theory on the concept of localization of firms gives the knowledge-base theory a plausible stand.The innovation in knowledge-base spatial cluster theory, as purported by Malmberg and Maskell (2001) is to make the theory more satisfactory in brining better explanation to spatial clustering than previous theories. As Maskell (2001b), argued a reasonable theory of spatial clustering must include a clarification for the presence of the cluster. In this case, it sho uld specify the processes that prompt similar firms to cluster in a particular area. A theory must contain explanation for the internal organization of cluster.Furthermore, an explanation should be given for those advantages that are accrued to firms concentrating as cluster in a particular location. Finally, the theory should be dynamic in such a way that it encompasses the eventually rationale for decline in the success of clusters. The knowledge-based spatial cluster theory for it implementation to be useful dispersed knowledge need to be gathered and reassembled for learning among the clustered firms.This should be subject to prior to the period before knowledge-bases of firms has grown enough outside the interaction to implement learning, and the ceiling period when cognitive distance becomes very large for firm to collapse together. â€Å"The innovative capabilities of firms are enhanced because co-location can provide them with an arsenal of instruments to obtain and underst and even the most subtle, elusive and complex information of possible relevance developed because they were separate firms pursuing their individual agenda† (ibid).The point of departure of knowledge-based agglomeration theory from the other theories is that other theories focus primarily on the formal institutional structure, cultural and linguistic aspects of firms in a cluster setting. The knowledge-base theory focuses on the business transactions between related firms, and through this, accurate analyses based on information from these transactions are generated.The reliance on ordinary analyses based on institutional structure such as cultural and linguistics aspects of firms’ concentration this will be good for a local innovative system learning process. However, the exchange of information and ideas associated with the frequent contact and learning derived from business transactions will be a right basis for creating new ideas and innovation. The thrust of the kn owledge-base agglomeration theory argument is that spatial clustering should play down on cost efficiencies in favour of concentrating on ways in which clustering enhances knowledge creation.This is a departure from the research argument on spatial clustering, where it highlights the implication of propinquity and distance, institutional structure and local setting on economic processes. RELATIVE SIGNIFICANT OF KNOWLEDGE-BASED AGGLOMERATION THEORY TO SPATIAL CLUSTERING FIELD The knowledge-based theory is widely adopted in recent research on spatial clustering and economic geography on agglomeration. According to Dahl (2001), the conception of knowledge has strong impact on the connection between innovation and geography.This is because of the social interaction that is germane in knowledge dissemination that is important knowledge in innovation process. Firm’s agglomeration is thus, link to their quest to access tacit knowledge in specific areas. Knowledge creation process ca n be accessed through planned resource generating institutions, such as education system, universities, public research centres, and research and development department in firms. Secondly, knowledge is generated through firm learning processes in firms. Learning forms an important feature in innovation process.This attribute the significance the knowledge-base theory is in National System Innovation, as pertaining deriving the economic benefit of firm’s agglomeration. â€Å"A significant amount of innovation and improvements rely on individual learning process or learning by using processes from firms† (ibid). The difficulty associated with transferring knowledge from a firm to another, requires face-to-face interactions for knowledge transfer to be effective. This is a reason why firm concentrate and cluster in an area for exchanges and knowledge gaining.Thus, this result in clustering firms who are in competitions and their suppliers in a location. Getting informatio n on ways an organization rivals operate tends to give the organization the means to formulate strategy to make it compete favourably in the industry it operates. Firms that are located somewhere else may be tempted into relocating to another area where it perceive it has the advantage of getting better access to local based knowledge or supply or customers (Maskell & Kebir 2001).Knowledge based theory in clustering is also significant in the sense that it promotes national growth through research and development utilized for planning in information derived from firms operations within a clustered location. Technology- based firms locating in geographic proximity have utilized the advantage in localization to higher educational institution to benefit from technology transfer and spill over which culminate in economic growth for the region (Audrestsch 1998 et al, cited in Biron & Malone 2007).Knowledge spillover is a part of firm agglomeration that makes the phenomenon beneficial in the exchange of knowledge. Efficiency of firm in a clustered relationship has being linked to knowledge spill over. The growth of firms in an agglomerated setting leads to backward and forward linkages as advantages derived from the consolidated workforce with specified skills and knowledge spillovers (Athreye, 2000). The knowledge spillovers may come in form of sharing of information on new technologies in informal meetings among staffers of different organizations in the same locality.Thus, the knowledge-base cluster theory has significantly given explanation to the existence of cluster, its extension, and exhaustive argument on firms’ agglomeration. CONCLUSION National System Innovation is a process of developing innovative pattern of operating in a state. There are regional and local versions of system innovation. Looking at the agglomeration theory, it is perceived as a theory that goes to show how clustering of firms tends to bring about economic development and interna l development for the firms.However, the uncoordinated and ineffective way of explanation the existence, extension and arguments on the concept lead to the innovation of another method of analysing agglomeration of firms. The previous economic innovations and the historical and cultural trace of analysing spatial cluster in firm has being criticised based on the aforementioned criticisms ambiguities, unifies theoretical structure. The knowledge-base theory, as an innovation in the traditional and classical method tends to give explicit explanation to clustering through the exchanges of information among firms in a clustered stetting.This comes in the study of business transactions among firms that result in knowledge spill out. This knowledge spillouts usually does not only take place in formal meetings but through informal interactions among workers of different firms in the same locality. Knowledge-base cluster theory tends to show how firms in a cluster environment operate and co mpete through learning processes derived from the agglomerated existence.

Completing a threat assessment of ANSAR DINE. This entity poses a Essay

Completing a threat assessment of ANSAR DINE. This entity poses a threat to the United States in some way - Essay Example It is advisable that the US government should take this matter into serious consideration due to the fact that being an integrated part of ‘al-Qaeda’ it might raise threat against the interest of the US in the long run. One of such instances regarding this context includes the destruction of the ‘United Nations declared Heritage Sites’ in the area of Timbuktu, by Ansar Dine. This incident has raised severe levels of concerns for both the US as well as the security interests of the world along with bringing forward certain cases of humanitarian crisis2. Furthermore, the killing of ‘Osama bin laden’ (the leader of al-Qaeda) has further intensified the quest of this terrorist organization in the context of jeopardizing the western interests. Before the attack on the ‘World Trade Centre’ also known as (the attack of 9/11), the US government took the activities of this Islamic fundamentalist group in a casual manner. However, the attack of 9/11 completely changed the attitude of the US government towards this terrorist affiliate organization. The current fear of the US government is regarding the driving of the Ansar Dine militants into the ungoverned areas of the Sahara desert by the French army. The reason being, those ungoverned desert areas within Northern Mali can act as a settlement area for the al-Qaeda affiliates such as Ansar Dine3 This in turn has further increased the intensity of threat from this group both from the domestic as well as international perspective. This is due to the fact that Norther n Mali is a deserted border location within West Africa. Due to the geographical location of Mali, it will be easy for this Islamic fundamentalist group to easily smuggle funds, illegal machineries along with weapons from not only other states but also from the neighboring nations thereby increasing the threat intensity of the terrorist

Ricardos Theory of Comparative Advantage Essay Example | Topics and Well Written Essays - 750 words

Ricardos Theory of Comparative Advantage - Essay Example Ricardo's Theory of Comparative Cost states that trade helps two parties - whether individuals or countries - if they focus on the production of the commodity in which they have a comparative advantage, and then trade that one for the commodity for which they do not have a comparative advantage. A country has an absolute advantage if it can produce all goods cheaper than another country. Even a country which has an absolute advantage should not produce all goods. It should concentrate on the production of that commodity in which it has a comparative advantage, and exchange it for the goods it needs - produced by other countries. These countries would be producing those goods in which it has the least comparative disadvantage, and overall consumption and satisfaction would thus be maximized. Ricardo used the example of England and Portugal producing wine and corn to explain the theory. Portugal finds it easier to produce wine instead of cloth although it can produce both cheaper than England does. England produces cloth relatively easier than it does wine, although the cost of production for both are more than when they are produced in Portugal. In this scenario it is beneficial for both countries if Portugal produces only wine, which it can do with relative ease, and England produces only cloth, in which industry it reduces its costs. Portugal trades its excess wine for England's cloth. (David Ricardo and Comparative Cost) Let us assume that one worker in Portugal can produce 8 yards of cloth or 8 gallons of wine, in a year; and one worker in England can produce 8 yards of cloth or 4 gallons of wine. Portugal has an absolute advantage in wine production, as compared to England. In cloth production, both countries are equal. However, England has a relative advantage in cloth production as against wine, when compared to Portugal. Situation 1 Both the countries have no trade. Both countries have ten thousand workers each. The production possibilities would be as follows. Portugal has 5000 workers producing wine and 5000 producing cloth. Then Portugal produces 40,000 (8 * 5000) yards of cloth, and 40,000 (8* 5000) gallons of wine. If England had 5000 workers producing wine and 5000 producing cloth then it would produce 40,000 (8* 5000) yards of cloth and 20,000 (4* 5000) gallons of wine. There is no trade, and the economies exist independently. However, total production for both economies would be 60,000 gallons of wine and 80000 yards of cloth. Situation 2: Now, let us suppose that Portugal puts all its workers in producing wine, and England puts all its workers in cloth. Then Portugal will produce 80,000 gallons of wine, and England would produce 80,000 yards of cloth. Situation 3: If England produced only wine, and Portugal only cloth, then the total wine production would be 40000 gallons and cloth production would be 80, 000 yards. Production is maximized in Situation 2, which is the one in which England has a relative advantage in the production of cloth. Ricardo's theory was a strong argument in favor of free trade, although the model was rather a simplistic one. Some of the assumptions it made do not correspond to the real world situation. It is assumed that full employment exists in the countries, and that opportunity costs are constant. Full mobility of factors of production within a country, and immobility across borders are assumed. Surely, it's not as easy

Term paper Essay Example | Topics and Well Written Essays - 1750 words - 3

Term paper - Essay Example When my team leader assigned me the task, I became utterly conscious about it to complete as I never wanted my team to suffer. The very thought of working as a team inculcated a sense of responsibility in me to complete the task to the best of my ability. I interacted with Ahmed and Lam, the other two members of my team under the guidance and leadership of Khalied and discussed how we can support each other and accomplish each task in time. Lam due to his preoccupation in study and illness in the family was little reluctant to devote sufficient time; however, I and Ahmed decided to partially share Lam’s task as and when necessary. Lam in turn assured us that he would also reciprocate the gesture and share the responsibility when any of us would need him in our dire time. Khalied also agreed with the arrangement. With the procedural instruction received from the team leader, task progressed in right direction and we achieved 50 percent completion of the project but then due to perception differences or lack of clarity, subsequent steps of the task took diversion. This led to the duplication of the work; however, due to our frequent interactions we could soon realize this lapse in our understanding of the task and corrected ourselves. Since that day we decided to put everything in black and white so that such lapses could be avoided. We communicated and began giving briefing to each other through emails and instant messaging so that no communication gaps prevail. Due to Sam’s infrequent participation, Ahmed and I were sharing his share of work with good understanding. We assessed the task once again and discussed among ourselves how we need to go ahead for the remaining project so that lost time is recovered and the task is completed before deadline. In the beginning, project milestone s were not set but once we

Themes Of Landscape And Wilderness In Cinematic Films Essay

Themes Of Landscape And Wilderness In Cinematic Films - Essay Example 2. Examine the scope of landscape and wilderness in films. 3. Highlight the nature of landscape and wilderness as characters within films. Despite the progressive change, which land undergoes, two key predictions can be made about land, especially with regard to the establishment of new landscapes: i.e. landscapes transpire in light of people’s expectations, as well as their previous encounters, or landscapes evolve from a shift in mindset and from a changed connection between the environment, society and self. This means that changes that are embedded on a landscape are not typically similar to changes that are wrought on land. According to Sobieszek, the theme of landscape has undergone a dramatic change since early times, especially between the 1950s and 1980s. It is clear that a relatively new order of landscape has engulfed cinematic films that seem to take hold of the imagination of not only the writer and film director, but the audience, as well. The radical change in the perception of landscape is that from a solid yet permanent view to one that is marred by treachery and transmutation. In essence, differ ent media create new landscapes. For instance, in the film Walkabout of 1971, Roeg offers what can be perceived as a typology that showcases photography of locations such as Australian auk lands in the late 20th century. Roeg embodies a formalist concept by rendering the settings of landscapes devoid of human presence through settings such as deserts, flat horizons, vacant highways and fields (Harper and Rayner, 2010, 71). All these locations convey an essence that is at odds with the echo of Hollywood fictions. This allows films to level the meanings that they are originally meant to convey. Landscape in cinematic films adopts quite a different stance compared to still images, which are frozen depictions of landscape. Landscape in cinematic films incites the feeling of culture and cross-over between popular cinema and photography. Historically, landscape is initially associated with painting, and this is evidenced by the numerous depictions of landscapes in exhibitions and art muse ums around the world. Launched in the seventeenth century, the portrayal of emerging infrastructures of channels, harbours and roads that ran through sheltered country sides illustrates the claim that landscape depiction and description through picture is a product of the shift from feudal to capitalist economies (Harper and Rayner, 2010, 58). This paper argues that landscape facilitates new perceptions and venues of analysis and interpretation of cinematic films. Simply put, landscape emerges when the setting becomes the subject of the cinema rather than an object within the entire cinematic film. When applied to films, landscape enables a variation from plot, characters and psychology towards elements that are rarely taken into account in mainstream film. The main challenge thus becomes the discussion of landscape as a comprehensive expression in its own right, as well as its own agenda in other instances. Landscapes can be appreciated as encompassing numerous interacting ideas, t raditions, as well as inventions rather than something that is either out there or can be fixed on films. This paper will conduct a discussion within the realm of films over the period between the year 1970 and 2009. This is a period marred by a number of uncertainties and upheavals, as well as immense successes in the media industry and especially with regard to films. Through this period, there has been immense focus on film and landscape as avenues of the contested perception of individuals, and how film makers investigate the practices, properties and traditions of global cinema that is

Treatment And Care For Older Adults Research Paper

Treatment And Care For Older Adults - Research Paper Example Participants that reside in rural areas are not likely to take part in physical activities as they don’t have the facilities. Epidemiological studies have shown a role for a healthy diet in the development and sequence of chronic illness globally. Unhealthy feeding and lack of physical exercises is a key factor in these situations (Graham et.al, 2014). The goal of this study is to evaluate a community-based fitness and healthy diet program for older adults with the intentions of improving their physical activities, healthy eating, and improve the entire health among all the participants of the study. The participants of this study were older adults of between 65 and 75 years who had a Body Mass Index (BMI) higher than 30. These participants were required to undergo a diet-induced plan with a combination of a strict exercise program; this activity would last for a period of 6 months. These participants were recruited from the bigger study that was evaluated for risk factors among the older individuals. The first stage of contact with the potential participants was conducted at falls risk analysis for their body mass index that took place in 11 community centers and retirement communities in a span of 4months. Volunteers were also asked to present themselves to be accessed if they were suitable for the study. The limitations of participants included aspects such as a BMI less than 30, individuals who have hearing disabilities, cognitive impairment, those that were not between the 65 to 70 to age bracket, limitation to mobility and other essential factors needed in the study. The design of the study was a randomized controlled trial whereby randomization would be carried out at individual patient stages. This trail entailed three assessments; pretest (T1), post-intervention that is carried out two months after the pretest (T2), and the final step of a 4-month follow-up.

Cultural customs Research Paper Example | Topics and Well Written Essays - 500 words

Cultural customs - Research Paper Example In their homeland, children and adolescents are geared toward achieving the goal of higher education and have lessons taught about the importance of holding onto traditional Chinese cultural values (Henslin, 2003). Lessons on thriftiness, especially in relation to finance, are reinforced during this period of the life cycle. As adults, the Chinese stress maintaining caution in areas of business and establish plans for long-term financial success much earlier than other groups (Zhang). In their homeland, Chinese often marry with the idea that it will be a life-long bond and put a great deal of emphasis on the value of personal relationships. At senior age, it is common to still be a part of the family household and is often revered for wisdom. The U.S. citizen is strikingly different than the Chinese and infants are often reared with much less emphasis on education, but more on securing their emotional well-being. Infants are cared for with considerable intensity and usually the child bonds with the mother over the father. During childhood, there is much less emphasis on creating a family bond and the child is promoted to socialize outside of the family network to build skills in peer bonding and organized play (Henslin). Some of these lessons begin in early educational years and team-based concepts, outside of family values, are the most common experiences. In adolescence, children are given lessons on establishing their own sense of individuality rather than finding connection through family. They are exposed to many cultural symbols through advertising and other media formats, therefore they have access to different external role models to base their own personalities. During adulthood, it is common to partner without taking the vow of long-term marriage and the family structure can be outside of the social norm. Lessons relating to the importance of higher

American vs Asian Happiness Essay Example for Free

American vs Asian Happiness Essay Americans associate feelings of happiness with personal achievement, the Asian associate those feelings with an entire society’s harmony. Asian people feel emotion less often than Americans. Asians tended to rate their emotional events as more neutral than Americans rated theirs. Overall, Americans were more likely to see their experiences as â€Å"somewhat pleasant.† Asians respondents more often have mixed emotions in â€Å"predominantly pleasant situations† than Americans do. One reason suggested in the paper is that Asians seem to define advancement of social harmony as more worthy than mere individual success. Positive emotions are less important to Asian-born Asians than to Americans. The American dream is all about happiness, not careers or material goods, and its within reach. That bright-eyed view comes from teenagers on the cusp of independence and their own pursuit of happiness as adults. growing numbers of Americans are unhappy, unhealthy, and increasingly pessimistic. At the same time, there are some distinct differences between them and between other Asian and American accounts. For example, the Asians seem more solemn and introspective, with more emphasis on spiritual cultivation and psychological transcendence. American’s seemed more uplifting, elated, exciting, and show more emphasis on enjoying life in the physical sense and present time. Asians appear to desire a more balanced life, with social expectations finely integrated into their sense of well-being. American’s appear to want personal happiness as the supreme value of life, and blatantly assert individual agency against social restrictions. Happiness is a dominant concern for most Americans indeed the American Declaration of Independence proclaims that the pursuit of happiness is an inalienable right of every individual. Happiness is not only the best reward for personal striving and hard work, as the ‘American dream’’ presents, it is also given many positive associations. For example, Americans believe that happy people are more likely to go to Heaven after death . Happiness is also closely related to health and life satisfaction. The active and explicit pursuit of happiness is one of the best ways of living out an independent personhood, which masters and controls the external environment, identifies and realizes potentials, creates and achieves goals. The Asian perspective individual’s inner attributes, the gratification of personal needs and desires, the amplification of personal achievement, the creation and protection of individual uniqueness are not important concerns: instead, the fulfillment of role obligations in interdependent social relationships, the creation and maintenance of interpersonal harmony, the striving to promote the welfare and prosperity of the family. The Asian culture exhibits a ‘‘habit of hesitation’’ towards happiness. Asians follow the theory of the ancient Yin–Yang philosophy which takes a cosmological view that everything from the cosmos to human life is a never-ending, cyc lic process of change, between good and bad, happiness and misery, well-being and ill-being. Americans view Happiness in regards to money, family, and what can give them the most, Asians to me are more focused on the family and community. We as Americans really just see ourselves as happy when we have more than what our neighbor has, and that we have the perfect job, perfect family, friends are socially accepted. But the truth is even when we are at 100 % full of happiness we are not and the truth to the fact is sometimes we see happiness in our lives and we aren’t. I took a look at my life and realized that even though I am supposed to be happy I am I really? Who really is? In a society like ours where the more we make the more we need the more we want when do we say enough is enough. My Asian friends are happy all the time they are happy with their lives because they are taught that it’s not the material it’s what you release into the world, and what you make with the information you have, spreading the world and paying it forward is what they are about and that and family bring them job, they are happy with the little things and that is what makes them happy and fulfilled with life. Asian culture engulfs the beliefs that the world is their gift and they are one with the world and what they offer to it and take from it are to be shared, and this is taught in their culture from when they are young. In contrast to us Americans that the more we have the more we want. References: Positive Psychology, by Steve R. Baumgardner and Marie K. Crothers. Published by Prentice Hall. Copyright c 2009 by Pearson Education, inc http://www.huffingtonpost.com/jeffrey-sachs/america-and-the-pursuit-o_b_941870.html http://www.smithsonianmag.com/science-nature/The_Scientific_Pursuit_of_Happiness.html http://healthland.time.com/2011/05/04/why-happiness-isnt-always-good-asians-vs-americans/ http://jweinb2.wordpress.com/category/east-asian-cultures-share-similar-views-on-happiness/ http://www.adambohannon.org/crosscultural-differences-happiness-east-west/

Duffys poetry Essay Example for Free

Duffys poetry Essay A critic has writ7ten that Duffys poetry is primarily concerned with human failings. To what extent do you feel this is true of The Worlds Wife? Refer to two or three poems in detail or range more widely through the whole collection. Carol Ann Duffys collection of The Worlds Wife revolves a lot around the subject of human failings. Duffys use of everyday language allows her poems to be interpreted by everyone. In the collection of The Worlds Wife she tackles serious issues such as gender, contemporary culture, alienation and social inequality. These themes allow her to writing to appeal to a contemporary audience and delivers key messages. The theme of arrogance is seen in several poems, in Mrs Icarus we see that she finds his arrogance unappealing and that she feels as if men feel they can defy the acts of God hes a total, utter absolute, Grade A pillock. This is similar to Faust, who sold his sole to the devil in return for twenty-four years of unlimited pleasure, knowledge and power; he boasts I spent the night being pleasured by a virtual Helen of Troy. Dr Faustus lack of self control, ignorance and plain arrogance could be assumed to be a failing, although he lived a happy life his inhibitions to be successful he needed the aid of the devil therefore he was doomed from the beginning. Here we can see the obvious links between the two poems and how the two characters egotistical ways led to their failure. One interesting failure Duffy uses is seen in the poem The Devils Wife, Duffy interestingly splits this poem into six sections which all relate back to different themes, we see the value of a relationships, motherhood and repentance. The poem is written based on the background history of the Moors Murders, with the protagonist Myra Hindley and how she became besotted with sociopath Ian Brady. In the first part of the poem we as the readers see how Duffy, displays Hindley as being the ordinary office worker with a crush I scowled and poured and sneered. I gave as good as good as I got till he asked me out we can see that she was the one who initiated the whole relationship. The story changes He entered me. From this moment she was now his, this could be another failing that men have more control than women and she was just his puppet he made me bury a doll. Duffy uses an interesting metaphor here, she say doll instead of a child as a doll is thought to be a childs toy and just a possession which they eventually no longer require. It ends with I felt like this: Tongue of stone. Two black slates for eyes. Thumped wound of a mouth. Nobodys Mam. We can see that she has become so obsessed with him, her life has changed forever. Also we are able to identify another theme of motherhood, people were unable to understand how Hindley was able to commit the most abhorrent, sadistic and unforgivable crimes against children as women are associated with protective mother love. We then see that in the third part of the poem, Duffy uses a sonnet in an untraditional form; instead of it being the ordinary love poem, the lack of punctuation shows Hindleys state of mind and shes finally repenting and blaming Brady for all of the murders. The final part of the poem gives different forms of execution and she finally admits she was in fact the Devil wife. Although this poem is lengthy, the key themes all relate to the main subject of human failings, love is a key importance in this poem He held my heart in his fist and squeezed it dry. Here we can see that men are dominant in relationships and Brady was in control of Hindley, which could be deemed a failing. Also motherhood is a joyous gift in life and could be one of the most important things in life but Hindley displays apathy towards children and lets Brady control her life I flew in my chainswhere wed buried the doll. Finally we see another theme of repentance Get me a Bible honestly promise you swear but by the time she finally realised her mistakes it was too late. Another them used is Power, this could also be assumed as a failing. In Mrs Midas, in which she finds that everything her husband touches turns to gold; soon after she realises the marriage will not work because of her husbands selfishness. I thought of the Field of the Cloth of Gold and of Miss Macready. Here we can see that her husband valued wealth above everything else, but it wasnt until he accidently touched his daughter he realised the mistake of his greed that was his failing. In The Kray Sisters, Duffy subverts the original story by using female portrayals instead of men; the poem uses cockney slang which allows us as readers to interact more with the poem and makes it more believable. The Kray Twins ran a protective racket, and were well known West End gangsters. The poem actually displays the success of the twins and how they were feared among the streets. However interestingly this so-called respect may have given the Krays the authority they wanted We wanted respect for the way we entered a bar, or handled a car, or shrivelled a hard-on with simply a menacing look However ultimately this respect led to the demise of the twins and they may have ruled the west end during their time but landed themselves a life-sentence in prison. Was it really worth it? Respect and honour are meant to be earned with dignity not by threatening and violating people; therefore I think that although this poem contains positive connotations it ultimately displays a failing. Duffys collection of the Worlds Wife is an interesting selection of poems and it is clear that one of the major themes associated with the collection is Human Failings, although these are not seen clearly and not every persona fails the actions they carry out could be assumed as a failing. The ironical and satirical way Duffy writes displays the dark humour of The Worlds Wife we can see that Duffy tries to impersonate the wives of famous characters both factious and fictions.

Picturebook Analysis Essay

Picturebook Analysis Essay Picturebooks are often labelled as easy books with simple illustrations, large fonts, few words, and produced exclusively for children. Indeed, the Randolph Caldecott Medal committee definition states: A picture book for children is one for which children are an intended potential audience (ALA). Picturebooks may masquerade as easy texts, but their child friendly appearance masks the intricacies that they often contain. Contemporary picture books have become more sophisticated, encourage multiple readings, and may deal with complex issues. Today they are often written for two sets of readers with two levels of meaning: one for younger readers and one for older readers. The question of audience is one this essay will address, considering ways in which childrens picturebooks may appeal to adults, with the primary focus on contemporary texts. In the framework of this essay, the word picturebook is defined as a book that uses both text and illustration to create meaning as opposed to an illustrated book where the pictures may enhance the book but add nothing to the story. In the picturebook neither the illustrations nor the text can stand alone, requiring an integral relationship between picture and word, the interplay between the two being essential to the whole (Moebius, p. 312). The modern picturebook is a vibrant and sophisticated art form, which invites engagement and examination. One striking example of an outstanding visual text is writer-illustrator Shaun Tans The Lost Thing (2000). The design of the book cleverly and successfully integrates the text into the illustrations so that the two work as one. Each full page (no white space), has a collaged background of technical specifications, scientific diagrams and formulae. Layered on top of these are the pictures and words that tell the story of the lost thing, a red bio-mechanical creature found on the beach by a boy, who then takes on the responsibility of finding it a home. The narrative, reminiscent of a lost dog story, is likely to appeal to the young child, although there is no happy ending as such. Equally, the sarcastic and humorous expressions may strike a chord with the older reader, and is just one way in which the book is able to crossover between the child and the adult audience. Another way is through Tans detailed illustrations; his industrial and urban landscapes, suggestive of a retro-futuristic metropolis, are open to multiple readings and interpretations. For the older reader, the value and appeal is the opportunity to deconstruct the imagery, analyse the visual and symbolic codes, and appreciate the intertextuality. Tan mentions how readers of The Lost Thing often notice [his] parodies of famous paintings by artists like Edward Hopper and Jeffrey Smart, or slight references to the medieval artist Hieronymus Bosch and Spanish Surrealists. Visual intertextuality is a common device in childrens picturebooks and one way in which it reaches out to an adult audience. Jonathan Jones, writing in the Guardian newspaper in 2008, for example suggests that Sendaks monsters in Where the Wild Things Are resemble the minotaur in Pablo Picassos 1937 print Minotauromachy and Beatrix Potters art has been linked to that of the artist John Everett Millais. Intertextuality is also an underlying premise of Anthony Brownes work whose illustrations reference the paintings of the surrealist artist Rene Magritte. Browne is open about how his work includes pictorial references saying: I do use, in the backgrounds, famous works of art which, in some way, comment on the story in some way tell us something about somebodys state of mind or whats happening beneath the story, beneath the words. Browne is noted for creating visual metaphors and layered meanings in unusual and ironic ways, incorporating hidden jokes and objects within the images. Critic Sandra Beckett suggests that the parodying of artworks by illustrators is one of the reasons that picturebooks appeal to adult readers, stating: Browne certainly seems to poke fun at high art in Voices in the Park, where the two paintings displayed for sale in a garbage-littered street beside a panhandling Santa with the sign Wife and millions of kids to support are the Mona Lisa and a very sad-looking Laughing Cavalier (Bec kett, 2001). For those who are familiar with the originals, this adds intertextual meaning. But enjoyment of intertextual references depends on the reader recognising cultural allusions. Full appreciation of visual and verbal puns requires prior knowledge from the reader. Intertextuality assumes a knowing, or ideal audience. Browne however, says What I wouldnt like to do is to share some sort of conspiratorial wink with the adult reader with the parent or teacher over the childs head. Nevertheless, much of the humour, allusions, and subtleties in Brownes books may be beyond the understanding of young children. Other picturebooks break with the traditional convention of juxtaposing text alongside illustration, which has not only guided the way readers read, but also their understanding of the relationship between words and images. Examples of ironic discrepancy between text and pictures can be found in Jon Scieszkas and Lane Smiths The Stinky Cheeseman and Other Fairly Stupid Tales (1992) and David Weisners The Three Pigs (2001), which bend the traditional fairy tale into a new shape. The size and positioning of the text, the way the words relate to the characters, the change in their function, and the fact that characters speak about the words and the layout, all become part of the meaning. In the conventional childrens picturebook readers know what to expect and how to receive it, but postmodern books such as these break the rules and question the readers usual expectations about their form and nature. Bette Goldstone in her essay Postmodern Experiments discusses how the spatial dimension s in postmodern texts have been reconceptualised to allow for movement and interactions never before seen in picturebooks which present startling new ways to read and view a page (Goldstone, p. 322 323). In The Three Pigs the old story of The Three Little Pigs is pieced together in new ways, and as Goldstone explains, explores the space beyond the conventional margins of storytelling. The focus is consistently visual as characters break through the picture plane to rearrange the words and manipulate the story which allows the reader/viewer to witness the construction of the story, and permits a non-linear reading of the text (Goldstone, p. 326). Readers must be alert to the changing nature of the way that word and image interact on the page, switching from one mode to the other. Weisners parodying of the conventions of narrative literature is possibly one of the most appealing aspects for adults. The interplay of the textual and the pictorial lies at the heart of the picturebook, a relationship that is being continually challenged and re-worked in the modern text. One innovative example is David Macaulays Black and White (1990). Four separate stories, which may or may not be connected, are presented in a four panel format. Macaulay employs multiple art styles and techniques as well as unusual perspectives and variable viewpoints. Words and images work together to bring story telling to new levels; sometimes the words help explain the illustration, and sometimes they contradict the illustration. Readers are encouraged to navigate the stories and draw connections between seemingly unrelated things. Irony, humour and playful deception are running themes in what is a multidimensional, nonlinear story. This book not only looks different but must also be read differently. Readers must work to resolve the conflict between what they see and what they read. This is not so much a book just to be read, as one that invites an interactive experience. Goldstone argues that by involving and challenging the reader in this way their reading experience is enhanced and intensified. For adults, this contravention of the conventional childrens picturebook may be the intriguing aspect, and one they are happy to delve into. With so many viewpoints, details, and features the modern hybrid book certainly suggests a practised reader, one who is able to use their experience of conventional story structure and sequencing to negotiate these non-linear and sometimes confusing texts. But they also imply a reader who accepts and celebrates the changing landscape of the modern picturebook, be it the adult or child. Picturebooks represent a unique literary form for learning and discovery, and for the adult can open up new ways of reading childrens literature. Although picturebooks are primarily aimed at the child, the text and illustrations, concepts and issues may be more relevant (and important) to older readers, whether the author-illustrator intends it or not. The contemporary picturebook is a sophisticated and multifaceted production which can be recognised and appreciated for its artwork, and the synthesis of text and illustrations. While the quirky postmodern text may not be considered quality literature, it is nevertheless thought provoking and invites engagement, making it an ideal medium for the adult as well as the child. In the debate over what constitutes childrens literature, the texts discussed in this essay are just a few examples where picturebooks written for children may appeal equally to adults, and where illustrated does not necessarily mean belonging exclusively to children . Picturebooks can cross all genres and be enjoyed by people of all ages.

Samuel Becketts Waiting for Godot as Criticism of Christianity :: Waiting for Godot Essays

Waiting for Godot:   Clear Criticism of Christianity  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Samuel Beckett may have denied the use of Christian mythology in Waiting for Godot, but the character of Lucky proves otherwise.   We can read Lucky as a symbolic figure of Christ, and, as such, his actions in the play carry a criticism of Christianity, suggesting that the merits of Christianity have decreased to the point where they no longer help man at all.   Ã‚  Ã‚  Ã‚   The parallels between Christ and Lucky are strong. Lucky, chained with a rope, is the humiliated prisoner, much like Jesus was the prisoner of the Romans after Judas turned him in.   Estragon beats, curses, and spits on Lucky exactly as the Roman treated Jesus when preparing him for crucifixion.   Lucky carries the burden of Pozzo's bags like a perpetual cross, and he is being led to a public fair where he will be mocked and sold; the Romans paraded Jesus on the hill where for public scorn.   As Jesus fell three times under the weight of his burden, Lucky falls many times with the weight of the luggage, stool, coat, and picnic basket.   Furthermore, Estragon wipes Lucky's eyes-like Veronica wiped Jesus' face-so he will "feel less forsaken" (p. 21b), which alludes directly to Jesus' cry from the cross: "Eloi, Eloi, lama sabachthani?" [My God, My God, why have you forsaken me?] (Mark 15:34).   Lucky slowly chokes as the rope cuts into his neck; crucifixion su ffocated Jesus.   Ã‚  Ã‚  Ã‚   Pozzo, paraphrasing Estragon's question, then asks a rhetorical question concerning Lucky: "Why he doesn't make himself comfortable?" (p.21a).  Ã‚   This question refers specifically to the taunt spectators hurled at Jesus, "Save yourself, why don't you?   Come down off the cross if you are God's son," and refers generally to Christ's mission of suffering on earth (Matthew 26:40).   Pozzo replies that Lucky doesn't want to drop the luggage because "he wants to mollify me, so that I will give up the idea of parting with him," and Lucky "imagines that when I see how well he carries I'll be tempted to keep him on in that capacity" (p. 21a). Likewise, Jesus believed that he had to carry out his burden-crucifixion-to awaken man's faith in God for time to come.   Jesus commissioned his apostles to "make disciples of all nations...teach them to carry out everything I have commanded you.   And always know that I am with you" (Matthew 28:18-20).   Jesus wanted hum anity to act in his own memory, or to keep himself on in that capacity, which was that of teacher, comforter, and ultimately deliverer of salvation.

The Corruption Of Power :: essays research papers

The Corruption of Power The United States Constitution reads: ".congress shall make no law respecting...or prohibiting the free exercise thereof; or abridging the freedom of speech, or the press;..." (1st Amendment, 1791). The declaration gives one reason to believe that they are free in a country such as this, with "the right to life, liberty, and the pursuit of happiness," (Declaration of Independence, 1776) otherwise known as property. However, there is more behind freedom than just rights; there is also responsibility which can be distorted by certain individuals. This distortion may appear under power, which may corrupt the things we say and do, and in many ways, limit our rights. The rights we are granted by the First Amendment of the Constitution, guarantee the basic freedoms of speech, religion, petition, press, and assembly. By exercising these rights, freedom can be discovered, and can also be costly. The corruption for power is a popular factor in the decay of American rights. The use of certain rights can be twisted and made to be wrong by powerful forces being targeted. For example, if the underdog wishes to attack the wrong doings of leaders, the underdog's accusations may be twisted undermine the real issue. The power to distort is often give the assistance of higher authority, the government perhaps, and often lead to victory, therefore losing rights that they have originally been given. Recent problems have occurred involving the Cincinnati Reds owner, Marge Schott. By exercising her freedom of speech and her opinion, she was forced to lose her property, being her Major League Baseball team the Cincinnati Reds. She stated that what Adolph Hitler did in World War II to the Jewish people was right. To most people, this statement has many arguments that are very different from her opinion. Given the fact that out of all Americans today, two percent are millionaires, and fifty percent of this number happen to be Jewish people; this might reinforce her belief that the persecution lead the Jewish to become a strong entity that would no be defeated. America's leaders seem oblivious to the corruption that they are leading, by denying the rights of one to support the powerful. "Money is the root of all evil, and a man needs roots." (Anonymous) Money, a primary reason that leads to corruption, comes from those who have power.

Macbeth vs. Holden Caulfield Essay

The longest journey, is the journey of self discovery. To discover ones self, a person must confront things they would rather not and be truthful to themselves. Both characters, Macbeth from William Shakespeare’s The Tragedy of Macbeth, and Holden from J.D. Salinger’s The Catcher in the Rye, embarked on a inward journey of self discovery.Through being emotionally unstable, having contradicting morals, and discovering who they truly are, it is evident that though two different outcomes, they both had a journey of self discovery. Unlike Holden, Macbeth was very emotionally stable at the beginning. He was respected, a devoted husband and a loyal subject to his king. Despite the fact he was so stable at the beginning, Macbeth quickly lost control of his emotions when the three witches confronted him with the three prophecies, which ultimately let the emotions of greed and guilt come over him from the immoral actions he committed In comparison, Holden’s emotional stability was very flaky during the beginning of the novel, but gradually improved during his journey. Holden was very depressed because of the loneliness and isolation he felt, which was ultimately is own fault. From his journey, he slowly started to gain control of his emotions and accepted the truth of his mental illness. He transformed himself completely, and ultimately gained control of himself by finally reaching out for professional help. Holden went from being very angry and upset to accepting his faults and changing his life around. Holden and Macbeth both had morals, but where Holden’s stayed genuine and true, Macbeth’s fell apart. At the beginning, Macbeth was repulsed by the thought of killing the King, but by the end, he was murdering everyone his way. It was LM who first triggered Macbeth’s moral down fall, but Macbeth was the one to completely diregard them. Macbeth had control of his morals but ultimately c hose to go against them to get what he wanted, power. His disregard is clear when he made the decision to kill Banquo because he didn’t want to lose his power to Banquo’s descendants and he was starting to become suspicious. Unlike MB Holden’s morals were challenged multiple times but he over came the  obstacles. Yet the driving force behind much of his decision making is a sense of morals that is at times twisted but is always present. One of Holden’s main concerns is the fact that the world around him appears to be losing its morality and the people are all phony, all incapable of following the moral code that Holden insists on placing on those around him. He is worried about even the smallest things like the foul language scrawled on the walls at the museum. The title of the book reflects his desire to be the catcher in the rye, to prevent children from running over the edge of the field and hurting themselves. So despite his inability to recognize morality in others, like Mr. Antolini, somewhere inside Holden there is a deep sense of morals and a strong desire not just to follow them but to have others follow them as well. Macbeth and Holden both embarked on a journey of self discovery, where they discovered who they truly were. Macbeth discovered the horror of the crimes he comitted and that the power he was once thought was everything, actually meant nothing.Macbeth started off with an abundance of friends, however, he ended with a whole bunch of enemies. Though he only came to realize it at the end of the play, his actions destroyed his respect and honour and led to his death bed. Before he was killed, Macbeth had reflected on his life, and he started to understand the full extent of what he did and the consequences his actions were going to have.Unlike Macbeth, Holden’s journey lead to a positive ending where he accepted himself and started on the road to recovery. Throughout the entire novel, it was evident that Holden was very depressed. He had no hope for his future, as he expressed to his history teaher Mr. Spencer, and he believed he was headed no where in life. Holden was kicked out of numerous schools and it was not until after his New York adventure that he went on an unitentional road of self-discovery. Holden was clearly in pain over his brothers death, pain that he was yet to deal with. As the book progressed, Holden gradually matured into a strong and indepent individual. He developed stronger relationships with Phoebe, his brother DB and a few others like Jane, and he finally allowed himself to accept his faults and accept the reality that no one is perfect. His breakdown turned  into a major breakthrough, which changed his life in a positive way. Macbeth and Holden both discovered who they truly were, one greedy and power seeking, and the other a strong and indepent person who had to deal with a great loss. Both The Tradgey of Macbeth and The Catcher in the Rye tell a story of great self discovery. Macbeth from good to evil, and Holden bad to good. Through their emoitional stability, contradicting their moral values, and discovering who they truly are, shows the way Holden and Macbeth changed through both the novels.

Native American V.S. African American Education Essay

In assessing the differences in education between African Americans and Natives Americans in the U. S. , the ideals shared by western culture towards these respective minority groups must be taken into account. It is almost as though a triangular relationship is taking place, one in which both parties are a direct byproduct of their interactions with the third. The way in which the American society has viewed American Indians in contrast to members of the black community since 1900 has a dramatic effect on the way Universities and Western society interacts with individual members of the respective groups. Research shows that despite an underlying push among college faculty to better support Native Americans, and even the multiple campaigns for young white western women to take on marriages with Native American in a hope to integrate them and buy their land, what Africans Americans lack in the benefits of being awarded this hospitality and helping hand by the U. S. government they make up for in a willingness to further integrate into American society than the American Indian. The fact of the matter is both Native Americans and African Americans have demonstrated difficulty in transitioning from their respective cultures into the western society, but the possibility for Native American education is virtually crippled by the lack of representation within the western world. Public School System From 1980 throughout the 1990’s, American Indian public schooling was at risk. The Indian Education Act of 1972, also known as Title IV of public law, was the only federal legislation that provided funding for all American Indians and Native Alaskan students in public schools. By 1995, the budget had fallen to 1$ and the entire program was in risk of being shut down until President Clinton vetoed the bill and re-established the bill as a proper source of funding for potential Native American college students. To this day, this act serves as the sole source of federal funding for native American students in the public school system accounting for the very poor quality educational facilities bordering and residing in Native American reservations (Banton, 1998). In 1954, Brown v. Board of Education ruled that segregated education was unconstitutional (Savitt, 2000). In 1963, it was found in the case of Jackson v. the Pasadena City School District that Pasadena manipulated school boundaries in order to maintain racial segregation at Washington Junior High. Washington Junior High was located in a neutral zone, many white parents started moving their children out of the school in the early 1940’s. The result of this was a shift from a 10 percent black population in 1946, to 52 percent in 1958, and then 84 percent in 1964 (Savitt, 2000). Jackson v. the Pasadena City School District marked the courts awareness of this overlooked segregation in the school system. The image of the black America has evolved over the past couple hundred years, since the end of slavery. The media has had a major influence on this as well. This is the same for all races in American society. Joane Nagel addresses this concept in her essay on American Indian Ethnic Renewal. She claims ethnic identity is a trans-historic concept. Scientist, near the end of World War II, classified ethnicity as something that would eventually fade away with evolution, but their theory was continuously opposed by the ethnic resurgence of each generation. People were reclaiming their ethnic identity in newly changing ways. Nagel’s essay argues that even grounds for the definition of ‘blackness’ is up for debate. Where whites can freely choose whether to be considered ethnic or not, blacks don’t have the same choice. On top of this, the media characterizes what it means to be black, and this is done from a white perspective. But Nagel argues that the identification of blackness is no longer as easy a label to assign. This is especially true if one tries to characterize race based solely on the statistics. It is true that the majority of the minorities in this country are in the low income bracket. It’s almost like the definition of ‘ethnic’ has been replaced with ‘poor’. Racial stratification that existed in the U. S. at the beginning of the last century also deprived its colored citizens from the access to the most valuable resources the American society had, from the education, proper medical treatment etc. To make the Afro-Americans believe in the uniqueness of the whites they developed ridiculous theories of the mental or physical prevalence of their race. (Banton, 1998)Despite of the principles about the equality of all of the society’s members that are declared in the contemporary society nowadays, the phenomenon of discrimination still exists in our country. From one viewpoint it is natural for people to treat those who surround them regarding to their age, gender, religious beliefs, physical condition or some other parameters, but when these peculiarities are used for to determine the person’s rights or regulate his or her freedom of action and choice, it created huge problems in interpersonal and social communication, and other processes. Tally’s Corner is the sociological interpretation of the culture of negro street-corner men. Elliot Liebow sets out to show the hypocrisies that lead black men to this circumstance. The study is carried out in Washington D. C. The key argument posed by Liebow is that black males are incapable of attaining jobs because they lack education (1967). He also argues that this is a cycle that inevitably results in a trans-generational marginalization of the black race. On top of this, he argues that the white middle class are unrelenting with their methods of depriving black advancement in American society. Knowledge of this incites many blacks to take dead-end jobs, or to settle for mediocrity in the face of adversity. A large number of black males in America find themselves forced to take jobs that offer no security, or socioeconomic growth. He also argues that many blacks are not very literate and therefore left behind in cultural revolutions like the information age. The main thesis of Liebow’s argument is that black men lack self fulfillment (1967). Liebow’s conclusion is that men can only find self-fulfillment as family providers. He credits their diversion from mainstream society to many different aspects, the fear of failure, the contentment with mediocrity, and the fear that loved one’s will abandon them. This is a very depressing and pessimistic view, considering that the family structure is more prevalently a support system in most cultures. Liebow tributes this difference in family ideals to the conflicted relationship between black men and women (1967). The income that these men bring in is a direct result of their education; ironically, their income will also directly effect the quality of education their children have. Dually, very little research takes into account the affect social environment has on the education of inner city blacks. In their study The Roles of Stress and Coping in Explaining Gender Differences in Risk for Psychopathology Among African American Urban Adolescents Ginger Carlson and Kathryn Grant assess the relations among gender for 1,200 low income African American urban adolescents. In this study girls reported having more symptoms than boys, and having a higher tendency to internalize their responses to stress. Boy stress stemmed from major events, they experienced more exposure to violence, and they had more sexual stressors than girls. Boy in gangs specifically reported a higher rate of sexual stressors and having substance abuse problems (Kazdin & Johnson, 1994; Loeber & Keenan, 1994; Overbeek, Vollebergh, Meeus, Engels, & Luijpers, 2001). Researchers were also adamant to pint out that ethnic minority groups, such as African Americans, are highly underrepresented in gender study literature, which made this collection of information that much more valuable. They found that the lower socioeconomic status and urban environment increased the frequency of stressors as well as the intensity of stressful circumstances. Gender differences in stress, coping, and psychological symptoms in adolescents have been well documented with White, middle-class samples. Results suggest that female adolescents have a higher incidence of psychopathology than do male adolescents (Romano, Tremblay, Vitaro, Zoccolillo, & Pagani, 2001; Steinhausen, 1992). This gender difference appears to be fully accounted for by gender differences in internalizing problems, such as depression and anxiety. (Carlson & Grant, 2001) Dually this inclination towards social anxiety it was reported made African American female adolescents more prone to the insecurities that peer pressure to have sexual intercourse at a younger age only enhancing the threat of catching sexually transmitted diseases, as a well as contributing to emotional distraction from education. A wide range of theorists and politicians have used the American educational system as a platform on which to gain civil approval. There is a popular consensus that income designates the quality of one’s education in America. This state of socioeconomic prejudice has a detrimental effect on the face of American society. The Ebonics controversy in America has developed into a major conflict over the years. It has become a more serious concern within the public school system. The complex where the nation’s school systems lower their expectations of black youth to coincide with the patterns of Ebonics, the word used to refer to African American Vernacular English, has resulted in an epidemic where blacks graduate from High School reading three grade levels below their white counterparts (Griffin, 2006). For the multiple number of theories that attempt to explain this phenomenon, very few have been able to counter the adverse culture that has developed in America as a product of Ebonics being considered a valid dialect. A major cause of the low expectations placed on black youth in schools can partly be credited to those doing the research, as Kimberly Griffin points out in her article Striving for Success: A Qualitative Exploration of Competing Theories of High-Achieving Black College Students’ Academic Motivation, when she says, research on the academic performance of Black students has focused on low-achievers, framing their academic motivation as maladaptive and driven by externally (e. g. , competition or compliance) rather than internally (e. g. , love of learning) generated forces (Griffin, 2006). This heavy focus on those blacks who have low quality achievement, has led to a neglect in the understanding of what drives the higher achieving students to be successful. Findings show that self-determination theory, socio-cognitive theory, and attribution theory cannot individually explain the motivation of these Black high-achievers. Instead, a multidimensional framework that incorporates all three models and that highlights internal and external sources of motivation best accounts for these students’ experiences (Griffin, 2006). Griffin goes on to cite an interview with a young black student that was less affluent than others. The dialogue reveals that the pressure of stereotypes and low expectations has a weighing effect on the level of effort and achievement that black students have in the class room. This is a stigma that is present whether the student is of a lower or higher class, but the lower the class of the student the even heavier the stereotypes are that weigh on them. A wide range of theorists and politicians have used the American educational system as a platform on which to gain civil approval. There is a popular consensus that income designates the quality of one’s education in America. This state of socioeconomic prejudice has a detrimental effect on the face of American society. It can be argued that a single standard curriculum should be equally implemented and taught throughout the nation, and that this curriculum should be similar to the elite executive curriculum, which Jean Anyon identifies as the best education our country has to offer. Anyon’s article argues in favor of integrated curriculums to equalize the educational system. She feels that lower classes are being exploited; and instead of being substantially educated, the students are being herded into remedial jobs. In compliance with traditional standardized test laws, both public and private schools will be tested, whether they are in the poorest communities or the wealthiest. These will be the new tests to decide whether students carryover to the next grade, whether the schools remain in session, and whether certain children are awarded grants and scholarships. Authentic assessment asks that students acquire knowledge and be able to practice logic as apposed to just being able to regurgitate pre-fed facts. The main characteristics of these evaluations, is that they apply standardized test curriculum to real life circumstances. Authentic assessment is the product of a reform in education, and the ultimate realization that our educational system may not be serving the best interests of its students. This shift is to make standardized testing less drill oriented and applicable to what is expected will be necessary in the students’ adult life. These tests hold students to higher standards as well as create a growing body of accurate awareness pertaining to student learning. This way the teacher learns from the student as well. (Wiggins, 1990) Standardized testing has been long been viewed as the final equalizer for the American Education system. Every top student from every high school, regardless of where their schools rank academically, is given first priority to attend the top private and state Universities. America creates a myth in placing so much faith in these tests that proposes the best of society rise to the top. In all actuality, success on these tests is largely dependant on the quality of schooling provided by the country, or the amount of money one has to shell out on test preparation. In her essay, From Social Class and the Hidden Curriculum of Work Jean Anyon observes the hypocrisies prevalent in the education system. One of her major points is that in the higher income classrooms the majority of the students’ parents are executives, and only 10% are minorities. A common finding in her research is that the working class schools lack the necessary materials and often enough faculty to be considered equal with the other school systems. Anyon also argues that the curriculums are different. Historically, the most efficient form of learning used in America, more so than even the textbook, is the field trip; this is also known as project based learning (B. I. E. , 2002). It is also a very expensive learning tool, which is why most lower class curriculums are deprived of it. Project based learning has a long lived tradition of learning through the implementation of field trips, labs, investigations and other projects. It is considered to be part of the American dream, as well as a substantial method of teaching. The premise backing this form of learning revolves around the idea that students will be more liable to gain interest in curriculum that they can connect to their surroundings. Just studying the work in a text can grow to be mundane. When she analyzes elementary and secondary classroom curriculums, she finds a methodology very different from what is inherent in Project based education. Anyon discovers that the majority of contemporary textbook instruction is designed for the working class. PBL programs are usually not supported in public schools because of the amount of funding they require. This discrepancy is usually applicable to public schools and whether one is located near high income housing or low income housing. This is a difficulty that both Native and African Americans share alike. Starting in elementary school on through high school, since the integration of the education system in 1950, minority students such as blacks, Native American and Hispanics, have been geared toward working class fields as opposed to handling positions of an executive nature. Current advancements in Project Based Learning and authentic assessment attempt to counter the herding of minority students into the lesser of what Anyon proposes are the two main types of learning in America. Jonathan Kozol describes the discrepancies between these two types of schooling in his interview with Marge Scherer. In the interview titled, On Savage Inequalities: A Conversation with Jonathan Kozol, he talks about his experience in St. Louis and how the schools in low income areas barely have money for water, while the schools near by in the wealthier districts could buy advanced school supplies as well as carryout project based learning, such as field trips (2005). Kozol credits this problem to the use of property tax to fund schools in low income areas. He states: we ought to finance the education of every child in America equitably, with adjustments made only for the greater or lesser needs of certain children. And that funding should all come from the collective wealth of our society, mainly from a steeply graduated progressive income tax. (Kozol, 2005) This particular tax could make project based learning more affordable, which would be the most influential step to improving classroom education. The most common contemporary example of PBL is dissecting insects and animals. It has become an American tradition and almost a right of passage in high school. Project Based Management has a very beneficial influence on the education of our country. One might wonder why it’s not the only curriculum used. The use of chaperones, instructional tools, and methods of transportation are often required and considered expensive. The benefit is that people tend to remember more from their field trips than textbook lessons and many of these labs require authentic assessment, which is good considering the new shift in standardized testing. The downfall is in the fact that authentic assessment is dependent on the student’s past experiences. This allows for some projects to result in the isolation of certain students. The inner city children are deprived because their school systems can’t afford implementing PBL curriculums. Chairperson of the Department of Education at Rutgers University, in her essay From Social Class and the Hidden Curriculum of Work Jean Anyon analyzes the nature of underprivileged education (2006). Anyon argues that depending on their social class, different levels of educations are available to young people. This mostly applies to schools in different districts and social communities and it can particularly be seen in the difference between private and public schooling. To make the concept clear, she further applies this to a description of a kind of mental segregation happening within the classroom; in which, students sitting next to one another are rewarded differently solely based on their socioeconomic standing in the community. She does this by pointing out that, †¦students in different social-class backgrounds are rewarded for classroom behaviors that correspond to personality traits allegedly rewarded in the different occupational strata – the working classes for docility and obedience, the managerial classes for initiative and personal assertiveness. (Anyon, 2006) This is the key ideal of Anyon’s theory. An example of the theory at work can be seen in research that finds project based learning prepares students for more abstract assessment, and prepares them to handle real world situations, as opposed to those in the textbook. PBL is most prevalent in private and high income community public schools. This creates a system where the students taught in the private schools are taught to think independently in a rational but unconfined way, while the lower income children are only taught to follow instructions. These differing perspectives on education have had a controversial and conflicting history in America. Gary Colombo based much of his research on this conflict. Aware that the Constitution would be opposed by the working class, who made up the majority of the people, the construction of the deceleration and its signing were held in private. The media was used conceal the constitution’s actual goal, while at the same time to persuade people in its favor. Along with a literate media Colombo points out that the American government found it necessary, particularly during Thomas Jefferson’s presidency, to promote and finance a literate working class. It is Colombo’s view that the sole purpose of their education was to develop individuals who would maintain the nation (2005). These educated individuals were viewed as secondary to their task. This is the first sign in American history of education being used to exploit people for the benefit of the government. By identifying the failure of Thomas Jefferson to educate the Native American people, Colombo shows that American education was initially designed with absolutely no regard for the people. He best displays this conflict when he cites a letter written by a Native American to the President. †¦our ideas of this kind of education happen not to be the same with yours†¦several of our young people were formerly brought up at the college of the northern provinces they were instructed in all your sciences; but when they came back to us, they were bad runners; ignorant of every means of living in the woods; unable to bear either cold or hunger; knew neither how to build a cabin, take a deer, or kill an enemy†¦they were totally good for nothing. (Colombo, 2005) Here Colombo identifies that, quality in education is deemed only as good as its ability to assimilate one into the culture in which they live. This assimilation is not one that produces equal opportunity for its participants. As previously proven by Anyon, socioeconomic conditions impede this dream dramatically from coming into fruition. Anyon argues that today’s working class curriculums center more on teaching students to follow instructions rather than teaching them how to authentically assess problems (2006). It just so happens the majority of these working class group tend to be Black students. She undeniably proves that the children of higher income families are not taught in this fashion, and they are steered more towards developing skills in problem solving and decision making. If students are subject to the exact same nationwide testing, it is only just that they receive the same educational curriculums. Lower income students are being herded into remedial work, while the upper class students are being prepared for executive positions. This is an immoral practice, but there are risks that can occur if Anyon’s elitist curriculum is equally distributed throughout the country (2006). Everyone can not manage the corporation some have to toil for the sake of the company. The working class may potentially have a better understanding of executive duties, if Anyon’s curriculum is implemented (2006). With a greater appreciation for the business structure, working class employees may be educated enough to demand more benefits from their companies. The end result of implementing Anyon’s theory is that there will be a more diverse group of qualified candidates from which corporations select. This makes the face of corporate America as cultured as the nation it’s in, and it eliminates much of the disadvantaging prejudice that comes with elitism. This is proof that it is wise to utilize Anyon’s elite curriculum throughout all school systems. Universities & Extended Education In 2002, Native Americans made up less than 1% the student population enrolled in college, and most of them attended two year programs in tribal regions (Guillory & Wolverton, 2008). It is was also found that Native Americans reported having a low retention rate in American Universities, estimated as low as 15%. The statistics and the circumstance differing between Native Americans and African Americans in the their relationships with Western culture. While blacks have had a complex history with the United States, the history of Native Americans has been virtually non-existent. The relationship the black community has with western culture has a much different effect on the young black college student attending for the first time than the native American community backing the young American Indian student. Numerous studies of Native American students who attend mainstream colleges and universities suggest that factors such as precollege academic preparation, family support, supportive and involved faculty, institutional commitment, and maintaining an active presence in home communities and cultural ceremonies are crucial elements that impact these students’ ability and/or desire to persist in college. (Guillory & Wolverton, 2008) These concerns by the Native American student are no different from those of any other student from any other cultural background; the conflict arises when the ideals developed within the confines of the reservation contrast those in the outside world and the University. While African American communities, throughout the years, have had a history of political and social descent from the American government and western culture, they are still legally a part of America and by that rule of law they can only revolt so much without impeding their own away of life. Studies show that there is an overwhelming push by the Indian community in American reservations to stray from leaving the land and to avoid integration with the government. With over 304 American Indian reservations, the U. S. Federal government would just as easily prefer to give the land to the Indians for a decided value and then have them pay property tax. This is a tactic that has long been avoided by the Native American Tribes, since 1887, when the Dawes Act legislated wide-scale private ownership of reservation lands in the United States strictly for American Indians. The plan called for an allotted 80 acres to be given to each Native American from each respective Tribe. It was the job of the Bureau of Indian Affairs (BIA) to make sure these allotted lands stayed in a trust for at least 25 years, after which Native American land owners would receive a patent for their land. The a fear that arose from this in many tribes was that the land would eventually be sold to non-Indian citizens run corporations or citizens, or that the tax on the land would be overwhelming for Tribal members who had no way of accruing income. The end result was a rejection of this proposal by native American Tribes. This only further exemplifies the nature of the relationship between Native Americans and the United States government. This inherent distrust of western culture is carried into the first year adjustment process for Native American students and makes it very difficult for them to integrate and eventually graduate from the program. In the article, It’s About Family: Native American Student Persistence in Higher Education, researchers asses barriers to degree completion as they relate to Native American students at Washington State University, the University of Idaho, and Montana State University (Guillory & Wolverton, 2008). And 2002 May Americans represented less than 1% of all students enrolled in college. Year to year persistence rates were uncertain, but throughout the years Native Americans have proven to have the lowest retention rate. The study points out that the lack of Native American faculty contributes to difficulty American Indians have in adjusting to Universities, but there has also been a recent push to train university faculty in better handling Native American. While this is also often true for African American students, it is very rare in the modern era that one can find a University where there are absolutely no black faculty, or at least some form of Black student organization for community support. The major conflict that arises for a Native American student in an American University stems from an unwillingness or incapability to integrate into western culture. While the same could be argued in reference to blacks, American Indians lack the same level of community support that is present in western society for black Americans. There are very few clubs in colleges for American Indians, very few organizations to address American Indian issues. On the other hand, because there is such a miniscule presence of Native Americans in the public school system, there is an unsaid push by school officials as well as western society to incorporate Native Americans into popular culture. This push is not promoted for the sake of bettering the American Indians In her article Margins of Acceptability, Katherine Ellinghaus assess the impact of reservation ideals on the ability of the Native American student to cross-over into the culture of Western Universities, but she points out America’s desire to claim land reserved for Native Americans and incorporate them into American society inadvertently created a need for these men and women to be adopted into the culture. Methods of promoting young men and women to marry Native Americans on college campuses and in different communities was widely encouraged due to this need. This is something that is very different from how the interracial relationships between blacks and whites are perceived. The majority of African American physicians graduated from universities specifically designated for blacks. There was only a small number of northern universities that accepted black candidates for medical degrees following the Civil War (Savitt, 2000). Following emancipation white northern missionary groups and former abolitionists, specifically the American Baptist Home Mission Society, American Missionary Association, and Freedmen’s Aid Society of the Methodist Episcopal Church constructed a number of schools in the south to teach basic educational skills to blacks. These schools basically taught former slaves practical job skills, literacy and eventually extended their teachings to medical education. The most distinguished and successful of these medical schools were in universities such has Howard in Washington, D. C., Leonard Medical,School of Shaw University in Raleigh, North Carolina, and Meharry Medical College in Nashville (Savitt, 2000). During the late 1880’s, the majority of the African American population resided in the south, those blacks who studied to be physicians in missionaries eventually followed in the path of the white medical tradition and constructed their own medical school proprieties. The first of these institutions was Louisville National Medical College in 1888, then Hannibal Medical College (Memphis, 1889), and Chattanooga National Medical College (1899) (Savitt, 2000). The ability of African American students to establish early on success in the medical world and then return to establish black run institutions is prime example of the difference between the reluctance of Native Americans to participate in education and the opportunities created for themselves. Black medical schools encountered many difficulties that their white counterparts did not. They also faced problems that black missionary schools didn’t have to confront. Missionary and proprietary school officials had equal ability and opportunity to raise money and garner community support among whites and blacks, but missionary schools have the advantage of being connected to a major university and being able to benefit from the resources. Missionary schools also held the advantage of being connected with nationally known and respected church organizations, which also served well in gaining sympathy a mom white Northerners. Proprietary colleges on the other hand were isolated and independent. There were no missionary magazines to report on their successes or to provide them with free advertising. These up-starting universities also had very few wealthy alumni to help funding for classrooms or to pay faculty. Nevertheless, these minor steps are more like leaps compared to the Native American experience in the medical field. Of the small few who did manage to attend universities and graduate, the likely-hood of them going on to become medical partitions was largely impeded by a sacred adherence to the medicinal pr