French History Essay Example | Topics and Well Written Essays - 500 words

French History - Essay Example This is also the time when the decolonization began and France lost most of its colonial possessions. It was Charles de Gaulle, writing in his memoirs, who said that France was overburdened with history, wars and revolutions, moving endlessly from grandeur to decline. At the end of World War II, France adopted a socialist system anchored on a â€Å"thick social safety net†¦ by an extraordinary coalition of Gaullists, Socialists, Communists and Christian Democrats.† (Hoffman, 2004) This same policy which is still in effect up to this day is to lead France to economic and political stagnation which contributed greatly to the country’s declining relevance. For instance, on the premise of governance, the present French bureaucracy is colonized by its employees and unions, where it is impossible for the government to confront its people head-on and implement drastic changes.1 Some observers comment that the French have cultivated and perfected a culture of dissent. We are reminded that one of the factors that determine the amount of political influence a country has is a functioning political system that is capable of mobilizing resources for world political goals and immense ideological influence. Also, on the economic front, Guy Sorman put it best when he said that France missed the turn when it chose to languish on the economic model of social-statism – a controlled and nationalist economy – and refused a better alternative which was the liberal solution. As countries like China, United Kingdom and the US profit from capitalism, France harbored an â€Å"anticapitalist tradition, based on the high value attached to equality, and linked to powerful socialist and Catholic schools of thought.† (Hoffman, 2000) As a result, â€Å"the French economy is static relative to those around it, especially Spain and Ireland and the UK.† (Sennot, 2004) Although, France is still

College of Nursing Entrance Letter Essay Example | Topics and Well Written Essays - 750 words

College of Nursing Entrance Letter - Essay Example I always sought to help others who were injured or in need of my assistance at a very young age. I became inclined to enter the field of medicine during my high school years. At the time, my counselor enrolled me into the two-year dental assistant program. This program contributed to the discovery of my passion to help others. During the two years, I learned how to make dental models, mount and develop x-ray films, take impressions, follow dental procedures, and most importantly employ my knowledge as an allied healthcare professional. My dental assistant teacher referred me to physicians and dentists who helped me to expand my hands-on experience. I advanced my education by attending the Institute of Health Education and acquired my X-Ray license. Upon receiving my X-Ray license, I attended the Certified Dental Assistant program to increase my knowledge of oral hygiene techniques and preventive healthcare methods. The dental field became a transition to enter the nursing field after a trip to Peru. My aunt, an Obstetrician /Gynecologist, found out that I had an interest in providing healthcare to patients and she recommended that I shadow her. Throughout the week, my aunt gave me information concerning the various fields in nursing and its vigorous lifestyle. During that period I noticed that my aunt devoted herself to her patients. Thus, my interest in the medical field and my aunts ambition to achieve wellness for others influenced me to continue the nursing field. I was convinced and I knew that as I was capable, willing, and desiring to fulfill my ambitions to help others. I also realized, that as I fulfilled all the requirements to become a nurse, I would not only deliver proper healthcare in the United States, but also around the world. As we know, mankind is not liberated from diseases, therefore applying my knowledge would help others. I am a sociable, friendly, and patient person. I am responsible, self-disciplined, and attentive. I recognize

The Rise Of The Nazis History Essay

The Rise Of The Nazis History Essay Adolf Hitler was born an Austrian citizen and Roman Catholic at 6:30 PM on April 20 1889 at an inn called the Gasthof Zum Pommer in the town of Braunau-am-inn. Adolfs father- Alois Hitler- constantly reinforced correct behaviour with, sometimes very violent, punishment. After Adolfs elder brother- Alois- fled from home at the age of 14, Adolf became his fathers chief target of rage. At the same time, Adolfs mother- Klara Pà ¶lzl- showered her son with love and affection, as any mother would. When Adolf was three years of age, the Hitler family moved to Passau, along the Inn River on the German side of the border. The family moved once again in 1895 to the farming community of Hafield. Following another family move, Adolf lived for six months across from a large Benedictine monastery. As a youngster, the young boys dream was to enter the priesthood. However, by 1900, his artistic talents surfaced. Adolf was educated at the local village and monastery schools and, at age 11, Hitler was doing well enough to be eligible for either the university preparatory gymnasium or the technical/scientific Realschule (secondary school). Alois Hitler enrolled his son in the latter, hoping that he might become a civil servant. This was not to be. Adolf would later claim that he wanted to be an artist and he deliberately failed his examinations to spite his father. In 1903, Alois Hitler died from a pleural hemorrhage, leaving his family with enough money to live comfortably without needing to work. In 1905, Adolf left school for good. The following year he visited Vienna where he tried and failed to enter the School of Fine Arts, and the School of Architecture would not accept him without academic qualification. In 1907, Klara Pà ¶lzl developed terminal breast cancer. After an operation and many expensive and painful treatments with a dangerous drug, she died on December 21, 1907. Traumatized by the loss of his mother, Adolf moved to Vienna and, once again, failed to enter the School of Fine Arts. He stayed in Vienna, living in hostels and earning money by drawing posters for shops and postcard views of the city for passers-by. Adolf Hitler neither drank nor smoked. Being rather shy and awkward- with both men and women- he had few friends. Hitler read widely, losing all that remained of his religious faith, and replacing it with half-formed ideas of politics, philosophy and culture. World War One And The Peace Treaty of Versailles In 1913, Adolf Hitler moved to Munich, Germany, to avoid the risk of conscription in Vienna. However, this does not mean that he was a coward. When the heir to the Austrian throne, Archduke Franz Ferdinand, was assassinated by Slav terrorists in Sarajevo on June 28, 1914, World War One began, and Hitler was quick to enlist in German Army. He joined the 16th Bavarian Reserve Infantry Regiment and, indeed, made a very good soldier. For once, his life had a purpose and he greatly enjoyed the comradeship, danger and the chance to wear a uniform. Excluding a short spell in hospital from 1916-1917, Hitler served as a company runner on the Western Front throughout the war. In reward for his brilliant service, Hitler was promoted to corporal and received two Iron Crosses, one of them the very rare Iron Cross First Class. Hitler, having been temporarily blinded by mustard gas in October 1918, was in hospital when an armistice was reached and the Great War ended. To him, the defeat of German was extremely devastating. The defeat was, in fact, devastating for all of Germany. The Treaty of Versailles, a peace treaty signed at Versailles in France on June 28 1919, punished Germany severely. In accordance with the treaty, Germany lost the following areas of land: Alsace-Lorraine (taken from France in 1870). Danzig (a strip of territory through East Prussia to form a Polish corridor to the sea). Areas in Schteswig, Silesia and on the Belgian Frontier. Saar Industrial region placed under international control but under French influence. Germany was also forced to comply with the following restrictions: Germany was forced to pay reparations for war damage. The price was fixed in 1921 at 132 billion gold marks. 9/10 of the German merchant fleet was confiscated. German rivers were opened to international traffic. Germanys overseas assets, totaling 16 billion marks, were seized. German colonies were taken over by the League of Nations and distributed as territories to Britain, France and Japan. The German army was confined to 100 000 men on long-service contracts. Most military installations and training schools were shut down. Military were withdrawn from the Rhineland and occupied by Allied Troops. The German Airforce was completely abolished. The German Navy was reduced to a maximum of 6 small battleships of only 10 000 tonnes each, 6 cruisers, 12 destroyers and 0 submarines. In Clause 231 of the Treaty of Versailles, Germany was forced to confess guilt for the war, this being the basis for Allied punishment. The Formation Of The Nazi Party And Its Ideas: After World War One ended, Hitler remained for some time in the army. They put him to work gathering information on revolutionary political groups in Munich. On September12 1919, dressed in civilian clothes, Hitler attended a meeting of the Deutsche Arbeiterpartie (German Workers Party) in the back room of a Munich Beer Hall, with another twenty-five people. There, he listened to a speech by Gottfried Feder entitled, How and by what means is capitalism eliminated? After the speech, Hitler rose to leave when a man stepped forward and made a speech supporting the state of Bavaria breaking away from Germany and forming a new South German nation. This idea enraged Hitler to the point that he got to his feet and expressed his forceful opinion to the man for fifteen uninterrupted minutes. Anton Drexler, one of the founders of the party, allegedly whispered, à ¢Ã¢â€š ¬Ã‚ ¦hes got the gift of the gab. We could use him. After Hitlers outburst was complete, and Hitler started to leave, Drexler rushed to Hitler and invited him to read a forty-page booklet titled, My Political Awakening. Hitler was delighted to find that the German Workers Party reflected many of his own ideas- building a strong nationalist, pro-military, anti-Semitic party made up of working class people. However, in Mein Kampf, Hitler describes the condition of the party: à ¢Ã¢â€š ¬Ã‚ ¦aside from a few directives, there was nothing, no program, no leaflet, no printed matter at all, no membership cards, not even a miserable rubber stampà ¢Ã¢â€š ¬Ã‚ ¦This absurd little organization with its few members seemed to me to possess the one advantage that it had not frozen into an organization, but left the individual opportunity for real personal activity. Here it was still possible to work, and the smaller the movement, the more readily it could be put into proper form. Here, the content, the goal, and the road could still be determinedà ¢Ã¢â€š ¬Ã‚ ¦ After two days of thinking it over, Hitler chose to join the German Workers Party and became member no. 55. à ¢Ã¢â€š ¬Ã‚ ¦I finally came to the conviction that I had to take this stepà ¢Ã¢â€š ¬Ã‚ ¦ It was the most decisive resolve of my life. From here there was and could be no turning back. Hitlers hatred of the Jews rapidly became part of the organizations policy. Advertising for their meetings appeared in anti-Semitic newspapers. On October 16 1919, during one such meeting, Hitler delivered an emotional speech that left the audience awestruck. Donations came in from every corner, and hundreds of Germans attended the frequent meetings to hear Hitler speak. In February 1920, Hitler and Gottfried Feder prepared a 25-point summary for the German Workers Party. The summary was fervently anti-capitalist and anti-Semitic. Among the 25 points was withdrawing the Treaty of Versailles, confiscating war profits, confiscating land without compensation, revoking civil rights for Jews and driving out Jews who had emigrated after World War One had begun. On February 24, in front of more than 2000 spectators, the summary was presented at a public meeting. In April 1920, the partys name was changed to the National Socialist German Workers Party or NAZI Party, and the red flag with the swastika was named as their party symbol. Hitler discovered that a local anti-Semitic newspaper was on the verge of bankruptcy and so he was able to purchase it for the party. In 1921, Adolf Hitler was named chairman of the Nazi Party. The Beer Hall Putsch and Mein Kampf Hitlers strengthening of the Nazi Party was meant not only to win more votes, but also to overthrow the Weimar Republic by a putsch or violent uprising. Encouragement for attempting this came from Italy in October 1922, when Benito Mussolini, a 37-year-old former journalist, led a successful putsch. Marching with his paramilitary forces into Rome, Mussolini toppled the government. He named himself II Duce (leader) and his supporters the Fascisti (Fascists). The Nazis copied Mussolini shamelessly. In November 1922, the colossal inflation of the German Mark triggered a state of emergency in Berlin and Munich. Seeing this as his chance, Hitler, on May 1 1923, tried to organize a putsch but it was never any threat to the Reichstag. However, on November 9 Hitler tried again. One day earlier, Hitler had held a rally at the Munich Beer Hall and declared a revolution. Led by Hitler and former Quartermaster General Erich Ludendorff, around 3000 SA (Sturmabteilung) brown shirts marched from the Bà ¼rgerbrà ¤ukeller- the largest beer hall in Munich. However, the putsch fell to pieces when they were fired upon by police. Around a dozen of the SA were killed in the consequent fighting and many of the leaders of the putsch were arrested, whilst others fled the country. Both Hitler and Ludendorff were captured and put on trial. Whilst the latter was cleared on a technicality, Hitler was not so lucky. He received the minimum sentence of five years imprisonment in Landsberg Fortress, though he only served close to nine months. Hitler used this time to dictate the first volume of his political memoirs, which he titled- Mein Kampf (My Struggle). In Mein Kampf, Hitler argued for war in the east to create a Grossdeutschland- Greater Germany- by removing the Soviet Union. The book also reiterated Hitlers hatreds, especially against the Jews and the Communists whom he saw as part of the Jewish conspiracy. The following is a passage from Mein Kampf: [The Jews] ultimate goal is the denaturalization, the promiscuous bastardization of other peoples, the lowering of the racial level of the highest peoples as well as the domination of his racial mishmash through the extirpation of the folkish intelligentsia and its replacement by the members of his own peopleà ¢Ã¢â€š ¬Ã‚ ¦ Released in 1927, the book had sold over 300 000 copies within 6 years, and Hitler was able to live off his earnings. The Depression and the Elections of 1932-1933 On his release from prison, Adolf Hitler was banned from public speaking and the Nazi party was temporarily outlawed. In February of 1925, Hitler reestablished the Nazi Party, and its popularity rose rapidly. By 1929, the number of members had risen from 27 000 to 108 000. However, in the May 1928 elections, the Nazi party only polled a disappointing 2.5% of the vote. This was probably because, in recent years, the economic state of Germany had gradually improved. With Paul von Hindenburg as President, inflation eased, average wages rose, international agreement solved the problem of reparation costs and, in 1928, unemployment dropped below 1 million for the first time in years. The country was accepted back into the international community, and was accepted into the League of Nations in 1926. After the Beer Hall Putsch, Hitler had accepted that his way to power was through politics rather than force. He did deals with nationalist parties, big businesses, landowners and the army. Before 1930, the Nazi Party began the Hitler Youth, the Student League and the Pupil League to win the support of the young Germans- Germanys future. The National Socialist Womens League even allowed women to get involved. On 24 October 1929, the Wall Street Crash triggered the Great Depression. Germanys rising employment rate dropped drastically and, by 1932, 6 million- or 1 in 3 people- were unemployed. Hindenburg decided to invoke Germanys emergency presidential powers, creating a new government made up of a chancellor and cabinet ministers to rule by emergency decrees, rather than by laws passed by the Reichstag. In September 1930, there was another election. The Nazi Party, mostly due to the Depression and a successful propaganda campaign, captured 18.3% of the vote, making it the second largest party in the Reichstag. In the July 1932 election, the Nazi Partys popularity once again rose, this time winning 37% of the vote. In the spring of that year, Hitler had opposed Hindenburg for the role of president in two democratic elections. The first, on March 13 1932, was disappointing for Hitler. He received just 30% of the vote, compared to Hindenburgs 49.6%. However, as the latter had just missed out on an absolute majority, another runoff election was scheduled for April 10 of that year. Hindenburg won the election again with 53% of the vote, but Hitler received 37%. In another party election, called for November 6 1932, the Nazi Party lost 34 of its seats in the Reichstag. It looked as though Hitler was going to be unsuccessful. Political Parties in the Reichstag May 1924 Dec. 1924 May 1928 Sep. 1930 July 1932 Nov. 1932 Mar. 1933 Communist Party (KPD) 62 45 54 77 89 100 81 Social Democratic Party (SDP) 100 131 153 143 133 121 120 Catholic Centre Party (BVP) 81 88 78 87 97 90 93 Nationalist Party (DNVP) 95 103 73 41 37 52 52 Nazi Party (NSDAP) 32 14 12 107 230 196 288 Other Parties 102 112 121 122 22 35 23 Hitler and Franz von Papen- a former chancellor and leader of the Nationalist Party- agreed to form a coalition. Hitler disagreed to a co-leadership, but instead promised that, if he were made chancellor, Papens supporters would be given important cabinet positions. They formed an alliance, though both were secretly planning to double-cross each other. Hitler waves at supporters after being named Chancellor- January 30 1933When the current chancellor, Schleicher, was forced to resign, Hindenburg was pressured by many- including industrialists, the military and even his own son- to offer Hitler the chancellor position. On January 30 1933, Adolf Hitler was sworn in as Chancellor. The Nazi Cabinet after when Hitler is named Chancellor January 30 1933Around noon, a teary-eyed Hitler emerged from the presidential palace. Surrounded by supporters, he got into his car and was driven down the street lined with cheery citizens. Weve done it! Weve done it! he exclaimed exultantly. The Reichstag Fire and the Enabling Acts Despite his being sworn in as Chancellor, Hitlers coalition with the Nationalists still did not give them a majority, with only 247 seats out of a possible 583. On his first day as Chancellor, Hitler called for yet another election- to be held on March 5 1933. With the SS and the SA overcoming the police and ruling the nation, people who were being harassed or even murdered by the Nazis had nobody to go to. Several days passed and Hermann Gà ¶ring, an important member of the Nazi Party, claimed that he had uncovered plans for a Communist uprising. In actual fact, he had come across a membership list of the Communist Party and intended to arrest every one of its four thousand members. It is unknown what precisely happened on February 27 1933, but this is one rendition of the burning of the Reichstag Building. In Berlin, a deranged Communist named Marinus can deer Lubbe, 24, from Holland had, for the past week, been attempting to ignite government buildings to protest capitalism. It is though that Nazi Storm troopers had befriended the arsonist and even encouraged him to set light to the Reichstag. This happened at around 9 p.m. President Hindenburg and Vice-Chancellor Papen were dining at a club facing the Reichstag when they noticed the building was ablaze. Hitler was at the apartment of Joseph Goebbel- the Nazi in charge of Propaganda- at the time of the incident. When Hitler arrived at the scene, he told reporters the following: You are now witnessing the beginning of a great epoch [era] in German historyà ¢Ã¢â€š ¬Ã‚ ¦ Thus fire is the beginningà ¢Ã¢â€š ¬Ã‚ ¦ The German people have been soft for too long. Every Communist official must be shot. All communist deputies must be hanged this very night. All friends of the Communists must be locked up. And that goes for the Democrats and the Reichsbanner as well. The following day, Hitler used the Reichstag fire to issue an emergency decree. Thousands of Communists, Social Democrats and Liberals were taken away top SA barracks to be beaten and tortured. Fifty-one anti-Nazis were brutally murdered. Fire engulfs the Reichstag Building February 27 1933On March 5, after an enormous propaganda campaign, the election results were in. The Nazis did not receive a majority- they were given only 44% of the vote or 17 277 180 votes. However, with their coalition with the Nationals, they did have a majority of 16 seats. Hitler now had a new goal. If he could obtain a two-thirds majority, then he could alter the constitution and give himself dictatorial powers. Needing only another 31 seats to do this, Hitler made use of blackmail, threats and false promises to have his Enabling Act voted for by opposition parties. The Enabling Act would, for four years, transfer power from the Reichstag to the Reich cabinet, including the power of legislation, budget, approval of treaties and constitutional amendments. When the Reichstag voted on the Enabling Act, it passed 441 to 84. All opposing acts were from the Social Democrats. Leader of the latter, Otto Wells, told Hitler subsequently: We German Social Democrats pledge ourselves solemnly in this historic hour to the principles of humanity and justice, of freedom and socialism. No Enabling Act can give you power to destroy ideas which are eternal and indestructible. Hitler, shouting with rage, replied with: You are no long needed!.. The star of Germany will rise and yours will sink! Your death knell has sounded! PART 2: THE NAZIS IN POWER Anti-Semitism from the Middle Ages EUROPE: Jews have always been the topic of hatred and ridicule since the death of Christ. The Jews were named Christ Killers and Murderers of God. This crime alone was considered so horrible that Jews were believed to be capable of any devilry. Martin Luther, founder of Protestantism, claimed that they were the Christians most vicious enemy, second only to Satan himself. Their synagogues should be set on fireà ¢Ã¢â€š ¬Ã‚ ¦ Their homes should likewise be broken down and destroyedà ¢Ã¢â€š ¬Ã‚ ¦ let us drive them out of the country for all time. Martin Luther, 1542 During the Middle Ages, Jews were said to be responsible for the years of the Plague that killed millions of Europeans. They were also widely believed to murder Christians- especially innocent children- for use of their blood during religious ceremonies. The Nazis made good use of these stories, hundreds of years later. When Jewish blood spurts from the knife, then things go twice as wellà ¢Ã¢â€š ¬Ã‚ ¦ From the Horst Wessel Song, a Nazi Anthem The Jews rarely lived in peace. Entire communities were raided and destroyed. Children were taken from their parents and raised as Christians. Some who refused to give up their beliefs were burnt at the stake. Jews were forbidden to be doctors, lawyers and teachers of Christians. Nor could they hire Christians to work for them, prepare food for Christians, be cared for by Christian nurses or live in the same household as a non-Jew. At many times, Jews were forced to wear a special badge so that Christians could recognize any Jews and easily avoid them. This treatment of the Jews was the basis of Hitlers persecution hundreds of years later. According to Christianity, lending money and charging interest- usury- was a sin. Jews were used to fill this job, used by the powerful to collect taxes and supervise peasant farmers of large estates. This role gave rise to such generalizations as, All Jews are rich, and The Jews control all money. After being pushed out of numerous countries, including England, France, Spain, Portugal, Italy and Germany, Jews were forced to live in limited areas- Ghettos. GERMANY: During the 11th Century, Christian knights travelled to the Middle East to kill Moslems during the Crusades. However, many found easier victims closer to home. Massacres in German towns left thousands of Jews dead. In the years of the Plague, hundreds of Jewish towns were brought to ruins and the persecution continued. At all times, Jews found their homes attacked, their synagogues burned and their cemeteries dishonored. In many country villages it was custom to stone Jews during the Holy Week before Easter. The word Anti-Semitism was first used in 1873 in a small book called The Triumph of Jewry over Germanism by Wilhelm Marr. Nazi Anti-Semitic Laws The following timeline lists the Nazi restrictions against the Jews from 1933 to 1942: 1933 March- Jewish lawyers were forbidden to work as lawyers in Berlin. Jewish judges were suspended from office. April- Jewish teachers were banned from teaching in state schools. Aryan and non-Aryan children were forbidden to play with each other. Jewish civil servants were dismissed from public office. Jews were excluded from sports and gymnastics clubs. 1935 March- Jewish writers were not allowed to carry out any form of literary work in Germany. Jewish musicians were not allowed to work in state orchestras. April- Jews were only allowed to sit on benches marked For Jews. Jewish art and antique dealers were not allowed to carry out their trade. September- The Nuremberg Laws All Jews had their German citizenship removed. Marriage ceremonies and extramarital sex between Germans and Jews were punishable by imprisonment. Marriages that had already taken place were declared invalid. 1936 January- Jews had to hand over electrical and optical equipment, bicycles, typewriters and records. April- Jewish vets were banned from working as such. August- Anti-Jewish posters were temporarily removed during the Olympic Games which took place in Berlin. October- Even if Jews converted to Christianity and were baptised, they were still to be classed as members of the Jewish race. 1938 January- Jews were forbidden to become members of the Red Cross. March- Only Aryan Germans could hold allotments. April- Jews had to declare their finances so that their assets could be seized by the government. July- Non-Jews were forbidden to leave anything in their wills to Jews. Jewish doctors were no longer allowed to work as doctors. Jewish street names were changed. August- Male Jews were forced to add the name Israel and female Jews the name Sara to their first names. Jewish passports were to be stamped with the letter J. November- Nov. 9-10- Kristalnacht (Night Of Broken Glass). German Jews are ordered to pay one million Reichmarks in for damages of Krystalnacht. All Jewish children are expelled from German schools and can attend only separate Jewish schools. December- Jews are banned from public streets on certain days. Jews are forbidden drivers licenses and car registrations. Jews may no longer attend universities as teachers or students. Aryanization is compulsory for all Jewish businesses. 1939 February- Jews are forced to hand over all gold and silver items. April- Jews lose rights as tenants and relocated into Jewish houses. September- Jews in Germany are forbidden to be outdoors after 8 p.m. in winter and 9 p.m. in summer. Jews in Poland are ordered to register all family members and relocate to the major cities. November- Jews in Poland are forced to wear the Star of David. The first Polish Ghetto is established. 1941 March- Deadline for entering the Poland Ghetto. May- Romania passes a law condemning adult Jews to forced labour. 1942 June- The German government closes all Jewish schools. Nazi Education It rapidly became clear to Hitler and the Nazis that it would be difficult to convert many of the Germans who had voted against them in the democratic elections. Therefore, the Nazis especially focused on controlling the German educational system so that the youth of Germany would accept the Nazi Principles. As Hans Schemm- leader of the Nazi Teachers League, put it, Those who have the youth on their side control the future. In Warsaw, a street sign states: Jews are forbidden to walk on this side of the street.As soon as the Nazis gained power in 1933, they molded the educational system to suit their needs. Private schools were closed or taken over, and racial hygiene was introduced with much emphasis into the school curriculum. Though many teachers supported the new system, a very large number were fired or left teaching, with some of the best educators emigrating. In 1934, Hitler appointed Bernhard Rust the Reichsminister fà ¼r Wissenschaft, Erziehung and Volksbildung, or the Reich Minister for Science, Education and Popular Culture. Rust was a former school teacher who had been fired for molesting a student. Rust immediately altered the schools to suit the needs of the Nazi Party. Jewish teachers and others who opposed the changes were fired. The remaining teachers and university professors were forced to join the National Socialist Teachers League. Anti-Semitism was also emphatically thrust upon students. Exams were given on topics such as this, and Jewish children would fail if they did not admit to their racial inferiority. Bernhard Rust continued as Minister of Education for twelve years before, in May 1945, he committed suicide when the Germans surrendered to Allied Forces. Kristalnacht The Nazi restrictions against the Jews steadily worsened. On October 28 1938, 17000 Jewish Polish citizens living in Germany were arrested and relocated across the Polish border and placed in relocation camps. One deportee was Zindel Grynszpan who had lived in Germany since 1911. On October 27, he and his family were forced out of their home, their store and their family possessions confiscated. A shattered storefront Kristalnacht- November 9-10- 1938 A burning synagogue at Baden-Baden Kristalnacht- November 9-10- 1938Grynszpans 17-year-old son, Herschel, was, at that time, living in Paris. When he heard of his familys relocation, he was so enraged that he travelled to the German embassy in Paris, intent on assassinating the German Ambassador. Instead, he settled for a lesser official, Third Secretary Ernst vom Rath. Rath, critically wounded, died two days later. This assassination gave Joseph Goebbels, Hitlers Chief of Propaganda, an excuse to launch an attack against German Jews. On the nights of November 9 and 10, mobs throughout Germany and Austria freely attacked Jews in the street, in their homes, at work and their synagogues. This event came to be known as Kristalnacht or the Night of Broken Glass. At least 96 Jews were mercilessly killed, hundreds more were injured, more than 1000 synagogues were burnt to the ground and around 7 500 Jewish businesses were destroyed. Cemeteries and schools were vandalized and 30 000 Jews were arrested and sent to concentration camps. It was unfairly decided by Nazi Officials that the Jews were to be held responsible for Kristalnacht. Accordingly, a fine of 1 billion marks was levied for the slaying of Vom Rath, and 6 million marks paid by insurance companies for broken windows was to be given to the state coffersà ¢Ã¢â€š ¬Ã‚ ¦ (Snyder, Louis L. Encyclopedia of the Third Reich. New York: Paragon House, 1989:201) PART 3: THE HOLOCAUST The Creation of Ghettos in occupied Europe Though confining the Jewish race in ghettos had been occurring for centuries in numerous European countries, the Nazis ghettos somewhat differed. Whilst in previous centuries the ghettos had merely been a way to isolate the Jews from normal society, during the Holocaust they were a first step towards the Final Solution. In total, the Nazis established 356 ghettos in Poland, the Soviet Union, the Baltic States, Czechoslovakia, Romania and Hungary. The largest ghetto, in Warsaw, held 400 000 people. Other cities with large ghettos for Jews include Là ³dz, Bialystok, Czestochowa, Kielce, Krakà ³w, Lublin, Lvà ³v, Radom and Vilna. These large ghettos had brick or stone walls, wooden fences, barbed wire and guards placed at gateways. There were also a very large number of small ghettos, some housing as few as 3000 Jews. These were generally not sealed off as they were only used temporarily until the Jews could be sent to a larger ghetto. The conditions within these ghettos were very poor. Disease ravaged the over-crowded residents, and there was insufficient access to warm clothes and heating during the bitter cold winters. Starvation was an ongoing problem for many. Though it was illegal, parents continued to educate their children and many secretly held religious services and observed Jewish holidays. The Nazis built the Theresienstadt (or Terezà ­n) ghetto in northwestern Czechoslovakia to show visiting International Red Cross Inspectors the conditions in a typical ghetto. Flower gardens, cafà ©s and schools were constructed to shield the international community from the inhumane mistreatment of the Jewish and other people. The Einsatzgruppen The Einsatzgruppen (or Mobile Killing Units) were specially trained units of the S.S., whose orders were to execute on the spot all Communists, Jews, Gyspies and any other people deemed a threat or inferior. By the end of the war the Einsatzgruppen had murdered around 1.4 mill

Raskolnikovs Dream in Dostoevskys Crime and Punishment Essay

Raskolnikov's Dream in Crime and Punishment In Dostoevsky's Crime and Punishment, Raskolnikov's dream about the mare can be used as a vehicle to probe deeply into his mentality to discover how he really feels inside. The dream suggests that Raskolnikov is a "split" man; after all, his name in Russian means "split". His personality has a cruel and thoughtless side as well as a caring, compassionate side. Through the dream and the symbols therein, a reader can cast Raskolnikov, as well as other characters from Crime And Punishment, into any of the various parts in the dream. Each part that a character plays leads to a different conclusion about that character. Raskolnikov himself "fits" into the positions of Mikolka, the child, and the mare. If Mikolka, the drunken owner of the mare, were to represent Raskolnikov, then the mare would most probably represent Alyona Ivanovna. The senseless beating of the mare by Mikolka is similar to the brutal attack on Alyona by Rodion. (It should be noted that both Alyona and the mare were female.) These heartless attacks foreshadow ...

Unit study guide

You will be able to enter this Exam only once. There is a 2-hour time limit for this type of Exam. Make sure to complete the exam by the end of Unit 6 on Tuesday evening. For each Item listed below, make sure you understand what the Item Is referring to, owe the textbook defines it and how it applies to business organizations.Planning ? Chapter 5 Strategic Planning & Decision Making Strategic Planning -Strategic Goals Tactical Planning – Specific Goals & Plans Operational Planning – Specific Procedures & Processes Mission ? Organization's Basic Purpose Strategic Vision – Future Perspective SOOT Analysis Organizing – Chapter 7 Organizing for Action Organizational Chart Differentiation & Integration Dillon of Labor & Specialization Vertical Structure Authority Span of Control Delegation – Responsibility, Accountability Centralization Horizontal Structure Line DepartmentsStaff Departments Differentiations Functional, Divisional, Matrix, Network Central ized vs.. Decentralized Organizations Leading ? Chapter 10 Leadership Vision Leading & Managing Supervisory Leadership & Strategic Leadership 5 Sources of Power: Legitimate, Reward, Coercive, Referent, Expert 3 Traditional Approaches to Leadership Approach – Task Performance Behaviors & Group Maintenance Behaviors, ELM Theory, Autocratic Leadership, Democratic Leadership, Laissez-fairer Situational Approach – Broom Model, Fielder's Contingency Model, Task-motivated Leadership, Relationship-motivated Leadership, Hershey & Blanchard Situational Theory ( JobMaturity, Psychological Maturity). Charismatic Leaders * Transformational Leaders * Transactional Leaders Controlling ? Chapter 14 Managerial Control Control – a process that directs the activities of individuals toward the achievement of organizational goals Bureaucratic Control Market Control Clan Control 4 Steps of Control Systems Setting Performance Standards Measuring Performance Comparing Performance Again st Standards & Determining Deviations Taking Action to Correct Problems & Reinforce Successes 6 Sigma Six Sigma is a quality management concept that has the goal of eliminating defects room a company's product or service.It involves adjusting various aspects of and around the product or service until it is consistently what the customers want and need. The term â€Å"sigma† refers to how far a product or service is from being â€Å"perfect†, free of defects (relative to customers' wants and needs). This state of â€Å"perfection† or being as free of defects as possible is believed to be achieved at Six Sigma. Internal Audits & External Audits For the Internal & External audit information, refer to your textbook definitions and make sure you understand the differences and specific purpose of each one.

Free Market Economics vs. Command Economies

Imagine a country where the goods and services that are produced are based on the market. The market decides who gets them and how the economy grows. This is called a Free Market which is also known as Capitalism. In capitalistic countries citizens have sole ownership of their land or businesses. Profit is the motivating factor in this economy. The citizens are more willing to work due to the retention of profits from their businesses. Corporations are able to issue bonuses and rewards for those with high productivity. Businesses can establish themselves or trade with other nations for more profit. There is limited government input in a free market economy. Businesses compete with each other giving the consumer a wide variety of goods and services at a low competitive price. The market is determined by supply and demand. The citizens in a free market have the ability to elect officials into office that they feel would make a difference. They have freedom of speech, religion and press. They have the rights that were governed by the United States Constitution. In a command economy the government decides the goods and services that are produced, who gets them and how it will affect the economy. Socialism and Communism are both variations of this economy. Socialism is a medium between a free market and a communism economy. The major businesses are owned by the public while small businesses are still private. In this economy the Government will control health care, education, media and transportation. The private owned companies can still motivate their workers by providing monetary incentives and are provoked by profit. The public companies however are monitored by the government and therefore have limited incentives. Trading with nations in the socialistic economy has a lot of restrictions. The government even controls who goes to college. A communist economy the government controls almost ever aspect of the market and civilian freedoms. All businesses are publically owned. The markets are controlled by the government fully and there is very little choice for consumers. Citizens do not have freedom of speech, religion, and press. The two economies are completely different from each other. Either the government has the reigns in a command economy or the people do in the free market. North Korea is an example of a communist country. The people have very little rights and the government makes all the decisions. The United States is an example of a free market economy, were the people control the market and their choices, the government has very little input. Lastly Sweden is an example of a socialist country were the government has more input then the people, but the citizens still have some choice. Nickels, W. , McHugh, J. , & Mchugh, S. (2010). Understanding Business. (9th ed) Avenue of Americas, New York: The Mcgraw-Hill Companies, Inc.

5 Verbose Sentences Made Shorter

5 Verbose Sentences Made Shorter 5 Verbose Sentences Made Shorter 5 Verbose Sentences Made Shorter By Mark Nichol When you write, think tight. The goal is not to reduce every sentence to its most concise form but to avoid distractingly extraneous wording and phrasing. Here are five sentences improved by a reduction in length. 1. â€Å"The teacher is speaking on a phone in his classroom between classes, and he breaks away for a moment to answer a student’s question.† To condense a sentence with two independent clauses separated by a conjunction, open a parenthetical where the sentence’s first verb appears, and close it where the second clause begins, deleting the verb and the conjunction respectively: â€Å"The teacher, speaking on a phone in his classroom between classes, breaks away for a moment to answer a student’s question.† 2. â€Å"The theme of this year’s summit is ‘From Essential Elements to Effective Practice,’ and the conference will include a variety of interactive sessions.† Here’s a revision of a sentence constructed like the one in the previous example, which is improved by the same technique deletion of the initial verb and parenthesis of what followed that verb: â€Å"This year’s summit, ‘From Essential Elements to Effective Practice,’ will include a variety of interactive sessions.† 3. â€Å"John Smith runs the DJ Project, an after-school program in San Francisco for students struggling in school. He uses hip-hop to connect with the students.† To combine two sentences into one, convert key information from either sentence into a parenthetical and tack the other statement onto the end: â€Å"John Smith, who runs the DJ Project, an after-school program in San Francisco for students struggling in school, uses hip-hop to connect with the students.† 4. â€Å"It’s rather annoying that you can’t turn off the various sounds that play when you use the zoom and other functions.† Strive to pare explanations and descriptions down to the fewest possible words. For example, there’s a standing phrase for the concept of â€Å"the various sounds that play†: â€Å"It’s annoying that you can’t turn off the sound effects for zoom and other functions.† 5. â€Å"Students worked collaboratively on unfamiliar and open-ended problems.† Look for opportunities to reduce sentence length by omitting a sentence’s verb and converting an adverb to a verb to take its place: â€Å"Students collaborated on unfamiliar and open-ended problems.† (The problem this revision solves is called smothering a verb.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:50 Slang Terms for MoneyWork of Art TitlesThrew and Through

Learn How to Conjugate Reposer (to Rest) in French

Learn How to Conjugate Reposer (to Rest) in French Meaning to rest, the French  reposer  will be a useful addition to your vocabulary. The verb will need to be conjugated, however, if you want to say things such as rested or resting. This lesson will introduce you to the essential conjugations youll need for  reposer. The Basic Conjugations of  Reposer Reposer is a regular -er verb, which means it follows the conjugation pattern of the majority of French verbs. If you have studied words like tomber (to fall), poser  (to put), or any other regular verb that ends in -er, this lesson should be relatively easy. The indicative mood is the best place to begin. This includes the basic present, future, and imperfect past tenses which are used most often in French. The catch is that you need to memorize a new word for every subject pronoun within each tense.   Step one in any conjugation is identifying the verb stem (or radical). For  reposer, that is  repos-. To this, a variety of endings are added that correspond to the subject and the tense. Using the chart, you can find which endings are required. For example,  I am resting is  je repose  while we will rest is  nous reposerons. Present Future Imperfect je repose reposerai reposais tu reposes reposeras reposais il repose reposera reposait nous reposons reposerons reposions vous reposez reposerez reposiez ils reposent reposeront reposaient The Present Participle of  Reposer The  present participle  of regular -er  verbs is very easy to form. All you have to do is add -ant  to the radical. For  reposer,  that produces the word  reposant. Reposer  in the Compound Past Tense Passà © composà © is the French compound past tense and its used frequently, so its very good to know. Forming it is rather easy as well. Begin by conjugating the auxiliary verb  avoir  into the present tense to match the subject. Youll then follow that with the  past participle  reposà ©, which does not change with the subject but does indicate that someone has already rested. For example, I rested is  jai reposà ©Ã‚  and we rested is  nous avons reposà ©. More Simple Conjugations of  Reposer When youre uncertain if the act of resting will take place, you can turn to either  the subjunctive  or  the conditional. The main difference here is that the conditional says the resting will only happen if something else occurs as well. The passà © simple  and  the imperfect subjunctive  are literary tenses. Youll find these almost exclusively in formal writing. Subjunctive Conditional Pass Simple Imperfect Subjunctive je repose reposerais reposai reposasse tu reposes reposerais reposas reposasses il repose reposerait reposa repost nous reposions reposerions reposmes reposassions vous reposiez reposeriez repostes reposassiez ils reposent reposeraient reposrent reposassent If you want to tell someone to Rest! or use  reposer  in a similarly assertive statement,  the French imperative  can be used. This is one of those rare times when you dont need the subject pronoun, so simplify it from  tu repose  to  repose. Imperative (tu) repose (nous) reposons (vous) reposez

Analysis of Investment Proposition on Cochlear Limited

Cochlear Limited is a biotechnology-based company with listings in the Australian Securities Exchange and global operations in all five continents. CEO Chris Smith heads the company with its board of directors headed by Chairman Rick Holiday-Smith (Cochlear.com. 2016). Cochlear Limited provides hearing solutions through its implantable surgical and non-surgical hearing products. The company has extensive sets of patents and applications numbering over 1000 upon hearing aid and sound processing technology. The company’s major manufacturing base is located in Australia and Sweden while supplies and distribution chains in over 100 countries with its headquarters located in Sydney (Cochlear.com. 2016). The company’s global operations are mainly segmented onto three different sets of geographical areas comprising of Europe, Middle East and Africa (EMEA), Americas (both North America and Latin America) and Asia Pacific. The company generated a revenue of A$ 925 million for th e financial period ended 31.12.2016 (Markets.ft.com. 2016).   The company provides solutions ranging from minimal degree of hearing constraints to sensory-neural hearing loss. Its primary products comprises of cochlear implants, bone conduction implants and acoustic implant solutions. In terms of its products that are to be surgically implanted, Nuclear 6 is of primary significance owing to its ability to restore hear-ability in cases of complete hearing loss in both ears. The Cochlear Hybrid offered by the company provides hearing solutions for people unable to hear high frequency sounds through providing simulations using electronic synapses. The Hybrid processor offered by Cochlear assimilates and synthesizes external sounds and converts them into electrical and acoustics outputs for the patient’s ears.   The company develops the Cochlear Baha by taking into account people with high quantum of conductive hearing loss and one-sided deafness. Baha comprises of titanium hearing aids that are implanted surgically at the back of patientà ¢â‚¬â„¢s ears (Bloomberg.com. 2016). In terms of revenue generation, the company has displayed steady growth over the past four financial periods with reported revenues of A$ 752.72 million for 2012-13, A$ 804.94 million for 2013-14, A$ 925.63 million for 2014-15 (Markets.ft.com. 2016).The revenues for the period 2015-16 was to the tune of A$ 1.13 billion. The revenues generated in the current year displayed a increase of 22.14% over the past year, thereby highlighting efficient sales management and product pricing strategy. The forecasted revenues for the years 2017 and 2018 stands at 1.244 billion and 1.37 billion respectively at the average growth rate of 10.17%. Figure 1: Current and Prospective Revenues of Cochlear Limited The beta of a particular stock showcases the degree of volatility that the stock experiences as compared to prevalent market volatility. A beta that equals 1 displays same degree of risks as experienced by the market whereas a beta that is lower that 1 shows lesser degree of volatility and therefore is less susceptible to financial risks. On the other hand, a beta that is above 1 shows a high degree of volatility coupled with high prospects of returns. Figure 2: Stock price volatility between June 2016 and October 2016 Cochlear limited has a beta of 1.2, which specifies the fact that in case the financial markets raises by a margin of 100, the stocks of Cochlear will rise by 120. This also reiterates the fact that a fall in the market by margin of 100 will result in shares of Cochlear falling by 120 points. For investors that are seeking to earn high degree of returns, Cochlear presents prospective investments. Whereas in case of risk averse investors, including Cochlear in their investment portfolio may result in increasing the levels of portfolio risk The company has a market capitalization of A$ 7.234 billion as of October, 2016 with the total number of shares outstanding at 57.42 million. The company has an Altman Z Score of 2.989, thereby leading to an inference that the company is unlikely to be filing for bankruptcy in the near future based upon financial metrics. It is because an Altman score of 1.8 is considered the threshold below which the probability of filing for bankruptcy increases substantially. Whereas, on the other hand, a corporate entity with Z score of 3 or above has low or negligible probability of going bankrupt or filing for insolvency. Therefore, based on the parameters as regards to credit risks it can be construed that the company is likely to display satisfactory levels of solvency during the financial periods. Dividend yield is considered another parameter for taking investment decisions because of the fact that it displays whether the stocks of a particular company are overpriced or not. Hirshleifer, Hsu and Li (2013) mentions that stocks with high dividend yields are overpriced as compared to those having a low degree of dividend yields. Risk averse investors seek investments with low dividend yield thereby at a dividend yield of 1.8% it can be inferred that the stocks of Cochlear are underpriced. However, at dividend of A$ 1.2 for each outstanding share it can be displayed that for investors seeking returns from their investment in Cochlear, the company’s stocks are not an attractive proposition. The analysis upon the revenue generating capability of Cochlear Limited shows that at average revenue growth of over 10% the company has efficient operations and sales management. The genre of providing hearing aid solutions has lesser degree of competition for Cochlear globally. The Altman Z score of nearly 3 shows the fact that the company has virtually negligible risks of going bankrupt. Thereby, investors can be advised towards including shares of Cochlear onto their investment portfolio based upon their degree of solvency. Moreover, analysis of the stock’s beta, belonging to Cochlear, shows that the beta stands at 1.2 which therefore displays the fact that the company’s stocks are subjected to high degree of volatility. Based solely on the beta levels it can be construed that the stocks posses high degree of risks with probability of gaining high degree of returns. Overall, judging by the different sets of parameters it can be concluded that in case of investors seeking lesser degree of risks in their investments Cochlear can be construed as a attractive investment proposition. This is owing to high revenue growth, satisfactory levels of dividend yield and sustainable degree of returns despite a beta of above 1. Allen, E.J., Larson, C.R. and Sloan, R.G., 2013. Accrual reversals, earnings and stock returns.  Journal of Accounting and Economics,  56(1), pp.113-129. Bloomberg.com. (2016). COH:ASE Stock Quote - Cochlear Ltd. [online] Available at: https://www.bloomberg.com/quote/COH:AU [Accessed 31 Oct. 2016]. Cochlear.com. (2016). Cochlear Hearing Implants | Official Website | Cochlear International. [online] Available at: https://www.cochlear.com/wps/wcm/connect/intl/home [Accessed 31 Oct. 2016]. Fama, E.F. and French, K.R., 2012. Size, value, and momentum in international stock returns.  Journal of financial economics,  105(3), pp.457-472. Google.ca. (2016). Cochlear Limited: ASX:COH quotes & news – Google Finance. [online] Available at: https://www.google.ca/finance?cid=671051 [Accessed 31 Oct. 2016]. Hirshleifer, D., Hsu, P.H. and Li, D., 2013. Innovative efficiency and stock returns.  Journal of Financial Economics,  107(3), pp.632-654. Intelligent Investor. (2016). COH. [online] Available at: https://www.intelligentinvestor.com.au/company/Cochlear-Limited-COH-249441 [Accessed 31 Oct. 2016]. Markets.ft.com. (2016). Cochlear Ltd, COH:ASX summary - FT.com. [online] Available at: https://markets.ft.com/data/equities/tearsheet/summary?s=COH:ASX [Accessed 31 Oct. 2016]. Sorescu, A. and Sorescu, S.M., 2016. Customer Satisfaction and Long-Term Stock Returns.  Journal of Marketing,  80(5), pp.110-115. Getting academic assistance from

Licensed practical nurse resume (Just out of school) Essay

Licensed practical nurse resume (Just out of school) - Essay Example As a healthcare professional and strong patient advocate, I am committed to deliver quality and individualized patient care. As part of a team, I have developed through experience clinical, administrative and interpersonal skills that supports and enhances the team effort and overall efficiency. Moreover, I have proven ability to influence and collaborate with diverse people and teams through effective communication, negotiation and conflict management. As a worker, I easily grasp new concepts, take direction and apply appropriately to resolve problems effectively which is complemented by my strong medical office management skills; knowledge of a variety of computer programs and data entry I have been in the Army National Guard since 2003, as a communications operator. I am a Noncommissioned officer (supervisor) in the Army National Guard. I have worked as a temporary manager in various areas of the Guard, such as an On-the-Job Training Manager. My work experience as a supervisor has greatly developed my work ethics such as discipline, commitment, and responsibility which is highly-valued in the nursing profession. Being a former Communications officer, I am able to make decisions and immediately act on them given the limited time and information in critical and dangerous situations My experience as temporary manager in various areas of the Guard reflects my flexibility, strong work orientation, and ability to implement rules and supervise

Comment each essay alone by itself Example | Topics and Well Written Essays - 1000 words

Comment each alone by itself - Essay Example The section "benefits of knowing your cash position" does not clearly highlight the benefits. It only gives the three main areas of a cash flow statement. Although these areas do indirectly highlight the benefits of knowing your cash position, perhaps mentioning a few other benefits would have added further clarity. The following benefit, for instance, could have been added: Companies that know their cash position well are in a much better situation to provide their stakeholders with better information that they need to assess the financial well being of the company. This in turn maybe important when a company is trying to obtain a loan and needs to provide its cash position to the lender. Similarly, other stakeholders such as investors, stockholders, customers, etc. may also require this information. No example is mentioned when explaining the third area of the cash flow statement: Cash from financing activities. The Microsoft example should be extended to clarify this section of the cash flow statement as well. This essay does not completely explain how cash is the life blood of any business. The importance of cash and preparing cash flow statements has only been inadequately explained in the beginning. The word "life-blood" has not been emphasized. In other words, the writer has only explained how cash can aid businesses and help different forms of business better predict their cash needs and perform their tasks well. However, the writer has failed to illustrate that before helping businesses, more important is the fact that cash is a necessity- a source of survival for businesses and they not only need cash to help them do their tasks better but they need cash to survive-it's a "have cash or die" situation. I believe highlighting this point is essential considering the topic of this essay requires an explanation of how cash is the life blood of any business. The conclusion only mentions the importance of cash flow statements and not cash in general even though the tag line of the topic only mentions cash. There is no mention of cash flow statement in the tag line. Although cash flow statements ultimately boil down to the importance of cash, mentioning the importance of cash in general and not specifically cash flow statements would have been more appropriate.Essay 3 (Nadrah): Although the essay starts with a quotation, the writer directly jumps off to explaining cash flow statements. Perhaps explaining one or two lines about the importance of cash in general and cash being the life blood of any business would have been more appropriate. The essay mentions a very strong point: " all the three statements above, when integrated, are required to make and support interrelated financial decisions." This point has been explained and elaborated extremely well and could not have been done with any more perfection. There are some concepts that have not been explained too well. Consider, for instance, the concept of free cash flow hypothesis. The writer only states that "According to the free cash flow hypothesis, managers may choose to expand operations because their incentives are not aligned with firm value maximization." This explanation is not by itself

Healthcare Informatics Essay Example | Topics and Well Written Essays - 1250 words

Healthcare Informatics - Essay Example One critical question that one should reflect on is whether the patients are aware of the privacy risks involved in exposing their personal health data? (Chbeir & Al Bouna, 2013). Or whether there are appropriate policies for these social sites that guarantee the safety of the information to avoid health data security breaches that may turn costly on the part of the information owners? Awareness and education of the users are of paramount importance in mitigating the privacy risks. Li (2013) observes that there policy implications of using the health social networking sites and the stakeholders and the policy makers should elaborate them to protect the privacy of online health data. The health social networking sites are left to decide what information will be kept private and what will be shared. If there existed knowledge about the privacy settings, patients would be able to restrict the health data they want to keep secret. Healthcare Informatics After reading the work by Li (2013), I strongly support the option of privacy by education for mitigating the privacy risks surrounding the health data shared on the social networking sites. It should be noted that the health data collected from the social sites attracted unlimited commercial interests that can be used as business opportunities for medical research companies and partners.

Does Dieting make you fat Essay Example | Topics and Well Written Essays - 1250 words

Does Dieting make you fat - Essay Example Despite people holding onto the unfortunately untrue belief that fats are the main sources of obesity, a study carried out by Swedish dietary professionals state carbohydrates are the main contributors of obesity cases globally. Therefore, many people normally avoid fats and instead consume carbohydrates in their quest to control obesity but unfortunately, this usually does such people more harm than good. Therefore, the quantity of food that one consumes is never an issue because what matters is a number of calories in the food. This, in turn, leads to an equally elevated hormone level. Insulin is the most important hormone to consider for it is directly involved with the weight loss of an individual. One role played by insulin is the controlling storage of body fats. â€Å"When one consumes large amounts of carbohydrates, these results to an increased sugar level in the bloodstream†. This results in higher levels of insulin in the body and this is directly proportional to th e amount of fats stored in the body, which eventually results in weight increase. Therefore, low consumption of carbohydrates results in less production of insulin thus little fat storage. People saying that large consumption of fat makes one fat due to its high level of calories entail imparting with adequate information on how fat storage in the body works. According to Yuhnke, weight loss can be acquired through dieting. For instance, in her research Yuhnke states that one can cut 200 calories by consuming food such as sandwich pepper.

Humanities class Essay Example | Topics and Well Written Essays - 750 words

Humanities class - Essay Example To illustrate this point, it will be best to cite an example in an epoch in history where St. Augustine’s teachings and philosophy were pervasive – the Dark Age. During that time, St. Augustine’s teachings that we are all sinners and deserving to be damned virtually preoccupied all of Europe’s consciousness that even the air they breathe is filled with sin. For St. Augustine, they were all sinners because Christ, despite of his sacrifice, did not after all save nor absolved us from our sins so we have to repent. So virtually all dimension of life in Europe during that time were filled with remission of sins such that a slight digression from this theological thought would suffice an individual to be charged as heretic and be burned at the stake. That same theological thought also proved to be an ideal ground to launch a crusade of violence and murder in the name of God. Pope Urban II exhortation and call for arms against the Muslims at Clermont, France in November 27, 1095 would not have gained ground if people did not believe that they were sinners and deserved to be damned (Tyrman 226-228). The pope knowing that this is the mindset of the people during those times, exploited their naivety by offering those who will undertake the crusade a full remission of their their sins and will be regarded as martyrs and could expect eternal salvation as the crusade is considered as a response of vow made to God (Riley-Smith 9). Naà ¯ve and gullible that this may sound to the modern mind, but the reward of not being damned by their sins is the religious impetus that provided momentum to the crusade, an idea borrowed from St. Augustine. Still not contented, the violence that were undertaken in Christ’s name who Himself abhorred violence but instead preached and practiced love and charity was also given a theological justification or excuse by the teachings of St.

Business Management Assignment Coursework Example | Topics and Well Written Essays - 750 words

Business Management Assignment - Coursework Example The supervisor refuted the rumor and claimed the job vacancy was not filled and they she would never choose a candidate based on pressures associated with preferential treatment. She lied to all of us as the cousin was the person chosen for the job and he did not even have to take an interview. I got very discouraged with the company and decided to quit after this incident. I was only making minimum wage at the time, but a job is a job and after I quit I face some financial troubles for a few months. If my emotional intelligence would have been higher I probably would not have quit that job. 2. A communication barrier mentioned in the textbook that can affect effective communication is language barriers. Language barriers often occur when companies have operations internationally. For instance a company may have a subsidiary in Mexico. In Mexico the native population speaks Spanish as a first language. An American executive that does not speak Spanish that is given a project to perfo rm process improvements at the Mexican plant may encounter language barriers. In order to resolve this barrier the executive should hire an interpreter for the longevity of the project. Another communication barrier that I often encounter in the workplace is when others are not willing to listen to what you have to say. â€Å"Active listening is a way of listening and responding to another person that improves mutual understanding† (Colorado, 1998). 3. A tool that can be used to achieve effective communication in the workplace is communication channels. Communication channels are the pathways through which messages are communicated which may include devices such as smartphones, intranets, email communication, or written memos. The use of smartphones can help workers achieve more effective communication especially when working on the field. Smartphones such as the iPhone 4 have the capability to connect to the internet which enables the user to send or receive files. Memos are a simple and effective way for a manager to transmit a message to the staff (Houp & Pearsall & Tebeaux, 1995). 4. I am motivated by a variety of factors. First and foremost my professionalism and pride in my work motivates to perform at the highest possible level. As any person in the workplace financial incentives motivate me. If I was not getting paid a pay check my motivation would not be as high towards work. I am also motivated by the nature of the job task I am given. When my supervisor gives me challenging work that helps me develop my skills and abilities I get motivated. As a student the knowledge that I can obtain from a course motivates me to work harder. If a course is boring and does not interest me my motivation to learn will be low. 5. The equity theory of motivation was developed by Stacy Adams in 1963 (Businessballs, 2010). This theory states that people compare their salary and rewards with the salary and rewards of people in similar positions. If their salary is under value the employees’ motivation will decrease because of the felt inequity. As a manager I would use the equity theory to motivate my employees. I would contact the human resource department and look at the compensation of my employees. If any employee was getting less than they are worth I

Humanities class Essay Example | Topics and Well Written Essays - 750 words

Humanities class - Essay Example To illustrate this point, it will be best to cite an example in an epoch in history where St. Augustine’s teachings and philosophy were pervasive – the Dark Age. During that time, St. Augustine’s teachings that we are all sinners and deserving to be damned virtually preoccupied all of Europe’s consciousness that even the air they breathe is filled with sin. For St. Augustine, they were all sinners because Christ, despite of his sacrifice, did not after all save nor absolved us from our sins so we have to repent. So virtually all dimension of life in Europe during that time were filled with remission of sins such that a slight digression from this theological thought would suffice an individual to be charged as heretic and be burned at the stake. That same theological thought also proved to be an ideal ground to launch a crusade of violence and murder in the name of God. Pope Urban II exhortation and call for arms against the Muslims at Clermont, France in November 27, 1095 would not have gained ground if people did not believe that they were sinners and deserved to be damned (Tyrman 226-228). The pope knowing that this is the mindset of the people during those times, exploited their naivety by offering those who will undertake the crusade a full remission of their their sins and will be regarded as martyrs and could expect eternal salvation as the crusade is considered as a response of vow made to God (Riley-Smith 9). Naà ¯ve and gullible that this may sound to the modern mind, but the reward of not being damned by their sins is the religious impetus that provided momentum to the crusade, an idea borrowed from St. Augustine. Still not contented, the violence that were undertaken in Christ’s name who Himself abhorred violence but instead preached and practiced love and charity was also given a theological justification or excuse by the teachings of St.

The Concept Of Libel Essay Example for Free

The Concept Of Libel Essay This thesis seeks to look at the constituents of libel and distinguished from slander. The paper shall therefore begin by laying down a definition of the term libel and later look at the key elements that ought to be proved in a libel suit in reference to the New York Times Co. V. Suillivan suit and lastly look at the defenses that exist and the place of press ombudsman in handling libel cases. The laws of different jurisdictions have laid down distinctions between libel (a written defamation) and/or slander (an oral defamation). This thesis looks into defamation indepthly. Defamation has been defined in general terms as a communication which exposes a person to hatred, ridicule, or contempt, lowers such persons esteem, causes him to be shunned or injures him in his business or calling. (Phelps and Hamilton; 1966). It is therefore any written communication that holds a person up to contempt hatred, ridicule or scorn, thus in establishing a case of libel, one must proof that words published actually damaged the reputation of the person. (Roger V. Jackson Sun Newspaper 23 M. L. R. 1670 [1995]) and that at lease a significant minority of the community belief that as a result of these publications the plaintiff has been damaged. (Saudner V. WHYY TV, 382 A 2d. 257, [1998]). Injury that amounts from Libel is viewed in numerous ways. The injury may be as to have only hurt the reputation or it may have lowered ones reputation as to deprive them off their rights to enjoy social contacts. On the other hand, a person’s ability to hold a job or make a living may also be injured. (Yankwich; 1956) A person thus needs to show that they have been injured in one of the three ways for compensations to occur in libel suits. The institution of civil action for libel can be brought by any person however in instances where such persons die, it is a general principle that libel suits can not proceed or be instituted. However, the enactment of survival statutes in some jurisdictions has enabled relatives to proceed with such suits in instances where the plaintiff dies. In examining the locus standi of incorporated business they are entitled to actions for libel, however, cities, countries and agencies for the American government and governments the general can not excise loci standi in libel quite (City of Chicago . v. tribune publishing co. 139 n. e. 2d 86 [1923]) . The concept of burden of proof heavily lies on the plaintiff in libel cases. He must establish five key element of which this section shall delve into briefly before the law recognizes a statement and /or comment as being civil libel, it must be published According to law, publication occurs when one person, in addition to the writer and person who is defamed hear or see the material. Oftenly publication in newspapers or broadcast on television is presumed to have been disclosed to third parties. (Hornby. v. Hunter 385 S. W 2d 473 [1964]). Secondly the injured party must show the court that the exclusion of his name on the list of his best selling book was defamatory was held not to have validity as it had not specified his name in the list. The plaintiff must therefore be identified in the New York Times . v. Sullivan; the Montgomery police commissioner sought damages for false defamatory statement about the conduct of the Montgomery police department though he was never named in the ad. He contended that the comments on behavior of police also reflected on him. It was however established that plaintiff fell under the definition of all-purpose public figure whose job occupation is that of pervasive power and influence they are deemed public figures. Thirdly the examination of words as to constitute defamatory language is of essence . In libel cases, words are ordinarily considered in light of their ordinary meaning unless the evidence is persuasive as to show that the defendant meant something else(Mc Bride . v. Mewell Dow). Libel plaintiff must generally prove that the defamatory statements are false. This concept of falsity however differs with regards to public and private entities. In this case, if the plaintiff is a private person, they must prove the falsity of the libelous statement only when the subject matter is a matter of public concern (Philadelphia news paper Inc. v. Hepps). In the new York Times Co. v. Sullivan, the US court unanimously reversed the decision in this case stating that Sullivan could not recover damages in the case unless he proved that the defendant published false and defamatory advertisement knowingly or that the paper exhibited reckless disregard for the truth when it printed the material. The proof of reckless disregard for the truth was established in Garrison. v. Louisiana , by proving that the defendant had a high degree of awareness of probable falsity. The defenses that lie within a libel suit fall under the enactment of the first Amendment that establish the freedom for airing one’s opinion. However a person cannot also sue for libel if he or she has consented to the publication of the defamatory material (Pressley. v. Continental Can co. ). In another case, defense falls under the concept of right to reply which is mostly interpreted as a self-defense concept where if a person has written defamatory statements about another party, such party may reply in defense. Reference: American Law Institute: 379 U. S. 64(1964). Restatement of Tort 2 ed, Philadelphia American Law. Ashley, P. Say it safely. 5th ed. Seuttle University of Washington Press 1976. D,H. B. Libel law Doesn’t Work. But can it be fixed and in what price? Libel law and freedom of the press; Marton. L. New York(1993). Phelps, Robert, and Douglas Hamilton, Libel. New York:Macmillan 1966. Sinolla,Rodney. Suing the Press, New York: Oxford University Press,1986.

Socrates And Aristotle On Virtues

Socrates And Aristotle On Virtues Socrates and Aristotle are both ancient philosophers. In their work they both taught on the idea of ethics and virtues. They believed in virtues but their understanding of what is means to be virtuous were different (Lutz, 1998). This is why their teaching on virtue as well as their lives and decisions contradicted. This paper is a critical comparison between Aristotles account of virtue and Socrates account of virtue. The similarity that exists in these teachings is that they believed in existence of virtues and taught their students on what is means to be virtuous only from their different understanding. The two philosophers believed in individuals possessing intellectual virtues. The common thread on the teachings of the two was the fact that people possessed certain virtues (Lutz, 1998). The virtues represent the most significant qualities for a person to possess. The two philosophers taught that having virtues was advantageous. Nevertheless, there are various differences on the way each understood and approached the subject. The differences in the accounts of virtues by the two philosophers are not only revealed in their teachings but also their way of life. Both Aristotle and Socrates were charged with impiety, but their differing understanding of what is virtuous and right led them to different actions. When Socrates was convicted to death, he accepted it and allowed himself to be executed. When he was offered to pay a fine for his crime he refused. He also refused to honour the pleas of Plato and his other students to run away in a boat they had ready for that purpose. Socrates is known to be a man who lived what he preached (Sherman, 1997). He refused to break the law even in the face of death and wanted to set a good example to his students. In a way through his act, he answered some of the questions he had posed to his students on virtue and courage. His actions also lived up to the fact that he advocated for friendship and true sense of commonality. This is what led Socrates to willingly accept hi s death sentence when most people thought he would flee. Socrates believed that running away from the authority amounted to going against his communitys will. As a pursuit of personal happiness, Aristotle on the other hand refused to accept his charges and fled. This is because Aristotles thinking was based on individual happiness and pleasure (Sherman, 1989). Unlike Socrates, when Aristotle was charged with impiety, he took the easy way out. He ran away rather than stay to face the charges. This tells us a lot about Aristotle. This is also evident in his argument that the final goal of human beings is happiness. He argued that living a virtuous life is something pleasurable. In his argument, the virtuous man takes pleasure in living a virtuous life. In his argument, it seems like devoid of virtues, a person cannot achieve happiness. It is like virtue is the linking aspect to happiness. This is in contrast with the theory of Socrates who argues that the best way of life is focusing on self-development instead of pursuing material things (Lutz, 1998). In his teachings, Socrates never revealed answers, nor did he reveal the truth. Socrates never taught the truth but taught his students how to find the truth by themselves. He just taught his students to discover. Socrates knew that no person could answer the questions concerning courage, virtue and duty to his satisfaction. People just claimed to be virtuous and courageous without really knowing what this meant (Sherman, 1989). On the part of Aristotle, being virtuous was a thing that people could not only understand but also achieve. Aristotle disagrees with Socrates in arguing that ethics is primarily about virtues. Socrates also argues that a person can have virtues without necessarily having the kind of knowledge that typifies mathematics of nature science. Aristotle is capable of demonstrating that ethics and personal interest may be related, that ethics is well-suited to common sense, and that a virtuous person is capable of achieving rational decisions. Aristotle also made a distinction between two kinds of virtues; ethical and intellectual. Ethical virtues come about through habitual actions. He argued that people are born with the capacity to live a virtuous life. He also argues that education is essential in establishing human capability to make virtuous acts habitual. Aristotle believed that people have to act virtuously as much as they can and by doing so they make a step in becoming virtuous. He also believes that ethical virtues need to be attended with pleasure. He believed that human beings cannot be exposed to pain when they are acting virtuously. If a person is exposed to pain as a result of an action, then he cannot be considered virtuous (Sherman, 1989). Unlike Socrates who believed in doing what is right, Aristotle believed that too much and too little are always wrong. He argued that virtuous acts are always midway states between the contrasting vices of excess and deficiency. This is unlike the idea of Socrates where there was no compromise or flexibility in being good. Aristotles theory of virtues allows for flexibility. Socrates stresses that virtue was the most important possession and that life must be lived in pursuit of good (Sherman, 1997). While both of the philosophers believed in the benefit of having virtues, it is Socrates who stresses more than Aristotle the importance of the virtues. In his Socrates view there is no go between; people had to be good. In Socrates theory the idea of happiness and pleasure brings in an aspect of compromise. Between the two philosophers, it is Socrates who forms the best example of living a virtuous life.

lost Essay -- essays research papers

Peer Pressure   Ã‚  Ã‚  Ã‚  Ã‚  The hard part of being a teenager is learning to make the right decisions. One of the things that affects decision making is pressure we encounter from friends. Peers influence life. At this stage in life, which is our teen years, we will always try to fit in. Everyone has or will face peer pressure sooner or later. Peer pressure can be broken down into two areas; good peer pressure and bad peer pressure. From being a teenager myself, I have been placed in situations where I was pressured into drugs and alcohol. It‘s hard to say no, but to avoid peer pressure, you just have to stand up for yourself and walk away from it.   Ã‚  Ã‚  Ã‚  Ã‚  Whether we know it or not, peers influence our life just by spending time with us. We learn from them, and they learn from us. It’s only human nature to listen and learn from other people in our age group. As people grow into adulthood, peer pressure rarely occurs because they are older, so they can do a lot to take care of their self, be more independent, and make more choices on their own. They are old enough to accept responsibility for them, along with their positive or negative consequences.   Ã‚  Ã‚  Ã‚  Ã‚  Some kids give in to peer pressure because they want to be liked, to fit in, or because they worry that other kids may make fun of them if they don't go along with the group. Others may go along because they are curious to try something new that others a...

Classical Theory: Cesane Beccaria and Jeremy Bentham Essay -- feudalis

Crime have existed over many centuries, different eras affect the flow of crime and within those eras. Furthermore amongst individuals, there was different way of thinking into how to reduce and eliminate occurred. The act of crime cannot be eliminated, as different individuals have different perspectives of crime and for theses reasons, have different methods of advocating and eliminating crime. This essay will firstly explore the views of Classical Theory, by looking at Cesane Beccaria, the father of Classical theory and Jeremy Bentham, the founder of Utilitarian and explore how there influences are incorporated into laws and regulations, around the world. Secondly, Positivism theory explores the biological, psychological and environment understanding of what causes the crime, thus having a different understand and method into solving and eliminating crime. By looking at these overarching theories, we can come to understand how they both are beneficial and incorporated into the law s within our society, however does now have the power to rid it of crime. Classical theory explores the idea that crime is the intent to commit, rather than a reaction to an unfavorable situation. This theory believes that a committed crime was intended to gain ‘self-seeking and self interest’ and because of this belief this theory believe that the criminals have to take full responsibility of there actions. Two known advocates of Classical theories are Cesane Beccaria and Jeremy Bentham. Their ideologies revolve around classical theory and have greatly influenced, through the creation of laws, rules and regulations, which have impacted society today. The development and influence of Classical theory happened during the transition from the feudalism... ...conferences/criminality/benier.pdf http://www.justice.govt.nz/justice-sector/drivers-of-crime/publications-and-background-information/documents/spb-theories-on-the-causes-of-crime http://www.criminology.fsu.edu/crimtheory/beccaria.htm http://www.iep.utm.edu/beccaria/ http://www.sagepub.com/upm-data/19631_Section_8___Biosocial_Approaches.pdf http://www.bunker8.pwp.blueyonder.co.uk/history/panopticon.htm https://sentencingcouncil.vic.gov.au/sites/sentencingcouncil.vic.gov.au/files/how_much_does_imprisonment_protect_the_community_through_incapacitation_0.pdf http://www.jstor.org/stable/2709127?__redirected http://www.sagepub.com/hanserintro/study/materials/reference/ref8.1.pdf http://www.ashgate.com/pdf/SamplePages/Ashgate_Research_Companion_to_Biosocial_Theories_of_Crime_Intro.pdf http://whatworks.uwex.edu/attachment/FamilyBasedPreventionProgramschapterdraft6-10-10.pdf

Christopher Pawling Popular Fiction Ideology or Utopia

Introduction: Popular Fition: Ideology or Utopia? Christopher Pawling Popular Fiction and Literary criticism Despite the growth of interest in popular fiction, it has been difficult to introduce courses on them in college and university syllabi because it is still not considered as mainstream literature, just a minor or peripheral genre. The self-definition of English literature depends heavily on what is absent from its field- its significant other- popular literature or paraliterature whose absence from the syllabus enables us to define the dominant literary culture.Paraliterature is a sort of ‘taboo’ against which the ‘self’ of literature proper is fashioned. Darko Suvin says that a discipline which does not take into account 90% of its domain seems to have a distorted vision in the small zone it focuses on. i. e. high literature. In the last few years, there has been an attempt to initiate interdisciplinary courses. The prejudice against popular literature has gone down because it garners the widest readership. It is also more inextricably linked to ‘other’ aesthetic modes of communication like film and TV. Pop fic has been included in the curriculum since the 1960s.This is not a ‘soft option’ but has generated a serious corpus of criticism predicated on theory. So reading pop fic is not as much of a peripheral preoccupation as was assumed earlier. Much of the secondary work on pop lit has been untheorised and eclectic. The prospective student has been faced with a) production, marketing and consumption of popular fiction which elude meanings embodied in the text themselves and b) Analyses using the tools of lit criticism to give an ‘internal’ account of the themes embodied within the text or genre, but are unable to make connexions between the literary artefact and the social context.In such situations, the socio-historical context is seen as something external. Sociologists have dealt with texts of popular culture as direct bearers of ideology. Popular fiction reflects social meanings/ mores and intervene in the life of society by organising and interpreting experiences which have previously only been subject to partial reflection. Pop fic, like all other cultural creations, interprets human experience. Genre Analysis Popular novels are not simple repositories of sociological data. They generate norms/ expectations on which the reader’s acceptance/ rejection of the text depends. See quotation from James: â€Å"Genres are essentially†¦ contracts. † The narrative of the thriller offers a form of pleasure (uncertainty between security and adventure) that is different from that of women’s romance. The ‘relative autonomy’ of the narrative helps to define boundaries of different genres. These genres do not exist in a vacuum but they circulate in specific social, cultural and historical contexts. We must acknowledge that our popular genres differ from those of other societies so they cannot be seen within umbrella terms like universal ‘archetypal structures. ’ Narrative and Ideology: Macherey and Goldman A breakthrough in cultural readings has been that the mediations between text and society are present in the text itself. Levi Strauss- Ideology is present in both the form and content of the myth as text and the narrative itself provides the crucial link between the ‘external’ reality of social experience and the ‘internal’ meaning which is derived therefrom. Frederic Jameson- narrative is a form of reasoning about experience and society. Pierre Macherey starts with an analysis of the internal logic or problematic of the text before going on to reconstruct the ideological field which lies behind the narrative.The author tests out certain ideological propositions which form the basis of the literary discourse. The narrative may thus reveal any contradictions inherent in those assumptions and then suppresses them through magical resolutions. The narrative may get flawed if the author refuses this escape route and pursues the contradiction till they destabilize the text. Jules Verne’s story, The Mysterious Island begins with a supposedly straightforward celebration of ‘bourgeois’ science.It is subverted by Captain Nemo who epitomizes a scientific spirit of enquiry untainted by social relations. This ‘ideal’ image of science is finally rejected by Verne and Nemo rejected as an anachronistic figure whose illusions destroy him and his island. It helps to undermine the effect of an all-conquering science. Verne’s story does not offer a conscious interrogation of the bourgeois image of science. Macherey’s reading reveals a flaw in the narrative which allows us to gain access to the repressed meanings of ‘political unconscious’ (Frederic Jameson) of the narrative. Martin Jordin’s analysis of 1950s novel Wolfbane shows that the narrative of Wolfbane just does not re produce given ideological assumptions about the role of science in society but that it also puts that ideology to work ‘ testing, defining and reconstructing it in the process of interpreting the changing content of†¦ historical experience. ’ Wolfbane reverses the science fiction formula by implying that science must first be liberated from its service to an irrational social order before it can become an instrument of human progress or produce a more free and equal society.During this period, the readership of SF (the scientific middle class) had to be subordinated to the needs of the corporate economy. The text became a site of ideological struggle and not just a reflection of external social processes. The narrative ‘constructs’ rather than reflects an ideological position. Jordin’s analysis of Wolfbane emphasizes the disillusionment with science as part of a creative interrogation of ideology within the text. Mellor concentrates on the way i n which science fiction expresses the ‘world vision’ of its readership, on its relative autonomy, rather than treating it as a relatively independent entity.The flight from science reflects a process of fragmentation which is already detectable outside the text, in the developing ‘world vision’ of the ‘educated middle class. ’ Mellor constructs an overall picture of SF as a genre, whereas Jordin concentrates on the narrative mechanics of one moment of change and therefore is bound to privilege the more ‘autonomous’ features of the text. But the authors share the same philosophy. The Popular/ Elite Dichotomy: Lowenthal and Cawelti Macherey breaks with’ established’ literary criticism in his refusal to divide the sphere of literature between ‘elite’ literature (an autonomous realm which is somehow free from ideology), and ‘popular’ or ‘mass’ literature (supposedly a direct reflecti on of ideology and therefore not amenable to the sophisticated analysis given to ‘canonic’ texts). Macherey says a text is literary because it is recognized as such, at a certain moment, under certain conditions. It may not have been recognized as such before or after. Macherey’s highlights the relativity of literary value and he need to problematize categories such as ‘popular’ and ‘high’ literature. Verne has been added to the curriculum since Macherey, so we can conclude that the ‘canon’ is a historical construct, rather than a fixed entity, and that is open to revision. He challenged that a science fiction work by a minor author is not a literary text and has been proved right in a subsequent era. There are no separate mode of analysis for the study of popular fiction and real literature. This dichotomy leads to a reductionist approach.According to Tony Bennett, â€Å"non-canonized texts are necessarily collapsed back i nto the conditions of production from which they derive. † Popular fiction is often limited to an account of marketing strategies employed in promoting bestsellers. Or ‘mass’ fiction is studied as a component of ‘the culture industry. ’ Leo Lowenthal’s book Literature, Popular Culture and Society says that since the division of literature into ‘art’ and ‘commodity’ in the eighteenth century, the popular literary products can make no claim to insight and truth.The emergence of a market economy has profound implications for the relationship between author and reader. Yet even ‘high’ art or ‘serious’ literature is not so impervious to markets, consumption patterns and economic profit as to warrant assessment only in terms of what Pierre Bordieux calls ‘symbolic profit. ’ (See Randal Johnson’s discussion of Bordieux’s argument about economic vs. symbolic profit in Ã¢â‚¬Ë œPierre Bourdieux on Art, Literature and Culture’- Editor’s Introduction to Pierre Bourdieux, The Field of Cultural Production: Essays on Art and Literature. Cambridge: Polity Press, 1993, p. 15. ) John Cawelti’s Adventure, Mystery and Romance argues that popular fiction is intrinsically more ideological than its ‘elite’ counterpart. For Cawelti, ‘formulaic’ fiction has the function of reproducing cultural consensus, in contrast to ‘mimetic’ (elite) fiction which confronts us with the problematic and contrasting reality of the world. Mimetic literature represents life as we know it while the formulaic reflects the construction of an ideal world without the disorder, ambiguity, uncertainty and limitations of the world of our experience. Formulaic literature is an ‘artistry of escape’ which makes it popular. The tensions, ambiguities and frustrations†¦. mystery† (p. 9) This model attempts to defend pop ular fiction by assigning it to the realms of escape and distraction. There is no place in Cawelti’s scheme for ‘a literature of genuine innovation, or for one of informal ‘underground’ education. That is confined to the domain of mimetic literature. If popular fiction is ‘conventional’ in an artistically conservative sense, all literature is concerned with the manipulation of narrative expectations in some way, and even the most sophisticated literary subversion inevitably sets up generic patterns after a while.Even an arch modernist such as Theodore Adorno has recognised that formulae (which he terms as ‘stereotypes’) are an essential element in the organisation and anticipation of experience. It would be wiser to ask under what conditions specific literary genres become rigid and lose their creative potential while acknowledging that this is a question which applies to both popular and elite fiction. Cawelti privileges the conse nsual role of popular culture. Formulaic lit, he says, assimilates new interests into ‘conventional imaginative structures. The black-oriented action stories of the early 70s use a traditional formula- the ‘hard boiled thriller- but fill it with new content. The conventional forms of fantasy they use are not very different from the adventure stories that have been enjoyed by American audiences for several decades. Cawelti’s ‘functionalist’ theory has its origins in mainstream American sociology. American culture, he believes, embodies a set of ‘core’ values which gradually spread outwards to the periphery of society and eventually embrace ‘marginal’ groups such as the black minorities.But this model takes certain values for granted and assumes that culture is a homogenous entity rather than seeing it as a site of struggle which is marked by contradictions. But while the black action stories tend to make the black man an initi ator of action , they also glorify a ‘machismo’ image with the result that the cultural ‘integration’ of the male section of the community takes place at the cost of the woman, who experiences a double subordination. While Lowenthal condemns pop fic as a purveyor of ‘false consciousness, Cawelti tends to extol this function in a rather uncritical a manner. Cawelti highlights the harmonising, normative function of formulaic narrative whereas when we look at the ideological conflict within each text, it becomes clear that it is also potentially subversive of that consensus. Popular Fiction and ‘Common Sense’: the Influence of Gramsci Even the most banal narratives illuminate the material reality which lies behind the ostensibly unified, conflict-free world of ideology.Rosalind Brunt’s chapter on Barbara Cartland’s romance stories highlights a contradiction in the narrative, between the intended message which focuses on the rol e of woman as a transcendent, spiritual being, and the actual process of narration which concentrates on the more mundane reality of ‘love and marriage’- historical necessities lead women to pursue men and to turn love into an ‘economically rational career. ’ Therefore virginity is seen a s a commodity which secures the heroine an economic place in the world through a ‘good’ marriage.Cartland’s novels show women’s involvement in a patriarchal commodity market that is incongruous with her romantic idealism. The ‘spiritual union’ of marriage is always celebrated at the end of the novel but the impulse of the narrative is towards a materialist account of gender relations. Brunt focuses on the contradictions in the text. Her feminist reading shows that the author’s intentions are partially subverted at an unconscious level by a material reality that cannot be wished away by the ‘magical resolutions’ at the end of the text.Cartland’s novels can be interpreted in a way that renders them potentially subversive of the author’s own intentions, They do not generate an ‘alternative view of female identity. In fact, they endorse values opposite to those of the women’s movement and Cartland undoubtedly opposes any move towards greater social and cultural equality for her sex. Gramsci terms the Cartlandian approach to her readers as ‘common sense’ (the space between hegemonic ideology and material reality).Women are naturally subordinate to men and they know it. They have to operate in a different manner if they are to succeed as women. Women, therefore, are socialised into existing gender relations. Everything is enclosed within a circular narrative. The heroine has to decide between marrying for love or money. The choice has to be based on common sense, and there is no suggestion that there is a third choice- that of not marrying at all. Her depend ence on marriage as a route to economic security is acknowledged unquestionably. There are contradictions in the world of ‘lived ideology’- stone age elements combine with principles of a more advanced science, prejudices from all past phases of history and intuitions of a future philosophy. ’ Here Gramsci highlights the dialectic between ideology and utopia which is so crucial in the making of popular fiction. A Stone Age element in Cartland’s fiction is, for example, is the fascination with the aristocracy. The intuitions of a utopian future are free from contradictions. Most formulaic fiction in normal times, says Gramsci, have a predominance of Stone Age elements.At times of intensified political and cultural struggle, common sense adopts a more utopian outlook. At those times, there is an active popular demand for literature which embodies alternative values. Popular Fiction: Ideology or Utopia? What is the relationship between popular fiction and cul tural politics at certain key moments in the post-war period? The seesawing dialectics between ideology and utopia has to be seen in this context. In the late 50s, British society was moving towards ‘the morality of affluence. The fear was that an old world of authentic value, associated with the pre-war working class, was on the verge of extinction. In Stuart Laing’s Room at the Top, the vision of a romantic haven based on an ‘alternative reality’- the relationship between the hero and the heroine- amidst the ‘rat race’ collapses with the heroine’s death. At the end, there is a cynical acceptance of the present and the inevitable values of affluence. In the 60s, there was a counter-culture which highlighted the need to reframe relationships within the frame of the perquisites of political change. Middle class pressure groups at the time attempted to make society live up to its stated ideals, rather than movements with a concrete vision of the ‘just society. ’ The counter culture was hardly a mass movement in the classic sense of the word because it was largely confined to the middle class. But it did have a populist outlook, rejecting cultural divisions and celebrating popular art as an arena of cultural struggle. Chapter by David Glover- concentrates on that ‘moment’ in the 1960s when certain writers of fantasy- Tolkein, Peake, Burroughs and Moorecock, acquired a cult status among the counter-culture.Each of these authors reached maximum exposure and circulation through the medium of mass market paperbacks. Fantasy gave expression to the search for utopian alternatives. The taste for anti-realist texts among the among the counter-culture can be seen as a kind of literary equiavlent to the alteration of consciousness’, suggesting new ways of perceiving one’s relationship with others, society in general and the natural world. The content of these utopian tales offered the vis ion of a ‘human’ proportions, an organic society based on the small collective and the needs of the individual.Glover concludes that the ‘enclosed world’ of utopia/ fantasy ‘provided a touchstone for a critique of existing social structures and the construction of alternatives, social models prefigured in the achievements of literary technique. ’ ‘Counter culture’ was a spent force by the early 70s. Popular fantasy developed instead in a cult of the sword and sorcery. The world vision of the counter culture had been inspired by the past, a need to recover a world which had disappeared with industrialism. There was a strong plea for traditional political values, not a mere revival of pastoralism.Adams’ novel signalled that return to tried and tested conservative values. That was to prove an important component of political rhetoric in the 1970s. This book does not offer a comprehensive introduction to the study of popular fic tion. There is an emphasis in Pawling’s book on studies which concentrate on the meanings which form around texts, genres or authors, rather than analyses which might examine the way in which those meanings have been understood by particular groups of readers. The concentration on the point of production rather than consumption is the outcome of a moment in cultural studies.The process of ‘reception’ has been highlighted in determining the meaning generated by individual texts. Texts can have different meanings for different groups of readers. A work cannot merely be collapsed into its various moments of reception. It is necessary to focus on the text as a source of meaning creation. This allows the student to test his/ her reading of popular fiction against the various approaches on offer here. The function of a book like this should be to encourage others to embark on their own analyses.