Gene Autry Museum Visit Essay Example | Topics and Well Written Essays - 1250 words

Gene Autry Museum Visit - Essay Example time passed by, the center has increasingly expanded its performance to involve some emphases on other Westerners like Asians, Mexicans, African Americans, and Native Americans (Lemanczyk 2007, 50). At present, the center’s primary emphasis is on the union or meeting points of cultural practices in the American West. The Autry National Center is a museum of American West’s history, with collections and displays of relics and art works from the historical age of White imperialism in the 19th century, and it is also regarded a museum of symbols, myths, and images of the West, with quite a few masterpieces by Western artists, and a broad array of Western goods, mementos, costumes, etc. The center houses a research department which routinely conducts special expositions and events, and makes publications. Undoubtedly, the center is the leading museum of the American motion picture. . Â   In spite of the alienation I felt when I entered the center and being welcomed by the full-size imitation of Gene Autry, the center is, without a doubt, dedicated to the American West, particularly to cowboys and Native Americans. The center, apparently, has witnessed the honing of its vision and the expansion of its performance as it has struggled to become a site where the legends of the American West would occupy an important part in American history. Nevertheless, as I have observed, in spite of the committed hard work of Autry there was a very obvious dilemma. Several of the center’s visitors erroneously thought that Indians basically died out. The solution to this dilemma was easy, that is, to allow living Indians express and exhibit their own cultural history. One of the most remarkable and memorable exhibits I have seen in the center is the ‘reservation’, and although not all American Indians have went through this historical period, it is a site of legendary importance in the perception of American Indians. Several Natives who grew up in cities have an idealized

Court Brief 2 Assignment Example | Topics and Well Written Essays - 500 words

Court Brief 2 - Assignment Example Is officer Brosseau entitled to qualified immunity for the use of excessive force? The Court of Appeals decided for Brosseau finding that she was entitled to qualified immunity. There was a â€Å"hazy border between excessive and acceptable force† in Brosseau’s actions for which, she was entitled to qualified immunity. Officer Brosseau violated the Fourth Amendment, but she had the cause according to which, â€Å"the suspect poses a threat of serious physical harm, either to the officer or to the others, it is not constitutionally unreasonable to prevent escape by using deadly force† after which, she was not regarded as a violator of law. According to Haugen, Brosseau violated his federal constitutional rights. Glen Tamburello reported officer Brosseau about some stolen tools from his shop and blamed Kenneth Haugen, his former crime partner. Later on, Brosseau came to know that for Haugen’s felony, there was no-bail arrest warrant against him for charges of drugs and other offences. When Haugen was in his mother’s driveway, Tamburello accompanied with Matt Attwood drove to Haugen, where they had a fight after which, a neighbor called 911. Brosseau reached the scene and due to her arrival, Haugen got a chance to get away and hide in a neighbor’s backyard. On a radioed report, Brosseau reached there and found Haugen. Haugen tried to escape by jumping into his jeep. Brosseau doubted him trying to get some weapon. However, he was searching for the keys to drive away. Brosseau ordered Haugen multiple times to get out of the vehicle and also fired several times on the driver’s side window with her hand gun. She even tried to get the keys through the side window and hi t Haugen with the barrel and butt of her gun, but ignoring all her commands and attempts, Haugen started and drove the jeep a little after which, Brosseau shot in his back considering the life of those officers in danger who were on foot. While deciding for

Socioeconomic Influences On Learning And Development

Socioeconomic Influences On Learning And Development The factors that can affect learning and development Children’s development can be affected positively and negatively by a variety of different factors. These factors can take place externally and have a significant effect on a child’s life chances. Early years workers should have an understanding of the factors affecting learning and development of the children in their care. Factors that can affect learning and development are deveined into social environmental, economic and physical factors. Social Factors Social factors are those which involve communication with others. Children are very sociable and mix with others in a range of situations. Family The family unit is a small reflection of the wider society. Within a family unit, primary socialisation occurs in which, acceptable norms and values are introduced to children. The norms and values that young children learn from their family will initially believe that the way these are transmitted to them, are the same in all families. This supports the idea of ethnocentrism, in which in this case, the child’s culture is ‘normal’ while others are inferior. The experience within a child’s home has a direct impact on their life chances. According to the World Health Organization (WHO), early childhood is the utmost thorough time of a child’s brain development. In the first three years, a childs brain is highly sensitive to external factors (social, environmental, economic and physical factors etc.), for example, a family that doesn’t deliver a stimulating environment for children by not communicating regularly to enhance language development and does not develop a healthy bond with their child. This can result in the child being behind their developmental milestones. WHO informs families that a child who experiences a stressful environment is more likely to experience learning disabilities and have an increased risk of developing a stress-related illness such as; depression. Family structures include; Extended families Foster families One-parent families Step-families Shared-care families Nuclear families A child’s family has the responsibility to provide for a child’s needs. These include; Food and drink A home or shelter Warmth and clothing Love and companionship Protection and support Care and training A safe, secure environment in which they can develop encouragement Children depend on their family to provide them with the care and provision required to progress. The bond established between a baby and their parents or primary carer has a direct influence on development. Children who have a protected connection commonly develop into joyful, well balanced individuals. Those who have bad bond may experience difficulties with their growth. Children, who live in a pleasant, comforting family, in which the parents give inspiration, will benefit in their learning and development. In modern society the structure of the family can vary. This can again have an impact on a child’s learning and development. A child who lives in a one-parent family may not receive the same level of attention, as a child who lives in an extended family, (where grandparents live in their home together with their parents). A child whose parents have separated may experience stress, in which a child living in a nuclear family may not as it consists of both parents. Step families might generate difficulties for children because they have separated loyalties and may not get on with their step parent due to hatred. Shared care families, where children spend time with each of their parents in different homes, may produce a sense of insecurity and not knowing where they belong. Foster families care for children on a short-term basis and children may have suffered some form of distress before going there, such traumas can include; death of a family member, a type of abuse etc. Not kno wing whether they will stay or return to their parents can cause children to become distraught and confused. In addition, the family determine the language that is learnt and how language is expressed by a child. Bernstein identified two types of language codes, firstly, the elaborated code where children were able to communicate with the wider society more effectively. Secondly, the restricted code could not make progress and children’s speech was complex to understand. The language taught or used within a household is a child’s norm therefore they too are likely to use the same language with others. For example, if swearing is used within a family household, the child will believe this is acceptable to use in society. Young children find it difficult to make changes which are against the norms, values and culture of their family. The family will also have an impact on children’s attitudes and aspirations towards education. Some families, value education highly and are aware that education is vital to social success and economic stability in adult life. Such families e ncourage learning among their children as a positive experience and aspire to provide their children with the best suitable opportunities within education. Furthermore, they are likely to use early year’s provision as a way to extend their children’s learning and social skills, in preparation to school. This will give them an advantage to others. Parental guidance and support is essential to have an impact on their children’s attitude to education this can be positive or negative among children. In contrast, some families believe education is not necessary. Through this, children are less likely to attend early year’s provision and as a result are less prepared for the demands of school. Research has suggested that in some families where the parents have not worked education is not valued. Whatever family structure a child lives in, the family ought to make sure that they have the care, education and support they need. The culture, beliefs and values of a family have a direct influence on the learning and development of a child. Behaviour and moral values are learnt through primary socialisation within the family. Norms of behaviour are every so often imitated from other members of the family. As a child grows and develops, they mirror their upbringing in their personal characteristics. Environmental Factors Environmental factors are those linked to where a child lives, plays or attends for activities and education. Location The location where children live and grow up is a central part in their learning and development. It regulates the facilities they can access, the activities they can take part in, the ease with which they can visit friends and extended family members, their education, their behaviour, visits they can go on and opportunities they have for social communication. Families living in rural areas have access to many natural learning environments which can enhance their learning and development. Their interaction with nature and wildlife may compensate for any lack of facilities they experience. Nevertheless, children who grow up in a rural area may have limited facilities and have to travel to access early year’s education settings or other learning environments. Families that live in urban areas are likely to have more access to early year’s settings, have a variety of learning opportunities such as; playgrounds, museums, zoos and other areas of interest, have better transport networks to get to other places of interest quicker. They have access to a wide variety of facilities and activities close to where they live, which could enhance their leaning and development. However, children who live in an urban area may experience social deprivation and have to cope with high crime rates and vandalism. Children living in high rise flats have limited space to play in and may not experience playing outdoors because it is difficult for parents to supervise them. In addition, urban areas consist of many families living in poverty, due to poorly cramped housing conditions such as; children living in high levelled flats are restricted the opportunity to get fresh air and play and explore the environment. Individual’s health is at risk due to; pollution form vehicle exhaust and bi-products of industry. Statistics show that there are more one parent families living in inner city areas, and that these have limited access to family support networks. People often feel socially isolated, even though they are living in an area of high population, as neighbourhoods in today’s society do not always form the extended network they had used to. This may reduce the opportunities for interaction between children and adults. The government has recognised that these issues are having significant effect on children and their life chances. They are investing money in significantly deprived areas through the sure start scheme, with the aim of increasing access to good early year’s education. Following studies carried out by environmental and developmental psychologist Gary Evans, a Cornell University professor. Loud, overcrowded living conditions may damagingly have an impact on a childs social and emotional development. Research suggests that these environments ever so often resulted in parents communicating much less to children, for example, due to this infants and toddlers, will have few communication skills which will influence ability to connect with other people and build friendships. Children do not chose the location they live in and have to rely on the opportunities they have to aid their learning and development. Parents have a responsibility to ensure that wherever they live, their children do not feel deprived and can have a range of experiences to aid their development. This may involve taking them to activities in the car or on the bus if there is a distance to travel, supervising them wherever they are and being inventive with the activities they provide themselves. According to the World Health Organization, an intellectually stimulating environment aids social and emotional development by enhancing cognitive/intellectual development. They urge that a stimulating environment does not need a lot of money to produce, for example, parents can provide babies and toddlers with a harmless clean area to explore a few attention-grabbing toys and some baby-safe household items that produce noise and exploration. Economic Factors Economic factors can have a huge impact on the development of a child. Children cost money, as they require housing, food, clothes, toys and activities. Income Family income has a major influence on the opportunities children could have. It will impact the area which a child lives, the quality of food they eat, the toys they have access to in the home and learning opportunities they experience outside the home. The income of families differs significantly. One family may have two incomes, if both parents are working, whereas others may be dependent on benefits from the government. The children in both families have basic needs which should be met. A family must balance their income with necessary expenses, which consists of cautious budgeting. The amount of disposable income is the money left after the essentials are paid for, these can include; food, housing, clothing etc. The amount of disposable income left over will affect other factors such; outings, holidays, memberships of clubs and extracurricular activities that children may aspire to take part in (for example, swimming, dancing lessons etc.). Buying or renting a house or flat is one of the largest expenses a family may encounter. Some children may live in damp, overcrowded conditions in which children are restricted to play and be active while others may have a big house with central heating and a garden where children may play safely. These differences will affect the development of the child and the experiences/opportunities they have to improve their learning. Diet can also be affected by the income of a family. Children require a balanced diet with all the essential nutrients for growth and development. Some children may be deprived of the crucial nutrients if their parents cannot afford to buy fresh, healthy foods; this has an impact on a child’s development. Children whose parents both work might have a diet that consists of convenience foods that are not healthy. A child’s diet can also have a direct impact on their ability to learn, for example, if they skip breakfast they are very likely to be exhausted and unable to concentrate in school, yet a child who eats a healthy diet will be much more attentive and encouraged to learn. Evidence shows that parents will model unhealthy eating habits for their children, who are also dependent on their parents for what is put on the food table. Therefore, this suggests that parents must be healthy role models to ensure their children are too. Clothing is vital to preserve self-respect and keep children warm. Young children grow rapidly and every so often grow out of clothes before they are even old and worn out. Stylish clothing can be very expensive and children can experience peer pressure from others or even be bullied if they do not follow the popular trends. Therefore, this has a direct impact on their social and emotional development. In some cases, children may demand expensive clothing from their parents, who may be having trouble budgeting their income; this can affect the relationship between the child and parents and may lead to conflict with the child and parents being pressured. A University of California at Davis Center for Poverty Research study shows that how a mother responds to economic stress affects her childs social and emotional health. Mothers that respond negatively were more likely to have negative communication with their child/children. Researchers found over the long term, â€Å"a mother’s depressive symptoms are a better predictor of social competence than both income and education.† How parents cope with financial stress can have a stronger effect on childrens social and emotional development. Physical Factors When infants and children are poorly they become irritated and are incapable to understand new concepts; they may have trouble carrying out tasks that they could normally do easily before feeling unwell, for example even having a cold or a childhood illness such as; chicken pox or measles and cause specific problems. Disability Individuals that work with children and young people must have knowledge and understanding of the values of care, especially trying to ensure that they construct an environment and atmosphere that is beneficial to everybody. Practice means that the care setting will grow into a reality for children, families and colleagues. This can be achieved by; Displaying positive images of all people, for example, those with disabilities are shown positively in books and other materials Inspiring children to use their ideal language when participating in activities Singing in diverse languages to familiarise children with hearing different languages Having a care worker who could communicate using sign language or braille Ensuring children with physical disabilities have full access to all of the activities and equipment available within settings The arrangement of the activities might need to be altered within care settings, to ensure that children who do have physical disabilities can access all areas, for example, moving tables or having furniture of different heights. A variety of specialist equipment has been established to enable children with special needs to play and learn together with other children, for example, adjustable chairs or painting easels. Bibliography A03 Prendergast Sixth Form AS GCE Health and Social Care Six Unit Award Unit Specification Grading Criteria- 3.6 AS Unit F915: Working in Early Years Care and Education pages 27-30 Unit F915- Assessment Evidence Grid and Amplification of Criteria pages 114-118 Applied AS Health and Social Care Revised Edition Angela Fisher, Carol Blackmore, Stuart McKie, Mary Riley, Stephen Seamons, Marion Tyler OXFORD OCR pages 216-228 Unit 6 Working in Early Years Care and Education (6.2.4) GCE AS Level Double Award AS Level for OCR Health Social Care series editor Neil Moonie first published 2005 Unit 6 Working in Early Years and Education Pages 264-270 https://www.google.co.uk/#q=define+milestone https://www.google.co.uk/#q=define+solitary+play https://www.google.co.uk/#q=define+parallel+play https://www.google.co.uk/#q=define+cooperative+play http://www.bbc.co.uk/wales/schoolgate/helpfromhome/content/2howchildrenlearn.shtml http://www.silkysteps.com/pages-activities/articles-children-learning/childrens-learning-styles-VAK-model-visual-auditory-kinaesthetic.html http://en.wikipedia.org/wiki/Visual_learning http://www.babycenter.com/0_the-physical-learner_67832.bc http://www.babycenter.com/0_the-visual-learner_67824.bc?page=1 http://everydaylife.globalpost.com/childrens-development-influenced-external-factors-6727.html http://everydaylife.globalpost.com/environmental-cultural-social-factors-influence-motor-skill-development-children-19655.html http://everydaylife.globalpost.com/environmental-factors-affect-social-emotional-development-23019.html http://mom.me/parenting/5294-physical-factors-influence-child-development/ http://www.parenthood360.com/index.php/factors-that-affect-physical-development-in-children-8650/ http://everydaylife.globalpost.com/physical-factors-influence-child-development-18318.html 1 | Page

Student Loan Debt Should be Forgiven Essay examples -- Student Loan De

Does the amount of student loan debt have an effect on the economy? If so would forgiving student loan debt help lower the national debt or would it just increase it? According to Mary Claire Fischer, a writer for Kiplinger’s Personal Finance magazine, â€Å"two-thirds of students who receive bachelor’s degrees leave college with an average debt of twenty-six thousand dollars† (Fischer). This means that the average student debt has doubled since 2007 (Ross 24). The total student loan debt is $1.2 trillion with $1 trillion being from federal student loans (Denhart). This debt accounts for six percent of our nation’s $16.7 trillion debt (Denhart). Since student loan debt is such a big part of the national debt, if the student defaults on their loan then the United States tax payer has to carry the burden of the loan (Denhart). Students who are graduating with debt do have a couple of different options that they can choose from. There is a six month grace period after graduation to allow the student time to find a job and programs to try to help eliminate debt. â€Å"The Consumer Financial Protection Bureau estimates that one-fourth of the American workforce may be eligible for repayment or loan forgiveness programs† (Atteberry n.p.). The problem with these programs however, is that they are hard to get into and stick with. Some of these programs that are options for students may require that student to move to another city or even another country. This option would work well for someone who is able to move, but what about someone who cannot leave where they currently live. These graduates may not want to leave because of family for example. Another problem with these programs is that the student with loan debt must fully comp... ... Emily. â€Å"Student Loan Forgiveness: What you Don’t Know (but Should).† USA Today. 6 Dec. 2013. Web. 17 Feb. 2015. Denhart, Chris. â€Å"How the $1.2 Trillion College Debt Crisis is Crippling Students, Parents, and the Economy.† Forbes. 7 Aug. 2013. Web. 13 Mar. 2015. Fischer, Mary Claire. â€Å"Student Loan Forgiveness: What to Know.† MSN. 9 Oct. 2013. Web. 17 Feb. 2015 Morici, Peter. â€Å"Forgiving College Debt Won’t Help Students.† CNBC. 14 May 2013. Web. 24 Feb. 2015. Pisani, Joseph. â€Å"A Guide to Student Loan Forgiveness and Repayment Options.† Huffington Post. 26 Sept. 2013. Web. 21 Feb. 2015. Ross, Andrew. â€Å"Mortgaging the Future: Student Debt in the Age of Austerity.† New Labor Forum (Sage Publications Inc.) 22.1 (2013): 23-28. Academic Search Complete. Web. 13 Mar. 2015 Webly, Kayla. â€Å"Is Forgiving Student Loan Debt a Good Idea?.† TIME. 20 Apr. 2012. Web. 17 Feb. 2015.

Man is not truly one, but truly two. Show how Stevenson explores this idea in The Strange Case of Dr. Jekyll and Mr. Hyde Essay

The Strange Case of Dr. Jekyll and Mr. Hyde is an extraordinary book that explains the human nature in a fatal way; it demonstrates how a person can possess two extreme faces. It is written by a Scottish writer, Robert Louis Stevenson, which then leads us to wonder why he didn’t set the background as somewhere in Scotland but as London. However, as you get into the story you realize why he chose London. Carefully, the distinct division between the rich and poor is created as the atmosphere of this book; in fact, how the book describes London is how the real Edinburgh was in early nineteenth-century: two sided. Edinburgh was where Stevenson grew up; it is assumed that Stevenson himself lived a two faced life by jumping from one side of the city, rich to the other, poor. Stevenson portrayed the house of Dr. Jekyll in the book based on the building that lived a surgeon called John Hunter, who surprisingly has lots of similarities with Dr. Jekyll. The building has two sides and the surgeon also had two sides. As my list goes on, you will realize how I am talking about how everything has two different faces. Therefore, the story, in an unexplainable way, is not far from real life: everyone, or in fact, every single â€Å"thing† in the world is capable of having two faces. Although the readers do not find out Dr. Jekyll and Mr. Hyde is the same person until the very end of the book, afterwards they realize the author had given lots of hints throughout. Mr. Utterson is a lawyer and a long friend of Dr. Jekyll. He received a will from this friend, Jekyll which said that Jekyll is leaving all his assets to Mr. Hyde if he dies or disappears for more than 3 months. Mr. Utterson got very disturbed by this testament especially having heard about Mr. Hyde from his cousin, Mr. Enfield. The story stated Mr. Hyde had chased and trampled over a small innocent girl; Mr. Enfield described the scene as a sight ‘hellish to see.’ This will that Mr. Utterson received, perhaps, was the first hint to the readers that there is an absurd relationship between the Dr. Jekyll and Mr. Hyde. When they do find out this bizarre fact, the readers then wonder if that meant that Dr. Jekyll already knew that Mr. Hyde will overrule him someday, because if he did why would he had even started the experiment? The most adequate answer we can gain is that people have no limitation to wanting to know more: Dr. Jekyll risked his life to find out more about human nature. This links back to my first point about John Hunter. He was a surgeon who was keen to find out more about how people’s body worked; he paid people to illegally steal dead bodies from tomb for his dissection experiment. Interestingly, Hunter was a very nice and charitable gentleman who was praised by the public during the day for his intelligence which he had gained through the illegal experiments. Confused Mr. Utterson visited another old friend of Dr. Jekyll, Dr. Lanyon, to ask about Mr. Hyde. However, failed to gain more information of this but instead received a comment that Dr. Jekyll was getting involved in ‘unscientific balderdash’ as Dr. Lanyon portrayed. Of course, as the readers know, this was to become a totally different creature: Mr. Hyde, the murderer. This gives no wonder why Dr. Jekyll was forging for Mr. Hyde after the crime later. Impatient as the time passed, Mr. Utterson hunted after Mr. Hyde himself. After few days of effort, Mr. Utterson finally caught Hyde going into the backdoor of Dr. Jekyll’s building. After their interlocution, his impression of Mr. Hyde was similar to Mr. Enfield’s: ‘disgust’ and ‘savage.’ Also, as Mr. Enfield expressed, Mr. Hyde ‘gave an impression of deformity without any namable malformation.’ When Mr. Utterson knocks on Jekyll’s door which is around the corner, there is no answer. As a finished reader, we know Dr. Jekyll cannot answer his door when he is in the form of Hyde. In this section, Dr. Jekyll shows similarities with Hunter again. Hunter had his ‘good front’ door opened to everyone the day and ‘dungeon back’ door was only open to the body stealers. Andrew Motion thinks these two doors themselves are used to represent the change – â€Å"as each opens or closes it leads characters into different parts of themselves.† For both Dr. Jekyll and John Hunter, behind the backdoor was where their ‘balderdash’ took place and no one was allowed to steal a look because they were â€Å"monsters† there. Posterior to this date, Mr. Utterson endeavoured to find out the relationship between Dr. Jekyll and Mr. Hyde. Not knowing the fact Dr. Jekyll himself is Mr. Hyde, Mr. Utterson could not understand the ease Dr. Jekyll had. However, the situation metamorphosed after the murder of Sir Danvers Carew; Dr. Jekyll felt ‘deadly sick’ by what had happened and declared to be ‘done with’ Mr. Hyde. This statement pleased Mr. Utterson who had then received the letter from Mr. Hyde through the hands of Dr. Jekyll. Glad to know Dr. Jekyll ‘have had a lesson,’ Mr. Utterson happily returned to his house where he finds out ‘Henry Jekyll forged for a murderer.’– Handwritings of Dr. Jekyll’s letter and Mr. Hyde’s were exactly the same except for the small difference in slope. Knowing that two people are the same person we understand this but Mr. Utterson doesn’t know it at this stage. This is the point where Dr. Jekyll regrets doing the experiments and decides to leave it there. However, he soon realizes he is doing it again as if it is a drug that cannot be stopped. Why does he go on when he clearly knows that he will get hung if he gets caught as Hyde? This question can be distorted and be aimed at John Hunter. Why did he continue the experiment when he clearly knew that he will get hung if he was caught doing illegal trading of dead bodies? The answers are the same: desire to know more and possibly the thrill of not getting caught. Two months after feeling ‘his blood run cold,’ Mr. Utterson put in efforts to forget everything about Mr. Hyde and the death of Sir Danvers. Mr. Hyde had not been around for the whole two months and Dr. Jekyll had become the previous friendly Dr. Jekyll again: ‘renewed relations with his friends’ and ‘became once more their familiar guest and entertainer.’ One slight change made from the past was that he was being overly good, religious, and charitable. It was now Dr. Lanyon who started to act madness; his words ‘I wish to see or hear no more of Dr. Jekyll,’ ‘I am quite done with that person’ brought back all the memories from two months ago: Dr. Jekyll gave the exact same line but about Mr. Hyde. The testament by Dr. Lanyon to Mr. Utterson after his death had extraordinary will on the letter which read ‘not to be opened till the death or disappearance of Dr. Henry Jekyll.’ Witnessing these words, Mr. Utterson sensed incidents from two months ago were about to be repeated. Not long after the death of Dr. Lanyon, Poole, the servant of Dr. Jekyll, pay a visit to Mr. Utterson; he was pale and frightened. Poole tells his concern – he is afraid to find out the reason why Dr. Jekyll was acting awfully weird: not coming out of the laboratory. Mr. Utterson made the trip to Dr. Jekyll’s fearing the same thing as Poole: Hyde had killed Jekyll and is in his place. When Mr. Utterson breaks into the doctor’s room, there is only a warm and ‘still twitching’ Hyde and no trace of Dr. Jekyll. A document by Dr. Jekyll found stated ‘read the narrative of Lanyon first,’ so Mr. Utterson follows the words without questions. Reading the two full letters helped the dust of these complicated stories settle into place in Mr. Utterson’s mind. The hope of separating the evil out of good from a man turned out to be a failure and only made a reasonably good man into a devil. Although the story on its own is a fiction of a person with two faces not being able to control the bad part, there is an implied reality that everything in the world has two faces and that these two faces are found from such extraordinary places. Not only John Hunter but also Deacon Brodie and Robert Wringhim are good examples. John Hunter, as I compared with Dr. Jekyll above, was a two faced man who did goods for the society such as creating new medicines but had to commit crimes like hiring people to steal dead bodies on the backstage for his further studies on creating effective medicines. Deacon Brodie was a normal cabinet maker but this only applied when the sun was out. Because he was a cabinet-maker he was hired by the rich and was given their keys of their houses. Either when the people were asleep or when the masters of the house were gone, he became a theft. He stole money and any valuables from these rich. It is frustrating to find out a person that you believed was turned out to be the one person that used this trust to fill his desires. However, this is what Stevenson was mentioning: a trusted person like Dr. Jekyll turned out to be doing a horrid experiment, which involved himself becoming a murderer. Also, taking from Stevenson’s own book, he cleverly created a scene where Sir Danvers Carew was killed by Mr. Hyde in a dark place of the city. Why did MP appear in such an area at that time of the night? – It seems he had dark secrets as well. Additional example is a confession of Robert Wringhim. He had two personalities: holy and murderer. It is quite hard to imagine a very religious person committing the biggest sin you can find from their religion. All these examples and the stories bring us to a repulsive conclusion that everyone is evil deep down and so everyone is not to be trusted. Also a question such as ‘is Stevenson suggesting that we need to keep our darker side under control?’ can be asked. In fact, seeing that everyone has done something bad at least once in their life, is the idea of controlling dark side even possible? If it is impossible, is he saying we just have to accept our imperfections and do what our impulses are telling us? According to Darwin’s ‘On the Origin of Species,’ human evolved from animals such as chimpanzees and monkeys. Stevenson perhaps is representing Mr. Hyde as ‘the beast in human nature’ to tell us that no one can resist the monster living underneath our kindness; everyone has their own version of Mr. Hyde in them. Taking Dr. Jekyll for instance, the darker side was impossible to control because he changed back to Mr. Hyde constantly even when he didn’t want it. Stevenson described it to be a physical change but he actually involved an implication that this happens to everyone not physically but as mentally; anytime people get a chance to fill their means, they awaken the evil side in their heart to help them. Is it really impossible to control? It is frightening to think that this is true because it is not: having power over this side is up to the person. We won’t be able to explain how the Saints and priests can exist if it was impossible to control. Mother Teresa gave everything to the society and the poor and devoted her life to God and to his people; she was strong enough to control the devil inside her. The poet and priest Gerard Manley Hopkins after reading the book said ‘my Hyde is worse.’ If his worst Hyde was revealed to the world he wouldn’t be a priest. He, like Mother Teresa, consciously had been trying to push away the evil spirit within him. Stevenson is implying that everyone has two sides by giving two faces to every character in the book and making the places he picks to have two different side and relating the city in the story, London, to a real city with two sides, Edinburgh. Also he gives the impression that the darker sides overpowers the brighter side by making that happen to Dr. Jekyll, therefore, we just have to accept this fact and wait until the darker side takes over your body; however, this is not the case. He is saying we to have to accept the imperfections of ourselves and try keeping it under control. If we cannot keep it controlled, we may meet such a death like Dr. Jekyll and Sir Carew. People who can manage it very well will be praised for it like Mother Teresa. Stevenson is stating that choosing which one we want to be is all up to us.

Deception Point Page 69

â€Å"I'll come to your office.† â€Å"No,† she said hurriedly. â€Å"It's late. Your presence here would raise concerns. I'd prefer to keep this matter between us.† Pickering read between the lines. The President knows nothing about this. â€Å"You're welcome to come here,† he said. Tench sounded distrusting. â€Å"Let's meet somewhere discreet.† Pickering had expected as much. â€Å"The FDR Memorial is convenient to the White House,† Tench said. â€Å"It will be empty at this time of night.† Pickering considered it. The FDR Memorial sat midway between the Jefferson and Lincoln memorials, in an extremely safe part of town. After a long beat, Pickering agreed. â€Å"One hour,† Tench said, signing off. â€Å"And come alone.† Immediately upon hanging up, Marjorie Tench phoned NASA administrator Ekstrom. Her voice was tight as she relayed the bad news. â€Å"Pickering could be a problem.† 81 Gabrielle Ashe was brimming with new hope as she stood at Yolanda Cole's desk in the ABC production room and dialed directory assistance. The allegations Sexton had just conveyed to her, if confirmed, had shocking potential. NASA lied about PODS? Gabrielle had seen the press conference in question and recalled thinking it was odd, and yet she'd forgotten all about it; PODS was not a critical issue a few weeks ago. Tonight, however, PODS had become the issue. Now Sexton needed inside information, and he needed it fast. He was relying on Gabrielle's â€Å"informant† to get the information. Gabrielle had assured the senator she would do her best. The problem, of course, was that her informant was Marjorie Tench, who would be no help at all. So Gabrielle would have to get the information another way. â€Å"Directory assistance,† the voice on the phone said. Gabrielle told them what she needed. The operator came back with three listings for a Chris Harper in Washington. Gabrielle tried them all. The first number was a law firm. The second had no answer. The third was now ringing. A woman answered on the first ring. â€Å"Harper residence.† â€Å"Mrs. Harper?† Gabrielle said as politely as possible. â€Å"I hope I haven't woken you?† â€Å"Heavens no! I don't think anyone's asleep tonight.† She sounded excited. Gabrielle could hear the television in the background. Meteorite coverage. â€Å"You're calling for Chris, I assume?† Gabrielle's pulse quickened. â€Å"Yes, ma'am.† â€Å"I'm afraid Chris isn't here. He raced off to work as soon as the President's address was over.† The woman chuckled to herself. â€Å"Of course, I doubt there's any work going on. Most likely a party. The announcement came as quite a surprise to him, you know. To everyone. Our phone's been ringing all night. I bet the whole NASA crew's over there by now.† â€Å"E Street complex?† Gabrielle asked, assuming the woman meant NASA headquarters. â€Å"Righto. Take a party hat.† â€Å"Thanks. I'll track him down over there.† Gabrielle hung up. She hurried out onto the production room floor and found Yolanda, who was just finishing prepping a group of space experts who were about to give enthusiastic commentary on the meteorite. Yolanda smiled when she saw Gabrielle coming. â€Å"You look better,† she said. â€Å"Starting to see the silver lining here?† â€Å"I just talked to the senator. His meeting tonight wasn't what I thought.† â€Å"I told you Tench was playing you. How's the senator taking the meteorite news?† â€Å"Better than expected.† Yolanda looked surprised. â€Å"I figured he'd jumped in front of a bus by now.† â€Å"He thinks there may be a snag in the NASA data.† Yolanda let out a dubious snort. â€Å"Did he see the same press conference I just saw? How much more confirmation and reconfirmation can anyone need?† â€Å"I'm going over to NASA to check on something.† Yolanda's penciled eyebrows raised in cautionary arches. â€Å"Senator Sexton's right-hand aide is going to march into NASA headquarters? Tonight? Can you say ‘public stoning'?† Gabrielle told Yolanda about Sexton's suspicion that the PODS section manager Chris Harper had lied about fixing the anomaly software. Yolanda clearly wasn't buying it. â€Å"We covered that press conference, Gabs, and I'll admit, Harper was not himself that night, but NASA said he was sick as a dog.† â€Å"Senator Sexton is convinced he lied. Others are convinced too. Powerful people.† â€Å"If the PODS anomaly-detection software wasn't fixed, how did PODS spot the meteorite?† Sexton's point exactly, Gabrielle thought. â€Å"I don't know. But the senator wants me to get him some answers.† Yolanda shook her head. â€Å"Sexton is sending you into a hornet's nest on a desperate pipe dream. Don't go. You don't owe him a thing.† â€Å"I totally screwed up his campaign.† â€Å"Rotten luck screwed up his campaign.† â€Å"But if the senator is right and the PODS section manager actually lied-â€Å" â€Å"Honey, if the PODS section manager lied to the world, what makes you think he'll tell you the truth.† Gabrielle had considered that and was already formulating her plan. â€Å"If I find a story over there, I'll call you.† Yolanda gave a skeptical laugh. â€Å"If you find a story over there, I'll eat my hat.† 82 Erase everything you know about this rock sample. Michael Tolland had been struggling with his own disquieting ruminations about the meteorite, but now, with Rachel's probing questions, he was feeling an added unease over the issue. He looked down at the rock slice in his hand. Pretend someone handed it to you with no explanation of where it was found or what it is. What would your analysis be? Rachel's question, Tolland knew, was loaded, and yet as an analytical exercise, it proved powerful. By discarding all the data he had been given on his arrival at the habisphere, Tolland had to admit that his analysis of the fossils was profoundly biased by a singular premise-that the rock in which the fossils were found was a meteorite. What if I had NOT been told about the meteorite? he asked himself. Although still unable to fathom any other explanation, Tolland allowed himself the leeway of hypothetically removing â€Å"the meteorite† as a pre-supposition, and when he did, the results were somewhat unsettling. Now Tolland and Rachel, joined by a groggy Corky Marlinson, were discussing the ideas. â€Å"So,† Rachel repeated, her voice intense, â€Å"Mike, you're saying that if someone handed you this fossilized rock with no explanation whatsoever, you would have to conclude it was from earth.† â€Å"Of course,† Tolland replied. â€Å"What else could I conclude? It's a far greater leap to assert you've found extraterrestrial life than it is to assert you've found a fossil of some previously undiscovered terrestrial species. Scientists discover dozens of new species every year.† â€Å"Two-foot-long lice?† Corky demanded, sounding incredulous. â€Å"You would assume a bug that big is from earth?† â€Å"Not now, maybe,† Tolland replied, â€Å"but the species doesn't necessarily have to be currently living. It's a fossil. It's 170 million years old. About the same age as our Jurassic. A lot of prehistoric fossils are oversized creatures that look shocking when we discover their fossilized remains-enormous winged reptiles, dinosaurs, birds.† â€Å"Not to be the physicist here, Mike,† Corky said, â€Å"but there's a serious flaw in your argument. The prehistoric creatures you just named-dinosaurs, reptiles, birds-they all have internal skeletons, which gives them the capability to grow to large sizes despite the earth's gravity. But this fossil†¦ † He took the sample and held it up. â€Å"These guys have exo skeletons. They're arthropods. Bugs. You yourself said that any bug this big could only have evolved in a low-gravity environment. Otherwise its outer skeleton would have collapsed under its own weight.†

Free Essays on A TRULY NEW ECONOMY IS COMING

A TRULY NEW ECONOMY IS COMING INTRODUCTION Since 1946, the first computer emerged in the USA; computer has experienced development progress that is from electronic tube to transistor to integrated circuit to super-integrated circuit. â€Å"The computer is essentially a simple device that distinguishes zeroes from ones in a reliable and rapid way.†(Matti Pohjola, 1999) This invention brings out the third industry revolution, which is called information technology revolution. Liking former two industrial revolutions, this third revolution is changing society and the world economy in many ways. Broader use of information technology (IT) has improved productivity and raise the quality of life, to lower prices, to create jobs and eliminate them, and give rise to new economics. The application of IT is leading human being into a total New Economy stage-digilization era. Definition of New Economy Alan, Greenspan, (Chairman Federal Reserve Bank, USA) defined: â€Å"Computers have created an enormous new capacity to capture, analyse and disseminate information†¦indeed it is the proliferation of information technology that throughout the economy that makes the current period so different from the preceding decades.† There are two statements implicit in this remark: â€Å"1. There has been for some years a sharp rise in the rate of productivity growth over historical levels: between 1995-99, US productivity grew at 2.6% per annum, compared to 1.4% per annum 1974-90. 2. Computers are responsible for this upsurge. Extrapolating these growth rates into the future, optimists would say that we stand on the brink of a New Economy in which living standards will double every generation.†(V.K.Borooah) Background It is clear that people have seen some great changes in the US economy since 1995.In accordance of the chart of â€Å"Contributions to US Output Growth†: the USA labour productivity has gone up from 1.4% to 2.6% per year: an extra $10... Free Essays on A TRULY NEW ECONOMY IS COMING Free Essays on A TRULY NEW ECONOMY IS COMING A TRULY NEW ECONOMY IS COMING INTRODUCTION Since 1946, the first computer emerged in the USA; computer has experienced development progress that is from electronic tube to transistor to integrated circuit to super-integrated circuit. â€Å"The computer is essentially a simple device that distinguishes zeroes from ones in a reliable and rapid way.†(Matti Pohjola, 1999) This invention brings out the third industry revolution, which is called information technology revolution. Liking former two industrial revolutions, this third revolution is changing society and the world economy in many ways. Broader use of information technology (IT) has improved productivity and raise the quality of life, to lower prices, to create jobs and eliminate them, and give rise to new economics. The application of IT is leading human being into a total New Economy stage-digilization era. Definition of New Economy Alan, Greenspan, (Chairman Federal Reserve Bank, USA) defined: â€Å"Computers have created an enormous new capacity to capture, analyse and disseminate information†¦indeed it is the proliferation of information technology that throughout the economy that makes the current period so different from the preceding decades.† There are two statements implicit in this remark: â€Å"1. There has been for some years a sharp rise in the rate of productivity growth over historical levels: between 1995-99, US productivity grew at 2.6% per annum, compared to 1.4% per annum 1974-90. 2. Computers are responsible for this upsurge. Extrapolating these growth rates into the future, optimists would say that we stand on the brink of a New Economy in which living standards will double every generation.†(V.K.Borooah) Background It is clear that people have seen some great changes in the US economy since 1995.In accordance of the chart of â€Å"Contributions to US Output Growth†: the USA labour productivity has gone up from 1.4% to 2.6% per year: an extra $10...