Tuesday, August 25, 2020

The proper role of education is to teach facts, not morals

Absolutely, instructors have a not insignificant rundown of duties consistently. The most significant one obviously is enhancing the brains of our kids. A lot of their time is gone through with educators consistently and they become one of children’s greatest impacts. Certainly, their significant duty is to instruct them perusing, composing and number juggling, they likewise have a commitment to empower the correct ethics also. As a rule instructors become perhaps the greatest impact in children’s lives. There are numerous individuals, including acclaimed ones who will say that one of their educators was their impact to flourish and prevail throughout everyday life. Justifiably, educators are endeavoring to keep up the instructive objectives important to have the kids prevail in life most definitely. Be that as it may, similarly as significant is a child’s moral compass. Some may contend that it’s the parent’s obligation to instruct them ethics at home, however it’s similarly as significant that the educator strengthen and impart new ethics in the study hall. The most significant factor that educators and guardians must consider is that kids will one day become grown-ups and having an extraordinary arrangement of ethics will extraordinarily affect society. This thought isn't novel; establishments of higher learning have these principals set up for their understudies for a long while Most schools and colleges have sets of principles that understudies must cling to, so as to keep up understudy status there. Additionally, specialists make the Hippocratic vow, to guarantee there are morals that must be kept up so as to be a specialist.

Saturday, August 22, 2020

The Trial Research Paper Example | Topics and Well Written Essays - 1000 words

The Trial - Research Paper Example Populace conveyance In the twentieth century both the number and dispersion of Bornean orangutan has decreased hugely to over half in view of human exercises that incorporate impractical illicit logging, freedom of woodlands to give land to farming purposes, chasing and mining. Huge level of orangutans are presently found in Kalimantan in view of the region has broad woods still in presence. (Munn,63-65) Impact of people exercises on environment Loss and corruption of orangutan Habitat The loss of natural surroundings is the principle danger to the endurance of orangutan. For instance, in Kalimantan, a huge zone of the timberland has been cleared to make land for uber rice extends that have immensely pulverized orangutan natural surroundings. The circumstance is additionally declined by the way that even environment in secured regions are evaporating at a high rate in light of hazy depiction of the limits making it hard to watch. (Munn,59-62) Collateral harm a) Spread of fire b)hunti ng and c) human-creature struggle. Chasing In south East Asia orangutans are pursued for meat and surplus chase sold on pet market particularly in most inside territories of Borneo. These in light of the fact that they can not run quicker like different creatures and consequently they are effortlessly focused by trackers even structure a separation. This has brought about the decrease of the quantity of orangutan. This has been the primary driver of low thickness of orangutans in the low slope timberlands particularly regions around pawan stream in the western Kalimantan) and katingan and basito waterway (focal Kalimantan). The size of chasing is expanded in view of woods fires which drive them away out of the woodlands where they are effectively caught either for meat or deal in the pet markets. Besides, chasing is exasperated by obliteration of backwoods either for timber or to make land for horticultural purposes. The woodland is a hotspot for nourishment for orangutan and their pulverization powers orangutan to wander out of the backwoods into the encompassing horticultural land decimating food crops and furthermore going about as bugs. Neighborhood individuals react narrow mindedly to these gorillas by either shooting or harming them and taking the youthful orangutan which are either sold or butchered for meat.(Knott, 429-57) Conflict with human Orangutans are likewise executed when they move into cultivating area to obliterate food crops. This happens when climatic conditions are unfriendly and the food accessible in the woods is less and barely available. Likewise, when the living space of orangutan is obliterated either by fire or leeway of the woodland where they abide, they are compelled to move to open field to search for food in agrarian homesteads where they are slaughtered as to they are additionally viewed as irritations The orangutans’ misfortune can likewise be ascribed to Climate change. An incredible dry season that went before El Nin o in 1998 negatively affected the endurance of orangutan has it prompted the extraordinary fire that pulverized a huge part of the woods spread in Sothern Asia. All the while, a large number of orangutan was executed and it’s approximated that, over30% of orangutan in Borneo were obliterated by incredible woodland fires in the most recent decade. Financial and political solidness likewise assumed incredible job in the decrease of orangutan in south East Asia. Money related emergency and vicious showing that prompted the abdication of Suharto finished into mass turmoil and political insecurity that expanded both logging and poaching. Furthermore,

Tuesday, August 11, 2020

Early Action Updates

Early Action Updates *Update as of 2015: Early action is available to both domestic and international students. Hi! We have one week until the Early Action (EA) deadline, November 1. Id like to use this entry to answer some of the common deadline-time questions. There are many answers already here on the site for example, about standardized test requirements or statistics. And below, Ive provided answers to some additional FAQs: Essays Word count: Yes, the word count is enforced. Perhaps a little overly strictly. My understanding is that MyMIT is counting words like wont and first-class as two words each, and father-in-law would be three. Thus, you may find that you can only fit, say, 247 words for a 250-word prompt. My advice would be to not sweat the small stuff. Everything will work out. These short-answer essays are only one small part of the application, and the word limit will in no way influence an applicants admissibility. Copy paste: If you copy and paste from a program like Microsoft Word into the application, you may lose some formatting. Be particularly careful of characters like apostrophes, em dashes, and quotation marks. If you type directly into the text box on MyMIT, everything should be fine. Additional Information: In Part Two, Section Nine, we are aware that the font shrinks and is not traditionally formatted; this affects everyone equally. Also, if you put too much text into the box, the bottom will be cut off and the admissions committee will not be able to see it. Preview: On the last section of both Parts One and Two, there is a link that will allow you to preview your application as a PDF. This PDF is exactly how the admissions committee will see your application. You should always preview your application before submitting it. Two common problems that are often not caught without previewing are listed above: pasting special characters from Microsoft Word and a too-lengthy Additional Information section. Deadlines The deadline is November 1, meaning you can click submit on your application any time on November 1 or before. (I strongly discourage waiting until the last minute, though.) It is perfectly fine if, through no fault of your own, your school forms (e.g. teacher recommendations, secondary school report, transcript) come in after the November 1 deadline. We are much more understanding of and flexible with late documents from schools than with late documents from the applicant. If you are an Early Action applicant, and you take the November SAT, you must list MIT as a school to receive your scores directly or we will not receive them in time for our review. If you do not send them directly and plan to use Score Choice for the November test, we will likely not receive it in time for EA review. You do not need to use rush reporting. Please note that you do not need to express mail or overnight any part of your application. Recommendations, School Forms, and Other Documents You can mail documents to us. All letters must be typed or written on official school letterhead and signed by the evaluator. Letters not on school letterhead and not signed by evaluators will not be accepted. Please do not send additional copies via Docufide or fax. Envelopes may be addressed to: MIT Admissions; Room 10-100; 77 Massachusetts Avenue; Cambridge, MA 02139. You can submit teacher letters and school forms (such as transcripts) in three ways. Please use only one method; duplicate submission will only slow down the processing. If your school uses Naviance/Docufide to submit letters of evaluation and transcripts, your school can send these documents directly to MIT, a registered Docufide Document recipient. This is true even though MIT doe snot use the Common App; submission of materials works in the same way. We encourage you to have your school use Naviance/Docufide over other means of document submission, if possible. Please do not send additional copies via fax or mail. You can fax the documents to us. All letters must be typed or written on official school letterhead and signed by the evaluator. Letters not on school letterhead and not signed by evaluators will not be accepted. Please do not send additional copies via Docufide or mail. Documents may be faxed to: (617) 687-9184. You can mail documents to us. All letters must be typed or written on official school letterhead and signed by the evaluator. Letters not on school letterhead and not signed by evaluators will not be accepted. Please do not send additional copies via Docufide or fax. Envelopes may be addressed to: MIT Admissions; Room 10-100; 77 Massachusetts Avenue; Cambridge, MA 02139. It is okay if your teacher or counselor does not include the MIT cover sheet with their letter. We prefer to receive it, but letters without it are at no disadvantage. We will accept your schools own forms, the NACAC forms, or the Common App forms. Please include the MIT Supplemental Document Cover Sheet from MyMIT for any additional documents you send. It helps with filing. (Documents without the cover sheet will be fine, too, as long as there is enough information for us to match the document with your file.) Application Component Tracking The MyMIT Tracking is up-to-date, but please recognize that processing can take 2 weeks. You do not need to worry at this time about documents that are not showing on MyMIT; we currently have a backlog of materials in our processing center, and expect to have that backlog into November. Do not send a second copy of any document at this time. Also, you do not need to call MIT Admissions at this time to check on any such documents (there is a time for this later). Do not worry about materials that have not yet shown up on MyMIT Tracking. Application tracking is available on MyMIT after you submit your Part 1. For this reason, I recommend submitting your Part 1 sooner rather than later, so that you can track your documents. Interview The deadline to have contacted your interviewer (EC) has passed; it was October 20. However, even if you missed thta deadline, you should still contact your interviewer ASAP in case your EC can still accommodate you. An interview is very helpful for your application. (Students with waived interviews are at no disadvantage.) If you have already interviewed with your EC, or have scheduled your interview for the near future, you are all set. Do not worry if your interview report has not yet appeared on your MyMIT Tracking; the deadline for ECs to submit their reports has not yet arrived. If you wish, you may now fill out the conducted interview form and we will be sure to get the interview report. If your EC has not gotten back to you, but it has been only a short time since you made contact (say, a week), be patient. By having contacted the EC before the deadline, you have taken your important step. If your EC has not gotten back to you, and it has been a long time (say, two weeks with multiple attempts to contact), please either call the Educational Council at 617-258-5510 or email us at interview at mit dot edu. Submitting the Application If you are having credit card problems, please email applicationpart1 at mit dot edu. If problems delay your application past November 1, we will extend the deadline for you due to any problems on our end. We are happy to accept fee waivers for any student (foreign or domestic) who needs one. Using a fee waiver will not negatively impact your admission. You may use the SAT Fee Waiver, the NACAC Fee Waiver, or a letter from a school official detailing your situation. We will accept other fee waiver forms as well. Generally speaking, if you are in tough financial shape and make a good faith effort to inform us of your circumstances, we will waive your fee. Early action results will be released in mid-December. I hope this is helpful. Best wishes as you finish and submit the application! Early Action Updates [Editors note in 2017: This post contains outdated contact information. If you are having trouble contacting your assigned EC, please email [emailprotected] or call the Admissions Office at 617-253-3400.] *Update as of 2015: Early action is available to both domestic and international students. We are less than two weeks away from the Early Action deadline of November 1! Id like to use this entry to answer some of the common deadline-time questions. There are many answers already here on the site for example, about standardized test requirements or statistics. And below, Ive provided answers to some additional FAQs: Recommendations, School Forms, and Other Documents Recommendation forms are available on your MyMIT portal. It is okay if your teacher or counselor does not include the MIT cover sheet with their letter. We prefer to receive it, but letters without it are at no disadvantage. We will accept your schools own forms, the NACAC forms, or the Common App forms. If your school sends its documents electronically via Naviance/Docufide, the MIT cover sheet would need to be scanned in and then submitted; there is no electronic version of this form. You can submit teacher letters and school forms (such as transcripts) in three ways, listed below and on the cover sheet. Please use only one method; duplicate submission will only slow down the processing. If your school uses Naviance/Docufide to submit letters of evaluation and transcripts, your school can send these documents directly to MIT, a registered Docufide Document recipient. This is true even though MIT does not use the Common App; submission of materials works in the same way. We encourage you to have your school use Naviance/Docufide over other means of document submission, if possible. Please do not send additional copies via fax or mail. You can fax the documents to us. All teacher letters must be typed or written on official school letterhead and signed by the evaluator. Teacher letters not on school letterhead and not signed by evaluators will not be accepted. Please do not send additional copies via Docufide or mail. Documents may be faxed to: (617) 687-9184. You can mail documents to us. All teacher letters must be typed or written on official school letterhead and signed by the evaluator. Teacher letters not on school letterhead and not signed by evaluators will not be accepted. Please do not send additional copies via Docufide or fax. Envelopes may be addressed to: MIT Admissions; Room 10-100; 77 Massachusetts Avenue; Cambridge, MA 02139. Please include the MIT Supplemental Document Cover Sheet from MyMIT for any additional documents you send. It helps with filing. (Documents without the cover sheet will be fine, too, as long as there is enough information for us to match the document with your file.) Interview The deadline to contact your interviewer (EC) is tomorrow, October 20. If you have not yet done so, you should contact your EC, like, now. However, if you happen to be reading this after the deadline, you should still contact your interviewer ASAP in case your EC can still accommodate you. An interview is very helpful for your application. (Students with waived interviews are at no disadvantage.) If you have already interviewed with your EC, or have scheduled your interview for the near future, you are all set. Do not worry if your interview report has not yet appeared on your MyMIT Tracking; the deadline for ECs to submit their reports has not yet arrived. If you wish, you may now fill out the conducted interview form and we will be sure to get the interview report. If your EC has not gotten back to you, but it has been only a short time since you made contact (say, a week), be patient. By having contacted the EC before the deadline, you have taken your important step. If your EC has not gotten back to you, and it has been a long time (say, two weeks with multiple attempts to contact), please either call the Educational Council at 617-258-5510 or email us at interview at mit dot edu. Essays Word count: Yes, the word count is enforced. There is, as I understand it, a little bit of leeway. Remember that these short-answer essays are only one small part of the application, and the word limit will in no way influence an applicants admissibility. Copy paste: If you copy and paste from a program like Microsoft Word into the application, you may lose some formatting. Be particularly careful of characters like apostrophes, em dashes, and quotation marks. If you type directly into the text box on MyMIT, everything should be fine. Additional Information: In Part Two, Section Nine, we are aware that the font shrinks and is not traditionally formatted; this affects everyone equally. Also, if you put too much text into the box, the bottom will be cut off and the admissions committee will not be able to see it. Preview: On the last section of both Parts One and Two, there is a link that will allow you to preview your application as a PDF. This PDF is exactly how the admissions committee will see your application. You should always preview your application before submitting it. Two common problems that are often not caught without previewing are listed above: pasting special characters from Microsoft Word and a too-lengthy Additional Information section. Deadlines The deadline is November 1, meaning you can click submit on your application any time on November 1 or before. (I strongly discourage waiting until the last minute, though.) It is perfectly fine if, through no fault of your own, your school forms (e.g. teacher recommendations, secondary school report, transcript) come in after the November 1 deadline. We are much more understanding of and flexible with late documents from schools than with late documents from the applicant. If you are an Early Action applicant, and you take the November SAT, you must list MIT as a school to receive your scores directly or we will not receive them in time for our review. If you do not send them directly and plan to use Score Choice for the November test, we will likely not receive it in time for EA review. You do not need to use rush reporting. Please note that you do not need to express mail or overnight any part of your application. Application Component Tracking The MyMIT Tracking is up-to-date, but please recognize that processing can take 2 weeks. You do not need to worry at this time about documents that are not showing on MyMIT; we currently have a backlog of materials in our processing center, and expect to have that backlog into November. Do not send a second copy of any document at this time. Also, you do not need to call MIT Admissions at this time to check on any such documents (there is a time for this later). Do not worry about materials that have not yet shown up on MyMIT Tracking. Application tracking is available on MyMIT after you submit your Part 1. For this reason, I recommend submitting your Part 1 sooner rather than later, so that you can track your documents. I know that the Midyear Report box is sitting there, unchecked. Dont worry about this unless you are deferred from EA to RA. This form will not be made available until well after EA decisions are released. Submitting the Application If you are having credit card problems, please email applicationpart1 at mit dot edu. If problems delay your application past November 1, we will extend the deadline for you due to any problems on our end. We are happy to accept fee waivers for any student (foreign or domestic) who needs one. Using a fee waiver will not negatively impact your admission. You may use the SAT Fee Waiver, ACT Fee Waiver, the NACAC Fee Waiver, or a letter from a school official detailing your situation. We will accept other fee waiver forms as well. Generally speaking, if you are in tough financial shape and make a good faith effort to inform us of your circumstances, we will waive your fee. The admissions officers will be reading these applications all of November into December. We have not yet determined on what exact date we will release EA decisions. It will likely be sometime in mid-December, but you should wait for an official announcement from our office. We have not yet determined when the announcement will be made; it usually is about a week before decisions are released. I hope this is helpful. Best wishes as you finish and submit the application! Post Tagged #Early Action

Saturday, May 23, 2020

Negative Impacts Of The Industrial Revolution - 755 Words

In 1781 when James Watt improved the steam engine, industrial revolution began to spread around the globe. All electronic devices, cars, and even clothes are all made in factories. We would not be able to have these objects without industrial revolution, which began in Britain. Over the spare of time from industrialization we moved to automatization and now to computerization but we will just talk about the very beginning of industrial revolution. The industrial revolution was the event which changed our world and society but it also had some negative impact. Firstly, due to the industrial revolution, factory workers earned more whenever before, which led to the rise of the life quality and ability to buy more goods. In the article â€Å"The†¦show more content†¦Newly opened factories, as we can see on page 150 of the resource packet, were spacious with multiple types of machinery which provided faster production lines and easier work for factory workers. Work was not too hard so eventually, factory owners let children work there. Children earned extra money for their families which helped them financially. Some factories also provided extra benefits to working children. One of these benefits was to get lessons and learn how to read and write. Also, girls in the Silk Mills were â€Å"paid wages, fed, lodged, given heat and light, and laundry†(Document 9, pg. 155-156). Furthermore, children with these extra benefits and wage learned how to work for a living. To conclude, due to the industrial revolution and new factories, work was not too hard and even children could work and get paid, it increased household income and helped for the family to have more money they could spend. However, the industrial revolution had a big impact on the environment. From the moment industrial revolution started we initiated impact on global warming. In the textbook â€Å"Ways of the World† by Robert. Strayer and Eric W. Nelson it was mentioned â€Å"In 1858, The Thames River running through London smelled so bad that the British House of Commons had to suspend its session† (pg. 739). The river smelled from the factories pollution. â€Å"The massive extractions of non-renewable raw materials to feed and to fuel industrial machinery-Show MoreRelatedNegative Impacts Of The Industrial Revolution933 Words   |  4 Pagesthink the Industrial Revolution made life better or worse? The Industrial Revolution had several types of impacts on people, from running a family to the ground, with no money left even for food, to making some people richer than ever before. The Revolution made people’s life much better. Some positive impacts include, making the government more money, the better education, technology advancement, and society uplifting as a whole. Some people may beg to differ, but the Industrial Revolution changedRead MoreSecond Industrial Revolution Essay871 Words   |  4 Pages An Industrial Revolution is the â€Å"change in social and economic organization that resulted from the replacement of the hand tools with machines and from the development of large-scale industrial production† (Danzer R50). The Second Industrial Revolution happened nearly one hundred years later after the First Industrial Revolution in England during the 1760s (Fagnilli 7). The Second Industrial Revolution was the cause of new inventions, government supp ort for business, common natural resourcesRead MorePositive and Negative Effects of the Industrial Revolution1144 Words   |  5 PagesPositive and Negative Impacts of the Industrial Revolution   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     The Industrial Revolution was a change in the mid-18th  century from small scale, domestic production of goods to machine-based, mass production of goods. It is usually thought of as having mostly or only positive impacts on Europe. Although the revolution did have many positive impacts, it had its fair share of negative impacts as well. Some of the positive outcomes included the overall increase in production and value ofRead MoreIndustrial Revolution Essay example1295 Words   |  6 PagesThe Industrial Revolution was a period from the 18th to the 19th century where major changes in agriculture, manufacturing and technology had a profound effect on the socioeconomic and cultural conditions of the world. The Industrial Revolution began in the United Kingdom as large deposits of coal and iron were found throughout the land which brought the rise of factories and machines, the idea then subsequently spread throughout the world. It was perhaps one of the greatest moments in huma n historyRead MoreNegative Effects Of The Industrial Revolution710 Words   |  3 Pagesgoods. This time was called the Industrial Revolution, where farms were being replaced for factories and technological advancements that would change the way of living for everyone. As with all significant events in history, there were positive and negative impacts that the Industrial Revolution had on the world. Despite all the technological advancements that were made during this time that brought economic prosperity to all, the Industrial Revolution has negative impacts that shaped our society to beRead MoreThe Positives And Cons Of The Industrial Revolution835 Words   |  4 PagesIs the Industrial Revolution as Good as We Think It Is? Bill Gates once said, â€Å"If you go back to 1800, everybody was poor. I mean everybody. The Industrial Revolution kicked in, and a lot of countries benefited, but by no means everyone.† The Industrial Revolution was a period in the 18th century led by Great Britain that had a major influence in agriculture, scientific studies, manufacturing, and transportation. As said by Bill Gates, even though the Industrial Revolution benefited many partiesRead MoreThe Positive and Negative effects of the Industrial Revolution752 Words   |  4 PagesPositive and Negative effects of the Industrial Revolution The Industrial Revolution had many positive and negative impacts on society. The positive include cheaper clothes, more job opportunities, and improvement in transportation. And the negative would include exploitation of women and children, workers work long hours and environmental damages. These are just a few that I believe had an impact on the Industrial Revolution. England was an ideal place for the Industrial Revolution to begin.Read MoreSecond Industrial Revolution1000 Words   |  4 PagesSecond US Industrial Revolution, 1870 -1910 Darris Adkins Abstract In this brief paper, a description of two developments of industrialization that positively affected the United States and two developments that negatively affected the United States will be discussed. An analysis of whether or not industrialization was generally beneficial or detrimental to the lives of Americans and the history of the United States will be outlined. Second US Industrial Revolution, 1870 -1910 In this briefRead MoreThe Effects of the Industrial Revolution on Society Essay770 Words   |  4 PagesFrank Garrido THE EFFECTS OF THE NDUSTRIAL REVOLUTION ON SOCIETY The Industrial Revolution changed the ways by how the world produced its goods. It was the era when the use of power-driven machines was developed. It also changed our societies from a mainly agricultural society to one in which industry and manufacturing was in control. This had many effects on people’s lives. The Industrial Revolution first got its start in Great Britain, during the 18th century. It was inevitable thatRead MoreThe Permanent Impact Of The Industrial Revolution1474 Words   |  6 PagesThe Permanent Impact of the Industrial Revolution It is fair to say, that when we are talking on our cell phone in the car on the way to the mall to purchase a new outfit, it does not usually cross our mind about how we have the ability to be doing such things. We do not consider the fact that we have these means of transportation or communication. Even more so, we definitely do not think about what it would be like to have to special order an outfit after picking the material and being fitted

Tuesday, May 12, 2020

Example International Studies Essay - Free Essay Example

Sample details Pages: 7 Words: 2240 Downloads: 7 Date added: 2017/06/26 Category History Essay Type Cause and effect essay Did you like this example? Over the past one hundred and forty-five years, scholars and historians have suggested different causes of the American Civil War, and different schools of thought have gone in and out of favour. The years immediately after the war regarded it as a clash between those supporting freedom and those supporting slavery. Later scholars saw it as inevitable for other reasons. In the early 1900s the revisionist school emerged, arguing the war was needless and caused by political blunders and extremism. Other historians have focused on economic differences as the cause. Even Abraham Lincoln, in his speeches before, during, and after the war, wavered in what he stated as the need for war. Regardless of the arguments, however, the true cause of the American Civil War was slavery, prominent in the South and generally opposed in the North. The cause of the Civil War at the time it was fought and in the decades following it was stated slavery as the moral cause. The North believed that slavery was wrong and the slaves should be set free. The South believed that slavery was right, and should continue. There are two problems with this belief. First, it assumes that thousands of w hite Northerners would be willing to die so that black slaves could be free. There is no indication, anywhere, that the North was willing to make the financial and life sacrifices it did just too free slaves. Second, it makes it hard to reunite as a country. According to this statement of cause, the North became the good guys and the South became are the bad guys. All the death and destruction was the Souths fault. This type of reasoning bred resentment on both sides, and didnt help rebuild the U.S. In an attempt to make the causes of the war less good versus bad, and more logical and reasonable, the nationalist school of thought emerged. They felt that the war was inevitable, but neither the South nor the North was wrong. The South was right in that slavery had legally and historically been allowed there, and there was no precedent for that to be changed. They had a right to defend their way of life. The North was right in that they wanted to preserve the union. They had a right to defend their national government. Both sides were right, but reconciliation without war was not possible. Woodrow Wilson, who was President of the U.S. during the First World War, was a historian of this belief. Wilson described the pre-Civil War United States as a nation sectionalized and divided by social and economic contrast to gross and obvious to be overlooked; a nation whose several regions whose interests diverse and separate, hardly to be reconciled. He was careful not to judge slavery or portray it as evil. In his History of the American People, Wilson presented the notion that slavery was often beneficial for the slaves, rejecting the portrait painted by Harriet Beecher Stowe in her famous American novel, Uncle Toms Cabin. He said about the novel, No one could read in it the real life of the Negro or take from it any just conception of the system of slavery as administered by the vast majority of southern masters. Indeed, domestic slaves were treated wit h affection and indulgence and there was almost always moderation, a firm but not unkindly discipline, a real care shown for their comfort and welfare. His portrayal of Lincoln and the Republicans was equally positive, holding that the people of the North, as conservative of law and of right as the men of the South, drew back, at the first shock and surprise of secession, form coercion or violence, questioned anxiously what they should do, and hesitated as their government did. The Northerners were also in the right. Both governments hoped to see the conflict tended by a mere show of force but were unwillingly drawn into actual war. Wilson argued that the South had kept to the original intentions of the framers of the American government, and since the Southern States had freely entered into the Union, they felt they could freely withdraw. They expected the North to settle differences by negotiation, not by war. It was only when Lincoln called for soldiers did the Southe rners realized a civil war was upon them [ix].North and South disagreed on the contract between them, the constitution, and how it should be interpreted. The conflict arose unintentionally, because of reasons of interpretation and misunderstanding, not from any moral or issue-specific cause. However, it is important to note that throughout the above arguments, slavery is still one of the main causes of the original dissention. Both North and South may indeed have wanted to avoid war. Neither may have planned on the war actually occurring. There were certainly issues of States rights and the rights of the Federal government. The issue that all these centred upon, however, was slavery. Slavery was the primary issue of dissention and disagreement. Both sides views on slavery contributed to their actions. The nationalist school was not the only one, however, to look beyond a moral, right versus wrong cause of the American Civil War. Historians Charles and Mary Beard were som e of the first to propose a new interpretation that saw the causes of the war as primarily economic. The South and the North had different economic systems, and these were growing more and more apart. They felt the antislavery party was not opposed to slavery for moral reasons but to gain political ascendancy and wanted to fasten the economic stranglehold of northern capitalism upon the South. The progressive school, as this line of reasoning was called, recognized the South before the war was more of an old-world classed society. The land and slave owners were the gentlepeople, and other white people were the commoners. Society, culture and the economy revolved around one or a few large plantations in each community. The introduction of the cotton gin had made cotton a very profitable crop in the South. However, growing cotton required cheap labour. The South became more dependent on slavery as cotton became more dominant in its economy. Unlike the nationalist school, howev er, they did not see slavery as being morally acceptable in the Southern context. Beard and Beard also disagreed with the idea that different interpretations of State and Federal rights were a primary cause of the Civil War. They emphasised the differences in climate, in industry, and in labour systems. [xiv] The economic needs of the South differed from those of the North, and these led to the needs for differences in government. The Beards assertions, therefore, do not change slavery as the initial and primary cause of the war. What caused the different economic systems? Granted, the North was beginning to become more industrialized while the South remained agricultural, but the vast majority of Northern and Southern Americans were still small farmers at the time. The difference was that Northern communities were economically centring on businesses and factories, while Southern communities were centring on plantations. These plantations required slaves to be profitable . The root cause of the economic differences themselves, therefore, was still slavery. Avery Craven was an outspoken and often published historian who supported another idea of the causes of the American Civil War. Craven belonged to what is called the revisionist school, and believed that the war was not inevitable. It could have been prevented, but was brought upon the United States by the blunders, ineptitude, and misunderstanding of the countrys leadership. The issue of slavery, particularly in the new territories entering the United States, was mishandled on both sides. In the two decades leading up to the American Civil War, the South became increasingly inflexible and threatened by the expansion in population and geography of the North. The North saw the South as uncompromising, and unwilling to accept anything less than full right to slavery in the entire union. These attitudes only applied to a handful of extremists on either side, but these extremists were able to dominate political debate and air their views widely in the newspapers of the day. When Stephen Douglas, a senator from the state of Illinois introduced the Kansas-Nebraska bill to the U.S. congress, controversy erupted. The bill divided the Nebraska territory into two parts, and allowed for each to decide the slavery issue for themselves. [xxi] Those who strongly opposed slavery saw this as an attempt to make the whole territory slave states. Those who adherently supported slavery saw it as a way to make both states free states. At this point, according to Craven, politicians and leaders on both sides of the slavery issue began to over react. Each side dug themselves into a hole, and the South began to threaten secession in earnest. The North did not take the South seriously, and through a series of increasingly inflammatory political blunders, the sides became entrenched. There was no turning back from then on. Although political idiocy has certainly led to a numbe r of disastrous situations throughout history, it is not sufficient to explain the cause of the American Civil War. This was a conflict that pitted brother against brother at great personal and financial cost to both sides. That extremists were able to stir the emotions of the populace shows that there was something to be stirred about. People rarely get excited in large numbers about issues that they dont care about. The slavery issue was important to many Northerners and Southerners, which enabled them to become emotional. The misunderstandings and political refusals to work together all return back to the issue of slavery. It is this issue that underlies the points of Cravens arguments. One can see in the speeches of Abraham Lincoln, the only one of the five historians mentioned to actually live during the civil war period, that he sees slavery as the main cause of the tension between North and South. At that time there was much controversy over whether western territorie s coming into the United States would be free or slave. In his unsuccessful run for the U.S. Senate in 1958, Lincoln spent over half of his speech talking about slavery. He compared the situation in the United States to a reference from the Bible: A house divided cannot stand. Lincoln stated, I do not expect the Union to be dissolved but I do expect it will cease to be divided. It will become all one thing or all the other. Either the opponents of slavery will arrest the further spread of it or its advocates will push it forward, till it shall become alike lawful in all the States. Lincoln took slavery again as one of his main points in his run for president. He acknowledged the necessity of allowing slavery to gradually fade away, rather than outlaw it in presently slave states. Lincoln reminded his listeners that importing slaves had been banned in most of the U.S. by this time. He strongly stood against the spread of slavery, however, in new territories coming in, and ad vocated that each state entering the union be allowed to determine whether it was slave or free. Lincoln also specifically stated that states should not be allowed to withdraw from the government. He did this because some Southern states had said they would secede if a Republican were elected president. [xxvii] Most of the Northern politicians opposing the Southerners threatened withdraw from the United States, hypocritically, did not have a moral problem with the Mexican cession states (namely California, New Mexico, and Texas) seceding from Mexico and eventually joining the U.S. This lends support to slavery, as the cause of the secession, remaining the primary cause of the war. In his inaugural address in 1861, Lincoln spent the entire speech talking about the secession of Southern states and the cause of secession, slavery. One section of our country believes slavery is right, and ought to be extended, while the other believes it is wrong, and ought not to be extended . This is the only substantial debate. He again states four years later, in his second inaugural address, that slaves were a peculiar and powerful interest. All knew that this interest was, somehow, the cause of the war. The President of the United States at the time of the Civil War explicitly stated in both his inaugural addresses that slavery was the cause of the war. Before the war Lincoln was willing to allow slavery to remain where it already existed. He said he believed it would die out and there would eventually be no more slavery, and he wanted to avoid conflict. By his later speeches he is firmly standing against slavery as being morally wrong, and needing to be eliminated everywhere. While there is some difference in the strength of his statements against slavery over time, Lincoln is still laying the cause of the Civil War on the slavery issue. In conclusion, there are many things that can be said to have caused the American Civil War. Each of these causes, h owever, can be traced back to slavery as its own cause. Economic differences were caused by slavery. Differences in culture would not have developed as they did without slavery. Arrogance amongst politicians may not even have been as extreme without slavery. Slavery remains, therefore, the primary cause of the war, and all subordinate causes must be viewed in its light. Don’t waste time! Our writers will create an original "Example International Studies Essay" essay for you Create order

Wednesday, May 6, 2020

Hair Dresser Free Essays

Yesterday,the woman got a $50 coupon from one of her friend,and she use this coupon to a fancy Manhattan salon,with her coupon in hand,and the sun was shone happily,she sat in a purple chair,surrounded by glistening mirrors . As stylists fussed and buzzed around their well-heeled clients,and she saw the stylist walking toward her with a greeted smile. After the woman had settle down and he asked her what it was the hair that she wanted,she showed him coupled passages of hair styles she had ripped from magzines,and he seedmed to appreciate her pendant for trying new things. We will write a custom essay sample on Hair Dresser or any similar topic only for you Order Now he was warren beatty in shampoo,holding his hair dryer with that certain movie-star swagger. And because of stylist appearance so the woman put her trust on the stylist hand,and fallin sleep. About thirty minutes passed,by the end of the qpointment,then the woman opened her eyes and looked into the mirro,she was astonished that the stylist had ruined her hair,and it looked totally bad,the woman then screamed†My hair! You ruined my hair! †The stylist looked scared and the stylist said†I’m so sorry,I apologize for all my mistakes,I accidently took a wrong bottle of dye and ruined your hair,and I could help you to dye your hair again if you want. †Ã¢â‚¬ yes! yes! The woman yelled out. Everyone was laugh at her,and the sun ouside the hair salon shone more happily. How to cite Hair Dresser, Papers

Saturday, May 2, 2020

Drosophila Systemic By Modulating Hormonal -Myassignmenthelp.Com

Question: Discuss About The Drosophila Systemic By Modulating Hormonal? Answer: Introduction The common trait of the gut is the association and alignment with a number of benign and other beneficial microorganisms. Studies have shown that the influence of the microorganism is great and has impacts on changing the physiology and the digestive morphology, (Vu, H. T. L. et al 2013). Studies undertaken show that some of the gnotobiotic animals with relevant genome tools can have an impact on the extent of the activity of management diversity and functionality within the gut system, (Robinson, Bohaman Young , 2010). Acetobacteria has been utilised as a main component in the manufacture of vinegar. In the fermentation process, it is used to make wines and ciders which yield acetic acid vinegar. Acetic acid bacteria have been grouped as gram negative and positive bacteria within the proteo bacteria which are normally isolated from the natural sites including foods which have been fermented. Since its discovery in 1898, (Cox Gilmore, 2007), there are several genera which have been recognized which include several species. In the vinegar industry for instance, the instabilities associated with acetic acid bacteria have shown to produce tolerable acetic acid with often most financial factors. In the manufacturing sector, vinegar has often been used to produce and tolerate acetic acid and is often critical factor in establishing its stability. Instabilities of fermented products have been studied and recognised, (Storelli et al., 2011). Animal gut have shown the ability of absorbing and utilizing nutrient uptake and harbouring the large and complex dynamic groups and other substances, which often participate in degradation and various groups and substances. Gut bacteria can be regulated on the host with regard to its nutrients and protection against the pathogens. Acetobacteria has been utilised in various fermented drinks. A drink referred to as Kombucha is a fermented product which is gaining popularity to the belief that the bacteria, fungi and their metabolites improve gut health. Member of the Acetobacter are part of the microbial consortia used in Kombucha fermentation however it is not known if Acetobacter can survive the stomach and become a resident of the intestinal flora. Thus in this study we are going to experiment if acetobacteria can survive in the human gut. Thus in this experiment, hypothesis proposed are; Hypothesis: Treatment of Acetobacter in pH 3.5 for 40 min will result in fewer CFU/mL than 40 mins treatment of Acetobacter in pH 5.5 Null hypothesis: Treatment of Acetobacter in pH 3.5 will lead to the same number of CFU/mL as 40 min treatment of Acetobacter in pH 5.5 Procedure The acetobacteria culture were isolated from the Kombucha drink, and incubated in bottles and the culture spread in GYC medium containing glucose, yeast and calcium carbonate. Colonies having higher accounting were segregated. Acetobacteria are distinguished from the family of the acid production. The selected colonies from the GYC were transferred to brain heart fusion broth to achieve OD600 of 0.5. Inoculums smaller sizes were cultured in medium acetic acid production. Acetic acid was estimated using mls of the culture being mixed with approximately 15 Ml of distilled water. Drops of phenolphthalein indicator were used. The solution then titrated against N of NaOH, and then the volume of acetic acid calculated as follows, Acetic acid(g/100ml) =Volume of NaOH(ml)used in titration0.0320. In order to indentify the acetobacteria , tests were performed in order to identify the acetobacteria species. Catalyze production of the glucose and ketogenesis was performed. Nitrate reduction was tested from the nitrate peptone pH 7.0: peptone, 10 g; KNO3, 2 g) . Further tests were performed using biochemical identification followed by molecular methods to validate the data obtained thereby. The independent variable in the experiment is the pH treatment, while the controlled variable is the Temperature of 300C, exposure/incubation period, Glucose/Mannitol Yeast peptone agar. While confounding variables are presence of new bacteria growth due to contamination of the Acetobacter culture. The Negative Control is the Acetobacter with pH of 5.5. Number of colony forming units (CFU/mL) for Acetobacter Thursday 11.01.18 Dilution PH 3.5 plates count CFU/mL PH 5.5 plates count CFU/mL 10-3 4/2 0 13/12 0 10-4 0/0 0 3/0 0 10-5 0/0 0 0 0 Second attempt of the experiment) Number of colony forming units (CFU/mL) for Acetobacter Tuesday 16.01.18 Dilution PH 3.5 plates count CFU/mL PH 5.5 plates count CFU/mL 10-2 TNTC/TNTC TNTC/TNTC 0 10-3 28/46 220 32/63 0 10-4 8/6 180 23/9 0 10-5 0/0 120 3/3 10-6 7/5 100 0/0 Discussion Results show that there is higher concentration of colony forming units in the experiment subjected to pH of 3.5. This is affected with the fact that the Ph condition is favourable to enable the growth of the bacteria. Hence, allowing them to culture. The culturing process entails proper mixing and following the right procedure of ensuring that the right experimental process is needed. The results in this experiment showed that in the first attempt, we did yield little results as there were fewer colonies in the culture plate. However in the second attempt, the results were positive. These can attribute to effective experimental procedure undertaken in the lab. Bacteria have always been considered as harmful, however, there a millions in the gut that can survive and have been referred to as gut flora. They are essential in maintaining healthy bodies. The bacteria can have symbiotic relationships by feeding on the food we eat and offer synthesis for the many food groups available. Beneficial bacteria often have stable colony which prevents other pathogens from thriving. Bacteria help in controlling inflammations and maintaining cell integrity in the digestive system. Bacteria are essential in ensuring g control of the Ph of the stomach. Healthy flora often stimulates growth of cells and metabolizing them into forms and certain mutagens, (Gullo et al., 2006). With effective beneficial bacteria, there exist stable colonies which prevent other non relevant pathogens from thriving. Healthy gut flora is essential in maintaining the immune system by acting on the stimulation of growth cells and immune cells, thus crucial in metabolizing foods and activating certain mutagens, (Minot et al., 2012). However in the daily environment lots of factors often disrupt the survival of acetobacteria in the gut. Stress inflammations and endocrine disrupting chemicals component often disrupt the growth of bacteria and affect intestinal lining. The gut is estimated to be one cell think with closely packed cells. When the cells are injured, they often swell and create holes in the lining of the gut which creates an inflammation of the gut causing a leaky condition making hard for bacetrias such as acetobacteria to survive, (Parfrey, Walters Knight, 2011). Interestingly studies have often linked acetic acid bacteria having significant role in ensuring production of human activities. The Acetobacteraceae has been known to be adaptable in various conditions. They exist as obligate aerobes and they are unable to oxidize ethanol, sugars and polyalcohol, which leads to huge accumulation of the corresponding oxidation products, (Yakushi Matsushita, 2010). The commercial ability has been exploited in the manufacture of products such as the Kombucha. Tea, (4Kersters et al., 2006). Influential factors on acetobaceria have often been in the culture medium composition, temperature environment and the outlining conditions. With stable conditions acetobacteria can survive in the gut. The acidophilic nature of the bacteria enables it to survive and adapt itself in the stomachs, keeping their internal pH neutral,(Nakano Fukaya, 2008). This enables denaturing of proteins however acetobacteria has modifications in its proteins and have acidic environments. In a study conducted on a microbiology showed that more than 50 specialized proteins have evolved to be stable in acidic conditions. These adaptations have shown to be beneficial to humans, (Matsushita Toyama Adachi, 2004). Conclusion Acetobacteria are large group of the obligate aerobic gram negative bacteria which has the ability to oxidize ethanol and acetic acid. They are widely distributed in the habitats and classified into the family Acetobacteraceae. These bacteria are useful in industrial production of fermented products such as Kombucha tea. Acetic acid bacteria utilize glucoses, ethanol and lactate for the energy requirements, thus making it to survive in the gut. The adaptive pH conditions often exhibited have shown to have an impact in the survival in the gut system. Thus the results of the study show that there is high number of colony forming units at the Ph of 3.5 compared to 5.5 thus accepting the null hypothesis and rejecting the alternate hypothesis. References Cox, C.R. and Gilmore, M.S., 2007. Native microbial colonization of Drosophila melanogaster and its use as a model of Enterococcus faecalis pathogenesis. Infection and immunity, 75(4), pp.1565-1576. Gullo, M., Caggia, C., De Vero, L. and Giudici, P., 2006. Characterization of acetic acid bacteria in traditional balsamic vinegar. International Journal of Food psychology, 106(2), pp.209-212. Kersters, K., Lisdiyanti, P., Komagata, K. and Swings, J., 2006. The family acetobacteraceae: the genera acetobacter, acidomonas, asaia, gluconacetobacter, gluconobacter, and kozakia. In The prokaryotes (pp. 163-200). Springer New York. Matsushita, K., Toyama, H. and Adachi, O., 2004. Respiratory chains in acetic acid bacteria: Membrane-bound periplasmic sugar and alcohol respirations. Respiration in Archaea and Bacteria, 2, pp.81-99. Minot, S., Grunberg, S., Wu, G.D., Lewis, J.D. and Bushman, F.D., 2012. Hypervariable loci in the human gut virome. Proceedings of the National Academy of Sciences, 109(10), pp.3962-3966. Nakano, S. and Fukaya, M., 2008. Analysis of proteins responsive to acetic acid in Acetobacter: molecular mechanisms conferring acetic acid resistance in acetic acid bacteria. International journal of food microbiology, 125(1), pp.54-59. Parfrey, L.W., Walters, W.A. and Knight, R., 2011. Microbial eukaryotes in the human microbiome: ecology, evolution, and future directions. Frontiers in microbiology, 2. Robinson, C.J., Bohannan, B.J. and Young, V.B., 2010. From structure to function: the ecology of host-associated microbial communities. Microbiology and Molecular Biology Reviews, 74(3), pp.453-476. Storelli, G., Defaye, A., Erkosar, B., Hols, P., Royet, J. and Leulier, F., 2011. Lactobacillus plantarum promotes Drosophila systemic growth by management hormonal signals through TOR-dependent nutrient sensing. Cell metabolism, 14(3), pp.403-414. Vu, H.T.L., Yukphan, P., Chaipitakchonlatarn, W., Malimas, T., Muramatsu, Y., Bui, U.T.T., Tanasupawat, S., Duong, K.C., Nakagawa, Y., Pham, H.T. and Yamada, Y., 2013. Nguyenibacter vanlangensis gen. nov., sp. nov., an unusual acetic acid bacterium in the -Proteobacteria. The Journal of general and applied microbiology, 59(2), pp.153-166. Yakushi, T. and Matsushita, K., 2010. Alcohol dehydrogenase of acetic acid bacteria: structure, mode of action, and applications in biotechnology. Applied microbiology and biotechnology, 86(5), pp.1257-1265.

Tuesday, March 24, 2020

Duyhane Miller teen spending Essays (721 words) - Culture

Duyhane Miller Professor Himelstein MRKT 331 Teenage subculture June 04, 2017 Teenage Subculture and Consumer buying. When you hear the word, teenagers, you think of a group of children between the ages of 13-20 who are irresponsible, selfish and very annoying. However, these children especially those we consider to be "millennials" are transitioning from childhood to adulthood and it can be a very trying time. There is no doubt that teenagers spend an incredible amount of money throughout their early adolescence because they are now developi ng a sense of money importance. Teenagers spend money frivolously and it's a known fact. There is always the occasional teenager who is very respo nsible for his/her age and they show us that there is some hope for the rest of them. Ultimately, we learn that teenagers spend money on what they think is necessary as opposed to what is very necessary. The money they earn from working is generated towards going out with friends or buying clothes or concert tickets all while still being financially supported by mom and dad. The socioeconomic background teenagers are placed in are dealt with by their parents. You have the teenagers who are above or below the poverty, Lower/middle/upper-middle class teenager, and the teenager who belongs to the wealthy one percent. Depending on the economic class the teenager is born in there spending can range from moderate to severe , but the fact remains that teenagers still receive a bulk of their money from their parents . The kids who are born into the wealthy one percent often receive a credit card that has no limit or get thousands of dollars' worth of spending money per week. They can spend their money on name brands like Gucci, Prada and Chanel a nd they can also spend money on expensive and lavish restaurants. As parents, we are our children's first teachers and it is our job to teach them what is right and wrong. Teens spend most of their money on three categories: food, clothing and personal care. According to business insider Nike, Forever21, Victoria's Secrets, and Nordstrom are on the top ten list of clothing brands preferred by teenagers. I found this statistic to be not so surprising because these brands appeal to teenagers who play sports or are interested in fashion and they also appeal to their sexual nature. Teens are beginning to develop their sex and what makes them appealing to the opposite sex. Stores like Victoria Secrets appeal to teenagers because of their marketing strategy, they use young and fit models who are active on the social media platform like Kylie Jenner, Bella and Gigi Hadid. Socia l Media plays an important part in teen subculture and consumer buying. Teens are drawn to social media. They spend most of their day on social media platforms like Sn apchat, Instagram and Facebook . The platforms are a major hub for advertising for businesses aiming towards the youth demographic. The best way to reach teens is through their phones, an object they are on almost all day. The advertisements are placed throughout the app and often teens get intrigued by something they see on multiple surfaces. For example, celebrities have been advertising strapless silicone bras that promise a lift without the added hassle of any straps. Kids see is on their Instagram or facebook about fifty times for the day and they automatically think "maybe I should give it a try" from their they give their opinion and their friends order their bras and the cycle starts over. Free publicity works in the favor of the company because now they have extra money to put int o th e development of their product. Teens are the ideal consumers for most companies because they are impressionable. If Beyonce i s advertising shoes that are twent y inches high she would be starting a trend that millions of teenagers will follow. They tend to follow what is new and current because most of the time new and current is exciting. I find teenage subcultures to be interesting because there are so many factors that influence them, everything from their parents down to the celebrities who glorify material objects. They

Friday, March 6, 2020

Womens Suffrage Movement Impact on the Us Research Paper Example

Womens Suffrage Movement Impact on the Us Research Paper Example Womens Suffrage Movement Impact on the Us Paper Womens Suffrage Movement Impact on the Us Paper Kayla Benware Professor Donnelly History 202 Research Paper Fall 2011 Women’s Suffrage Movement Impact on the United States Woman suffrage in the United States was achieved gradually through the 19th and early 20th Century. The women’s suffrage movement concluded in 1920 with a famous passage of the 19th Amendment to the United States Constitution which stated: â€Å"The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. In the aftermath of the Seneca Falls Convention of 1848, which demanded the rights for women’s suffrage, most Americans rejected the movement because people did not want the United States system to change when it was already clearly working, women already had a solidified role and duty in local affairs, and because men and women were just simply viewed as having different abilities and capabilities in society. Although many Americans were against women’s s uffrage, the movement brought progress towards equality, related social and political reform, and led to many key events that positively allowed women to bring about social change. The first women’s rights convention was held in Seneca Falls, New York, in 1848. Two days later, a Declaration of Sentiments was signed by 68 women and 32 men. This outlined all the injustices and allowed the women’s rights movement to begin. Twelve resolutions were adopted, calling for equal treatment of women and men under the law and voting rights for women. In 1850, the first national Women’s Rights Convention took place in Worcester, Massachusetts. More than 1,000 participants came and annual national conventions were held afterwards all the way through 1860. Some of the most influential women in history were Susan B. Anthony and Elizabeth Cady Stanton. In 1869, they formed the National Woman Suffrage Association, with the goal to attain voting rights for women through an amendment to the Constitution. In Letters of a Nation, Elizabeth Cady Stanton writes a letter to Susan B. Anthony about editing their feminist newspaper, â€Å"The Revolution. † In this letter, Stanton writes how changing the name of â€Å"The Revolution† would be a mistake. Stanton quotes, â€Å"The establishing of woman on her rightful throne is the greatest revolution the world has ever known or ever will know. To bring it about is no child’s play. You and I have not forgotten the conflict of the last twenty-years- the ridicule, persecution, denunciation, detraction, the unmixed bitterness of our cup for the past two years, when even friends crucified us†. These gallant statements that Stanton writes proves how much the women’s suffrage movement needed to happen. Stanton is literally bitter about how they have been treated and will do anything to change the American ways for a more fair and equal future for women. Stanton comes off as an admiral, strong women in history, who believes that she can make a difference in everyone’s lives. Indeed, Stanton is one of the many reasons why the women’s suffrage movement occurred, and all women everywhere have her to thank. Fifty-one years later, Anthony and Stanton are still friends working on â€Å"The Revolution† and trying to see their ultimate dream through- the right for women to vote. Unfortunately, they never lived to see this day, but another letter was found in Letters of a Nation, in which Anthony wrote a letter to Stanton about their journey through the women suffrage. Anthony describes that throughout all their hard work, they never once stopped being optimistic towards their battle for women’s suffrage. Even in fifty years, they accomplished a lot more than they could have hoped for, such as: women were able to get a college education, have business experience, and were fully able to speak in public now. Anthony continued to be optimistic throughout her letter and was certain that their influence and reign would be carried on to victory by future women. Anthony was indeed correct on this, as the women’s suffrage battle was ended about twenty years later and all women were granted the right to vote, among other sanctions and rights. Other influential women in women suffrage history, such as Lucy Stone and Henry Blackwell, formed the American Woman Suffrage Association in late 1869. This group’s goal was to continue Anthony’s and Stanton’s goal and gain voting rights for women through amendments to individual state constitutions. The territory of Wyoming was later the first to pass the women’s suffrage law; and women began to serve on juries there as early as the following year. By 1890, The National Women Suffrage Association and the American Women Suffrage Association merged to form the National American Woman Suffrage Association (NAWSAA). This became the movement’s mainstream organization and NAWSA started state-by-state campaigns in order to obtain voting rights for women. Colorado was the first state to adopt an amendment granting the right to vote in 1893. Closely after, Utah, Idaho, Washington State, California, Oregon, Kansas, Arizona, Alaska, Illinois, Montana, Nevada, New York, Michigan, South Dakota, and Oklahoma all adopted the amendment by 1918. Many other events followed suit, including The National Association of Colored Women in 1896, which brought together more than 100 black women’s clubs. Some famous activist leaders in the black women’s club movement were Josephine St. Pierre Ruffin, Mary Church Terrell, and Anna Julia Cooper. â€Å"Although woman suffrage meant different things to different African American women, most believed that the ballot was essential to the growth of democracy and to the advancement of human rights in the United States. † This belief was furthered by the late nineteenth century, where women suffrage rationale had grown to include the argument that African American women needed the vote in order to help uplift the Black race and to obtain their own rights. This just goes to explicate how important and influential the women’s suffrage was to history. The movement was necessary, as the white women leaders of the movement constructed the history and determined the path and the value of Black women to the movement. In 1903, the National Women’s Trade Union League (WTUL) was established to advocate for improved wages and working conditions for women. Ten years later, Alice Paul and Lucy Burns formed a Congressional Union to work toward the passage of a federal amendment to give women the vote. The group was later renamed and better known as the National Women’s Party. Members of the National Women’s Party picketed the White House and protested in other forms in home of getting the vote. A few years later, Margaret Sanger opened the first U. S. birth-control clinic in Brooklyn, N. Y. However, ten days later, Sanger is arrested and the clinic is shut down. This is a big moment in women’s suffrage, as she eventually won support through the courts and opened another clinic in New York City in 1923. The early 20th century is a huge benchmark in women history, as the federal woman suffrage amendment, originally written by Susan B. Anthony forty-one years earlier, is passed by the House of Representatives and the Senate in 1919. It was then sent to the states for ratification. A year later, the Women’s Bureau of the Department of Labor was formed to collect information about women in the workforce and to advocate good working conditions for women. On August 26, 1920, the 19th Amendment to the Constitution was signed into law by Secretary of State, Bainbridge Colby. Women were finally granted the right to vote, which would lead to inspire future generations of women to fight for equal rights. Not only did the women suffrage movement help future generations for equal rights, but the permanent war economy of the United States depended on the women’s suffrage and the corporation of the women at large. Women were the ones who went into the factories during the wars, which goes to show how women were just as capable and justified to have the same rights as men. This furthers the point that women deserved the right to vote. As a result of women’s presence in factories, the United States could build an even larger military structure with the men going to war and women staying at home and working. Women’s suffrage has had an enormous impact on society today. Since the early 20th century, women have only grown stronger and more involved in the United States government, politics, economics, and social world today. From running for president, to juggling successful careers, women prove that they can do more than cook in the kitchen and take care of their families. If it weren’t for women’s suffrage and all the battles that the US went through to get to the nineteenth amendment, we wouldn’t be as transformed and accomplished as we are today. From the progressive era to now, there have been many battles, wars, and events that have shaped the women and everyone else in our society today. Campbell, Karen; Granberg, Ellen; McCammon, Holly; Mowery, Christine, â€Å"HowMovements Win: Gendered Opportunity Structures and U. S. Women’s Suffrage Movements, 1866-1919,† American Sociological Review, Vol. 6, No. 1, (Feb. , 2001): 49-70. Carroll, Andrew. Letters of a Nation. New York, NY: Kodansha America, Inc. , 1997. Daley, Caroline Nolan, Melanie. Suffrage Beyond. New York, NY: New York University Press, 1994. Terborg-Penn, Rosalyn. African American Women in the Struggle for the Vote, 1850-1920. Indiana: Indiana University Press, 1998. [ 1 ]. Campbell, Karen; Granberg, Ellen; McCammon, Holly; Mowery, Christine, †Å"HowMovements Win: Gendered Opportunity Structures and U. S. Women’s Suffrage Movements, 1866-1919,† American Sociological Review, Vol. 66, No. 1, (Feb. , 2001): 54. [ 2 ]. Campbell, 52 [ 3 ]. Campbell, 53 [ 4 ]. Campbell, 49. [ 5 ]. Campbell, 51 [ 6 ]. Campbell, 54 [ 7 ]. Campbell, 68 [ 8 ]. Campbell, 67 [ 9 ]. Carroll, Andrew. Letters of a Nation. New York, NY: Kodansha America, Inc. , 1997, 183 [ 10 ]. Carroll, 183 [ 11 ]. Carroll, 184 [ 12 ]. Carroll, 184 [ 13 ]. Carroll, 185 [ 14 ]. Carroll, 185 [ 15 ]. Carroll, 186 [ 16 ]. Campbell, 63 [ 17 ]. Campbell, 73 [ 18 ]. Terborg-Penn, Rosalyn. African American Women in the Struggle for the Vote, 1850-1920. Indiana: Indiana University Press, (1998): 239. [ 19 ]. Daley, Caroline Nolan, Melanie. Suffrage Beyond. New York, NY: New York University Press, (1994): 56 [ 20 ]. Campbell,76 [ 21 ]. Campbell, 52 [ 22 ]. Terborg- Penn, 13 [ 23 ]. Terborg- Penn, 44 [ 24 ]. Terborg, Penn, 160 [ 25 ]. Terborg-Penn, 161 [ 26 ]. Daley, 51 [ 27 ]. Daley, 54 [ 28 ]. Campbell, 61 [ 29 ]. Campbell, 63 [ 30 ]. Campbell, 66 [ 31 ]. Campbell, 67 [ 32 ]. Campbell, 68 [ 33 ]. Campbell, 68 [ 34 ]. Campbell, 69 [ 35 ]. Campbell, 69

Wednesday, February 19, 2020

Australian Media Essay Example | Topics and Well Written Essays - 1750 words

Australian Media - Essay Example One would be hard-pressed to visit any Australian home and not find a magazine of some kind. Moreover, magazines, like other print media, appeal more to the intellect than to the senses and emotions of their audiences. Magazines became volatile commodities with the advent of television but were able to sustain their territory because they were not as transient as the broadcast media. They are more permanent than newspapers, with a longer readership span; and magazines remain in readers' homes for weeks, months, and sometimes even years. Since the beginning of magazines in Australia, those with the highest circulation have been aimed at female audiences. The editors announced they would no longer depend on advertising for economic support; instead, they solicited private donations. Magazines have been responsible for the dissemination and proliferation of information to masses of people. As the first national medium, magazines have been at the forefront of the transmission of ideas, information, and attitudes from person to person, city to city, state to state, country to country, and continent to continent. Magazines appear in many forms and formats. Magazines have been so successful in their attempts to communicate with the masses that other media have often emulated them. Newspapers have become more like magazines in marketing methods, writing style, and format (Lester 75). Every year for the past decade there has been the creation of television programs promoted as newsmagazine shows. Still women's earnings are rising compared with men's, a fact that helps make women a consumer group of vital interest to the mass media. In addition, many women who do not work outside the home exercise a considerable voice in making purchases. For years advertisers have recognized the buying power of women consumers and targeted messages to them via the mass media. The movement of women into the labor market has enhanced advertiser interest in reaching a female audience (Biagi 38). This situation stems from the fact that traditional news values represent conflict, controversy, power struggles, political battles, and changes in the status quo--all elements linked to the masculine domination of society. Women, as a group, have not been key players in the political, economic, and military developments that make headlines. Women's activities traditionally have been seen as unworthy of prominent news coverage, either on the front pages of important newspapers or on nightly network newscasts. Women's news general ly has fitted into the "soft news" category of entertainment or feature material (Lester 71). The rankings of newspapers on coverage of women in the Women, Men and Media study underscored this point. Apart from their relative absence in the news, the images of women in other areas of mass communications have come under attack. Researchers consistently have found the portrayal of women in advertisements at stereotypical levels. These facts explain entertainment nature of contemporary magazines aimed to bring pleasure and delight instead of education and informing functions (Biagi 35). Since the future can only be understood in terms of the past, it may be instructive to quickly note the history of women's efforts to influence media content. Feminists have been trying for one hundred years to attack the pervasive stereotypes used in media portrayals of women as

Tuesday, February 4, 2020

Direct Solicitation and Making the Case( Narrative) Essay

Direct Solicitation and Making the Case( Narrative) - Essay Example Each night 20 to 25 volunteers help in serving the meals. The Cathedral Kitchen runs the Culinary Arts Training (CAT) Program. The 17-week program seeks to impart knowledge and develop high-quality culinary skills in learners (The Cathedral Kitchen ). Each year, the program enrolls forty students all of whom are trained free-of-charge: the Kitchen meets the costs of their textbooks, meals and uniforms. In addition, the Kitchen assists the students with job placements at no cost. This paper seeks to raise $270,200 to help increase the intake into the CAT program from the current forty to eighty. The paper explains how this amount is going to be raised by each of two methods of solicitation: email and traditional mail solicitation. This phase of our funds drive targets the business community in Camden City. Indeed, the business community has stood by the Cathedral Kitchen since its inception in 1976(The Cathedral Kitchen). The City’s small and medium enterprises and large corporations alike have continually supported us by making donations in both cash and kind. Therefore, we are once more counting on their unceasing generous support to help us raise the initial $270,200 we need to double our intake from the current forty to eighty students. In recent years, the Cathedral Kitchen has been receiving an ever growing number of applications for the CAT program. However, given the limited capacity of the program, many qualified candidates have been turned down. Hence, the need to expand the program. Even though by doubling our intake we still may not be able to take in everyone, we believe the move is a step in the right direction. Most of our students are drawn from some of the poorest families in Camden Ci ty and elsewhere in the state of New Jersey. Therefore, by keeping a student in the CAT program, one is transforming an entire family. Our graduates are employed and serve in the

Sunday, January 26, 2020

The Notions Of Foreignisation And Domestication English Language Essay

The Notions Of Foreignisation And Domestication English Language Essay The domesticating sense-for-sense strategy was the dominant approach in translation until only recently. The 19th century saw a tendency towards the foreign, expressed mainly through the theories put forward by Friedrich Schleiermacher, who stated that the audience was to have the feeling that they are in the presence of the foreign (Fawcett 1997: 116). His views were later 5 revised by Venuti, who regarded foreignisation as a means of combating the dominant, assimilative position of the English-language culture. 1.1 Foreignisation and domestication The terms foreignisation and domestication have been coined by Venuti as means of providing general classification for translation procedures (see 1.3). He defines them in detail in his influential work, titled The Translators Invisibility: A History of Translation (1995). 1.1.1 Definitions According to Ventui (1995: 19-20), a foreignising strategy consists in acquiring a translation method which does not conform to norms and values prevalent within the target language system. Employing such an approach, which preserves linguistic and cultural differences between the two systems, requires a translation style designed to make the intervention of the translator visible (Munday 2001: 147), resulting in a non-fluent, alienating TT (Baker 1998: 243). This effect is usually achieved through close reconstruction of the ST structure and syntax in the TT and importation of foreign cultural forms. Domesticating translation strategy, as a contrast, entails an appropriation, or reduction (Venuti 1995: 20), of the foreign text into target-language conventions and makes use of stylistic devices, which provide for a transparent and fluent reading, minimizing the foreigness of the TT (Munday 2001: 146). Domestication is also said to involve selecting texts which adhere to domestic literary canons, resulting in a conservative and openly assimilationist approach to the foreign text (Baker 1998: 242), which is to serve domestic publishing trends and political alignments. 1.1.2 Brief history Domestication strategies were in common use since ancient Rome, chiefly as means of conquering the SL (Baker 1998: 241). Latin translators not only deleted culturally specific markers, but also added allusions to Roman culture and deleted resistant passages (KwieciÅ„ski 2001: 17), that is to say, lexical elements which required a great deal of study since they could easily by misinterpreted. The largest step for the formulation of domesticating translation theory is considered to be made by St. Jerome, the author of Vulgate Latin translation of the Bible commissioned in 384 CE. Following remarks offered earlier by Cicero, he identified the notion of word-for-word translation, a foreignising strategy, and opposed it with a domesticating alternative, a sense-for-sense strategy, as the correct method to render SL text, thus introducing an important distinction, which shed new light on the study of foreignisation and domestication. The use of exoticisms in translation was advocated by Augustine, due to concerns about the reaction of the Christian community to the unfamiliar features of Jeromes Latin text of the Bible. He does, however, oppose the use of Greek calques should these be incompatible with Latin or resistant. Bible translation became a key issue, around which different approaches to translation surfaced (Bassnett 1991: 47). The domesticating strategy was employed in the Wycliffite Bible translation, where the sense-for-sense strategy aimed at rending the text in a common language so that the Holy Scripture be accessible to a layman, and not loosing scholarly accuracy at the same time. Renaissance largely contributed to the development of the domesticating theory. The use of contemporary idiom and style was much advocated; in his Circular Letter of Translation (1530), Martin Luter emphasised the necessity to rely on the common language (KwieciÅ„ski 2001: 24). He recognised that exoticisms in certain cases cannot and should not be avoided, provided that the translator uses them after careful historical and philological study. The 17th century translation style pushed domestication beyond earlier limits. Abraham Cowleys comments in his Preface to his Pindarique Odes (1656), in which he states that he has taken, left out and added what I please (Bassnett 1991: 56) while translating, are highly symptomatic of the general atmosphere affected by the Counter-Reformation movement. The first systematic approach to the issue of translation strategies was offered in 1791 by A.F. Tyler in his Essay on the Principles of Translation. In it he points to three laws which should govern translation in general: a) the rendering is to be carried out sense-for-sense; b) style and register are to remain invariant; c) the translation should have all the ease of the original composition (KwieciÅ„ski 2001: 35). The 19th century saw a turn towards the foreign in thinking on translation. This new tendency, visible in the works of Shelly and Goethe, claimed translation to be a mechanical function, which consists merely of making known a given text or author to the reader (Bassnett 1991: 66). This approach is conveyed in the theories offered by Friedrick Schleiermacher in his lecture ÃÅ"ber die verschiedenen Methoden des ÃÅ"bersetzens (1813). The document deals with two opposite concepts, the foreginising reader-to-author strategy and the domesticating author-to-reader strategy à ¢Ã¢â€š ¬Ã‚ ¦ with no in-between area (KwieciÅ„ski 2001: 39). The former option was favoured, through the use of which consciously archaic translations were produced, aimed at a minority of learned readers. Indeed, the audience was to have the feeling that they are in the presence of the foreign (Fawcett 1997: 116). 1.1.3 Domestication in theories by Eugene Nida A significant shift in translation theory was brought forth by the influential theories of Eugene Nida, who addressed the issue of translation correspondence through the viewpoint of the receptor of the text. It is suggested that audience design has profound impact on the shape of the target text, and therefore different translations will be correct for different readerships (Fawcett 1997: 56). Thus, meaning is to have precedence before style, the TT aiming at being an equivalent of ST rather than its identical representation. This return to Augustinian principles of sense-for-sense translations is exemplified by Nidas formulation of notions of formal and dynamic equivalence. The latter, domesticating strategy was seen as privileged since it aimed at complete naturalness of expression and finding the closest natural equivalent to the SL message (Nida 1964: 159). Dynamic equivalence acknowledged situations where foreign associations can hardly be avoided, in which case the use of importation combined with intratextual covert glosses was suggested as the proper way of approaching the foreign. Translations in the formal equivalence manner on the other hand, were regarded as cases where semantic accuracy is given priority over naturalness (KwieciÅ„ski 2001: 50). Such renderings were seen as acceptable and for certain types of audiences (the aforementioned accuracy is of great importance in legal texts, for instance). 10 Though Nidas model has been challenged by some theorists, particularly for its departure from the notion of translation as exchange of information towards appropriation of a foreign text for domestic purposes (KwieciÅ„ski 2001: 50), the idea of function of a given text with respect to its readership was indeed influential for contemporary theories.

Saturday, January 18, 2020

Thomas v. Indiana Employment Security

Whether the State's denial of unemployment compensation benefits to the petitioner, who terminated his job because his religious beliefs prohibited him from participating in the production of armaments, constituted a violation of his First Amendment right to free exercise of religion Facts: Petition Thomas was a Jehovah’s witness who worked at the Blaw-Knox Foundry & Machinery Co. He was initially hired to work in the roll foundry until he was transferred to another department that fabricated turrets for military tanks.Since his main function was related to the production of weapons he asked that he be transferred to another department. Having found out that all of the remaining departments at Blaw-Knox were weapons related he asked for a lay-off from his company. When this was denied, he quit from his job arguing that he could not work on weapons without violating the principles of his religion. After leaving his employment he asked for unemployment compensation from the Indi ana Employment Security.During his hearing, he declared that he thought that contributing to the production of arms violated his religion. The hearing referee concluded that Thomas’ religious belief precluded him from producing or aiding directly in the manufacture of items used in warfare. The referee however denied him his benefits on the ground that his termination from employment was not based on good cause in connection with his work as required by the Indiana statute. The Board adopted the referee’s ruling and denied the benefits.On appeal, the Indiana Court of Appeals reversed the decision of the board and ruled that the subject Indiana statute improperly burdened Thomas’ right to free exercise his religion. The Supreme Court of Indiana vacated the decision of the Court of Appeals and denied Thomas his benefits Decision: The State's denial of unemployment compensation benefits to petitioner violated his First Amendment right to free exercise of religion R easons/Rationale In arriving at this conclusion, the Supreme Court first had to answer the question whether Thomas indeed quit his employment due to religion.It is well-settled that only beliefs rooted in religion are protected by the Free Exercise Clause. According to the Supreme Court, the determination however of what is a religious belief or practice is more often than not a difficult and delicate task. The Supreme Court found that Thomas resigned from employment because he thought that production of arms violated his religion. In this case, the referee had found that Thomas quit his employment due to his religious convictions. This was affirmed by the Review Board.The Indiana Supreme Court however concluded that Thomas had merely made a personal philosophical choice rather than a religious choice. It must be stressed that religious belief is not reduced to a philosophical choice merely because there are differences among the faithful in their interpretation of their scripture. The fact therefore that a colleague did not consider production of weapons as a serious violation of their religions should not affect Thomas’ reason for quitting his employment. It is also immaterial and insignificant if the faithful is having difficulty articulating his views.The free exercise of religion protected by the First Amendment is not limited to beliefs which are shared by all of the members. Having disposed of the first question, the second question is whether the statute violated the free exercise of religion by Thomas. According to the Supreme Court, it is well-settled that when the state requires that certain conduct is mandated by a religious faith be first complied with before a benefit is received or when it denies such a benefit because of failure to comply with such conduct, the state is in effect placing a burden upon religion.In this case, if we are to uphold the interpretation given on the Indiana statute then we are in effect stating that the employee should not resign for religious grounds otherwise he will not be entitled to benefits. Although the compulsion exercised by the state in this case is indirect, the infringement upon free exercise is nonetheless substantial. This however does not mean that the state cannot restrict the free exercise of religion. If there are more compelling interest which could justify the state from restricting the free exercise of religion then the burden may be allowed.The ends, however, do not justify the means. In this case, the reasons behind the enactment of the statute do not justify violation of the free exercise of religion. There is no evidence that will prove that the number of people who find themselves in the predicament of choosing between benefits and religious beliefs is large enough to create widespread unemployment or even to seriously affect unemployment which is feared by the lower courts. There is therefore no interest more important than the free exercise of religion.Neither i s there any merit on the argument that to compel the payment of benefits to Thomas will amount to fostering a religious faith. The grant of benefits given to Thomas is a mere affirmation of the obligation of the state to become neutral in matters of the religious faith of the people. Dissenting Opinion of Justice Rehnquist Justice Rehnquist declared that the conclusion of the majority that the State of Indiana is constitutionally required to provide direct financial assistance to a person solely because of his religious beliefs actually adds mud to the already muddied waters of the First Amendment.According to him this declaration of the majority is clearly erroneous as it does not resolve the tension between the Free Exercise Clause and the Establishment Clause of the constitution. It is the contention of Justice Rehnquist that the majority read the Free Exercise Clause too broadly. Although it upheld the free exercise of religion by Thomas, it however in effect violated the requir ements of the Establishment Clause by preferring religion over another.

Friday, January 10, 2020

The Wisdom of Crowds

The Smartest People May Not be as Smart as a Crowd, but Who can Find a Smart Crowd? In The Wisdom of Crowds, author James Surowiecki contends that the â€Å"smartest people† are often not as smart as a group of individuals formed under the right circumstances (XIII). Surowiecki backs up his claim by giving numerous real life examples of crowds that meet the criteria of having diversity of opinion, independence, decentralization and aggregation, and have proven to be smarter than almost any one individual in the group.Surowiecki has proven that he has a strong case for his theory of smart crowds but the exclusivity of this group of people has me wondering just how easy it is to identify or form such a group for practical purposes if no expert is available to mitigate a situation. I feel that such ability would take practice and an increase in awareness to master, but still, I do believe it can be done by almost anyone.Without addressing the specific argument of the reasonable e ase of any one person being able to form a smart crowd, Surowiecki does provide a persuasive example in favor of my theory when he tells the story of the missing submarine Scorpion in May 1968. With no experts immediately available, naval officer John Craven assembled a group of men with a wide range of knowledge and asked them to submit their best guess on questions about the submarine’s disappearance from a variety of scenarios he concocted (XX).The result of his survey was a calculation of the answers that led to a location found to be only 220 yards away from where the submarine was found five months after it disappeared (XXI). Craven did this on the fly and without the help of any of the â€Å"smartest people† and found a better solution than any one expert ever did. Although an expert like Surowiecki finds it easy to identify examples of a wise crowd, I had to ask myself if I could do the same.I found myself thinking back to when I had been placed on a committee at work whose goal it was to come up with a good solution on how to integrate personnel from different departments on a volunteer basis only. On this committee were two representatives from each respective department (filling the diversity of opinion and decentralization requirements) and one Supervisor sent to guide the group.As a group, we developed several possible solutions to this issue and were sent back to our departments to deliberate on our own as to what we thought was the right course of action so that we could come to a decision at our next meeting. By the next meeting it was found that the majority of us had independently decided that by allowing employees the most freedom, by way of being able to travel to any department they liked, we would get the most participation through volunteerism.We were soon overrided by the supervisor and told the most beneficial way to go about it was to narrow the option down to only allow travel to one department where it was believed tho se who did volunteer would potentially learn the most; this is the option that was adopted. Over the next few months, employees were allowed the opportunity to travel to the specified department, and few took advantage of it. It was soon after decided, by a group of supervisors, that in order to get better participation employees should be allowed to travel to which ever department they liked and by allowing this freedom they did receive more participation.What this proved to me, was that our small group of independently thinking people were able to identify a solution that the employees saw as a correct one and that the smart person in the group, counting on his expertise, forced our hand in a less desirable direction. Despite the smart person taking over our group, I can say with confidence that I was indeed part of a wise crowd. Since I consider myself an amateur at developing or identifying a wise crowd, and Surowiecki an expert, I next sought a source I deemed to be novice to s ee what imput they could they could offer on my theory.My sister Abby and her husband Carlos are owners of a boutique custom cake and cupcake shop called Nadia Cakes, and last year they decided to expand their business from California to another state; in July they drove across the country in search of the perfect place to open their new shop. They stopped in several states, casually talked with local communities and surveyed surrounding areas before coming to the tentative solution that Minnesota was in need of a custom cake and cupcake shop and would be a great place to call home.In an effort to make as informed a decision as possible, they decided to do market research in the form a survey in the community they had identified as a promising location. They chose two different shopping centers they were considering for their store and surveyed 100 shoppers in each. The shoppers were asked multiple questions during the survey including where they usually buy cakes, and if a boutique cake and cupcake shop were to open in the area how likely they would be to purchase cakes there.Through this diverse, independent crowd who drew on their local knowledge, they were able to aggregate the information they collected and learned which shopping center would be best for their business and that the community was highly in favor of a shop like theirs opening in the area. The information my sister and her husband collected led them to move to Minnesota where they have had an overwhelming response from the community even though it will be several months more until the shop opens.In just the two months they have been there they have been featured live on CBS, Fox and NBC morning shows and their following on their Facebook Advertising page for Minnesota has risen to 2,000. And if that isn’t enough proof that the crowd was right, the fact that they can hardly keep on top of all of the future cake and cupcake orders pouring in via Facebook and email is. Although I still s truggle to identify a wise crowd on my own, I am happy that I was able to identify these few examples from an expert, novice and beginner, and am confident that others can as well.My experience with the wise crowd at work was a strong example to me of how anyone can be involved in one and good evidence that the smartest person isn’t always right. My sister is simply a small business owner with good work ethic and without even knowing it, created her own wise crowd with great results and no need for an expert. Surowiecki is surely correct that the smartest people aren’t always right and his method to finding a solution without them is certainly valid in my book. Works Cited Surowiecki, James. The Wisdom of Crowds. New York: Random House, 2005. Print