Michelangelo showing his religion Essay

Michelangelo painted frescoes on the ceiling of the Sistine Chapel, and made a sculptor of David. Both the painting and the sculptor point to the great deal knowledge Michelangelo has of the Bible. On the Sistine Chapel’s ceiling he painted scenes from the book of Genesis, and David the person comes from the first Book of Samuel. Michelangelo has background with the Christian Church and did many sculptures and painting for the church. The religious influence of the church could not be avoid by Michelangelo. He had been introduced to it very early in his life. Sistine Chapel’s ceiling was a very religious painting job done by Michelangelo. The Sistine’s ceiling shows Michelangelo’s knowledge of Bible events. It has Prophets and Sibyls painted on it, which are very religious figures. It shows the beginning of time to the Flood with Noah’s Great Ark. The sculpture of David was done for Saint Peters Cathedral. It gave new meaning to life for the people of Florence. David was not only thought of as a Messiah by the Old Testament Prophets, but also by the people of Florence. He brought hope as a person and a statue. Michelangelo not only showed that religion was important to him through his works, but also immortalized part of the Bible. Michelangelo showing his religion The Sistine Chapel is one of the most visited places in the world, and the Colossal David is one of the most well-known sculptors in the world. These two great works of art affect whatever people look at them. Without knowing it people get a brush of religion. Michelangelo shows his view of religion to people even after he has died. Michelangelo lived a life of art. From the day he was born to the day he died he lived art. Michelangelo was one of, if not the best sculptor and painter ever to touch foot on this earth. He any painter made a â€Å"shining† in  religious art it was Michelangelo. The Sistine Chapel is located in the Vatican City. This is where Saint Peter’s Basilica was built. The Sistine Chapel was a private room for the Pope. Pope Julius II asked Michelangelo to paint on the ceiling. He almost turned it down because he thought of himself as a sculptor not a painter. He took the painting job on to prove to people that he could paint even though he did not like to do it. Through the works of the Sistine Chapel’s ceiling and the statue David, Michelangelo immortalized his Christian religion. Background: Michelangelo Michelangelo (Figure 1) was born on March 6, 1475 in a town called Caprese, a region of Tuscany, near Florence. Michelangelo’s father was Lodovico Buonarroti Simon, and his mother Francesca Miniato del Sera. Michelangelo’s mother decided to send the baby Michelangelo away to be looked after for a while by a stonecutters wife, because his dad didn’t have a job and his family life was difficult. â€Å"Michelangelo said his love for stone came from the milk of stonecutters wife who nursed him as a baby†(Richmond pg. 24). Michelangelo wanted to be an artist but his father did not agree. When Michelangelo was seven he was sent to a basic school, he was always sneaking off and drawing something. After many long arguments with his father, Michelangelo finally convinced him that sculpturing and block carving are different. Michelangelo was then allowed to study the arts. Michelangelo’s father put him in the workshop of the painter Domenico Girlandaio. After two years Michelangelo studied at a sculpture school in the Medici gardens. He wanted to join a bottega, which is a workshop where young men could learn art with masters. At age 13 he was allowed to join, and shortly thereafter was invited into the household of Loreczo de’ Medici, the Magnificent. Because Michelangelo was so good at sculpting, a fellow student, Pietro Torrigiano, got jealous and punched Michelangelo in the nose , giving him a prize fighters nose that makes him so recognizable in his portraits. When Michelangelo’s talent became known, he no longer paid for the lessons, instead he was paid. â€Å"Michelangelo produced at least two relief sculptures by the time he was sixteen years old, the battle of the features and the Madonna of the stairs†(Gilbert pg.68). This showed that Michelangelo had achieved a personal style at a very early age. Most sculptors have not finished learning about style, let alone have their own style by the age of sixteen. Michelangelo died on February 18, 1564 at almost 90 years old, he was hard at work on a statue. Background: Sistine Chapel Ceiling In 1508 Michelangelo took on the ceiling of the Sistine Chapel (Figure 2) after Julius offered it to him. Michelangelo was annoyed, since he was a sculptor primarily. One reason it was annoying was â€Å"†¦ ceilings in churches and chapels are minor compared to the walls, which in this instance had been frescoed thirty years before by Botticelli, Ghirlandaio, and other distinguished painters†(Gilbert) Ceiling normally did not show scenes, but only a single feature or ornament. To make his work more eloquent Michelangelo got permission to paint scenes on the ceiling as well as single figures. Of course they are awkward to see, but the power and success of the work was so great that for centuries this unreasonable scheme of painting scenes on the ceiling was followed in other buildings without special thought. He had to unmanageably stand on the scaffolding with his head thrown back on his shoulders. â€Å"Michelangelo divided up the area with a very original framing system in order to organize the large scenes, the large single figures retained from the first proposals, and a host of smaller representations.†(Gilbert pg. 90) He choose nine scenes from the Book of Genesis- three of the creation of the world, three of Adam and Eve, and three of Noah-â€Å"†¦ they were inevitable choices, because scenes of Moses had been painted on the walls, and the natural narrative sequence is downward.† The twelve large figures are prophets and sibyls- sibyls being women appearing in various pagan mythologies, such as the Delphis Oracle. Michelangelo started painting at the end of his narrative, with the Noah stories, and the adjacent prophets  and sibyls, then moving with both scenes and figures toward the other end. It is surprisingly little noticed that the first seven prophets and sibyls were painted in one size and the last five in a larger size. All fit nicely into their painted frames, and the inconspicuousness of the change in size is a token of the subtlety of the frames. The change itself has a good artistic reason, which is that the scenes first painted, of Noah and Eve, contain quite a few figures, while those painted later, of god creating the world and man, contain only one or two, they needed to be larger in order to fill the space which was given to him from the framing system. â€Å"The point where the scale of the figures changes is also a point where, it seems, he took a rest for several months†(Levy pg.74). The break did not affect the splendid painting on the ceiling. Religion on the Sistine Chapel Ceiling The religion aspect of the Sistine chapel is overwhelming. It pours out of every crack, from painted over frescoes to sculptures. On the ceiling ,as mentioned above, is painted three scenes of the creation of the world, three scenes of Adam and Eve, and three scenes of Noah and the Flood, along with scared sibyls and prophets. The sibyls and prophets come from the pagan religion which Michelangelo was introduced to by one of his early teachers. The sibyls were interpreted as having made prophesies similar to those of the Old Testament prophets. The scenes on the ceiling come from the book of Genesis, which comes from the Bible. Michelangelo was chosen to paint the Sistine Chapel’s ceiling but he got to pick what he painted, with the approval of the Pope of course. He chose scenes from both the Pagan religion and the Bible, which makes a religious influence evident. Michelangelo was knowlegdable of the Bible, without having knowledge of the bible how could he have known about the specific happenings. Background: David David (Figure 3) was born in 1040 B.C. and became King of Israel. He first  distinguished himself by slaying Goliath. Goliath was a giant born in Gath who Challenged the army of Israel. He was Six cobils and a span tall, which is about 11 feet. David was taken into Saul’s household, the king of Israel. There he became too popular for his own good and had to flee from Saul’s jealously. After the death of Saul’s he was elected king of Judah and reigned for seven and one half years in Hebien. When Ishbosheth, the king after Saul, died, David was chosen by all Israel as king. He conquered Jerusalem and made it the political and religious center of his kingdom. To the Old Testament prophets David became a type of Messiah. The story of David and Goliath comes from the Bible from Book one of Samuel Chapter 17. In verse 46 of that Book David said to Goliath: This day will the Lord deliver thee into mine land; and I will smite thee, and take thine head from thee; and I will give the carcasses of the host of the Philistines this day unto the fouls of the air, and to the wild beasts of the earth; that all the earth may know that their is a God in Israel. The Cathedral asked Michelangelo to sculpted a Colossal David . Michelangelo accepted the offer and guaranteed to complete a Colossal David for the Cathedral in 2 years. Around the chunk of marble he obtained for this feat he built a shed, which was locked at all times. â€Å"He did not launch immediately into the stone as legend had it, making chips fly off violently as he struggled to set free the image he saw within†(Tolnay pg. 41). For many weeks he examined and measured his material to see what pose it could accommodate. He made sketches of possible positions, and carefully detailed drawings from models for the parts of the figure. He tested out his image in wax on a small scale. â€Å"Then, and only then did he pick up a point and a mallet to make the first rough spilters fly clattering to the floor†(Tolnay pg. 42). Although it occupied him nearly three years to complete, it was worth the wait for the people living in Florence. â€Å"Michelangelo phrased his first titan in terms of a civic guardian, symbol of righteousness. None of his later masterpieces so profoundly affected his fellow citizens†(Gilbert pg.82). The author Gilbert writes: In the precision of its anatomy one can recognize the scientific spirit of investigation of the Florentines; in the forms, which are full of strength, and in the noble, proud face, one finds the heroic concept of man as a creature who is free and master of his own destiny(page 85). Technically this statue marked a change in Michelangelo’s development. In a single work he achieved the difficult transition from normal scale to the colossal without a flaw, setting back the chin slightly so that it would not cut off too much of the other features from the spectator’s view, building out the nose and forehead. Religion in David David comes straight from the Bible. In the following lines, from Book one of Samuel, Chapter 17, verses 49 through 51, it tells how David came to slay the giant Goliath: 49 And David put his hand in his bag, and took thence a stone and slang it, and smote the Philistine in his forehead, that the stone sunk into his forehead; and he fell upon his face to the earth 50 So David prevailed over the Philistine with a sling and with a stone, and smote the philistine, and slew him; but there was no sword in the hand of David. 51 Therefore David ran, and stood upon the Philistine, and took his sword, and drew it out of the sheath therefor, and slew him, and out off his head therewith . And when the Philistines saw their champion was dead, they fled. Religion in David is undeniable. He is a part of the Bible therefore a part of religion. A religion which Michelangelo learned about since he was an infant with the stonecutter’s family. David was sculpted having the look of fear, as if the sculptor knew what David was going through at that exact point in the battle with Goliath. The religion Michelangelo shows through David is immense. Conclusion Both the painting of the Sistine Chapel Ceiling and the sculptor of David reflect the knowledge that Michelangelo has of Pagan religion, but mostly of the Bible. Clifton Harby Levy writes: Religion was the supreme interest of the leaders in human thought during this century, when the Church played so large a part in the destiny of nations, and very naturally any and every artist who felt the pulse of his time was impelled to prove his power by the skill with which he presented sacred subjects. Art was religious because the people were religious†¦(page xi). In other words, art could make or break a nation. Michelangelo was trying to make Italy, by giving them the best religious art you could find. In a way the art helped the people survive, fight, and showed them what they could believe in to get away from the agony of living a life of torment. These works illustrated points from the Bible in such a magnificent manner, that they have changed life from the day they were put on display to the present. Religion was, is, and always will be a powerful thing. Works Cited Gilbert, Creighton. Michelangelo On and Off the Sistine Ceiling. New York: George Braziller, 1994. Levy, Clifton Harby. The Bible in Art. New York: Covici Friede, 1936. Richmond, Robin. Introducing Michelangelo. New York: Walker, 1984. Salvini, Roberto. Michelangelo. Connecticut: Masterworks Press, 1976. Tolnay, Charles de. Michelangelo Sculptor-Painter-Architect. London: Princeton University Press, 1975. Works Consulted Bellosi, Luciano. Michelangelo: Painting. New York: Bellview, 1946. Buonarroti, Michelangelo. Michelangelo, the painter. Italy: Harry N. Abrams, Inc., 1964 Chase, Alice Elizabeth. Famous artists of the past. New York : Platt & Munk, 1964. Coughlan, Robert. The world of Michelangelo, 1475-1564. Italy: Time, inc., 1966 Day, Thomas. Where have you gone, Michelangelo? : the loss of soul in Catholic culture. New York : Crossroad, 1993. De Vecchi, Pierluigi. Michelangelo. New York : H. Holt, 1992. Rasponi, Simonetta. Michelangelo. Italy: Avenel Books, 1978. Ripley, Elizabeth Blake. Michelangelo : a biography. New York, Oxford University Press, 1953.

A Review of A Brief History of Time by Stephen Hawking

The field of Science, particularly cosmology or the physical science concerning the history and evolution of the Universe, is truly an interesting and remarkable subject matter. However, understanding and eventually appreciating the significance of the said discipline are another aspects.Hence, it is valuable that such field is introduced, explored, evaluated and fully realized in both analytical and fascinating ways. This is because it is only under such circumstances that a complicated matter like Science, specifically the facts relating to the creation and development of the Universe, is simplified and ultimately recognized of its purpose and essence.Presented with such situation, it is now practical to ask how can people and the society in general is able to simplify a complex and apparently an intriguing field like Science. In particular, the challenge of effectively presenting the historical account and all the essential details about the beginning and evolution of the Universe may be difficult to achieve.This is where a non-traditional approach to the field is necessary helpful. That is, the technicalities of the origin and eventual development of the Universe are presented in ways understandable to lay people or the non-scientific public. The successful transformation of Science, from a complicated to a simple field or subject, manifests the undeniable effectiveness on the part of a person or material that aimed to modify Science or the study of the Universe.The said condition was the efficient effort undertaken by theoretical physicist and author Stephen Hawking in his 1988 book â€Å"A Brief History of Time.† The said literary work succeeded in presenting the field of Science, particularly the circumstances regarding the start of the Universe, in a manner only true physics is able to do and provide.Apart from such strict scientific presentation however, the author and his book are best to be acclaimed for the ability to illustrate, explain and eventually made people understand the topic in simple manner. The important scientific features of the book definitely serve as its assets but it is therefore one's impression especially towards the simplicity of the book that makes the material ultimately valuable.Valuable FeaturesAt the onset, the important features of the Hawking book rely on its strict adherence to the scientific creation and evolution of the Universe.   As far as true-blooded physicists are concern, â€Å"A Brief History of Time† offers little or even nothing new details and insights about the study of physical science, the Universe in particular.For people who are new or unfamiliar especially those who are totally oblivious of the said subject matters, the book however definitely serves as a valuable material. In fact, Hawking through his book provides a venue where readers are comforted in their search for answers to scientific questions. This is because the technicalities of the topics featured in t he book were presented and explained in ways understandable to ordinary people.The features of the book include a general and wide look at the major concepts or theories on the field of theoretical physics. The book also features clear-cut presentations and explanations of complicated topics concerning the study of Physics like the origin of the Universe. Additionally, the author engages in attractive approach as the book shows inviting illustrations all throughout (Hawking, 1988).Specifically, the Hawking book features several valuable scientific topics. These include the Big Bang Theory, the law of gravity, black holes, time quality, light cones and answers to a string of scientific theories that even physicists have long been searching for.The book's clear presentation of deep science or the technical circumstances of the origin of the Universe and other physics-related concepts, in effect, shows the effectiveness of the author in the field that he masters. Through these features , the book succeeds in its purpose to strictly focus on key scientific topics. While the book presents the origin of time through the image of tortoise at the start, such attempt paves the way for the realization that people indeed learn about science because of its historical perspective (Hawking, 1988).Valuable ImpressionThe relevance of the book is apparent for it enables the readers to leave valuable impression or feeling towards the content and significance of the material. On a personal note, â€Å"A Brief History of Time† allows me to have a glimpse of the historical evolution of the Universe or the field of theoretical physics in general. The book offers real physics in a manner that is understandable to both science-oriented people and non-scientists. Beyond such effort, my important view and impression about the book is all about its effectiveness in simplifying the field of science to an ordinary reader like me.It is definitely important that a science material lik e the Hawking book strictly observes or follows the fundamentals of science. However, the public is fortunate enough that the material simplified the field and its concepts for a non-science person like me to understand and realize.Simply put, the value of this book is the author's ability and effectiveness in presenting and explaining scientific ideas like the origin and evolution of the Universe in simple as well as more perceivable and appreciating manners. Hence, beyond the book's technical approach and scientific adherence, it is its efficient modification of a rather complex subject matter that leaves a person with worthy impression of the book.ConclusionAnalyzing a book like Hawking's â€Å"A Brief History of Time† is truly worthy of one's time and effort. This is because reviewing the book makes one to recognize the significance of scientific concepts and most importantly, the usefulness of making a material easy or understandable to a non-scientist reader.The vital f eatures of the book are the initial factors why one will be absorbed in reading it further. Aside from these however, it is a reader’s impression or feeling about the book that makes one realizes more its value. That is, the fact that the book effectively simplified a complicated field is an ultimate factor in making a material valuable in the study and appreciation of the origin of the Universe.ReferenceHawking, S. (1988). A Brief History of Time. New York: Bantam.   

JPMorgan Finance Group Essay

1. Why do you think JPMorgan and Merrill Lynch were selected to underwrite and book-run all $23.3 billion in financings (all debt, common stock, and convertible), instead of sharing the underwriting with additional firms? JPMorgan and Merrill Lynch had positive reputations after they both ranked highly in convertibles and common stock underwriting. These trustworthy banks had well-established ties to FCX. Also, these two firms agreed to issue a bridge loan to FCX prior to the acquisition. 2. What was the role of the leveraged finance group at JPMorgan and why was its involvement important to the acquisition? The leveraged finance group was responsible for the analysis behind making the bridge financing commitment to FCX. This was important to the acquisition because the bridge loan enabled FCX to show Phelps Dodge that they were committed to financing them. 3. Describe the forms of risk that an investment bank must consider in relation to acquisition and underwriting transactions. Describe what it means for a firm to set aside capital when it completes underwriting transactions. Capital Risk-financial risk a bank takes on when it agrees to finance an acquisition. Reputation Risk-comes from associating the investment firm with the company for which it is raising capital for or funding. When a bank sets aside capital when completing underwriting transactions it is usually cash invested in risk-free securities to hedge their risk. 4. Describe the role and importance of credit rating agencies in the Freeport-McMoRan transaction. Which group within an investment bank has the primary responsibility to work with companies regarding rating agency considerations? The credit rating agencies were important because they were needed to secure the highest possible ratings on the upcoming bond offerings. This determines how much a bank can borrow and at what cost. The debt capital markets group works with the credit rating agencies. 5. Describe the role of equity research at JPMorgan in the transaction. How has the role of equity research changed since 2003? Equity research groups provide investment ideas to the institutional salespeople who take these ideas to portfolio managers. Equity research analyst provided the institutional sales force an overview of the equity and convertible offerings. Then, a presentation was done by the FCX’s sales team to explain the acquisition of Phelps Dodge and gave information to convince employees of the acquisition. The role of equity research has changed since 2003  because now analysts are able to give investment opinions. 6. Who are the clients of the institutional sales team at JPMorgan? What is meant by a â€Å"limit order,† and what is its impact on the sales function? Describe the role of an Equity Capital Markets Syndicate group. The clients of the institutional sales team are portfolio managers of large assets. A limit order is the highest price in whi ch is willing to pay for stock in the primary stock market. Its impact on the sales function is that firms have to set a good limit order so that the price of the newly issued stock is neither too high nor too low. The role of an equity capital markets syndicate group is to track investor’s worries and concerns and their feedback about the transaction. This group helps the firm properly price stock and convertibles to better keep investors happy. 7. Assume the following fees were paid: M&A fee of 0.5 percent of the transaction value; debt fees of 0.75 percent on all debt and loan financing; equity fees of 3 percent on all equity and convertible financing. Calculate the estimated total fees for both JPMorgan and Merrill Lynch. Indicate whether you think these fees were justified and support your views. These fees represent paying for risk and also for commissions. These fees are justified because of the long process of acquiring another business and what goes into this process to make sure that it is done without error. A lot of equity research is done prior to the investment and credit rating companies need to be paid too. These fees are valid because it took so many groups within JPMorgan, Merrill Lynch, and FCX to make an informed decision to acquire Phelps Dodge. This totals 4.25% in fees for both JPMorgan and Merrill Lynch.

Management and leadership development Essay Example | Topics and Well Written Essays - 2000 words - 1

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Genocide is a neglected topic within criminal justice and criminology Essay

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Daoism, Confucianism, and Shinto Essay Example | Topics and Well Written Essays - 500 words

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Management Support Systems Development Essay Example | Topics and Well Written Essays - 3000 words

Management Support Systems Development - Essay Example Do information systems matter on a business enterprise What are the benefits of developing a management support system (MSS) in the organization How would the system increase the competitive advantage of the organization in today's extremely competitive marketplace and highly connected world These may be some of the questions that managers face today. The Internet Age has created new opportunities as well as challenges for businesses especially in the area of business intelligence and knowledge management. Organizational knowledge management has become a more significant foundation of corporate competitive advantage for business (Buchanan et al, 1999). Knowledge management has become a management fad today ever since knowledge became a competitive advantage. It has become a significant capital, both for organizations and employees. Business knowledge is a re-usable, renewable as well as imperative asset of significance to business that augments in worth by means of knowledge worker and administrative life. Knowledge well-established in the organizational dealing procedures and the knowledge worker's abilities are advantages usually firm to distinguish, build up and duplicate through market competitors (Dennis et al., 2005). Developments of management support systems have become essential in an organization in order to grow or sustain its existence. Management Support Systems enlarges the orga... Management Support Systems enlarges the organizational data and information recovery capacities of the system end-users by means of investigation actions and query for searching of information in the organizational database, turning out 'what if' situations, and other similar functions (Dennis et al., 2005). The purpose of MSS is to manage the information that is available to everyone and control the flow so that the content can be analyzed and results examined for the improvement of the organization. MSS are frequently designed to handle multifarious conditions, and few are available right off the shelf. Although online analytical processing (OLAP) software has assisted decision support development, many MSS make use of some custom design, development, and implementation for each specific application (Dennis et al., 2005). MSS are designed to be used on a recurring basis by many employees, several of them were not computer literate. The system continues to grow because its accomplishment has led managers and the team members to make out new traditions to apply the ideas developed with this system to other decision-making situations (Buchanan et al, 1999). Development of an MSS, particularly a large one, is a complicated practice especially when it is built in-house. It requires a specialized team that focuses on the interpretation of the business processes of the organization and transforming such processes into an IT enabled support system framework. It encompasses problems varying from technical (e.g., hardware variety, networking) to behavioral (e.g., user interfaces, training, the potential impact on individuals, groups, and the entire organization) (Dennis et al., 2005). There exists no single and best one-way approach in developing an MSS

Family of murdered schoolgirl meets UK gov't Article

Family of murdered schoolgirl meets UK gov't - Article Example The report revealed that Dowler family members of a murdered 13-year old girl named Milly Dowler in 2002 met with Britain’s Deputy Prime Minister, Nick Clegg, and was demanding the resignation of News International's chief executive, Rebekah Brooks, who was spearheading the report of the incident during that time. The gist of the report indicates that â€Å"the scandal exploded last week when it was reported that the newspaper had hacked the phone of the 13-year-old murder victim in 2002 -- even as her family were frantically searching for her. The tabloid's operatives reportedly deleted some messages from the phone's voicemail, giving the girl's parents false hope that she was still alive†. The article likewise provided information that Brooks had no knowledge of the alleged phone hacking. The scandal paved the way for the closure of the New of the World weekly paper after a remarkable 168 years’ span. Further, the Associated Press was revealed to advise that th e $19 billion negotiations currently being forged to take full control of the British Sky Broadcasting, a satellite broadcaster, has been jeopardized by the incident. As acknowledged, â€Å"Culture Secretary Jeremy Hunt, who is responsible for dealing with the proposed bid, said he would seek advice as to whether the scandal raises questions over whether News Corp. is "fit and proper" to hold a broadcasting license†. ... news sites have reported the scandal and the public is entitled to be given full transparency to issues that touch on ethical dilemmas and corporate social responsibility. The Associated Press was cited to aver that â€Å"the 80-year-old Murdoch, the News Corp. CEO, has publicly backed News International's chief executive, Rebekah Brooks, who led News of the World when its reporters committed some of the most egregious ethical lapses† (Associated Press, 2011, par. 16). The news organizations are expected to adhere to the highest standards of adherence to ethical codes and moral discipline due to the nature of the service they provide to the public. Transparency and truth are the ultimate considerations when reporting incidents, despite the controversial natures of the events. Not only do the public expect reports to be delivered in the most objective manner, free of biases; but more importantly, all personnel connected with news organizations must be committed to ethical codes of conduct and responsibility to society. There is some disagreement in terms of Murdoch’s public view of support for Brooks who is still being questioned and investigated in terms of full knowledge on the phone hacking incident. As the Chairman and CEO of News Corporation, Murdoch should have exercised objectivity and maintained a neutral stance while the case is being investigation. By initially publicly supporting Brooks, despite their years of business relationship as colleagues, any compromising outcome could add injury to the situation. Further, I agree to the need to closely evaluate the move of according full control for Murdoch to own and operate the BSB. Crucial stakeholders such as investors and the public are more entitled to a corporate governance health-check of the board in the

How anomalous was the War on Terror in the context of US foreign Essay

How anomalous was the War on Terror in the context of US foreign policy since 1900 - Essay Example In counter attacking terror, most of the innocent human beings get affected in a country where terror groups are suspected to be residing. For a country to act in this manner, a statute modification is established by the legislature. The government in charge mostly proposes the adjustments. The country then looks for the support from the international community especially from the countries that could be experiencing the same nature of threats. The support ensures that the country does not get accused by the United Nations for infringing the rights of people from countries where terror groups are suspected to have a resident. One of the countries that have been on the limelight in formulating an ambiguous law in the fight against terrorism is the United States of America. The United States of America became a major attack target of international terror groups. Before landing in the country, terrorists actively invaded the USA diplomatic centres in many parts of the globe. The embassies in Kenya and Tanzania were attacked in 1998, and dozens of people were killed (Smith, 2008). In the month of September 11th, 2001, the United States of America was fell in the hands of terrorism. The attack of the World Trade Centre became the most historical terrorist activity in the country. The aftermath of the invasion led to hundred of fatalities of the country’s residents. The terrorist activity that is famously recalled as the September 11 occurred during the era of George W. Bush. After the harmful event, Bush administration strategized on the means to revenge the activity. The creation of the National Security Strategy was one of the developments in the constitution amendment that was steered by the president. The strategies that are famously abbreviated as the NSS challenges the foreign policies of the world’s powerful nation (Bush, 2002). Since 1900, the United States foreign policy is based on equality and democracy, as well

Jaber Al-Ahmad Al-Jaber Al-Sabah Speech or Presentation

Jaber Al-Ahmad Al-Jaber Al-Sabah - Speech or Presentation Example Nonetheless, Jaber Al-Ahmad Al-Jaber Al-Sabah is remembered today as being the thirteenth ruler of Kuwait, having ruled the country for close to thirty years. Therefore, he greatly influenced Kuwait, and contributed to the current state of the country. Jaber Al-Ahmad Al-Jaber Al-Sabah is among the first Kuwaiti to attend the first school that was opened in the country. The Al-Mubarakiya School was the first school to be established in Kuwait, and this is where Jaber Al-Ahmad Al-Jaber Al-Sabah schooled. This therefore, shows that this leader embraced education and applied his intelligence and educational knowledge in his leadership. Apart from academic schooling, Jaber Al-Ahmad Al-Jaber Al-Sabah was also taught religion, although through a private tutor. He also learnt the English language through private tuition. In addition, he was taught the Arabic literature, as well as the basic scientific skills. This shows us that Jaber Al-Ahmad Al-Jaber Al-Sabah was a knowledgeable man. In add ition, his family, especially his father, knew how to invest in his son through an education. Religion was also core to Jaber Al-Ahmad Al-Jaber Al-Sabah. Therefore, he was a leader that was developed in all aspects (‘AMEinfo.com’ WEB). The first leadership responsibility of Jaber Al-Ahmad Al-Jaber Al-Sabah was when he was 23 years-old. He was given responsibility in the region of Ahmadi, to be the director of public security. Later in the year 1962, Kuwait obtained its first Minister of finance and economy, and Jaber Al-Ahmad Al-Jaber Al-Sabah was named as the holder of this position. Therefore, it is clear that, before Jaber Al-Ahmad Al-Jaber Al-Sabah came into power in the year 1977 as the ruler of Kuwait, he already had an experience in leadership (‘AMEinfo.com’ WEB). A variety of leadership positions continued to shape Jaber Al-Ahmad Al-Jaber Al-Sabah for the leadership task that lay ahead of him. In the year 1965, Jaber Al-Ahmad Al-Jaber Al-Sabah now w as given a greater position, moving from a finance minister to the prime minister of Kuwait. Jaber Al-Ahmad Al-Jaber Al-Sabah was finally pronounced an apparent heir and a crown prince in the middle of 1966. Afterwards, when his father, the then ruler of Kuwait passed away, Jaber Al-Ahmad Al-Jaber Al-Sabah was crowned as the 13th ruler of Kuwait. This was in December 31, 1977, as earlier mentioned. Therefore, from Jaber Al-Ahmad Al-Jaber Al-Sabah’s childhood, it has become clear that his father was interested in him, and invested much in him, knowing that he would be the next ruler of Kuwait. Jaber Al-Ahmad Al-Jaber Al-Sabah’s rulership in Kuwait was not easy. He was faced with a myriad of challenges during his rulership. These emerged from both the internal and external forces, thus putting his leadership skills to test. Jaber Al-Ahmad Al-Jaber Al-Sabah’s rule occurred at a time when there was turbulence in the political and social environment of Kuwait as well as its neighbours, Iraqi, Iran, and Syria. Since Kuwait is one of the Arabic countries and a neighbour to other Arabic countries, Jaber Al-Ahmad Al-Jaber Al-Sabah had to get involved in various political issues in which its neighbours were involved. With regard to relationship with foreign countries, Jaber Al-Ahmad Al-Jaber Al-Sabah prioritized peace. However, as a leader of Kuwait, Jaber Al-Ahmad Al-Jaber Al-Sabah had to address the various threats that came from the external environment. This included the war between Iraq and Iran, which lasted for eight

Audit Proposal Essay Example for Free

Audit Proposal Essay For more classes visit www.assignmentcloud.com Management at Kudler Fine Foods now wants to see the proposed audit schedules for the systems analyzed by the team in Week Two. †¢ Prepare a 700- to 1,050-word brief that: †¢ Distinguishes between the types of audits that could be used for each process. †¢ Recommends the audit most appropriate for each process. †¢ Explains how the audits will be conducted. †¢ Identifies events that could prevent reliance on auditing through the computer.

Internal And External Suppliers Of Marketing Research Information Marketing Essay

Internal And External Suppliers Of Marketing Research Information Marketing Essay The marketing concepts and the philosophy is one among the simple idea in marketing field and one of most important marketings philosophy. The implications of marketing concepts are very important for the management. Its not something that marketing departments administer or is the sole domains of marketing department and adopted by entire organization. From top of the management to lowest level and across all the department of the organizations. All the customers satisfaction, wants, needs must be foremost in all managers and employees mind. An example of marketing concept will be the wal marts motto, satisfaction guaranteed. Customer should be always first whether the wal mart employee might be an accountant or cashier. It is the end of succession of the business philosophy that covers centuries. For gaining a better understanding about the thought leading to marketing philosophies, concept and evolution are examined first. The philosophies of the marketing are marketing, selling, product. Product philosophy is the dominant marketing philosophies prior to industrial revolution. The product philosophies hold that organizations know its product better than others in the organization. Since the organization contains the knowledge and skills for making these products it also assumes what the customer needs(Adas, Michael(1989)). Internal and external suppliers of marketing research information The marketing research providers are classified as internal, external, custom. The internal research providers normally organization units that will reside in the company. Example : Kodak, Procter and gamble, general motors all these have the internal marketings research departments. The krafts food contains many benefits on keeping marketing research department as internal. Includes benefits such as research methods consistency, sharing of information inside the company, minimal spending in the research and the ability for producing the actionable researching results. All other firms uses the external sources for the marketing research. Most of the companies uses the external research supplier because, suppliers could be objective and subject to the companies politics, regulation than internal supplier. Many of the external suppliers may provide special talents which the internal suppliers cannot provide. So the company will choose the external suppliers on study basis. Marketing re search firm can be considered as standard. Whereas the customized research firm will provide specialized high tailored service to client. The firms will follow the common approaches such that results of study which is conducted for one client can be compared for the other clients. Examples : burke market research which will conduct the day after advertising recalls(R.K.Wade (1993). Challenges to marketing industries The four challenges that market industry face are 1. Data abundance 2. Convergence 3. Democratization 4. The strategic imperative Data Abundance Consumer information can be accessed and analyzed without the help of the insights by the DIY tools such as, Google Analytics; Survey Monkey. Employees across the corporate structure can access this information without going through the corporate insights department. To better explore the industrys migratory repositioning, we need a model for thinking about the insight-driven strategy. The superstructure begins with data, progresses to information, and is converted by analysts into basic knowledge. These are based on the past and present. The flow then switches to a future orientation at the insight stage. Convergence The next great challenge for the industry is the data convergence. New entrants from management consulting, social media, software and predictive markets are on the edge of redefining the traditional marketing research industry.Finally, the abundance of data from many sources will spawn firms and professionals that can sift through, connect, and pull insights from multiple data streams. Democratization One of the challenges of traditional marketing research has been the concept of the controlled experiment with research participants. When transitioning away from the controlled experiment co creative systems will be a challenge for traditional marketing research. The possibilities for insight democratization are endless.(McQuarrie, Edward (2005)). The Strategic Imperative The only legitimate use for data-driven insights is informing business strategy is increasing competitive advantage that produces company growth. With data now abundant and the traditional marketing research industry is facing threat. They accept commoditization and focus on efficiency and accuracy of data collection, or they can migrate to insight-driven strategy. One of the challenges to this migration up the value chain is the image many insights functions have within their organization. Ethical issues facing the marketing research industry The advertising and the marketing uses media as their main vehicle for pervasive forces just shaping the attitudes and behaviors in present world. The ethical issues of the marketing, advertising will support the democratic process. This will happen when the cost of advertising limits political competitions to a wealthy candidate and requires a office seeker compromises theirs integrity over the dependence on a special interest. The obstructions for the democratic processes will happen rather than the vehicle for a honest exposition of the candidates view. It occurs when the advertisings appeal more to the people emotion and also the basis instincts. The major ethical issues for the business will be the internet because of the policy practices on a website. The internet will be the boundary less networks. The involvements of companies in hosting a particular information will be debatable highly. The ethical issues in marketing is a highly sensitive one to the ethnical, social and cul tural issues. For marketing industry to be good ethical citizens they need to stop indulging the unethical practice.

Junction Australia Services Analysis

Junction Australia Services Analysis Junction Australia (JA) is a leading independent provider which offers community support and housing services. Their goal is to strengthen lives and communities in Australia. Key features offered at Junction Australia: Children and Youth Junction Australia has numerous programmes available to help youths in crisis, or struggling with their lives. Nexus is a programme available for 6-10 year olds who may be exhibiting harmful or negative behaviours, or are having problems in school. Nexus builds on the childs communication skills, problem solving, and social skills. They support the child at their home, school and community environment, to ensure the childs overall well-being. Parent and adolescent counselling is available for 12-18 year olds and their families. The aim is to reduce conflict in families, who are experiencing challenges. The program hopes to prevent the families from further break down, and the possibility of youth homelessness. Youth connectedness program offers group activities and one-to-one- mentoring, for all children and young people who reside with JA, under the Guardianship of the Minister.   The programs aim is to improve social skills and personal development. Flexible learning outcomes support children to improve school attendance and educational outcomes throughout the Onkaparinga and Lower Fleurieu regions. Supported accommodation program assists young people and children who are homeless. One of their accommodation programmes; Junction House, support up to eight homeless youths at a time. When living at Junction House, the youths need to learn independent living skills, and engage in a form of educational pathway. This accommodation is short-term, offering a three to sixth month stay. During their stay the youths will be supported to re-connect with their communities, and arrange for a longer term home. Education House offers three secondary students or older, supported accommodation whilst they finish their studies at school, or higher education facility. The support offered involves day-to-day essentials and running a home. Next step house is a shared accommodation for three young people who have previously lived in Junction House, and are ready to live more independently. For this program to be successful, structured support is continued for day to day living. This gives the young person the greatest success of developing their abilities to live independently, and the best chance at not becoming homeless again in their future. Specialist youth homelessness programme; The Outer Southern Youth Homelessness Service (OSYHS) supports youths to transition to independent living. Young people, aged between 16 and 25 years old who are currently homeless, transient or at risk of homelessness, can be referred to OSYHS to discuss their situation with an outreach employee (Junctionaustraliaorgau, 2017). Therapeutic Support Service Accommodation (TSS) is for children and young people who under are the Guardianship of the Minister. The houses comprise of emergency care, and short term care, through to long term and respite care. The children are given stability and individual holistic care. Families Junction Australia offers support to struggling families in South Australia through these programmes. Effective parenting program provides a parenting course targeted at support for families to develop current parenting skills, and encourage healthy, and successful family life. Whos in charge, is a program designed to support parents and family members, who are being abused by a child or adolescent in their family (Junctionaustraliaorgau, 2017). Step Up for SA program offers a thirteen week group program were parents and adolescent come together. The program uses the Cognitive Behavioural model and Restorative Practices, to build skills in responsibility, accountability, and family safety. Fleurieu and Kangaroo Island Domestic Violence Service is an outreach program providing case management to support women and children, living with, or escaping from family and domestic violence. The program provides counselling, safety action plans, and support finding alternative accommodation. Specialist homelessness service program is situated in Southern Fleurieu Peninsula and Kangaroo Island. The Fleurieu KI Homelessness Support Services (FHSS and KIHSS) are outreach programs which provide short to medium term support, for families and individuals who are homeless, or at risk of becoming homeless. Intensive tenancy support program is for families, couples or individuals living in the Onkaparinga region, living in Housing SA accommodation, who are at risk of eviction or are in crisis (Junctionaustraliaorgau, 2017). Counselling services Sexual abuse counselling service offers support to individuals and families to cope with the impact and trauma of sexual abuse. This service also offers information on keeping children and youths safe, and referrals to other relevant programs and organisations. Parent and adolescent counselling, and effective parenting courses; as discussed earlier, are offered under the services of counsellors at Junction Australia (Junctionaustraliaorgau, 2017). Homelessness The Outer and Inner Southern Generic Homelessness Service is a joint partnership between Lutheran Community Care and Junction Australia. It is funded by the National Affordable Housing Agreement. This program provides supported housing to people living in the outer and inner southern areas of Adelaide. Support is given through referrals to other agencies, advocacy and future housing applications and grants. Supported housing programs Fleurieu and Kangaroo Island Domestic Violence Service The Fleurieu KI Homelessness Support Services (FHSS and KIHSS) The Outer Southern Youth Homelessness Service (OSYHS) Junction House Next step Education house (Junctionaustraliaorgau, 2017). The six programs above have all been discussed earlier in this paper. Community Participation Community Connections Hackham Centre provides programs and opportunities for residents and their families which live in the Onkaparinga area. The program offers a wide range of services from crà ¨che, playgroups, and parenting courses. From cooking, financial budgeting, to workplace advice. Kangaroo Island Community Centre is a collaborative centre which enables Junction Australia to work with other community and government agencies. It offers a varied range of support and intervention services. Volunteers are able to get involved with a diverse range of programs in the community (Junctionaustraliaorgau, 2017). Specialist Support The exceptional needs program delivers intensive outreach support to clients with numerous high, and complex needs. Clients may have numerus diagnoses. These might include psychiatric, mental health or physical disabilities. They might also consist of alcohol and drug use, plus homelessness, or risk of homelessness. Because of the clients multifaceted needs, they may not readily be able to access conventional supports. Emergency relief program offers clients in crisis, emergency assistance with food vouchers, food parcels, and household goods. The program also helps with financial budgeting and referrals to other agencies. Hoarding and squalor services give information to assist people to navigate services and strategies when dealing with squalor (Junctionaustraliaorgau, 2017). Housing Services Junction Womens Housing (JWH) manages 17,000 homes across South Australia. They help low to middle income families, and women escaping domestic violence. JWH aim to empower their tenants and their communities. They aim to generate safe environments, and sustainable homes, for tenants to be able to live, work and thrive in their communities. Housing options available dependent on client criteria Community housing National affordable rental scheme Supported social housing Supported tenancy scheme Housing and urban development HomeABILITY strategy (Junctionaustraliaorgau, 2017). Consider the clients need and difficulties. How might this client be helped by the programs offered by Junction Australia? Also which other organisations will be a good source for referrals? The client Jane is a 28 year old mother of two children; Connor a 12 year old boy, and Summer a 7 year old girl. They are currently in crisis, are homeless, and escaping from domestic violence. Both children are not coping with their environment and are exhibiting traumatised behaviour. Unfortunately Junction Australia do not offer crisis accommodation to homeless women and children. Jane and her children need an immediate referral to Bramwell House, which is maintained by the Salvation Army (Salvationarmyorgau, 2017). It offers emergency accommodation for women and children escaping domestic violence and who are homeless. This will enable the family to live in a safe environment whilst accessing programs at JA. Jane needs to be referred through the Domestic Violence Crisis Service (SA), which is a Family Relationship telephone assessment and advice referral service, funded by the South Australian government (Familyrelationshipsgovau, 2017). Once accommodation has been sourced, JA have a Specialist Support Intensive outreach program for clients with complex needs. Jane has complex needs; she has previously been addicted to the drug ice, is now struggling with alcohol use, and smokes weed for chronic pain. In the past Jane has had suicidal thoughts, and was diagnosed with depression several times. She is exhibiting signs of depression presently. This outreach program offers the right support for Janes immediate requirements. Jane and Connor would also be able to access the parent and adolescent counselling service together, and Step Up for SA, which teaches young people about the impact of their violence towards family members, in a group setting. Whos in Charge?, is a second program which aims to empower parents, provide strategies to use with their aggressive child, and reduce parental guilt. Janes daughter Summer, requires a referral to support her emotional trauma and attachment issues which she is displaying. Together 4 Kids is a child focused, individualised support program, run by Relationships Australia. The program supports young childrens mental wellbeing and development. They help children cope with transitions, homelessness, and an understanding of their experiences (Rasaorgau, 2017). Jane is the single mother of a low income family, escaping domestic violence, and is homeless with ongoing mental health issues. Based on JA criterias, Jane will be eligible for housing and support to acquire mid-term, and long-term housing through Junction Womens Housing (JWH), which is Junction Australias registered community housing provider (Junctionaustraliaorgau, 2017).

Mysticism in A Passage to India Essay -- Passage to India Essays

Mysticism in Forester's A Passage to India      Ã‚  Ã‚   The figure of Mrs. Moore, and the problem of what happened to her in the extraordinary Marabar Caves, has fascinated critics for decades. The question has absorbed attention to a degree that does not correspond to the secondary role that Mrs. Moore plays in the plot of A Passage to India. On the surface, she is a supporting character, yet many of the unresolved issues of the novel seem to be concentrated in her experience. Mrs. Moore arrives in India a sympathetic figure, and departs unresponsive and uncaring, transformed beyond recognition by the mysterious voice of the Marabar. The deliberately unexplained matter of what spoke to her in the cave has intrigued virtually every scholar who has written on this novel, each coming up with his or her own interpretation of the event. Some have claimed that an evil, ancient force dwelt in the caves, while others suggest that Mrs. Moore achieved a life-altering Hindu insight. There is indeed substantial indication that Mrs. Moor e achieved the primary goal of certain branches of Hinduism, melding the Atman and Brahman (Self and not-Self) into one indivisible entity, and therefore recognizing the single, pervasive force that underlies everything. However, no transcendence seems to result from this recognition, as Mrs. Moore is destroyed rather than uplifted by her vision.    Although her experience deceptively contains elements of a Hindu insight, I believe that she ultimately encountered a perverted, sinister, and finally hollow version of Hinduism. The truly beautiful complexity of the philosophy/religion is reduced by the unrelenting echo of the cave. It becomes something devoid of depth and meaning, and particularly devoid ... ...rews, 178.    WORKS CITED Bradbury, Malcolm, ed. E.M. Forester: A Passage to India. London: Macmillan, 1970. Clarke, Peter B., ed. The World's Religions: Understanding the Living Faiths. London: Reader's Digest, 1993. Crews, Frederick C. "A Passage to India." Bradbury, 165-85. Deussen, Paul. The Philosophy of the Upanishads. Trans. Rev. A.S. Geden. New York: Dover, 1966. Forester, E.M. A Passage to India. Ed. Oliver Stallybrass. London: Penguin, 1979. Kermode, Frank. "The One and Orderly Product." Bradbury, 216-23. Moody, Phillipa. A Critical Commentary on E.M.Forester's 'A Passage to India'. London: Macmillan, 1968. White, Gertrude M. "A Passage to India: Analysis and Revaluation." Bradbury, 132-53. Zimmer, Heinrich. Philosophies of India. Bollingen Series XXVI. Ed. Joseph Campbell. New Jersey: Princeton UP, 1969.

Internet Disaster :: Impact Technology Cause Effect Papers

Internet Disaster The normal developmental process of a teenager is built upon a mastery of their bodies, their minds, and their environment. This process known as adolescence is essential to the development of a healthy sense of self, and the ability to successfully interact with themselves and their environment. In this paper I will examine the lives of 2 teenagers who substituted some of the traditional roles of adolescence with computers and the Internet as their primary link to the world, with disastrous results. A computer is just a tool. When software is loaded, the computer performs a task. There is nothing particularly remarkable about this. A solitary computer while individually powerful has very little interaction with anyone beside its primary user. It is only when a computer is connected to the Internet does it truly appeal to a teenager. Once connected to the Internet the computer enables a teenager to take advantage of all the myriad communication outlets available. These outlets cover a huge variety of interests and technical implementations from MMORPG (Massively Multiplayer On-Line Role Playing Games) to simpler chat systems like IRC (Internet Relay Chat) and MUDS/MOO (Multi User Dungeon/MUD Object Oriented) to AOL’s family of real-time chat systems (Instant Messenger, ICQ). Besides these fairly well known applications, there are dozens of other software applications designed to permit users to communicate in almost any conceivable technical manner in almost any com bination of race, age, gender or era. It is by using this infinite variety of possibilities that a teenager can substitute the normal process of adolescence A computer, like a teenager, needs to learn how to perform a task. In a computer, the process of learning is called programming. In a teenager the process is called socialization. A computer is programmed by creating a series of machine language instructions that are executed by the computer’s microprocessor. Normally, however a computer is programmed through the use of a high level language such as C, or C++. This high level language abstracts the internal hardware of the machine such that the learning curve is easier to surmount. Another piece of software called the compiler accepts inputs from a high level language and outputs machine language code ready to be run. A teenager is programmed by their interactions with themselves, their peers and their own environment.

What Made Non Violence Work

Gandhi and Mandela: What Made Non-Violence Work? Background Essay The history of violence in the world is well documented. However it is also possible to use non-violence to bring about change. This DBQ will look at two countries where a non-violent movement was successful. Historic Context India and South Africa were two important nations on two different continents. But although they looked strong on the outside, each one suffered from a disease that threatened the health of the whole. For India, the disease was colonization. For South Africa, it was racial segregation. Three ConditionsIn each of these nations three conditions help explain why non-violence worked. The first condition was that both of them had been colonies of England. And like England both countries thought law was very powerful – more powerful even than government officials. The second condition was the presence of violence. Without the possibility of a violent revolution, the government might not have been willing to change. The third condition was the presence of a leader – Mohandas Gandhi in India and Nelson Mandela South Africa. Each of these men was so charismatic he could lead his followers to a non-violent victory.Both of them gave their lives to the cause. Gandhi was shot by an assassin while Mandela spent almost twenty-seven years of his life in prison. These are their stories. Mohandas Gandhi – â€Å"An eye-for-an-eye only makes the whole world blind† Mohandas Gandhi was born in 1869, in Porbandar, India. His father taught his son respect for all religions. His mother taught him that all living things are holy. Following custom, Gandhi married at age 13; his wife, Kasturbai, was even younger. At age 19 he went to London to study law, and at age 22 Gandhi completed his studies.He now felt more than ever that the English, who had ruled India for almost two centuries, were law-abiding and fair. Hopes high, he sailed for home. Gandhi tried to set up a law pr actice in India but was so shy he failed miserably. When someone suggested he try his luck in South Africa, he jumped at the offer. But no sooner had he arrived there than he was thrown off a train, just for being a â€Å"colored† man holding a first class ticket! Even for a shy man, it was too great an insult. When he fought back he was sent to jail. It was there he became a leader, bringing about important changes for South Africa’s Indian community.When Gandhi returned to India, he was paraded around like a hero because of his South African victories. But everywhere he looked he was horrified by the poverty he saw. He saw, too, that to be successful in the world the English had built. Indians had to imitate their rulers – their clothes, their manners, and their standards of beauty. Gandhi refused! Gandhi wanted people to live free of all kinds of snobbery, even the ones imposed by India’s ancient caste system. The first thing he did was to build a diff erent kind of community where he could model this classless society.He dressed in the clothes a poor man would wear and did chores an untouchable [people so low they are below caste] would do. Most Indians thought he was absurd. But slowly his strange ideas were accepted until Gandhi came to be known as ‘Mahatma’ or ‘Great Soul. ’ Gandhi saw that India’s self-respect was tied to independence. But England was a giant with colonies all around the globe. And Indian politicians had worked for independence for at least half a century. How much harder would it be for the gentle Gandhi? Yet in the end Gandhi succeeded. The question is how?Nelson Mandela – â€Å"People must learn to hate, and if they can learn to hate, they can also be taught to love. † Rolihlahla Mandela was born in 1918 in a tiny village in South Africa. He was still a baby when his father, a tribal chief, was dethroned for disrespecting an English judge. At age seven he was sent to a boarding school where he learned to live under apartheid, a Dutch South African word meaning â€Å"racial apartness. † There he was given the name â€Å"Nelson† because his African name, which could sometimes be translated as â€Å"Troublemaker,† wasn’t European.This was the first time, though not the last, that Mandela felt disrespected for his blackness. In the 1930’s it was rare for a black South African to attend college. But Mandela not only attended, he graduated, got a degree from law school, and set up a practice in Johannesburg which he hoped could support his small family. Yet apartheid was always a humiliation to him. When the Afrikaner, or Dutch South African, Nationalists came to power in the 1948 election, the segregation habits of the past three hundred years became law. Hoping for a brighter future, Mandela joined the African National Congress (ANC) and became its first Youth Leader.In the 1960s, many of the colonial natio ns of Africa were gaining independence. The ANC was encouraged and campaigned for democracy in South Africa. They were mild campaigns at first, but as the government became more hostile, so did ANC protests. In November 1961, a military branch of the party was organized with Mandela as its head. It authorized the limited use of arms and sabotage against the government, which got the government’s attention—and its anger! Mandela went into hiding in 1964, he was captured, tried, and sentenced to life imprisonment. It was a sad day for black South Africa.As days stretched to months, months to years, and years to decade, Mandela lived most of them at brutal Robben Island Prison. There his guards did their best to break his spirit with isolation and abuse. Remarkably he kept his hope and dignity alive. Then, twenty-six and half long years after his imprisonment began, he was released. Again, Mandela could tackle the job of dismantling apartheid. He hoped, like the Afrikaner government that freed him that he could keep South Africa from erupting into civil war. The Question Gandhi and Mandela were sitting on powder kegs built on hate and injustice.The people in each society knew the powder kegs existed. More importantly their governments knew they existed. Yet both men were able to bring about non-violent change. Gandhi brought independence to India and Mandela brought democracy to South Africa. So how did they do it? The presence of violence, the respect for law, the leadership of a charismatic individual—these 3 ingredients were important, but not the whole story. Now examine the documents that follow, looking for further ways that non-violent change was achieved in India and South Africa. Again the question: Gandhi and Mandela: What made non-violence work?

No Link Between Autism and Vaccination

According to the World Health Organization and the American Psychological Association, autism is a developmental disability, manifesting itself before the age of three, and resulting from a disorder of the central nervous system.   The developmental disability is diagnosed with the use of specific criteria for impairments in the areas of communication, basic social interaction, the interests of affected individuals, and their imagination as well as activities.   Autistic children are known to be slow at basic processes like language acquisition that healthy children are known to learn quickly (â€Å"Autism†). The causes of autism are controversial, which is why it is possible for people to formulate a host of theories on the causes of this developmental disability (â€Å"Autism†).   A British study published in February 1998 was misinterpreted by countless people who believed that the data provided proof that the measles, mumps, rubella (MMR) vaccine was responsible for autism in children.   The study was conducted by a team of thirteen scientists with Dr. Andrew Wakefield of Oxford University as the team leader. After it was discovered that parents had begun to fear the MMR vaccine because a debate had been waged with regards to the data presented in their study, ten of the thirteen authors of the study report made the following statement which was published on the BBC website: â€Å"We wish to make it clear that in this paper no causal link was established between MMR vaccine and autism, as the data were insufficient† (Jackson). The demand for vaccination fell in the United Kingdom after the data in the above mentioned study had been misunderstood, and the misinterpreted information had been publicized.   This meant that children could no longer be protected from measles, mumps, and rubella.   In point of  fact, it was found that a significant number of families had entirely given up on the idea of vaccination for their children. Some parents had opted for single vaccines rather than the MMR at the time, but health organizations and the UK government warned that even single vaccines put children at risk (Burke).   What is more, even some doctors in the United States had begun to believe that the MMR vaccination was responsible for autism.   Globalization had spread the rumor overseas.   According to Dr. Mary Megson from Virginia, The segment of children with â€Å"regressive autism,† the form where children develop normally for a period of time then lose skills and sink into autism, most commonly at 18-24 months of age, is increasing at a phenomenal rate.   I am seeing several children in the same family affected, including in the last week four cases of â€Å"autistic regression† developing in four-year-old children after their MMR and DPT vaccination.   In the past, this was unheard of. The doctor from Virginia advised that the implementation of safe vaccine policies should become a first priority, seeing that vaccination cannot be kept away from children (Megson).   The doctor had believed that there was definitely a link between autism and vaccination.   As a matter of fact, many doctors believed what Dr. Megson had believed.   This is because the link between MMR vaccination and autism was that of â€Å"coincidental-timing.†Ã‚   In other words, the symptoms of autism began to occur around the same time as the vaccination. Hence, parents began to falsely believe that the vaccine was indeed responsible for autism.   Dr. Ken Haller, who works as a primary care pediatrician with the Cardinal Glennon Children’s Hospital explained  the false belief thus: â€Å"When something terrible happens to a child, everyone wants a reason for it†¦Ã‚   As a physician, it's very difficult for me, when I see a kid who's diagnosed with autism or a seizure disorder, to say we have no idea why this happened.   But people want to grasp onto something; that's human nature. (Jackson)† The â€Å"insufficient† data in the study conducted by Dr. Wakefield and his colleagues could not find a link between autism and vaccination.   So, two different groups of investigators in the United States attempted to find out whether there was truly a link between autism and vaccination.   Dr. James A. Kaye and his colleagues at the Boston University used the United Kingdom General Practice Research Database to find out whether 254 boys suffering from autism in their study were actually suffering because of MMR vaccination. Dr. Loring Dales and her colleagues at the California Department of Health Services in Berkeley performed a similar study during the same time.   Both of these studies eventually showed that there is no link whatsoever between autism and vaccination.   The results of both of these studies actually showed that while the use of vaccination remained constant over time, the cases of autism increased dramatically among children without vaccination being responsible for the increase (Kubetin). Although it had already been clearly proven that there is definitely no link between autism and vaccination, the developed world where the debate on autism and vaccination had been waged was seeking a truly comprehensive study to show whether there really is a link between autism and vaccination, or not.   K. Madsen, A. Hvii, and M. Vestergaard report on exactly the kind of study that was being sought and finally conducted on Danish children: This is the most direct evaluation of whether MMR causes autism published to date. Though all epidemiological studies conducted in recent years have found no association between the MMR vaccine and onset of autism, design limitations have left some doubt about this issue.   This historical cohort included all Danish children born between 1991 and 1998 when prevalence rates for autism and autistic spectrum disorders were increasing.   Because of the thoroughness of the Danish system of registration, ascertainment of vaccination status and health problems was remarkably accurate and complete.   Since the cohort was composed of the entire population, both vaccinated and unvaccinated children had the same risk of autism prior to exposure to the vaccine.   Nearly all children were accounted for at the end of the study period.   Specialists using the same diagnostic classification system made the diagnosis of autism in a uniform manner. No doubt, this was the comprehensive study with ‘sufficient data’ that parents were seeking the results of.   The design of the study was virtually immaculate.   Most importantly, the study showed once again that there was no difference in the risk of autism in the children that were vaccinated verses those that were not vaccinated.   Moreover, the cases considered as part of the study were not clustered at any point after the immunization.   Madsen et al. report that the registry data that was used did not contain information on children that were suffering from developmental regression.   Hence, the issue that there might be children who show vulnerability to vaccination, could not be ruled out.   If there is a group of such children, the risk for vaccinated  children would be greater than 1.   However, the opposite turned out to be true – that is, there is definitely no risk of autism in children especially because of vaccination. Because the size of the sample of children studied was extraordinarily large, and there was no evidence to show that there is a link between autism and vaccination, Madsen et al. concluded that parents should fearlessly continue to vaccinate their children in order to avoid future outbreaks of disease.   Given that parents had previously only trusted false interpretations of the British study that had seemed to show a link between autism and vaccination, it is now time to give up the false belief entirely.   Science is based on real facts, which is why we all trust scientific information. We have been shown through several studies that there is certainly no link between autism and vaccination.   There have been more studies of the same kind with the same results that we have not discussed.   Future studies may similarly show that there is no link between autism and vaccination.   Even so, parents cannot keep their children from immunization waiting for future studies of the same kind, churning out the same results.   The future of children is at stake without vaccination.   The scientific evidence that has been found thus far is sufficient. Works Cited â€Å"Autism.† (2007). Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Autism. (4 April 2007). Burke, Maria. â€Å"Every parent's choice? Autism and vaccination — the jury's out.† Chemistry and Industry (2002, February 18). Jackson, Harry Jr. â€Å"Debate on autism and vaccination started after British medical study.† St. Louis Post-Dispatch (2004, May 28). Kubetin, Sally Koch. â€Å"MMR Vaccination Not Tied to Rise in Autism Rate.† Clinical Psychiatry News (2001, July 1). Madson, K., A. Hvii, and M. Vestergaard. â€Å"There is little evidence that combined vaccination against measles, mumps, and rubella is associated with autism.† Evidence-Based Mental Health (2003, May 1). Megson, Mary. â€Å"Autism and Vaccinations.† The Weston A. Price Foundation (2004, March 16). Retrieved from http://www.westonaprice.org/children/index.html. (3 April 2007).         

Ethical Leadership Essay

In the healthcare setting, todays leaders face many challenges. One prominent and ongoing issue is the ability of healthcare staff to provide safe, quality care to patients, and to be able to provide this care efficiently. As healthcare professionals we understand that ethical issues along with cultural issues within an organization are very common. As healthcare professionals we work to improve access to healthcare, provide quality care, promote safety, and assure care is provided within a safe environment according to cultural beliefs. Things in the healthcare field are changing constantly and this in turn affects patient care, and employee satisfaction. End of life care has grown over the last decade as well as issues related to this area. We have also seen a push for organ donations. Leaders today face many ethical issues within the healthcare environment. This paper will focus on how leadership affects ethical issues that involve the ability of healthcare staff to provide effici ent, safe, quality care to patients observing their cultural beliefs. Key Strategies to Address Ethical Issue To address the ethical issue of the ability of healthcare professionals to provide safe, efficient, quality healthcare there must be a point of focus to get healthcare professionals to this goal. The point of focus would be providing efficient. If care is provided efficiently this in turn results in quality care because the patient’s needs are being met in a timely manner. If their needs are being met in a timely manner these results in safety. We must also be culturally aware. Leaders within the organization is constantly reviewing situations and making decisions. Every decision that is made addresses ethical issues that affect patients, family members, healthcare providers, and leaders. Leaders must provide orientation to new employees and in-services to current employees. Leaders must look at each healthcare provider’s competency and provide education in those areas that the provider  lacks knowledge in. Leaders must also assess the provider’s compassion for patient care. Education and understanding and using the Code of Ethics, is the key to efficient, safe, quality patient care. Patient must also have access to healthcare. Supportive Empirical Evidence There was a study that was conducted on ethical problems in nursing management and it states, â€Å"The most common ethical problems concerned resource allocation as well as providing and developing high quality care†(Nursing Ethics, 2010). This article addresses the fact that leaders used the â€Å"Professional Code of Ethics†, when addressing problems related to the care of patients. Following the code of ethics also results in delivery of efficient and safe patient care. According to Nelson, Taylor, and Walsh, after a â€Å"problem or ethics gap has been clarified† (The Health Care Manager 2014), then the team and leaders need to take this information and use it to develop a plan to assist healthcare providers to understand the mission and values of the organization and put them into practice to provide efficient, safe, quality care to patients. The plan should be comprised of goals that are both attainable and reasonable. Leaders and healthcare providers must also be culturally competent, because this leads to quality patient care. According to Slatten, David Carson, and Carson â€Å"compassion fatigue† is related to poor patient care and burnout of healthcare providers, (The Health Care Manager, 2011). Healthcare workers must be compassionate and caring. This can lead to what Slatten, David Carson, and Carson refer to as â€Å"compassion fatigue†. This article discusses the fact that leaders must allow healthcare workers you talk about what is bothering. If healthcare workers are not functioning at their maximum potential then they cannot provide safe, efficient, quality patient care. Examples of Importance to Nursing Providing quality care results in improved patient satisfaction. It assists the patient in achieving maximum health status. It decreases safety issues such as falls, medication errors, and improves a patient’s quality of life. Understanding and being culturally competent allows healthcare providers to provide care according to the patient’s beliefs. The care provided is what influences patient to select a hospital or stay away from a particular  hospital. Performance data is now shared and available to patient’s seeking healthcare. Patient outcomes affect overall cost of healthcare. Conclusion Leadership is important in the development of plans and goals to provide safe, efficient, quality healthcare. They must not only be concerned with patient’s and family members but they too must look at their employees and make sure they have a focus and the tools they need to reach the goals and provide safe, efficient, quality healthcare. They must be able to handle any ethical issues. There must be a focus point so that employees have a goal in site to reach for. Leadership is the backbone for nursing and healthcare providers. References Aitamaa, E., Leino-Kilpi, H., Puukka, P., & Suhonen, R. (2010). Ethical problems in nursing management: The role of codes of ethics. Nursing Ethics, 17(4), 469-482. Retrieved November 30, 2014, from PubMed. Nelson, W., Taylor, E., & Walsh, T. (2014). Building an Ethical Organizational Culture. The Health Care Manager, 32(2), 158-164. Retrieved November 30, 2014, from OvidSP. Slatten, L., David Carson, K., & Phillips Carson, P. (2011). Compassion Fatigue and Burnout: What Managers Should Know. The Health Care Manager, 30(4), 325-333. Retrieved November 30, 2014, from OvidSP.

How does Hosseini present Baba Essay

Chapter 10 is a transitional chapter, set just after the Soviet invasion, which sees Baba and Amir fleeing Afghanistan for Pakistan. In this chapter Khaled Hosseini presents Baba in more details. We get to see Baba’s behaviour and his attitude towards other people and especially his son – Amir. Hosseini focuses on Baba and he tries to express what this character is like, but is this the same Baba? Is this Baba we have met in previous chapters? The author of â€Å"The Kite Runner† decided to present Baba in this chapter as the hero. When Russian soldier demands â€Å"a half hour with the lady in the back of the truck†. Baba’s response is mechanical. He stands up and he asks Russian officer â€Å"Where his shame is†. We know by this time, that â€Å"Baba saw the world in black and white† and when he decides to protect that woman he risks his life he proves his ideology. He knows that woman deserves a respect and it is natural reaction for him to back up her. Other people, such as Amir, don’t understand his behaviour. Amir is scared of loosing his father and he tries to stop him. Baba is not happy with his son conduct and he says: â€Å"Haven’t I taught you anything? â€Å". It also shows Baba’s disappointed. In chapter 3, Baba says: â€Å"I’d never believe he’s my son†. I think Baba becomes more disappointed with Amir and his performance each chapter. Amir is a coward. He is different to Baba. He proved this in previous chapters when Hassan got raped and Amir did not do anything to defend him. Baba is trying to protect that woman and he also is ready to sacrifice his life. Baba is the hero and Amir admits it too: â€Å"Do you have to always be the hero? Can’t you just let it go for one? But I knew he couldn’t – it wasn’t his nature†. Baba is a person who believes in only one crime, which is stealing. In that case, Russian soldier wanted to steal some woman’s privacy and her right to belong only to one man. When the officer started arguing with Baba and threatening him, Amir’s father became more confident and he was full of anger: â€Å"Tell him he’d better kill me good with that first shot. Because if I don’t go down, I’m tearing him to pieces, goddamn his father! â€Å". Baba doesn’t care about anything just saving Afghan woman’s honour. He is determined and ready to die. Baba knows that he needs to escape from Afghanistan, to save himself and Amir, but the whole journey proves that its not about saving their lives but attesting some values and protecting other people too. When Baba finds out that they have been cheated by Karim, he becomes furious again, but this time he uses more violence towards a liar: â€Å"Kamir slammed against the wall, his sandaled two feet above the floor. Wrapped around his neck were Baba’s hands. â€Å". They all paid a price to get out of Afghanistan but it didn’t matter for smuggler because they excepted to get more. Baba is adamant and stubborn. â€Å"He kept choking him until the young mother (†¦ ) begged him to stop. â€Å". She was the one who knew that if Baba would hurt Karim, there wouldn’t be a way for them to flee from there. Baba forgot about it, and everything that mattered was to teach Karim a lesson, as he was the one who wanted to steal their right to leave the country and live somewhere else, far from a war. â€Å"Baba finally let go†. Even Amir admits that he â€Å"didn’t want to see the murderous look on Baba’s face†. I think that it was the first time when Amir got to that point when he saw Baba being so obstinate and angry. When all men pray for the rescue, Baba is the one who decided not to do so. They ask him why he won’t join them, his answer is being given straight away: â€Å"What’ll save us is eight cylinders and a good carburettor. † As we know that he always â€Å"saw the world in black and white. † He knows that God won’t come from heaven and give them a hand. He is a realist and Khaled Hosseini shows this again, in chapter 10. Baba has been also shown as a person who loves his country no matter what happens and his behaviour proves that he is going to miss Afghanistan as he spent his whole life living there. â€Å"He picked up a handful of dirt from the middle of unpaved road. He kissed the dirt. (†¦ ) Stowed the box in his breast pocket, next to his heart. † This is an example of a person loving their country. We could refer to Pope John Paul II who used to kiss ground of his motherland (Poland) whenever he was coming to visit his beloved country. Baba realises, that he might never come back to Afghanistan so that he chooses to have a piece of his land next to his heart for ever. Finally, the author presents Baba as a father too. When they all are in a truck, and they can’t breath easily, Amir starts to panic. Baba knows his son and he wants to make a journey easier to him. â€Å"Baba tugged at my sleeve and something glowed green in the dark. (†¦ ) Baba’s wristwatch. â€Å". Baba knows that Amir is still frightened therefore he says: â€Å"Think of something good (†¦ ) Something happy. â€Å". He helps his son. Even if he sometimes thinks that Amir is completely different to him, he knows that this is his son and every son needs his father, especially when he didn’t experience motherly tenderness. To recap, Baba has been shown in two different lights in chapter 10. The writer decided to confirm that Baba sees the world in black and white and he also showed that Amir’s father can be quite violent and adamant just to protect norms and values that he sees as a priority. On the other hand, Hosseini showed that Baba can be quite caring towards his son. Personally, I think that this is Baba, we’ve met in pervious chapters but in chapter 10 we get to know him better and he proves that he is not a coward and he can take action in a point of honour. Baba is a role model to me, even if he doesn’t seem to be a good father I think that he is just trying to teach Amir how to live a life and how not to become a coward. Amir might not understand it but Baba is a reasonable and intelligent man who has his own ideology and he never makes any mistakes. Baba is the hero, patriot and a good and wise man.

Frederick Douglass: His Slavery Years Essay

During the 18th and 19th centuries, the United States was a young nation divided by numerous philosophical and political differences. Arguably, slavery was the most divisive issue at the time. There were individuals who spoke out against slavery; perhaps the most eloquent anti-slavery voice belonged to Frederick Douglass. Douglass was an American abolitionist who altered American views concerning slavery through his writings and actions. He stood in stark contrast to pro slavery advocates’ claim that slaves lacked the intellectual capacity to act as free citizens. Douglass was born into slavery as Frederick Augustus Washington Bailey, in February, 1818. The exact date of his birth is unknown. Douglass chose to celebrate February 14th as his birthday. In his autobiography, The Narrative of Frederick Douglass, An American Slave, Douglass (2002) stated, â€Å"I have no accurate knowledge of my age, never having seen authentic record containing it†(SparkNotes Editors, 2002). Douglass’s birthplace was Holmes Hill Farm, located on Maryland’s Eastern Shore. Frederick’s mother, Harriet Bailey, was a slave who worked the cornfields around Holmes Hill. Little is known of Frederick’s father other than he was a white man. There was speculation that Douglass’s father was his master as slave owners often impregnated their female slaves. Common among slaves was being forced to work long hours; Harriet was no exception. The long hours deprived Harriet from forging a motherly bond with her son. Douglass (2002) recalled the only time he spent with his mother was when she would walk 12 miles after dark to lie next to him at night (SparkNotes Editors, 2002). At a young age, Douglass was separated from his mother and placed in the care of his maternal grandmother, Betsey Bailey. Several years later, when told that his mother had died, Douglass barely reacted to the news. Living with his grandmother shielded Douglass from the harsh realities of slavery. Betsey’s job was to simply look after the young children of the slaves. When Frederick was seven or eight years old, he would begin to the face the bleak life of a slave. Douglass’s grandmother inexplicably took him on a long, faraway journey. The two approached a large, graceful home, called the Lloyd Plantation. Several children were playing in front of the home. According to Sandra Thomas, author of Frederick Douglass–Abolitionist/Editor, A Biography of the Life of Frederick Douglass, Betsey Bailey pointed to three of the children and introduced them as his siblings, Perry, Sara, and Eliza (Sandra Thomas, n.d). Frederick reluctantly joined his brother and sisters for a bonding session. After a while, Frederick realized his grandmother had left the plantation without him. Life on the Lloyd Plantation was vastly different from what Frederick was accustomed to. The plantation encompassed 20 farms and grew tobacco, corn, and wheat. Douglass’s master was named Captain Aaron Anthony, who was also the plantation’s superintendent. Captain Anthony supervised all of the plantation’s overseers, and was responsible for three to four hundred slaves owned by the Lloyd family. All slaves were required report to Lloyd’s central plantation for their monthly allowances of pork or fish and cornmeal. All of Lloyd’s slaves referred to the central plantation as â€Å"The Great House Farm,† because it resembled a small village (SparkNotes, 2002). The slaves also received one set of linen clothing, which was expected to last for one year. Frederick did not work in the field as a young boy because children were not strong enough. Instead, he was assigned to be the companion of Daniel Lloyd, the plantation owner’s grandson. Even though Daniel quickly became quite fond of Douglass, this friendship did not produce any favoritism towards Frederick. Like the other slave children, Douglass was given only a long, linen shirt to wear. The cold winters damaged Douglass’s feet so badly that he could insert a pen into the cracks of his flesh (SparkNotes, 2002). The children were fed cornmeal mush and forced to eat it out of a trough, similar to how pigs were fed. Perhaps the only preferential treatment Douglass received came from Lucretia Auld, Captain Anthony’s daughter, recently married to a ship’s captain. Lucretia gave Douglass menial tasks to perform, such as running errands. In 1826, Lucretia told Douglass he would be sent to Baltimore to live with her brother-in-law, Hugh Auld, manager of a ship building company. Additionally, if Frederick cleaned himself up really well, Lucretia promised to give him a pair of pants to wear for his trip. In his autobiography, The Narrative of Frederick Douglass, An American Slave, Douglass (2002) states he spent the majority of the three days leading up to his trip at a creek, â€Å"washing off the plantation scruff†(BookRags, p 75). Clean and stylish in his pants, Douglass left the Lloyd Plantation for what he hoped would be the last time. Of leaving Colonel Lloyd’s plantation, Douglass (2002) felt no sorrow or loss because his mother was dead, he seldom saw his grandmother, and his relationship with his brother and two sisters was limited (BookRags, p 75). Frederick arrived in Baltimore and was greeted by the Hugh and Sophia Auld, and their little son, Thomas. The happy smile on Sophia’s face represented a first for Douglass; kindness on the face of a white master. Douglass (2002) believed his move to Baltimore signified the first major step toward freedom. He credited his selection among so many other children as an act of divine intervention, saying: From my earliest recollection, I date the entertainment of a deep conviction that slavery would not always be able to hold me within its foul embrace; and in the darkest hours of my career in slavery, this living word of faith and spirit of hope departed not from me, but remained like ministering angels to cheer me through the gloom. This good sprit was from God, and to him I offer thanksgiving and praise. (Book Rags, p. 75) Frederick’s duties at the Auld home were to run errands and care for the Auld’s infant son, Tommy. There was a noticeable difference between slavery in Baltimore and slavery in the country. In Baltimore, slave owners shared a common sense of decency towards their slaves. In general, slaves were rarely beaten and were given adequate amounts of food to eat. Sophia Auld was unlike any white woman Douglass had ever encountered; she treated him like a human being. Sophia was a religious woman and would often read aloud from the Bible to Frederick and Tommy. Douglass gathered up enough courage and asked Sophia to teach him how to read. Sophia agreed and had soon taught Frederick the alphabet and a few simple words. Sophia had never been a slave owner, and had not developed the mindset that blacks were sub-human. Sophia was thrilled with Fredericks’s progress and excitedly informed her husband. Hugh Auld was furious at his wife’s willingness to bond with a slave as well as her desire to educate one. Auld informed his wife that it was unlawful to teach a slave. Furthermore, if a slave knew how to read and write it would make him unfit to be a slave. A slave owner’s worst fear was an educated slave. An educated slave would no longer obey the master and may even begin to question life as a slave. An educated slave may even escape to freedom alone or with a band of slaves. Auld ordered his wife to stop the lessons immediately. Over time, the constant prodding from Sophie’s husband and the menacing effects of slavery soon changed her attitude towards Frederick. Douglass (2002) noted the change of feelings in his autobiography, saying: But, alas! this kind heart had but a short time to remain such. The fatal poison of irresponsible power was already in her hands, and soon commenced its infernal work. That cheerful eye under the influence of slavery soon became red with rage; that voice made of sweet accord, changed to one of harsh discord; andangelic face gave place to that of a demon. (Book Rags, p. 77-78) Frederick surmised from Auld’s outburst that reading and writing were his pathways to freedom. Frederick made obtaining this knowledge a personal challenge. Douglass used what he learned from Sophia and increased his knowledge of the alphabet on his own. He accomplished his task through diligence and the use of clever tactics. Since Sophia had stopped teaching Frederick to read, she became extremely vigilant in preventing him from learning, becoming stricter than her husband. Whenever she caught Frederick reading, Sophia would scream at him to stop and threaten to beat him if she caught him reading again. In order to counter Sophia’s watchful eye, Douglass made friends with as many white children as he could while he ran errands. The children became Frederick’s teachers; each child offered a different skill set to further Frederick’s knowledge. Whenever Douglass had time between his errands, he would join his friends for a quick lesson. Frederick also exchanged bread for instruction, particularly from the poorer white kids who had less to eat than he did. Frederick (2002) recounts talking to some of them about freedom and even gained sympathy from some for his plight (BookRags p. 79).   When Douglass was around 12 or 13, he obtained a copy of a book entitled, The Columbian Orator, a collection of speeches and essays dealing with liberty, democracy, and courage. The book opened up for Douglass a vast array of ideas on freedom, liberty and truth. One particular passage in the book intrigued Frederick the most. A master and his recaptured slave exchanged dialogue regarding why the slave had run away. The master failed to understand why the slave had attempted to escape for a second time, outlining the many acts of kindness given to the slave. The slave defended his actions and the conversation soon turned into an argument for or against slavery. The slave expertly countered every point the master made for why slavery should be allowed. Having realized defeat, the master granted the slave freedom, even wished him prosperity in his new life. The book also contained a speech arguing for the freedom of Irish Catholics and for human rights in general. Douglass began to fully articulate the case against slavery, but it also brought forth the painful realization of his own life as a slave. The warnings of Hugh Auld had come true, Frederick’s new found knowledge began to torment his soul. In his autobiography, The Life and Times of Frederick Douglass, (2007), Douglass stated, â€Å"the very discontent so graphically predicted by Master Hugh had already come upon me. I was no longer the light-hearted gleesome boy, full of mirth and play, as when I landed in Baltimore†(Library of Liberty, p.90). During this time, Douglass began to listen to anyone who discussed slavery. At some point in the discussions, Douglass heard the word abolitionist for the first time. In a city newspaper account of a Northern abolitionist petition, Frederick learned that word meant anti-slavery (SparkNotes, 2002). Armed with this new found knowledge, Frederick attempted to learn all he could about abolitionists. Douglass (2007) declared, â€Å"I therefore set about finding out, if possible, who and what the abolitionists were and why they were so obnoxious to the slaveholders†(Library of Liberty, p 90). Soon thereafter, Douglass aided two Irish sailors, without being asked, unload a boat at the wharf. When the task was completed, one of the sailors asked Douglass if he was a slave. Frederick (2007), replied, â€Å"I am a slave for life† (Library of Liberty, p.93). The Irishman shrugged and appeared to be deeply affected by Frederick’s response. Both Irishmen implored Douglass to run away to the north where he could be free. Douglass pretended to be uninterested, because he feared the men might be bounty hunters who enticed slaves to escape, then recaptured them to collect the reward money. However, the thought of running away stayed on his mind, with a vow to do so when the time was right. Before he could run away, Frederick believed that he should learn to write. Douglass (2007) surmised that knowing how to write would be useful, â€Å"as I might have occasion to write my own pass†(Library of Liberty,p.94). By this time, Douglass was assigned to Hugh Auld’s shipyard. He used that opportunity to study the letters that the ship’s carpenters wrote on pieces of timber. Douglass quickly became proficient in writing the letters he knew, and devised a plan that would increase his writing skills. He approached local boys at the shipyards and challenged them to writing contests. Douglass would write out the letters he had learned, and defied them to outdo him. This tactic gave Frederick the opportunity to learn new letters which he practiced over and over. Any writing surface he encountered, i.e., fence, wall, or pavement, he used to practice. His master’s son, Tommy was in grade school at this time and had several books at home. Whenever Douglass was left alone to care for the house, he wrote the words in Tommy’s book until he was able copy them exactly. Through these tedious tasks, Douglass learned to write. About three years after moving to Baltimore, Captain Anthony died. Anthony’s youngest son, Richard, preceded him in death. In order to divide the estate equally between the two remaining children, Andrew and Lucretia, Douglass was sent back to Talbot county as property to be evaluated. Frederick’s departure from the Auld household was a sad occasion. Douglass (2007) recalled, â€Å"We all wept bitterly, for we were parting, and it might be we were parting forever† (Library of Liberty, p.97). At the valuation (2002), slaves young and old were ranked along with the pigs, horses, and cattle (Book Rags, p. 80). The slaves were forced to anxiously wait to see where they were headed. Frederick’s worst fear was to be placed in the possession of Master Andrew, a man known to be heartless and cruel. Douglass was especially troubled by this since he had experienced a certain degree of kindness in his life. Fortunately, Douglass was given to Lucretia Auld, who promptly sent him back to Baltimore to live with Hugh and Sophia Auld. Shortly after his return to Baltimore, both Lucretia and Master Andrew died. Their deaths left all the slaves in the hands of strangers. Perhaps the cruelest aspect of slavery was how Frederick’s grandmother was treated. After years of faithful service to her master and his children (2002), after caring for him from infancy to death, and after populating his plantation with her children and grandchildren, she was deemed too old to be of value and sent out to a little hut to die alone (Book Rags, p. 82). Two years after the death of Lucretia, Thomas Auld had a disagreement with his brother Hugh, and demanded Frederick’s return. Unlike the first time he was forced to leave Baltimore, Frederick was not sad about leaving Hugh and Sophia. According to Douglass (2007), â€Å"The influence of brandy and bad company on him, and of slavery and social isolation on her had wrought disastrously upon the characters of both†(Library of Liberty, p. 100). When Douglass returned to live with Thomas Auld, his began to experience slave life as a field hand. For perhaps the first time in his life, Douglass began to experience prolonged bouts of hunger. He and the rest of the slaves had to resort to begging and even stealing in order to obtain food. Douglass and Captain Auld did not get along; Auld considered Douglass spoiled from city life. Douglass received several beatings as a result of his attitude and for purposely letting the master’s horse run away. Despite several beatings, Douglass refused to be broken. As a direct result, Captain Auld lent Frederick to Edward Covey for a year. Covey was a farm renter with a reputation for being a â€Å"nigger breaker†(Library of Liberty, p. 101). Douglass was thankful for the move, believing he would at least have enough to eat. During Frederick’s first six months with Covey, he was beaten for a myriad of mistakes. Some of the mistakes were real, while others were due to Covey’s imagination. Frederick (2007) experienced his darkest days as a slave, stating: I was broken in body, soul, and spirit. My natural elasticity was crushed, my languished, the disposition to read departed, the cheerful spark that lingered about my eye died†¦(Library of Liberty, p. 105). A flicker of hope kept him going—the ships on the Chesapeake Bay. Frederick admired the vessels with their white sails and swift mobility. Douglass (2007) contrasted his condition of bondage to the freedom of the seas (Library of Liberty, p. 105). Frederick gained an overwhelming desire to escape from slavery or die trying. A turning point in Douglass’s life occurred after an incident with Covey. Frederick was severely beaten by Covey for being too exhausted to continue to work. Douglass fled to Thomas Auld’s home for protection but was ordered to return. Upon his return, Douglass was beaten again. After conferring with another slave, Frederick was given a root to carry for protection. The next day Douglass received kind words from Covey instead of a beating. The next encounter between Douglass and Covey resulted in a fight that lasted nearly two hours. Afterwards, Covey did not lay a hand on Douglass again. Frederick (2002) recalled, â€Å"My long-crushed spirit rose, cowardice departed, bold defiance took its place†¦Ã¢â‚¬ (Book Rags, p. 110). When Douglass’s time with Covey ended, Frederick’s life became similar to a nomad’s. Douglass spent time on another farm, but was arrested for conspiring with other slaves to escape. After his release from jail, Douglass returned to Baltimore and Hugh Auld. Auld assigned Douglass to a shipyard so that he could learn to caulk. There were white men at the shipyard that refused to work with Frederick and a fight ensued. Douglass was assigned to another shipyard where he finally learned to caulk, and received top wages for his work. Since he was still a slave, Douglass was forced to give Hugh Auld all of his money. This injustice reinforced Douglass’s desire to escape, and he put a plan together to do just that. After years of hardship, beatings, jail, and other emotional atrocities, Frederick Douglass was ready to escape slavery. Douglass (2007) stated, â€Å"On Monday, the third day of September, 1838, in accordance with my resolution, I bade farewell to the city of Baltimore, and to that slavery which had been my abhorrence since childhood (Library of Liberty, p.110). Loosely dressed as a sailor, Frederick boarded a train to New York. Using his knowledge of ships, the vernacular of sailors, Douglass deceived the conductor into believing he was a seaman. Douglass’s perilous journey to freedom ended twenty-four hours later in New York City. Douglass found freedom and prosperity as a free man. He eventually settled in New Bedford, MA, with his new wife Anna. Douglass discovered that colored people in the North were united in their efforts to help escaped slaves. Douglass’s (2002) interest in the abolitionist movement was fueled by reading The Liberator, a newspaper that stirred his soul to join the fight to end slavery (Book Rag, p.112). In August, 1841, Douglass attended an anti-slavery convention in Nantucket. With encouragement from a friend, Frederick speaks for the first time to a white audience about slavery. From that moment on, Frederick Douglass became perhaps the foremost figure in the abolitionist movement. References Douglas, F. (2002). Narrative of the Life of Frederick Douglass, An American Slave (2nd ed.). Retrieved from http://www.bookrags.com/notes/fred/PART5.html Douglas, F. (2007). The Life and Times of Frederick Douglass: From 1817-1882. Retrieved from http://oll.libertyfund.org/title/2007/138723 SparkNotes. (2002). SparkNote on Narrative of the Life of Frederick Douglass. Retrieved from http://www.sparknotes.com/lit/narrative/ Thomas, S. (n.d.). Frederick Douglass, Abolitionist/Editor, A Biography of the Life of Frederick Douglass. Retrieved from http://www.history.rochester.edu/class/douglass/home.html