“Art for heart’s sake” by R. Goldberg Essay

The text â€Å"Art for heart’s sake† was written by Reuben Lucius Goldberg, an American sculptor, cartoonist and writer, who was born in San-Francisco. Introduction: The action began with male nurse Koppel’s words for Collis P. Ellsworth, who didn’t want to drink his juice. Ellsworth was not an ordinary patient, he was a shopaholic in global case. If he buys something, he will suffer from heart attack. Complication: After that came a doctor named Caswell, who offered old Ellsworth to take up art and called a young student Frank Swain from the Atlantic Art Institute to make Ellsworth concerned with art. The old man didn’t make any progress in painting, actually he was an awful painter, but suddenly Ellsworth send his â€Å"god-awful smudge† picture named â€Å"Trees Dressed in White† to the Lathrop Gallery, the biggest art exhibit, and was awarded a prize. Falling action: The young student, male nurse and doctor congratulated him with w inning and recovery. Resolution: But suddenly Ellsworth said that he bought the Lathrop Gallery last month. The theme of the story is loneliness that influences on human’s behavior. It’s represented with Ellsworth’ behavior, his speech, his attitude to people and his attitude towards things that he buys. It is difficult to find out real theme of the story. Each of us can find his own cause and theme, because the author forces it upon the story. The story takes place in hospital room, art exhibition in the course of a few months. It’s represented with last words of Ellsworth that he bought the Lathrop Gallery last month. There seems to be an impression, that the author didn’t want a reader to see the setting, but to feel it. The author doesn’t show the setting of time directly, but it’s important because it helps the author to pierce the story with a humour. The conflict of the story is internal. The plot turns on loneliness of old Ellsworth that influences on his behavior and how he fill his inner emptiness. The chief episode is when doctor Caswell offered old Ellsworth to take up art. The development of the plot is not strictly chronological, because in the end of the story we find out that old Ellsworth bought the Lathrop Gallery, that means before he start to take up art. The plot is unified. The individu al episodes logically relate to one another. The plot is plausible. There are two main characters: Ellsworth and Swain, and two minor characters: doctor Caswell and male nurse Koppel. Old Ellsworth is protagonist and no one is antagonist, because old Ellsworth  develops through the whole story. He is dynamic and round character. And all the rest three characters are flat and static characters. The role of minor characters to show a reader what kind of person old Ellsworth is. The author uses indirect method of characterization by old Ellsworth actions and behavior. The actions of the characters are simply consistent and properly motivated. The author didn’t use so many stylistic methods. He used an irony in cases. For example in the end of the story we find out, that Ellsworth bought the gallery last month. And some simile, for example, the Swains’ comparison of Ellsworth’s picture to a salad. The language of the author is concrete, formal and literal. The message of the author is to be attentive with old lonely people. The central idea is to be more human, than give all your time for your work and you won’t be a lonely old human like Ellsworth. I think, it’s very impressive story that the author didn’t use as many stylistic methods as others, and he succeeded showing a reader the inner condition of this old lonely man Ellsworth. Not everybody can reach to the readers’ hearts without using such number of stylistic methods. It’s brilliant.

Mary Shelleyss Frankenstein Essay

   He wishes he was dead, feels that the world is mocking him and that he is the only one, who is not loved and cared for in the entire world. He declares war against the species and especially the man who created him. This shows us, that Frankenstein’s monster’s biggest wish really is to be accepted, and when denied this, he goes completly berserk, not wanting to face the facts that are being presented to him. We can also tell, that he has a lot of selfpity, and a great understanding of the unfairness of his situation. But the next day he goes back, because deep inside he still has hope, and he convinces himself, that last nights incident was just too much too early. When arriving at the cottage he discovers that the family has moved, and his last shred of hope disapprears, and he burns down the cottage, and heads for Genevi , to find his creator, so he can take revenge. He feels treated unfairly by Frankenstein, and calls him his â€Å"cursed, cursed creator†, but his need to find him is understandable. He wants to know where he comes from and he wants answers, which is a natural thing for any child, who is not in touch with its roots. On his way he saves a girl from drowning, but gets shot instead of being thanked, and this makes his feelings towards humans more intense. When in Genevi , he captures a young boy, who turns out to be Frankenstein’s son. He kills him and sets a young girl up for the murder. His reason for doing this is clear: he wants to inflict pain upon Frankenstein. His reason for setting the girl up for the murder is, in his own words, because he is forever robbed of what she could have given him, because of his cursed apperenace. But she gives him an idea. He wants Frankenstein to make him a bride, someone of his own species, as horrible and deformed as himself, so that he will have companionship, which is what he wants more than everything else. The main characteristic of Frankenstein’s creation, is the longing for acceptance and company, this we can tell by his approces to first his creator and later to other people, and the facts that he has feelings and intelligence. He wants nothing more than to live a normal life, and he curses his creator for making it impossible for him to do that. In the beginning he is not evil, he does not want to kill, but the actions of the humans around him, make him the monster that Frankenstein thought him to be. He feels that humans are the most decietful of species, because they build up your hopes, and tear them back down again. His hunger for revenge is born from the constant defeat he experiences from day to day and especially from the one person who is supposed to love him, his creator, who also denies him a mate. He carries a lot of frustration, that he needs to direct somewhere, and the choice falls upon Frankenstein, the first to ever betray him. Despite all of this, Frankenstein’s monster never gives really gives up his hope to find a place to belong. This comes to show in the way that he treats the girl he meets in the woods, Frankenstein’s son, and in the very end of the story, when Frankenstein himself dies. The monster begs for forgiveness and swears to kill himself. His will to live died with Frankenstein, his only connection to the human world, that he longed for so desperatly. Comparative analasys: Frankenstein and his creation are similar to each other in different aspects. Frankenstein has created a thing so dreadful, that no one will ever love it, and has in another sense already killed all the possible loved ones in his creation’s life. His monster, on the other hand, actually kills all the people Frankenstein holds most dear, continuing the evil circle. The monster runs away from people and hides in the mountans, so that he will not experience any more pain, whilst Frankenstein runs away from the monster and his thought and feelings about his creation, but they both end up being drawn to one another, and the thing that bonds them together. They are both, at some point, after revenge. The monster chases Frankenstein down to confront him and Frankenstein chases the monster, after it has killed his family. The hunter becomes the hunted. They both have big dreams, Frankenstein about creating life and his creation about living life, but none of these dreams ever come true for any of them. Sometimes it seems that Frankenstein and his monster are two halves of the same person, each half competing for the chance to be the ruler of the other half, or that the monster is the result of Frankenstein’s ego or conscience, that comes back to haunt him. They are forever bonded with each other, the bond of creator and creation, and Frankenstein’s unwillingness to accept this, leaves both mens’ lives ruined in the end. Themes of the text Invironment vs. heritage The question is very relevant for this story. This novel can be a great starting point, if you wish to discuss, if heritage or the invironment has the greatest inpact upon someone, who is new in this world. In this story, it is defienetly the invironment that has the greatest influence upon Frankenstein’s creature. You could say that everyone is born with the same basic needs. The need for love, companionship and a place to belong. Nobody is born evil, niether is the creature, despite the fact, that he is death brought back to life. He has the same needs as everybody else, but the constant rejections of his well-intended feelings and his failures, changes him into something he did not have to become, changes him into what everybody thinks that he is; a monster. In this case, the invironment has destroyed something potentially beautiful. Love and revenge: The story is based upon the topic of love and revenge, in all its different forms. The monster wants only to be loved and accepted in a society that rejects him because of his looks. This superficial society does not look beyond his scary appereance, and he swears that he will revenge himself, which he does to his fullest, killing everyone that Frankenstein holds dear. He claims to hate the human world at this point, but at the same time, he longs for it with an aching heart. Frankenstein never realises that his creation is more than a monster, and feels very little regret towards the treatment of it, he feels that it is more important to protect mankind against this â€Å"threat† than it is to take responsebility of his actions. He spends the rest of his life following the monster to the North Pole, where he dies on board a ship, never succeeding in revenging his loved ones. When the monster discoveres this, he gives up; his last connection to the world has dissappeared, and he begs for forgiveness, and swears to burn himself and all evidence of his existence. Frankenstein only felt love for his creation when it not yet excisted and was only in his mind. As soon as it came to life, he rejected it and never thought a kind thought about it again. The creation is here his opposite; he starts off only wanting to love, later wanting revenge, but with the hope of recieving love still deeply a part of his nature. The modern Prometheus Mary Shelley subtitles her novel, â€Å"The modern Prometheus†. Prometheus, an ancient Greek, stole fire from the gods, to give to the humans. As punishment for his undoing, he was chaining to a rock, and everyday a bird-of-prey would come and eat his liver, which would then grow back. Mary Shelley did not chose this subtitle for no reason. It most certainly relates to Victor Frankenstein and his creation. Victor â€Å"stole† a power from God, the power to create life, and he is severly punished for this. His horrible creation comes back to haunt both his mind and his psysical being every day for the rest of his life. Victor’s â€Å"gift† to the world causes death, and the same does Prometheus’. Though both men meant well, their interference with forces beyond their power, brings only death and destruction, especially for the two men themselves. Perspective to the period: The novel was written during an early phase of the Industrial Revolution, at a time of dramatic advances in science and technology. The fact that the creation rebels against its creator, can be a warning from Mary Shelley, that science can lead to terrible consequences, if you do not take responsebility for your actions. This was a time, where young scientist felt, that the world was at their feet and that they had endless possibilities, and experiments to try and revive dead bodies did indeed take place when Mary grew up, and has most likely inspired her to write the story. This was also a time, were people were both facinated and scared by the new science of electricity, and Mary chose to include both this science and the science of chemistry, which was of high interest to the generel public and to herself, in her book. Mary Shelley wrote her novel not long after the gothic novels heyday in the 1790’s, and there was definitely a market for these kind of stories. It is hard to make a final conclusion of this book. There are so many topics and themes, questions and feelings to discuss, that it would take forever to get through them all, which makes this book more than just a horror story meant to frighten you. This is a novel of great seriousness, and you instantly get caught in the whirlwind of emotions, that Frankenstein and his creation both have. Mary Shelley tries in her book, to dissect the human nature, while telling a captivating tale of two mens’ journey through life, and the terrible things humans can do to one another. Rikke Juelsgaard Petersen Til d. 25, september ’07 Engelsk aflevering EG, 2e 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

English Language Content Standards Essay Example | Topics and Well Written Essays - 500 words

English Language Content Standards - Essay Example They will also address how to give a full curriculum, and has focus of areas of students that may need extra help to reach the standards. These standards are part of an essential discipline because it has become essential to communicate fluently in English. Language tools are needed to be able to openly communicate with other people, as well as to express you won ideas and though processes. The standards will help students learn the tempo and structure of language in their early years, until they are able to master vocabulary, expression, and the ability to gather evidence to support an idea. Studies show that children who fall behind in reading have a small chance of catching up, so it is crucial to help engrain these ideas and skills as early as possible inside of the education system. Also, though literature students are able to learn just as much about history as they would about the time period of the writing, and this benefits them in both ways. Students should be able to read a vast source of materials that benefit not only their English training, but also their history, math, social science, science, and gover nment classes as well. Students must able read a vast range of texts in order to help them gain the understanding of them, and to also try out best to instill into them a love for reading, so that they may one day gain pleasure in this simple

Stages of ego development Essay Example | Topics and Well Written Essays - 250 words

Stages of ego development - Essay Example One of the main issues that arose between Freud and Adler was whether to define ego development as an ongoing process or a series of separate stages. According to Jane Loevinger (1996), the ego is separated into eight separate stages each bearing their own characteristics. The first stage is the impulsive stage, the stage that young children occupy. At this stage, the child is selfish and self-absorbed while being dependent upon the adult. The second stage is the self-protective stage in which a person is usually seeking opportunities and is manipulative in order to get their own way. The third stage is the conformist stage in which people tend to reform their behavior and are concerned about impressions they make. The next three stages that are the self aware, conscientious, and individualistic stages respectively are a person’s stepping-stones to forming their identity and individual personality. The last two stages which are Autonomous and Integrated occur when a person is satisfied with their position in life and has achieved a distinct identity for him/herself as an individual (Loevinger, 1996). References Hy, L., Loevinger, J. (1996) Measuring Ego Development. Springer. Loevinger, J. (1996). â€Å"The meaning and measurement of Ego Development.† American Psychologist. Volume 21, Issue 2, pp. 195-206.

Compare and contrast the experiences of African Americans with those Essay

Compare and contrast the experiences of African Americans with those of women between 1800 and 1865 - Essay Example These consequent rebellions helped in making the United States country free of marginalization and slave trade. In an effort to combat these injustices, the slaves and women employed certain tactics to have their voices heard. Some of the women used conventions to bring other s of their kind together and enlighten them of their right and the need to rise for justice, the conventions involved declarations to overthrow men leadership and the chauvinism that was imposed on them. Most of these conventions were made by women who were wives to some of the influential men in the society. African American slaves used both primary and secondary sources to reach out to their counterparts, the primary sources included writing of journals and holding conventional meetings, secondary sources were the use of maps and picture diagrams to educate others on how they would help fight for their rights. The activists also got help from some of their sympathizers in the government; the women on the other hand used legal ties to their husband to take advantage of the opportunity The Seneca Falls convention of 1848 was attended more than 200 women. Its main aim was to liberalize the women in the United States, they complained of the unfulfilled promises that they had been given by the government at its formation in 1776. The convention stirred emotions amongst women in the women of Seneca Falls; it was followed by constant rebellion and conventions by women to shun the government (DBQ #10, Doc. #1). Then there was the Quaker convention of 1848 in the state of New York, it was organized by the women of New York to call for gender equality in the country, this, however, was denied by angry delegates who stormed and destroyed the meeting (Gerald, S, pp 23). They made a venue where the women would air their sentiments, which would later be thrown away like those of the Seneca convention (DBQ #10, Doc. #3). Lastly, there was a convention at the Wesleyan chapel, it was attended by two hund red and sixty delegates and of them, and there were sixty men. Most of the resolutions that were brought forward were passed except one (DBQ #10, Doc. #4), which stated that women were not able to attend the fashionable cultural spheres of those times (Elizabeth, R, pp 5). The slaves on the other hand used mostly primary sources to spread their information to their counterparts; they applied the use of documentations to arrange for meetings. Paul Cuffe, who was a slave who had bought his freedom, wrote a petition to the legislature of Massachusetts, citing his petitions as slaves not being allowed a share of the profits earned from their labor, in his petition he also complained about how slaves were not allowed to participate in the voting process (DBQ #9, Doc. #2). In 1794, Absalom Jones wrote to the slaves regarding the fugitive slave act of 1793, he urged the slaves to take it upon themselves to fight for their rights and not expect anyone else to handle their problems for thems elves (DBQ #9, Doc. #3). In 1797 prince hall made a speech in Boston to remind the slaves how they were being mistreated by their employers, it was somewhat a wakeup call to the slaves to fight for their rights (DBQ #9, Doc. #4). This was followed by constant rebellion by the slaves in Boston (Lamont, D, PP 23). The slaves also used secondary sources to communicate to the authorities and among themselves, such source included, pictures, thematic

Comprehensive Emergency Plan for Ashford University Essay

Comprehensive Emergency Plan for Ashford University - Essay Example This report is aimed at developing a comprehensive emergency plan in preparation for natural disasters at Ashford University’s main campus, including incidences of flooding, tornadoes and heavy storms (Continuity of Government & Continuity of Operations, 2003). Each crisis or emergency requires a different type of response. For instance, if there is a bomb threat, it may be necessary to shelter people in place, whereas evacuating the building will be appropriate for other situations like a tornado warning (U.S. Department of Homeland Security). This will ensure that the campus is prepared for the event of a disaster, and analyze the potential responses to the occurrence of such an event. The purpose of this emergency plan is the management of major emergencies and crises in the advent of such occurrences, so as to ensure that major crises and emergencies are handled in an organized way. This emergency action plan is aimed at protecting the Ashford University employees from serious injury, loss of property or life in the event of an actual or potential major disaster. Such situations may include the event of a fire, a bomb threat, earthquake, tornado or a hazardous chemical spill. This emergency action plan will describe the initial routes of action for protection of students and employees and those responsible for the implementation of those actions within the university. This plan is an all-risk emergency plan for addressing disaster and crisis management, and will integrate the various departments of the university and other resources in a coordinated response effort to manage or reduce any loss of life and property through the provision periodic emergency respons e capability tests. It is also necessary to ensure the effective utilization of resources and the minimization of any disruptions in school activities and of programs. It is a fact that preparation for emergencies will ensure a higher margin of safety if a crisis or

Employment of the Troops Essay Example | Topics and Well Written Essays - 1500 words

Employment of the Troops - Essay Example The operations are majorly in Pakistan, Iraq and Afghanistan among others (Borgwardz 81-5). Indeed the states are spending a lot on military operations. The spending is based on salaries of the soldiers and at the sane time weapons used during wars not to forget humanitarian service. If war comes to an end and soldier brought back home then this will mean a lot. The expenditure on war will reduce and more money will be in treasury. With more funds that will be saved, the US can have a paradigm shift. The soldiers will not be apparently resting in the barracks or just confined in the states because there is peace. The soldiers can be made to provide services that are productive to the states and at the same time helps in strengthening economic pillars of the people. The soldiers as is realized are specialist in other sectors of economy. They can be taken back to there areas of specialization to ensure that the states have the maximum number of employees in each sector. This will ensur e that there is efficiency in service delivery. Other military officers can be given technical training to work in industries. The saved money will be used to export raw materials from there sources and be brought to industries. New industries can be established with an aim of producing commodities that are currently being exported by US (Pine 89-92). By doing this, the states will be producers than consumers and enjoy all be benefits the producers enjoy. They will be exporting and earning foreign exchange; at the same time they will be creating opportunity for money generation. Other soldiers may also be trained in research and innovation. In the field of research they will be doing exploration on the possible and potential areas that the United State has not exploited. With this they will be expanding the scope and horizon of the level of research and technology of the states. It will make the states to go along way in terms of resources utilization. The military officers having b een exposed to several civilizations overseas have knowledge from all corners of the world the experienced they have gained may be tapped to improve the United State and to see how they rank as compared to other countries of the different regions of the world (Oatis 800-9). In the attempt to integrate ideas from different places, the states will be indeed leading in terms of globalization and it will reflect all civilization in the world. With that the philosophy of unity amidst diversity will be embodied in the states. Having been exposed to several spheres of lives the US soldiers may be shifted to humanitarian services. They can be advocators for humans to accept every human being for plainly just being another human being, ignoring and abolishing biased social views, prejudiced view points or mind sets. In there advocacy, they should campaign for ethics, kindness, benevolence, sympathy and other accepted virtues to guide human life. This will go along way in perpetuating peace i n the world and creating employment for the soldiers who will be doing this on a volition basis. Instead of attacking countries in wars, US soldiers can shift to provide aid or logistical assistance provided for humanitarian purposes typically on response to humanitarian crisis including natural disasters and man made disasters. This will change there distorted image on war and give them a good admirable public reputation that US will be the epitome of peace and good neighborhood. They should have a primary

MHE510, Occupational Health and Safety, Mod 1 SLP Essay

MHE510, Occupational Health and Safety, Mod 1 SLP - Essay Example and Safety would look for any and all things that might cause an employee to fall causing traumatic injuries, realizing that traumatic injuries often prevent the employee from working (Woods, 2005). The employee that cannot work because of an injury is a liability to himself as well as the organization so this is a needed prevention. There are many things, some of the surprising that might cause an employee to fall in an organization such as this one. Some of those are wet or slippery floors, having things fall against the employee causing a fall, impediments such as cords and/or product in the walkway. Certainly preventing a fall from a slippery floor is not difficult if one knows the floor is slippery, however, this does not always occur. A slippery floor should either be corded off from the employees preventing them from walking on it or auto scrubbers should be used (Anonymous, 1987) Another possibility and one particularly liked by OSHA is the use of non -slip footwear. This kind of footwear is being recommended for use in many kinds of companies where floors may become slippery. Other types of falls that cause injury are usually caused by the employee being hit and knocked down. This can cause crush injuries, traumatic falls, lacerations, bruising, sprains, and fractures. There should be a concerted effort not to stack too high, not to overload trolleys, and not to overload stack racks. Assuring that there are no cords or equipment left in walkways is also important. Violence in the workplace has escalated over the last several years. It has become a major concern for OSHA. There are many types of violence that the employee may have to deal with including those from the outside which would include robbery and those from co-workers. OSHA has recommended that a zero tolerance policy be in place to prevent this from happening. This would need the commitment of upper management, a worksite analysis, safety and health training and record keeping and

Current issues regarding immigrants in the U.S Essay

Current issues regarding immigrants in the U.S - Essay Example These immigrants largely affect the country in terms of its economy, legislation, national security, population growth and other national and legal issues. Likewise, the current immigration system in the United States of America is a very important topic because it concerns the security, social, political, and economic aspect of the country. On the other end, it also concerns the welfare of millions of people who migrated from other countries all over the world to America. In line with this, it is realized that a considerable time must be devoted in discussing the current immigration in the United States of America. Moreover, a reform must be done to further improve the immigration system of the country to maximize the benefits that can be derived both for the immigrants and for the country. On this memorandum, it presents the three most pressing issues regarding immigrants in the U.S. as these issues have current situations that are considered most problematic. It then offers and di scusses a possible solution for each issue regarding immigrants in the country. Lastly, the implications of the proposed solutions are related to different interest groups. 1.2 IMMIGRATION IN THE UNITED STATES For many years, immigration contributed a large percentage on the population growth of America. The United States of America has been the number one destination for immigrants seeking a place to realize their desired lives, thus gives birth to the â€Å"American Dream†. In 2006, the United Nations reported that the total immigrant population in the world amounts to approximately 186,579,300 and 20.56% of which is in the United States of America (â€Å"International Migration†). The America has almost four times that of Russia’s 6.47% which has the second most number of immigrants in the world. In another account, the 2009 American Community Survey of the United States Census Bureau shows that there are 38,517,234 immigrants in the United States (â€Å"Mig ration Policy Institute†). That is about 12.5% of the U.S. population which is significant enough to affect many aspects of the United States as a country. The number of immigrants in the U.S. continues to increase by 700,000 each year (â€Å"Real Problem with Immigration†). Problems to regulate the number of immigrants in the U.S. initiate legislative reform on the immigration system of the country. 1.3 PREVIOUS IMMIGRATION REFORM BILLS It is recognized that there were previous efforts to reform the immigration system of the United States through immigration reform acts. In the past three decades, there were three notable bills that were passed in the House of Representatives and in the Senate. These are the Immigration Reform and Control Act of 1986, Border Protection, Anti-terrorism, and Illegal Immigration Control Act of 2005, and Comprehensive Immigration Reform Act of 2006 (Segal, Elliott and Mayadas 32). For the Immigration Reform and Control Act of 1986, its maj or provisions are legalization for undocumented aliens who entered the country since 1982 and certain agricultural workers, sanctions for employers who hire illegal immigrants and increased enforcement at U.S. borders (â€Å"Immigration Reform†). The Border Protection, Anti-terrorism, and Illegal Immigration Control Act of 2005 aims to implement increased security at the U.S. border to prevent illegal immigrants

Critisism on Curleys Wife Essay Example for Free

Critisism on Curleys Wife Essay For Of Mice and Men is a Tragedy, a tragedy not in the narrow modern sense of a mere sad story (though it certainly is that), but a tragedy in the classic Aristotelian/Shakespearean sense of showing humanitys achievement of greatness through and in spite of defeat. Some people seem to believe that the function of literature is to provide vicarious happy endings, to provide in words a sugary sweetness we would like to have but cannot always get in real life. To such people, true literary tragedy is distasteful. But the greatest writers and the best readers know that literature is not always only mere sugar candy; it can sometimes be a strong medicine: sour perhaps — at least to the untrained taste — but necessary for continued health[.] Some readers may object to the books presentation of low class characters, vulgar language, scenes suggestive of improper sexual conduct, and an implied criticism of the social system. But none of this is presented indecently, or beyond the ordinary norms of contemporary literature. Compared to many modern works, (or to movies and TV) this book is tame indeed. Furthermore, these features are necessary in this book in two ways. First, they are part of the accurate precise reporting of the reality of a particular time and place and environment. Part of Steinbecks literary point is that this is true to life. As such, the dirty details are part of Steinbecks enlargement of the realm of Tragedy, the democratization of the tragic world. Traditionally, the subjects of Tragedies have been Kings and other Great Ones: Job, Oedipus, Lear. But Steinbecks point — a truly American point — is that all men are created equal: Tragedy exists even among the lowly of the earth; even the least of us — even a Lennie or a George — has the human potential for tragic nobility. Of Mice and Men is a tragedy in the modern tradition of The Hairy Ape and Death of a Salesman. Second, the grossness is a way of presenting briefly the complex turmoil of life. This book is not stereotype melodrama. It is not a simpleminded book. There are no purely bad people in it. Conversely, there are no purely good people in it either. All the characters are complex mixtures of good and bad, or rather of bad results from good intentions. They are all — in their ability and in their outlook — limited. And they live in a gross and dirty world. Given their position in that world, they are not able to achieve much. But they are trying to do the best they can; they are trying to be good people and to have good lives. They have good intentions. They have noble aims. The tragedy is that, limited as the characters are, the world they live in is even more limited; it is a world in which the simplest dream of the simplest man — poor dumb big Lennie — cannot come true. The best laid plans of mice and men gang oft a-glae [go oft a-stray], wrote Robert Burns in the poem which provides the books title and its theme. And Steinbecks story shows why: The best laid plans go oft astray because they come in confl ict with one another. The simplest good intention — simply to stay alive — of a simple mouse, a simple pup, a simple young woman, is thwarted by Lennies urge to pet something soft and beautiful. Lennies drive to touch beauty kills the things he loves. But his problem is the same problem that bothers Curley, the Bosss son, the closest thing to a villain in the book. Like Lennie, Curley doesnt know how to hold on to what he finds important: his young wife, his status as the Bosss son, his reputation as a man. He loses each by trying to hold on too tightly. Curleys aim to be a respected husband/boss/man is foiled by his own limited abilities. The similar but simpler aim of Lennie and George to have a small place of their own where they can live offa the fatta the lan is doomed to frustration also by their own limitations and the tragic chain of circumstance and coincidence that ends with Lennie dead by Georges hand. The point, of course, is that they all — we all — live in a too limited world, a world in which not all our dreams can come true, a world in which we — all of us some of the time and some of us all the time — are doomed to disappointment. The tragic dilemma is that for our basic humanity, for the goodness of our aims, we all deserve better than we get. But because of our human limitations, by our weaknesses of character, none of us is ever good enough to earn what we deserve. Some philosophers, seeing this dilemma, pronounce profound pessimism for humanity. Some religions promise for this worlds disappointments supernatural intercession and other-worldly compensations. The tragic viewpoint (the view of Shakespeare, the Greek tragedians, the Old Testament Job, and John Steinbeck) finds in it the chance for nobility of soul: even in the blackest of disappointments, a human can achieve individual greatness. One may be defeated physically — but one need not be crushed spiritually. One can remain true to ones dream and true to ones friend. We humans may die, but we can love one another. Friendship. Love. That too is what Of Mice and Men is all about. Lennie and George, disparate types, are, against all good reason, friends. They share a good dream. They love one another. They are too limited, too inarticulate, to know how to say it, but they do show it — or rather Steinbeck shows it to us readers. So the book treats the great themes of Dreams and Death and Love with simple powerful clarity. It does so with a classically elegant structure — another reason for using the book as a teaching tool: it allows a reader — especially an untrained or beginning reader of literature — to see (or be shown) how structure supports and presents content. Of Mice and Men has the classic situation/complication/twist/and/resolution plot structure uncluttered by diversions, distractions, or subplots. There is inevitableness, a starkness that makes the poi nt of the story unavoidable. The story has the classic unities of time and place and action. It begins in a small spot of beautiful nature, a secluded camp in the woods by a stream; it moves to the buildings of a California ranch, and ends back in the woods by the stream. The style is simple: clear, direct sentences of description and action, direct quotation of the speech of simple people. Few long words, no hard words. The action is simple: two poor and vagrant workers, big, dumb Lennie and small, clever George, take jobs at a large ranch. Lennie has trouble with the Bosss son, Curley. Lennie accidentally — more or less — kills Curleys wife. George kills Lennie to save him from the horrors of a lynch mob led by Curley, bent on revenge. The settings are simple in detail, and simply powerfully symbolic. The secluded spot in the woods by the stream is the uncomplicated world of Nature; the bunkhouse is the bleak home of hired working men trying to make sense of their lives and gain comfort in a limited environment; the barn is the place of working life, of seed and harvest, birth and death; the harness room with Crooks bunk symbolizes social constraints; the little place of our own about which George and Lennie dream and all too vaguely plan is the Paradise on earth we all hope for. The characters, too, are simple yet significant. Begin with an individual, and before you know it you find you have created a type, wrote F. Scott Fitzgerald; begin with a type, and you find that you have created — nothing. Steinbeck begins with individuals: clearly and sharply crafted characters, a whole set of individuals who are so clearly realized that each — without surrendering individuality — becomes a type, an archetype, a universal character: There is Candy, the old, one-arme d worker with no place to go, as useless as his toothless dog; there is Carlson, gruffly and deliberately unfeeling, who can coolly kill old Candys ancient dog simply because he stinks and he aint no good to you; and there is Crooks, the dignified proud and aloof but helpless and lonely victim of racial discrimination. There is Slim, calm, reasonable, compassionate, the real leader of men. And there is Curley, the arrogant but inept Bosss son. The man who could lead well does not have the position; the one who has the position and the authority is not a true leader. Curley hides his insecurities behind a mask of macho toughness. His competitive bravado makes him push too far and Lennie, after enduring much, is given permission by George to get him. Lennie in self-protection crushes Curleys fist in his own big hand, crippling Curley somewhat as Candy and Crooks have been crippled by the punitive harshness of life. Curley is also the one man who has a woman. But clearly he does not — does not know how to — relate to her as a person. She is to him a thing, a possession, a sex-object and a status symbol. For the men, in braggadocio, he flaunts the sexuality of the relationship; and yet, out of his own self-doubts he is intensely jealous of the mens awareness of her. The young woman has no name — she is merely Curleys wife. She knows she wants — and somehow deserves — something better than this. I dont like Curley, she says of her husband. She has grandiose ambitions of being a Hollywood star in the pitchers. She is a lost little girl in a world of men whose knowledge of women is largely limited to memories of kind old ladies and rumors of casual prostitution. All these men are afraid of Curleys wife, afraid and aware that her innocent animal appeal may lead them into temptation and trouble. In self-protection they avoid her. Only Lennie, in naive goodness, actually relates to her as a person to a person. She talks to him. For a little time they share in their aesthetic sense; they both admire beauty. Unfortunately, she is too naive, and Lennie is too strong and c lumsy. In trying — at her invitation — to pet her lovely hair he is panicked by her quick resistance, and ends by killing her. Just as he had earlier killed a puppy and a mouse. Curleys wife, a naive Romantic, wants love and tenderness in a harsh crude Naturalistic world; Lennie, big and ignorant, tries to give love. But he is too weak in the mind, too strong in the body. His tenderness is too powerful for weaker, unsuspecting creatures. We readers can identify with Lennie. We sympathize; we empathize. We care. We have — most of us — been in his position; not quite able to cope with the complexities of the world around us, wanting only security, peace, comfort, and something soft and beautiful to pet and love. Perhaps one reason that this book has evoked controversy and censorious action is that it is so simple and clear and easy to understand — and so painful! It hurts to read this book. And some people dont like their books to hurt them; they want soothi ng. But great Tragedy is meant to hurt. One neednt subscribe wholly to the Aristotelian doctrine of catharsis by Art to see that one function of literature is to help us deal with the pain of real life by practicing with the vicarious pains of tragic art. Of course Of Mice and Men contains unpleasant attitudes; there is brutality, racism, sexism, economic exploitation. But the book does not advocate them; rather it shows that these too-narrow conceptions of human life are part of the cause of human tragedy. They are forces which frustrate human aspiration. Lennie and George have a noble dream. They are personally too limited to make it come true, but they do try. They try to help each other, and they even enlarge their dream to include old one-handed Candy and crippled black Crooks. Theirs is the American Dream: that there is somehow, somewhere, sometime, the possibility that we can make our Paradise on earth, that we can have our own self-sufficient little place where we can live off the fat of the land as peaceful friends. What is sad, what is tragic, what is horrible, is that the Dream may not come true because we are — each and all of us — too limited, too selfish, too much in conflict with one another. Maybe ever-body in the whole damn world is scared of each other, says Slim. And George expresses the effects of loneliness, Guys that go around alone dont have no fun. After a long time they get mean. They get wantin to fight all the time. What is ennobling in this tragedy of mice and men is the Revelation of a way beyond that loneliness and meanness and fighting, a way to rise above our human limitations: Two men — Lennie and George — who have nothing else, do have each other. We kinda look after each other. says George. And they do have their Dream. And the Dream is there even in the final defeat. For in the end the one thing George can do for Lennie is to make sure hes happy as he dies. He has Lennie look acrost the river you can almost see [the place]. And as Lennie says, Lets get that place now, George kills him mercifully. Its a horrible thing to do, and George knows that. And we know that. But in this limited world in this limited way it is all that George can do for his friend. And he does it. That is the horror and the nobility which together make up Tragedy. The Tragic pattern closes. There is a sense of completeness, of both defeat and satisfaction. In Of Mice and Men, Steinbeck has shown us something about the pain of living in a complex human world and created something beautiful from it. In true great literature the pain of Life is transmuted into the beauty of Art. The book is worth reading for a glimpse of that beauty — and worth teaching as a way to show others how such beauty works.

The Advantages And Disadvantages Of A Monopoly Economics Essay

The Advantages And Disadvantages Of A Monopoly Economics Essay Markets are the heart and soul of a capitalist or free market economy which is based on the notion of competition. Varying degrees of competition ultimately lead to different market structures with different outcomes to the market. The main market structures are perfect competition, monopolistic competition, oligopoly and monopoly, each with a different outcome to the market which leads economists to consider some market structures to be more desirable for the society such as perfect competition while others are less desirable such as Monopoly. It is often argued that monopoly restricts competition through entry barriers and therefore should be forbidden. This is supported by a strong case against monopoly as it restricts consumer choice and prevents small innovative businesses from being established. In addition, a monopoly will produce at a lower output and charge higher prices than a competitive market, with the same cost structure. This leads to a loss of economic welfare and efficiency. However, if monopolies are always assumed bad then questions of why firms seek to be monopolies and why governments accept or tolerate monopolistic firms will rise. In theory monopoly is a market with only one seller that dominates and sets price and quantity of the good. The markets demand curve is the firms demand curve and it is assumed that there are no substitutes and thus a firm is a price-maker that is motivated by profit maximisation and is supported by restrictive barriers to entry of the market that subsequently prevents competition. In reality it is hard to find a market in which some form of substitute firm or product does not exist. Therefore, the Competition Commission in the UK defines a market as a monopoly if there is a firm possessing over a 25% market share and facing no significant competition. In order to evaluate monopoly and to determine whether it should be allowed or not, it is vital to understand the characteristics of monopoly and to apply various efficiency concepts such as productive efficiency, allocative efficiency and X-efficiency to both extremes of the market structure, perfect competition and monopoly, to understand their effect on both consumer and producer surplus in the form of households and firms which consequently affect the general economic welfare. 2.0 Characteristics of Monopoly There are various characteristics of monopoly but it is mainly distinguished from other market structures by its barriers to entry. These barriers are a variety of obstacles or boundaries that prevent other firms from breaking into the monopolistic firms market, thus allowing the monopolistic firm to maintain its monopoly and therefore continue to earn supernormal profits. Sloman (2010) suggests that barriers to the entry of new firms are a must for an existing firm to maintain its monopoly position. There are a number of entry barriers that would exist in a market in different forms such as economies of scale, economies of scope, legal patents, licences, product differentiation and high start-up costs. Economies of scale are considered as one major barrier, this occurs when a reduction in unit costs depends on the output size. In such case, a large firm is most efficient and new firms cannot afford to enter the market and gain market shares. The industry may not be able to accommodate more than one producer which is known as natural monopoly. This is the case with public utilities such as water, gas, electricity where these firms have economies of scale to prevent new firms from entering the market. Economies of scope is another barrier as firms who produce a range of products are likely to achieve lower average costs of production and undercut prices to drive new firms out of the market. Proctor Gamble enjoys economies of scope as it produces hundreds of products but could afford to hire expensive skilled workers and experts who can use their skills across the product line and therefore spread the costs and lower the average total cost for each product. (Alesina and Spolaore, 2005) Patents and licences are also considered main entry barriers. The US Patent and Trademark office issues patents for 20 years period, in accordance with the 1995 GATT agreement. (USPTO, 1995) These patents give an inventor the exclusive right to produce a product for a 20 years period such as the case of the pharmaceutical giant, Pfizer, which has a patent on Viagra until 2014. (Stevens, 2007) Likewise, licences are granted by governments which allow one or a few firms to operate in a specific market under government regulations and control. Product differentiation and brand loyalty where a firm produces a differentiated product and the consumer associates that product with the brand. An example of product differentiation would be the car industry, where different firms would produce substitutes but they are not considered as perfect substitutes as required in perfect competition, so each firm would have some form of monopoly power in its product category. This is clearly evident in the luxury sport cars market such as Ferrari, Porsche and Lotus. Other forms of entry barriers may include high start-up costs for new firms in comparison with an established monopoly firm which is likely to have gained enough experience and efficiency techniques to be able to reduce costs and hence prices for any potential new firms to be able to compete. Based on the characteristics of monopoly, it is important to evaluate its economic efficiency and therefore its effect on consumer surplus and social welfare in general. In the next section, we compare the economic efficiency of both extremes of the market structure. 3.0 Economic efficiency In economic terms, monopoly and perfect competition should be judged on the extent to which they contribute to improving the human wellbeing and social welfare, therefore, it is important to assess whether the market structure is efficient or inefficient. Nellis and Parker (2006) point out that the success or failure of firms is directly affected by the extent to which they are managed efficiently. The lower the cost per unit of output, without reducing the quality of the product, the higher the economic efficiency of a firm. This is evident in a competitive market where firms strive to be economically efficient in order to survive. However, this is not the case in a monopoly which is generally considered as an inefficient market structure. This can be clarified by the following analysis of various economic terms of efficiency. 3.1 Allocative efficiency Assuming an initial distribution of income and wealth, allocative efficiency occurs at the point when it is impossible to improve overall economic welfare by reallocating resources between markets. For the whole economy to be allocatively efficient, price must equal marginal cost in every market. However, it is unlikely that a monopoly seeking profit maximisation would be allocatively efficient. A monopoly tends to restrict output below the market equilibrium to force up the prices. PRC MC AC Welfare loss MR AR=Industry demand=MU Q2 Q1 Output Figure 1 Allocative inefficiency and welfare loss Figure 1 demonstrates how a monopoly is allocatively inefficient. While a perfectly competitive market would have an output Q1 where the price P is equal to both MC and MU based on demand curve so all units produced add more to welfare (MU) than the resources they cost to make (MC). A monopolist is in equilibrium with an output Q2 where MC=MR, which means some units that would have been benefited society are no longer produced and thus an overall welfare loss. 3.2 Productive efficiency This can only be achieved if a firm uses the available techniques and factors of production at the lowest possible cost per unit of output. Lipsey (1992) states that in the context of an industry, the interpretation of productive efficiency is that firms are operating so that costs are minimized. In monopoly, in contrast to perfect competition, there are no competitive forces that would make a firm hold costs down to a minimum. PRC MC AC C2 C1 MR AR Q2 Q1 Output Figure 2 Productive efficiency Figure 2 illustrates the productively efficient output Q1 which is the minimum point of the AC curve where unit cost is C1, where the least amount of scarce resources possible are being used per unit of output. However, a monopolist will produce the profit maximising output Q2 with higher costs C2 per unit which can be passed to the consumer, hence demonstrating productive inefficiency. X-efficiency The concept of x-efficiency requires that the lowest possible prices are paid for inputs or factors of production. However, there is less incentive for a monopoly to make full use of the available technology, mainly due to lack of competition. Monopolies are more likely to be technically and productively inefficient, incurring unnecessary production costs and wasted resources. A firm could be employing too many workers or investing in machines that are never used, deeming it technically inefficient. It could be paying its workers unnecessary high wages or buying capital or raw material at unnecessary high prices. This means that the monopolists LRAC is above that which would be technically possible, therefore resources are wasted. Costs LRAC monopoly LRAC possible = X-inefficiency Output Figure 3 X-efficiency gap The x-inefficiency gap, as shown in figure 3, is considered as unnecessary production costs that a firm can reduce. In a perfectly competitive market, a firm must eliminate any form of x-inefficiency in order to survive and make normal profits. However, this is not the case with monopoly, which are able to survive while incurring unnecessary production costs and making satisfactory rather than maximum profits. The evaluation of economic efficiency of a monopoly compared to perfect competition has highlighted a number of disadvantages to support economists case against monopolistic firms. 4.0 Disadvantages of Monopoly In general, a monopolistic market structure would produce less output and charge higher prices which leads to a decline in consumer surplus and a deadweight welfare loss. The higher prices would lead to allocative inefficiency and supernormal profits, leading to reduced benefits to consumers and unequal distribution of income. This also raises a question about equity. The higher prices would exploit low income consumers and their purchasing power might be transferred to shareholders in the form of dividends leading again to unequal distribution of income. A monopoly tends to be less motivated towards economic efficiency such as cutting costs or increasing productivity. There is also a possibility that a monopoly would experience diseconomies of scale as the higher it gets bigger, their average costs increase. Further more, the lack of competition could discourage a monopoly from investing in research and development, leading to lack of innovation and worse products. However, with all the evidence against monopoly, there are still the questions of why do monopolies still exist, why firms seek to be monopolies and why do governments seem to tolerate them? 5.0 Advantages of monopoly On economic terms, perfect competition is generally regarded as more desirable than monopoly. However, monopolies are not necessarily bad, considering they are as highly motivated and public-spirited as competitive industries. Economic theory assumes that everyone is motivated by self-interest; this applies to competitive markets as well as to monopolies. Firms in competitive markets would aspire to be a monopoly by eliminating competition but this is unlikely achieved due to market forces and the absence of barriers to entry and exit. The fact that monopolies make supernormal profits allows them to invest in research and development and allows them to fund high cost investment spending into new technology. This is likely to result, if successful, in improved products and lower costs on the long run. An innovative monopoly could therefore be considered dynamically efficient over a long term as it reaps the reward of investment in research and development. Microsoft did not start as a monopoly but the introduction of Windows version 3.0 in 1990 followed by various Microsoft Office applications provided the market power to become a monopoly. Its position as a monopoly was further cemented by the continuous investment in research and development. It is generally argued that monopoly in high technology sectors is good as it provides firms with a greater incentive to invest in research and development. Patents for new ideas are normally acceptable as it encourages firms to fund the initial research and development and it allows these firms to recoup their investment. Another advantage of monopoly is economies of scale. An increased output would lead to a decrease in average costs of production, which can be passed to consumers in the form of lower prices. Likewise, cutting prices would be an advantage for a monopoly as it would increase sales and maximise economies of scale. PRC S (Perf comp) =â‚ ¬Ã‚  Ã‚ Ã¢â‚¬Å" Ã‚ C Ppc Pm LRMC (monopoly) D industry Qpc Qm MR (monopoly) Figure 4 Market equilibrium under monopoly Figure 4 shows the market equilibrium in perfect competition at output Qpc and supply = demand. A monopoly would generate economies of scale on the long run and drive down marginal costs to LRMC. A monopoly would therefore be able produce a profit maximising output Qm at a price Pm which is lower than perfect competition. Profits and consumer surplus are higher under monopoly and both consumer and producer would benefit. Kerr and Gaisford (2008) highlight the impact of international trade on domestic trade and the need for a domestic monopoly capable of generating the economies of scale required to compete in the international market. BT is a good example of domestic monopoly in the 1980s that had to invest in systems and technology to be able to compete in the international market. Also, the threat of international imports would force a domestic monopoly to set marginal revenue equal to marginal cost and reducing its prices, which is a boost to consumer surplus and social welfare. 6. 0 Conclusion Despite the fact that monopoly produces less output at higher prices and the negative implications on consumer surplus and social welfare, nevertheless, the existence of monopolies are inevitable as long as firms seek profit maximisation as well as increased market share and ultimately market dominance. In a free market economy, the chances of supernormal profits will eventually encourage other firms to attempt to break into a monopolistic market. The threat of competition or even a financial threat of a takeover will force a monopoly to become highly economic efficient. The American economist William Baumol argues in his theory of contestable markets that a monopoly may be forced over time to make the same production and pricing decisions as a competitive market would, merely due to the possibility of future competition. (Griffiths and Ison, 2001) From the above analysis, it is easy to conclude that perfect competition is productively more efficient than monopoly. However, if we take into account the substantial economies of scale that a monopoly would have, then it is more likely that a monopoly is more productively efficient than competition. In some cases, such as a natural monopoly, it is more acceptable to have just one firm as a monopoly provided that its price and productivity are regulated. Von Mises (1966) concludes that the mere existence of monopoly does not mean anything. The publisher of a copyright book is a monopolist, but he may not be able to sell a single copy, no matter how low the price he asks. Not every price at which a monopolist sells a monopolized commodity is a monop ­oly price. Monopoly prices are only prices at which it is more advantageous for the monopolist to restrict the total amount to be sold than to expand sales to the limit which a competitive market would allow. Although monopoly is not desirable as it restricts competition and causes a reduction in consumer surplus and social welfare, it is however inevitable in a real business market that a firm would often take advantage of its strong market position to control the supply of goods or services. Monopolies are not illegal but their abuse of market power to limit competition is illegal and therefore actions by governments to regulate the market would be required. Finally, all firms are concerned with determining the price level that would give them sufficient profit while maintaining the consumers attraction and demand. This should work in the benefit of consumers and the society if regulations are in place for governments to intervene when a firm abuses its monopoly power to the detriment of consumers.

Capital Punishment Essay: Death Penalty Should Be Reconsidered

Death Penalty Should Be Reconsidered      Ã‚   The Death Penalty is among one of the major punishments given by the United States Department of Justice. The following facts were given by the Office of Justice Program, Bureau of Justice Statistics, and the United States Department of Justice themselves. During the year of 1995, Texas was the leading state with nineteen executions. This is about thirty-four percent of the executions in the United States. Also in that year, out of 56 persons who were executed, there were 33 white, 22 black, and one Asian. The persons executed were under sentence of death an average of eleven years and two months. Thirty-four states and the Federal prison system held 3,054 prisoners under sentence of death. This is a little over five percent more than the previous year. These figures are high for the year, 1995. People consider this fair since all these prisoners have committed murder, but sometimes the US Department of Justice can not bring justice to either parties.    As of December 31, 1995, lethal injection was the predominant method of execution in the United States. Out of 50 states, 32 are using this type of execution. There were some states who are still using the other types of execution. Eleven states authorized electrocution, seven of lethal gas, four of hanging, and three states of firing squad. Among these, the least suffering is lethal injection.    The most recent execution in Texas took place on April 3, 1997. A man who killed a woman during the 1989 robbery of a topless bar was executed the day after he made an unsuccessful suicide attempt. David Lee Herman, 39, tried to take away his life by unsuccessfully slashing his throat and wrist with a broken razor. An officer ... ... someone, we are sending the most cynicism about the value of human life. Also every time we execute someone, we as a society sink to the same level as the common killer. Death is lifeà ­s most powerful enemy. Therefore we are against killing people, and we cannot just take away a human being.   Ã‚   Works Cited   Dr. Gus Roberts. expo-l@listserv.uta.edu. Dr. Gus Roberts. May 04, 1997 roberts@ics.net. listserv email. May 04, 1997 Tracy L. Snell. Status of Death Penalty 1995. December 1996. http://www.ojp.usdoj.gov.pub.bj.April 28, 1997   Michael L. Radelet and Ronald L. Akers. Deterrenc and the Death Penalty: The Views of the Experts. May 01, 1997. http://sun.soci.niu.edu...dppapers/mike.deterence. May, 03 1997. Associated Press. Murderer Executed a Day After Suicide Attempt. Dallas Morning News. April 03, 1997.

Plea Bargains: Currency of The Courts Essay -- Law

â€Å"Rahim Jaffer case heads for plea-bargain†; former Alberta MP Rahim Jaffer was being charged on cocaine possession and drunk-driving charges; his case was likely to be resolved with a plea-bargain agreement (Makin, 2010). This is but one case of many that are settled though a plea-bargain agreement. Plea-bargaining can take the form of a sentence reduction, a withdrawal or stay of other charges, or, a promise not proceed on other charges, in exchange for a guilty plea by an accused. During discussion of a potential plea bargain agreement, the Crown Attorney and defence lawyer will look at 4 distinct sections of a plea negotiation: charge discussions, sentence discussions, procedural discussions, and agreements as to the facts of the offence and the narrowing of issues in order to expedite the trial ("Plea bargaining," 2011). According to the Department of Justice, approximately 90% of criminal cases are resolved each year by use of plea-bargaining (â€Å"Findlaw,† 2012). Despite what appears on its face to be rampant use of the plea agreement, plea negotiations are incredibly helpful to our court system. First, plea agreements serve to diminish the overload of cases and avoid lengthy trials, thus avoiding appeals of trial decisions and allowing greater access to the justice system. In turn, a less burdened court system can focus its efforts on the most serious of criminal offences thereby ensuring that such cases are handled in the manner with the greatest likelihood of securing a conviction. Overall, this judicial efficiency results in a cost savings and better allocation of resources. This paper will explore these two main benefits and also discuss potential criticisms of the plea bargain system. Plea-Bargaining has become... ..., 2012, from http://www.justice.gc.ca/eng/pi/icg-gci/pb4-rpc4.html Plea bargaining. (2011, February 28). Retrieved from http://www.victimsofviolence.on.ca/rev2/index.php?option=com_content&task=view&id=378&Itemid=197 Plea bargaining in canada. (2011). Retrieved from http://www.justice.gc.ca/eng/pi/rs/rep-rap/2002/rr02_5/p3.html Romaniuk, T. (n.d.). Centre for Constitutional Studies - R. v. Askov.Faculty of Law Home - University of Alberta. Retrieved April 19, 2012, from http://www.law.ualberta.ca/centres/ccs/rulings/Ask Tappscott. (2012). street directory. Retrieved from http://www.streetdirectory.com/travel_guide/14026/legal_matters/plea_bargaining_pros_and_cons.html Young, R. (2011, November 16). Cutbacks have some courts dismissing criminal cases. Here & Noe. Retrieved April 19, 2012, from http://www.hereandnow.wbur.org/2011/11/16/budget-cuts-court

The Success of Thomas Hardys Novel The Return of the Native as a Trage

The Success of Thomas Hardy's Novel The Return of the Native as a Tragedy On the first chapter of this novel Egdon Heath is presented as an untameable force "unmoved during so many centuries, through the crisis of so many things, that it could only be imagined to await one last crisis - the final overthrow". Thus, from the very beginning of the novel we can expect an outcome of tragic possibilities. Similarly to ancient Greek tragedies, the action in "The Return of the Native" takes place during a restricted period of time. Usually, in Greek tragedies the plot developed within 24 hours, while Hardy limits himself to the space of 5 books, which represents an exact time of 1 year and a day. Although the novel extends to a 6th book; the main action and the tragedy itself is developed within the first five books. As its title indicates, the sixth book, "Aftercourses" was added to please the readers of the magazine in which his novel was published, in order to put a more closed end to the series. He provided them with a happy ending; as Thomasin and Venn end up marred. However, in its 1912 edition, Hardy included a footnote at the end of the book in which he stated that it was left to the reader to choose whichever ending he/she preferred. Ironically, Hardy declared "à ¢Ã¢â€š ¬Ã‚ ¦and those with an austere artistic code can assume the more consistent conclusion to be the true one". By this, Hardy suggests that the real appraisers of tragedy would conclude on the tragic ending as the most fitting; consistency being also considered by Aristotle as an essential element for tragedy. As a result, similar also to Shakespearian tragedies, which were divided into five acts, the action in Hardy's novel is set up in the first... ... of place, time and other tragedy conventions; the way the plot develops with a sense of foreboding in the novel's consequences, convert this book into a classic of the genre. The relentless mood and development, the numerous lucky (or unlucky) coincidences that are later to determine the future of the characters and the way people continually strive to change the way things are, combine the prefect ingredients of a tragedy. As often in Greek tragedies, fate plays an essential role and the people in the novel can't escape it because it would only keep coming back. Chance seems to dictate the destiny of the characters, playing around with their lives as if they were mere pieces on a chess board. The forces of the heath seem to inflict some sort of control on the characters, fulfilling the Greek tragedy convention of gods playing around with humans' lives. The Success of Thomas Hardy's Novel The Return of the Native as a Trage The Success of Thomas Hardy's Novel The Return of the Native as a Tragedy On the first chapter of this novel Egdon Heath is presented as an untameable force "unmoved during so many centuries, through the crisis of so many things, that it could only be imagined to await one last crisis - the final overthrow". Thus, from the very beginning of the novel we can expect an outcome of tragic possibilities. Similarly to ancient Greek tragedies, the action in "The Return of the Native" takes place during a restricted period of time. Usually, in Greek tragedies the plot developed within 24 hours, while Hardy limits himself to the space of 5 books, which represents an exact time of 1 year and a day. Although the novel extends to a 6th book; the main action and the tragedy itself is developed within the first five books. As its title indicates, the sixth book, "Aftercourses" was added to please the readers of the magazine in which his novel was published, in order to put a more closed end to the series. He provided them with a happy ending; as Thomasin and Venn end up marred. However, in its 1912 edition, Hardy included a footnote at the end of the book in which he stated that it was left to the reader to choose whichever ending he/she preferred. Ironically, Hardy declared "à ¢Ã¢â€š ¬Ã‚ ¦and those with an austere artistic code can assume the more consistent conclusion to be the true one". By this, Hardy suggests that the real appraisers of tragedy would conclude on the tragic ending as the most fitting; consistency being also considered by Aristotle as an essential element for tragedy. As a result, similar also to Shakespearian tragedies, which were divided into five acts, the action in Hardy's novel is set up in the first... ... of place, time and other tragedy conventions; the way the plot develops with a sense of foreboding in the novel's consequences, convert this book into a classic of the genre. The relentless mood and development, the numerous lucky (or unlucky) coincidences that are later to determine the future of the characters and the way people continually strive to change the way things are, combine the prefect ingredients of a tragedy. As often in Greek tragedies, fate plays an essential role and the people in the novel can't escape it because it would only keep coming back. Chance seems to dictate the destiny of the characters, playing around with their lives as if they were mere pieces on a chess board. The forces of the heath seem to inflict some sort of control on the characters, fulfilling the Greek tragedy convention of gods playing around with humans' lives.

The Importance of Teaching Mathematics and Science in English (Ppsmi)

UNIVERSITI TEKNOLOGI MARA SARAWAK English for Academic Purpose (BEL 311) Prepared by, Lauraricka Brenda Benjamin 2010992969 IM 110 Group 3 B Title, The Importance of Teaching Mathematics and Science in English (PPSMI) Date of Submission, 16th of December, 2011 Lecturer’s name, Nurul Ain Binti Sulaiman The Importance of Teaching Mathematics and Science in English (PPSMI) IIntroduction The whole idea of a good education system is to prepare out children so that they are better prepared to face the challenges of globalisation, liberalisation as well as the fast development in today’s information and communication technologies. What it has done is given our students, from a very young age, a new sense of confidence when using the international language of communication and it given them a good basic grounding from which they can and they should, continue to improve their mastery of a major second language, apart from Bahasa Malaysia. Ministry of education malaysia, we are behind you. (2009). Retrieved November 11, 2011, from http://www. ppsmi. wordpress. com Aidila Razak. (2011, November 5). Page welcomes ppsmi decision, seeks details. Malaysia Kini. Retrieved November 1, 2011, from http://www. malaysiakini. com/news/180610 IIBody AOne reason for the importance of PPSMI is as the competitive advantage. 1. To pursue a high standard of English for Malaysia’s children to ensure that their future is secure. a)It is time that parents step up to the plate and make the future of their children the priority. b)It will help them a great deal in their future pursuit, whatever field they choose to pursue. c)If the government doesn't find a way to improve our poor English in school, we will be nowhere when countries like China catch up. Like it or not, we need to master English. (2011). Retrieved December 15, 2011, from http://malaysiakini. om/news/180639 Thesis Statement Topic Sentence B. Teaching Mathematics and Science using English as the medium of instruction at school-level, significantly improves the quality of learning experience leading to the improvement in the proficiency of learners in those two subjects. 1. Teaching school-goers Mathematics and Science in English will improve the student's understandin g in the two subjects. a)Most materials which integrate explanatory style of conveying information regarding scientific and mathematical matters are crated with English as the main medium of communication. )Teaching the subjects in English would have helped broaden students’ knowledge of new terminologies and improve their command of the language. (Cheah, 2009) Mozie, A. K. (2009, September 11). Digital Zone. Retrieved December 15, 2011, from http://forum. digitalpowered. net/index. php? showtopic=31621 Cheah, C. S. (2009, December 5). Parents unhappy over decision to revert. Retrieved December 15, 2011, from http://www. pagemalaysia. org/print. php? type=F&thread=29 Topic Sentence C. All Malaysians should be multilingual. 1. Students in Malaysia should know languages that are different from their ‘mother language’. This will be able them to talk many learn and know many languages that are useful when they pursue their study in high level especially in overseas institutions. a)English will help in communication b)Children learn languages much faster and can learn multiple languages when they are below 10. In fact, it is best before age 7. (Feizrul, as cited in Hiaw, 2011) Feizrul Nor Nurbi. (2011, November 1). PPSMI – quality vs. Language. Malaysia-today. Retrieved November 30, 2011, from http://www. alaysia-today. net/mtcolums/lettersurat/44624-PPSMI- quality-vs-language. IIIConclusion PPSMI was introduced not to improve the students' command of English but to ease the process of learning, understanding and acquiring knowledge in Science and Mathematics. (Goh, 2009) Goh, W. L. (2009). Teaching maths and science in english. Retrieved November 30, 2011, from http://drchua9. blogspot. co m/2009/07/teaching-maths-and-science-in-english. html Topic Sentence Restatement of the thesis ————————————————- References Aidila Razak. (2011, November 5). Page welcomes ppsmi decision, seeks details. Malaysia Kini. Retrieved November 1, 2011, from http://www. malaysiakini. com/news/180610 Cheah, C. S. (2009, December 5). Parents unhappy over decision to revert. Retrieved December 15, 2011, from http://www. pagemalaysia. org/print. php? type=F;thread=29 Feizrul Nor Nurbi. (2011, November 1). PPSMI – quality vs. Language. Malaysia-today. Retrieved November 30, 2011, from http://www. malaysia-today. net/mtcolums/lettersurat/44624-PPSMI- quality-vs-language. Goh, W. L. 2009). Teaching maths and science in english. Retrieved November 30, 2011, from http://drchua9. blogspot. com/2009/07/teaching-maths-and-science-in-english. html Like it or not, we need to master English. (2011). Retrieved December 15, 2011, from http://malaysiakini. com/news/180639 Ministry of education malaysia, we are behind you. (2009). Retrieved November 11, 2011, from http://www. ppsmi. wordpress. com Mozie, A. K. (2009, Septemb er 11). Digital Zone. Retrieved December 15, 2011, from http://forum. digitalpowered. net/index. php? showtopic=31621

Octopus System Essay

In our group’s case study report, we will examine the use of Octopus system in the education sector. Octopus system is a widely used e-Commerce technology in Hong Kong, covering a variety of industries including transportation, retail, restaurants, and more. Tsung Tsin Primary School is the main focus of this case study. The school uses the Octopus system extensively, integrating into student and staff information, attendance, educational activities, payment, and communications. We will look at how using the system can help achieve the school’s missions. In order to describe the business case, we will analyze the benefits of adopting the Octopus system in an educational environment, comparing with the traditional methods of performing similar processes. The feedback from Tsung Tsin Primary School has been very positive; however there are associated costs, risks, and challenges. In our case study, we will also discover the potential or existing issues with the implementation and maintenance of the systems. With personal identification store in the Octopus cards and the server, we also have concerns regarding to the security and privacy of the system. We will analyze the current security measures and suggest changes to enhance the protection. Finally, we will provide recommendations for extending and further improving the use of Octopus and other e-Commerce technologies in Tsung Tsin Primary School. We will also look at the feasibility of adopting the Octopus system in other types of educational institutes.

Dress Code in School Should Be Applied

School dress code has always been a controversial topic in the United States mainly because of American culture. Many school dress codes or uniforms have come from England. Uniforms in public school reduce economic and social barriers between students, encourage discipline and affect positive attitude by increasing self-confidence, school pride, and a sense of belonging, and create a safe environment in the schools. In the 1960s United States began adopting school uniforms in public schools but even now it is controversial whether or not they should be implemented throughout the country. The idea of uniforms came from England where their purpose was to encourage docility and obedience toward authority. However, England and United States used the uniforms to distinguish the lower class from the elite parochial schools. Even though the public schools did not start to look at uniforms until the 1960s, private and Catholic schools had uniform policies which were question for much of the first half of the twentieth century (David L. Brunsma, 2004). In 1960, people protested against school uniforms implemented by Catholic and private schools. The protests were based on different concerns, such as: 1) Uniforms became an invasion of parents’ rights; 2) the inherent statement that uniforms make of conformity and similarity was being questioned; 3) At that time, the school uniforms were expensive for poorer families; and 4) children will eventually find out social class boundaries, etc. (Brunsma, 2004). Uniforms take away from visible difference between student socioeconomics and removes pressure to dress a certain way. Students can then focus more on their schoolwork and less on what their peers are wearing. In the book Rights of Student the author states, â€Å"Some students may feel ostracized because they cannot afford the latest fashions that are popular among their classmates† (Hudson and Marzilli, 2004). Former president Bill Clinton encouraged the idea of school uniform in his 1996 State of the Union address. He said, â€Å"If it means that teenagers will stop killing each other over designer jackets, then our public school should be allowed to require the students to wear school uniforms† (Hudson and Marzilli, 2004). Clinton also stated: â€Å"If it means that the schoolrooms will be more orderly, more disciplined, and that our young people will learn to evaluate themselves by what they are on the inside instead of what they're wearing on the outside, then our public schools should be able to require their students to wear school uniforms†(Hudson and Marzilli, 2004). Uniforms are not only used to avoid socioeconomic difference and remove peer pressure to dress a certain way, but also used to increase safety in public schools. Schools in United States had to implement dress code regulation to provide and improve a safe environment for student and faculty. After the Columbine shooting, schools’ safety awareness brought attention to dress codes in schools. Schools began implementing uniforms that prevented students from wearing gang-related apparel like trench coats and baggy pants, which enable students to hide weapons easily. Teachers and principals of students wearing uniforms can quickly see if there are non-students present in the building depending on the colors of the uniforms. School personnel can quickly notice a person that is a non-student on school grounds, preventing a trespasser who might cause harm at the school. One can agree with Jamuna’s viewpoint in the book Students’ Rights when he said, â€Å"Of all the potential benefits of school dress policies, none is more important than improving school safety† (Jamuna, 2005). Another aspect is how student dress affects attitudes in school and throughout adult years. Uniforms encourage discipline, sense of belonging and school pride, which can facilitate later on in life in the work place or even in their personal lives. Some students and parents object to dress codes. However, the majority of school administrators recognize that well-drafted student dress codes help provide a better learning environment. Students need to learn how to dress for success. (Hudson and Marzilli, 2004) A person must have the appropriate attire to dress for a job interview. Should the school be no different ? In the United States, schools and parents have disagreed over school uniforms. Some believe they violate or restrict a student’s right to freedom of expression. There have been cases where the students have taken legal action against schools and won. The most popular is Tinver v. Des Moines Independent Community School Districts, where the school implemented a dress code policy that armbands could not be used in the school (Raskin, 2003). Tinver’s and a group of adults and students’ purpose were to publicize their objection to the hostilities in Vietnam. â€Å"Petitioners John F. Tinver, 15 years old, and Christopher Eckhardt, 16 years old, attended high school in Des Moines, Iowa. Petitioner Mary Beth Tinver, John’s sister, was a 13 year-old-student in Junior high school† (Raskin, 2003). However, the first Amendment protects freedom of verbal speech and uniforms does not qualify as express conduct because contains no particular message. In the book Rights of Student who’s Arthurs are Hudson and Marzilli states, â€Å"Restrictions on students dress are not designed to suppress free expressions; rather, they are a way to improve the educational environment† (Hudson and Marzilli, 2004). Opponents also believe school uniforms inhibit student’s individuality. Teenagers express their feelings by the garments they wear. Uniforms take away this form of expression. Why should school districts try to make everyone look the same? For United States students, wearing uniforms may be viewed as too formal in a casual school atmosphere and too limiting of individuality. Parents may perceive that uniforms are less expensive than what would ordinarily be worn every day (Brunsma, 2006). School uniforms can be adopted from childhood onward, but adolescence is a time when uniforms may be adopted in the United States (Kim, DeLong, and LaBat, 2001). The third reason opponents disagree is that they believe uniforms inhibit a student’s freedom of choice. The United States focuses on teaching freedom of choice, therefore opponents feel there is no ethos in teaching when uniform are implemented. In website called Children’s School Uniforms, Pros and Cons, Dorit Sasson says, â€Å"A School uniform is an issue which has caused a lot of debate in the last few years. Many students feel they lose their identity when everyone is required to wear the same clothes to school† (Sasson, 2007). However, there has been a survey that shows students support school uniforms. In the article Sasson also says, â€Å"Some English students have recently come out in support of school uniforms. According to a survey of 1,300 teens, 67% of the boys and 52% of the girls prefer wearing uniforms to school† (Sasson, 2007). The author of Students’ Rights supports the idea and says, â€Å"Though the majority of public schools do not require uniforms, the feedback is very positive from those who do† (Jamuna, 2005). In conclusion, dress codes should be applied in all public schools for the following potential benefits. First they reduce economic and social barriers between students. Secondly, they are essential to the school environment by promoting school safety, encouraging discipline and boosting positive attitudes. Though opponents believe school uniforms violate or restricts a student’s right to freedom of expression, inhibit student’s individuality and student freedom of choice, the fact remains that as Hudson and Marzilli state, â€Å"School should be more about discipline than fashion. School uniforms help decrease tensions in school, reduce socioeconomic differences, improve safety, and remove distractions. †

Outline and essay of Thomas Jefferson Essay

Thomas Jefferson I. Thomas Jefferson (1743-1836) II. A. Education- Was sent to Dover, Virginia, where he studied Latin with Reverend William Douglas until 1757. He was then sent to the school of the Reverend James Maury at Hanover, Virginia, and spent two years studying Greek and Latin classics, history, literature, geography, and natural science. In March 1760 Jefferson entered the College of William and Mary. B. Occupational Background- 1767- Jefferson admitted to the practice of law and became a successful lawyer. Also supervised the Shadwell Plantation. Was a member of the Virginia House of Burgesses. Took an active part in events that lead to the American Revolution. 1776- Jefferson took his seat in Congress as an elected delegate and wrote the Declaration of Independence. Served as Secretary of State under Washington and Vice president under Madison. III. Served two terms (1800-1808) IV. Key issues prominent in Election- federal government vs. state’s rights, westward expansion of the nation, Native Americans, the freedom of lower class white men. V. Opponents A. First Election (1800)- Aaron Burr (Democratic-Republican), John Adams (Federalist), Charles C. Pinckney (Federalist), John Jay (Federalist) B. Second Election (1804)- Charles C. Pinckney (Federalist) VI. Vice President A. 1st term vice- Aaron Burr B. 2nd term vice- George Clinton VII. Political Party of Jefferson- Democratic-Republican VIII. Domestic Happenings A. Louisiana Purchase (1803)- The Louisiana Territory was purchased for 15 million dollars from France. Doubled the size of U.S. secured navigation rights on the Mississippi River. Authorized purchase without making amendment, exercised the president’s implied powers to protect the nation. B. 12th Amendment (1804)- Citizens are to vote for President and Vice President separately. Prevented future electoral crises. C. Non-Importation Act (1807)- prohibited importation from Great Britain of cloth and metal articles. D. Embargo Act (1807)- Stopped shipments of food and other American products to foreign ports. Many were thrown out of work because of it. Was created to maintain U.S. neutrality. Created as a short-term measure to prevent confrontation between American merchant vessels and British and French warships and to put pressure on France and England. E. Non- Intercourse Act (1809)- passed by Jefferson in his last days of office. Reopened trade with all nations except Britain and France, and authorized the president to resume trade with Britain or France if either of them ceased to violate neutral rights. IX. Foreign Policy Decisions- Stated under domestic happenings. X. Major Conflict of Administration- A. Tripoli War (1801-05)- A conflict between the United States and Tripoli, incited by American refusal to continue payment of tribute to the piratical rulers of the North African Barbary States of Algiers, Tunis, Morocco, and Tripoli. Involved North Africa, was extension of fight about protection from pirates in Barbary States. B. Marbury v. Madison (1803)- Supreme Court of the United States established its authority to review and invalidate government actions that conflict with the Constitution of the United States. First time that the Supreme Court declared an act of Congress to be unconstitutional. Established Judicial Review. C. Burr Hamilton Duel (1804)- Hamilton publicly criticized Burr, Burr demanded for an apology and a duel resulted. Hamilton was fatally wounded. D. Republicans attack the federalist judiciary (1804)- Republicans were making every effort to remove federalist judges from power. The house was unable to impeach Supreme Court Justice Samuel Chase. Preserved the Court’s independence and established the precedent that criminal actions were the only grounds for impeachment. E. The Chesapeake Incident (1807)- British ship fired upon American ship that refused to be searched for deserters. Three Americans were killed, and eighteen wounded British seized four deserters, three were American citizens. Exposed American military weakness and increased the impact of impressments on the public. Would be the cause of Embargo Act. XI. Major Social Changes- A. People’s involvement in Politics increased. 90 percent of eligible voters cast ballots between 1804 and 1816. Political barbeques states, and new style of campaigning evolved. B. Slave revolutionist ideas began. C. American Art began to take shape. 1. Rembrandt Peale was one of most famous of first American artists. Was famous for his portraits of American presidents. XII. Major Inventions and Technological Advancements A. Robert Fulton’s invention the Steamboat, Clermont(1807) makes its debut XIII. Thomas Jefferson was a fairly good president and receives an overall rating of 6.5. His decisions and ideas were sometimes wise and sometimes foolish. Jefferson’s main goals were to restore government to its limited role, to extend the Republican’s power in the federal government, to establish republican virtues such as independence, self-reliance, and equality, and to reduce the National debt as much as possible. He also wanted to expand the nation and make it as powerful as possible. Like the presidents before him, he also wanted to maintain neutrality, undisturbed commerce, and no entangling alliances. Adams accomplished some of these goals. Initially, the national debt was decreased. Congress repealed all internal taxes, including the Whiskey Tax. Jefferson also declined to use the Alien and Sedition Acts against his opponents, and congress allowed both acts to expire. The Naturalization Act was also replaced with a much less severe one. He refused to recognize any of the appointments Adams made in the last days of his presidency, and awarded vacant treasury and judicial offices to republicans. He succeeded in his goal and got rid of the old Federalist programs he didn’t like. As for expansion, the purchase of the Louisiana Territory allowed Jefferson to achieve exactly what he had dreamed of. It also prevented war with France, over the Mississippi River. Accomplishing this goal however, contradicted his goal of eliminating the National debt and strictly abiding by the Constitution. Jefferson’s cabinet included Aaron Burr (1801) and George Clinton (1805-1809) as Vice president, James Madison as Secretary of State (1801-1809), Secretary of the Treasury Samuel Dexter (1801) and Albert Gallatin (1801-1809), Secretary of War Henry Dearborn (1801-1809), and Secretary of Navy Robert Smith(1801-1809). Albert Gallatin was one of Jefferson’s best  appointments. Gallatin worked to help achieve Jefferson’s goals in National budget. He cut the army budget in half and reduced the 1802 Navy budget by two-thirds. Gallatin moved to reduce the national debt from 83 million to 57 million. Robert Smith also had a significant influence. He oversaw the Navy that blockaded Tripoli to win the Tripoli war and also forced the Algiers and Tunis to renounce attacks against Americans. The president chose his cabinet because he believed they were the most qualified and wanted to achieve the same things he did. This was true for the most part, and his cabinet was on hi s side. The president and congress got along very well. The Republicans were in majority throughout his presidency so Jefferson had no problems with congress. When Jefferson declined using the Alien and Sedition Acts congress let them expire. Congress repealed the Naturalization Act, and created a new one that required less for citizenship. Congress also repealed the Judiciary Act of 1801, so Jefferson could appoint a Supreme Court member. Jefferson controlled congress through his leadership of the Republican Party. It was firmly on Jefferson’s side and did everything it could to further the republican interest. Jefferson had to deal with domestic and foreign crises. The nations had built up a large debt, which could be called a crisis. Jefferson wanted to reduce the debt as much as possible. At first, he did do this by cutting funding. But with the purchase of the Louisiana Territory the debt only increased. In the seas, Jefferson was faced with a number of problems. Britain was practicing impressments. Senate passed the non-importation act but he suspended it in hopes of a negotiation settlement. Negotiations were unsuccessful so nothing changed. At the time the impressments of sailors wasn’t considered a crisis, but the Chesapeake affair made everyone aware. In reaction, Jefferson did not declare war, because he knew Britain had a superior Navy. Instead, he closed American waters to the British, and issued the Non-importation and Embargo Act. War may have been avoided, but by closing all American ports Jefferson created his own new crises. Smuggling resulted and the American econom y plummeted. By issuing the Embargo Act, he hurt his own nation more then his intended targets, Great Britain and  France. Resentment was also created throughout New England, and talk of succession started. To deal with this crisis he created, Jefferson issued the Non-Intercourse Act. The new Act solved the problems created by the embargo, but didn’t prevent any of the same problems that prompted it. The issuing of these acts was by far the president’s greatest failure. Although it was a failure, some good did come out of it. America’s industries grew. Forbidden to trade, Americans had to make their own products. The Embargo precipitated the Industrial Revolution. For Jefferson, the crises he dealt with are ones he’d rather forget. A minor crisis which Jefferson had to deal with was Aaron Burr’s conspiracy, the details of which are still unknown, either to establish an independent republic in the Louisiana Territory or to launch an invasion of Spanish-held Mexico. Jefferson acted swiftly to arrest Burr early in 1807 and brought him to trial for treason. Jefferson is not known as a good president for how he dealt with crises, it is the opposite. As for his accomplishments, the Louisiana Purchase was his greatest success. The territory was vast and benefited the nation in many ways. Not only was war avoided, but a mass amount of land was acquired. Navigation on the Mississippi River was also gained, which was extremely important for trade. This accomplishment was perhaps one of the greatest of any president and administration in American History. Thomas Jefferson was greatly respected by the people of his day. He was well known as a revolutionary leader and as the author of the Declaration of Independence. He was also known and respected as the governor of Virginia. He truly served the people, and was the first president to lead a political party. Jefferson was a leader, and everyone who knew of him saw him as one. Jefferson was frugal, simple, and fickle. From the beginning, Jefferson made it clear that he wanted to represent the average American, unlike the other presidents before him, he dressed plainly, even at his inauguration. He was frugal in that he cut spending as much as possible, internal taxes were reduced and the military budget was cut, with the exception of the Louisiana Purchase. He was fickle in that he did not hesitate in buying the Louisiana Territory, using Federal power. Jefferson was known to believe in strict interpretation of the Constitution and it did not state that the president  had the authority to acquire new territory and integrate it into the nation. The president and his administration influenced decisions made by future administrations. Jefferson’s decision to exercise the implied powers the president has to protect the nation set a precedent for future presidents. Many things Jefferson and his administration did also affected the lives of future generations. The purchase of the Louisiana territory would create a whole new group of people, called frontiersman. People would settle into the area and live new lives. Purchasing the territory, although causing further debt, was the best thing for the country. It would end up being an excellent investment. Jefferson’s embargo act, also had a dramatic affect on the future. He did not know at the time, but the embargo Act would enhance America’s industries, and start a whole new trend. When the president made his decisions they were thought through, although not always good ones. The decisions Jefferson made in foreign affairs were mostly correct, because the nation was not ready for war and to stay neutral was the best thing. But Jefferson should have avoided war by using methods other than economic pressure. Jefferson was fairly-open minded and would listen to others. It’s hard to say precisely how open-minded he was, because his cabinet and congress agreed with him on just about everything. Overall, Thomas Jefferson was a good president. Although his results were far from perfect at times, his intentions were good.