The African Slave Trade free essay sample

African Slave Trade and Slavery until the End The African population from the 1500’s to the 1800’s was treated inhumanly, enslaved and put to work on plantations, forced to grow many goods for trade. The Europeans chose the African people for a few reasons: There culture, build and being used to hard labor. The African Slave Trade was the largest migration of people in the world. Twelve million moved but only Ten million made it alive. There was a passage that the Europeans used during the African Slave Trade called the Middle Passage for simpler transport.On this middle passage, the treatment of the slaves was horrific and many did not survive the journey. Once in the New World, treatment of the slaves did not get any better. The Slave owner/Slave relationship was not good at all. Slaves did contribute to the formation of their own social and religious ways. We will write a custom essay sample on The African Slave Trade or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many people did believe that slavery was the wrong thing to do to a person and outburst of support opened around the world. This idea of freedom gave the slaves the courage to escape and had ways of doing so. Haiti was an important part of the history of slavery and is important to review.Why did the Europeans take the African’s for slaves? African’s used slavery as a part of their everyday life. When the Europeans arrived overseas in Africa they were intrigued by this idea of slavery. They felt that the African people were used to the hot weather and long and hard working days. They thought of the blacks as inferior as well. They needed people to do their labor in the New World and were sent over in the African Slave Trade (Corretti). Slavery had a different meaning in the New World than it did in Europe. People were considered chattel in the New World.This means that one human was the property of another human. The Europeans needed to find people to keep up with the labor on the plantations in the new world (Corretti). There was a route that was taken from Africa to the new world during the Slave trade. This route was named The Middle Passage. The Middle Passage had a triangular shape and sometimes was called the Triangular Trade. The passage started in Africa and then could go either to Europe to drop off textiles from Africa and to refuel then go to the New World to trade out the slaves or vice versa (Corretti). The journey was a traumatic time for the laves. John Barbot, an agent for the French Royal Company said â€Å"Many of those slaves we transport from Guinea to America are prepossessed with the opinion, that they are carried like sheep to the slaughter, and that the Europeans are fond of their flesh; which notion so far prevails with some, as to make them fall into a deep melancholy and despair (Barbot). † The slaves were packed closely without a lot of air, food and no restrooms. They were treated badly and some so bad that they committed suicide. Out of twelve million slaves moved, only ten million made it to the new world alive. They were all branded, like sheep, with the owners marks† (Maryland State Archives). Once the African slaves made it to the new world their journey was not over. The slaves were shipped to the coast of the New World because it was closer to the ocean and had fewer diseases than territories further from the coast. They went to the south because there were larger plantations and the North was more industrialized. Cotton, tobacco, rice and sugar cane plantations needed labor the most and were located in the south. They were traded off to plantation owners to start their new life (Corretti).The way that the Africans were treated by their owners was negative. â€Å"These slaves are severely and barbarously treated by their masters, who subsist them poorly, and beat them inhumanly, as may be seen by the scabs and wounds on the bodies of many of them when sold to us† (Barbot). Slaves were auctioned off, families were split. They had small houses to sleep and eat in. Work for the slaves started at dawn and went until dusk. They were overseen by a work hand that beat and whipped them (Corretti). The African slaves were from all different areas of the continent.When they were brought to the Americas, they were forced to assimilate into the American culture. A mixed language called Creole was invented by the slaves. They took all of the different dialects of Africa and some American words and phrases and mixed them together. Not only was a language invented but a whole African/American culture was birthed. â€Å"Slaves sang spirituals filled with lyrics about salvation and references to biblical figures like Moses, who led his people to freedom (Sambol-Tosco). They had their own form of dancing, music, cooking and living (Corretti).The religion that the slaves followed was European Christianity. Slaves saw baptism into Christianity as a way out. A lot of plantation owners promised freedom with the conversion to Christianity. This lasted until 1667 when Virginia passed a law stating that the conversion of religion did not give the slave freedom. Many colonies followed Virginia soon after. In the 1800’s a large-scale conversion of enslaved men and women began to the religion of Protestant Evangelicalism (Sambol-Tosco). The Northerners in the New World felt that slavery was against god’s will.In the 17-1800’s a movement against slavery started to pop up in the North. This was called the Abolitionist movement. The Quakers and Puritans of the North started to voice their outrage against slavery. In 1787 the North West Ordinance was written up. This prohibited slavery in Northern Middle America. Abolitionism also existed in England and France. In 1807 the Slave Trade Act was passed in England. This made it Illegal in the British Empire for slavery to exist. Although France took part in the slave trade for a long time, in the 1500’s the Abolitionist movement started in France as well (Corretti).The slaves tried to escape as many times as they possibly could. In France in the 1700’s a revolution of San Dome was declared. The fighting happened until the win of San Dome happened and they declared themselves free and changed their name to Haiti. In the Americas you could run away but there were strict laws if you were caught. The slaves escaped to the North where Slavery was not allowed. Fredrick Douglass was a slave that escaped and got an education. Douglass wrote a biography and argued for the end of slavery. John Brown led a revolt on Harpers Ferry in 1859.The Underground Railroad was an escape route that white abolitionists and free blacks made to help slaves escape to the north (Corretti). Haiti, known in the 1600’s as Saint-Dominque, a name given to them by the French. The main crop of this country is sugar cane crop. This crop is very hard to grow and required a lot of labor. This is why the Africans had enslaved themselves. In 1789, Saint-Dominque made 40 percent of all the sugar in the world and more than half the world’s coffee. 80-90 percent of the population was black and mainly slaves.The remaining 10 -20 percent were white men who explored. In 1791 the Revolt of Saint-Dominque began and started a civil war with France. Because of the number of slaves they were successful. Whites were armed and ready and 4,000 were killed in battle. Finally in 1794, slavery was abolished in all French owned colonies (Corretti). The African Slave Trade was the largest migration of people in the world. Twelve million moved but only Ten million made it alive. The Europeans were attracted to them because their culture had already been accustomed to hard labor.There was a passage that the Europeans used during the African Slave Trade called the Middle Passage for simpler transport. The treatment of the slaves during the journey was horrific and many did not make it alive. Once in the New World, treatment of the slaves did not get any better. The Slave owner/slave relationship was not positive. An outburst of support to the abolitionist movement opened in England, France and America. Haiti was an important part of the history of slavery. The African population from the 1500’s to the 1800’s was treated inhumanly, enslaved and put to work on plantations, forced to grow many goods for trade.

Arrhythmia essays

Arrhythmia essays I am doing my report on Arrhythmia. It affects the cardiac muscle, the heart. Arrhythmia causes three types of problems. It causes the heart to pump too slowly (bradycardia), it causes the heart to pump too fast (tachycardis), and it causes the heart to skip beats Bradycardia can be very serious. Some of the symptoms are loss of consciousness, heart failure, or death. Slow heart rates are caused by heart block. The hearts natural pace-maker fails to be conducted to the ventricles, the hearts main pumping chambers. Some treatments can be used. An electronic pace-maker can be inserted and it will send electronic impulse to the heart stimulating it to beat at a normal rhythm. Pace-makers are only inserted when the Tachycardis can also be very serious. It can lead to disabling symptoms and even death. When you have Tachycardis your heart rate is above 100 beats per minute. Tachycardis is caused by heart injuries from past times. Tachycardis usually occurs months or years after a heart attack. A treatment for Tachycardis can be inserting a device called a defibrillator. A defibrillator will detect and treat abnormally fast heart rhythms. The defibrillator monitors the heart and automatically gives electric shocks before Arrhythmia causes permanent damage. If the person does not have a defibrillator a strong electric shock will be given. The cause of Tachycardis is by something not functioning properly in the atria. They are sometimes stimulated by anxiety. Too much caffeine or alcohol and certain drugs can also be the cause. Attacks might last a few minutes or several days. They can be serious and sometimes not serious. Palpitations happen when your heart skips beats. Palpitations have many different symptoms. Some of these symptoms are dizziness, fatigue or fainting as a result of the brain not getting ...

Discussion Points about Critical Gender Studies readings Essay - 1

Discussion Points about Critical Gender Studies readings - Essay Example Discussion Points about Critical Gender Studies readings Globalization in the face of this book’s discussion has brought about a whole new change of order in the society and provided more opportunities to those who have been marginalized for so long (Lowe 120). The opening of the world has transformed the role of women as it makes their voice known as well as empowers them. This may not seem such a big deal compared to other positive effects of globalization such as making the United States, not the super power nation it has always been as more countries such as China and Japan grow economically and militarily at a high rate and threaten the position of US but it is a big deal to these groups of individuals (Lowe 122). Women in the developing nations in Africa and Asia has always been tied down by oppressive cultures but with globalization, these cultures are starting to be questioned and even disbanded as an interchange of cultures from all over the world infiltrates these nations. This has therefore brought a social revolution and new meaning to feminism as the roles of women and men not only intertwine by they are even reversed in some cases all based on cultural changes brought about by globalization (Lowe 123). The biggest question that however lingers is whether these changes will continue with their positivity and expansion and to what extent? Will they lead to negative effects and impacts to societies in the long run or are they truly a blessing and will remain that way?

Archaeology through DNA analysis Essay Example | Topics and Well Written Essays - 5000 words

Archaeology through DNA analysis - Essay Example An example can be seen through a recent discovery which led a group of researchers' claim into having been able to positively identified the remains of Copernicus-the first astronomer who theorized that it is the Sun, not the Earth, that is in the center of the universe. Such findings have put an end for years of debates and speculation over the location where the 'unsung hero' was exactly buried. The article ensues from the discovery of a grave and remains under the floor tiles of the cathedral where Copernicus was purportedly buried by Polish archaeologist Jerzy Gassowski and his team last August of 2005. Hence, a thorough examination of the article suggests that there is heavy dependence on the field findings for which the resources for the DNA analysis were indeed drawn from. Such were the tooth and a femur bone of the remains that were matched with a separate finding of two strands of hair from one of the said astronomer's books. Furthermore in support of the result through a dissimilar process, experts' reconstruction of the skull shows distinct indications of several facial features from Copernicus's portraits. This includes a broken nose and a cut above the left eye which coincides with a scar mark. The reconstruction also paved way to a visualization of Copernicus's face in flesh. On account of the quantitative significance of these field findings, it can still be assumed that the performed DNA analysis endowed such findings with more meaning. Through the DNA analysis, experts and researchers were able to merge the "minor" individual discoveries (i.e. the suspected remains, the hair in Copernicus's book and Copernicus's portraits) into a more conclusive and well-harmonized "major" discovery. Consequently, this article demonstrates that archaeology is not enclosed within pure discoveries but it also concerns verification of those discoveries. And now, with the advancement of technology, we are stimulated by the fact that even the smallest and most seemingly marginal of field findings before, that of a single strand of hair can also possibly yield significant contributions to the verification of a major discovery. It is important to note then that "minor" discoveries can be as relevant as "major" discoveries such that the former also constitutes the latter. With the technology of DNA analysis at hand, it can be presumed that archaeologists today are faced with deeper challenges on extracting and handling evidences from archaeological sites and in material resources. More so, the article also illustrates another magnificent advancement in technology. That is, the ability of experts today to generate a flesh visualization of deceased beings-whether humans or animals, through the reconstructions of their skulls. With this, the public may become more interested and be able to relate more with history as they are being discovered. Study of Migration in Africa through DNA analysis Another popular function of DNA analysis, which has been mentioned earlier, is genealogy detection. Recently, this technique has been used by Stanford University researchers in order to determine traces of ancestry between two regions in Africa at different periods of time. This has led the researchers to have successfully established that animal-herding methods were brought to Africa through migration rather than through the sharing of knowledge in between groups of

Where do you stand on the question of women in math and science Essay

Where do you stand on the question of women in math and science - Essay Example The point is, both gender has the same cognitive ability and aptitude. These abilities however can only be similar under normal conditions and without the intervention and threat of gender stereotype. The gap in academic performance will appear once the threat prejudice is applied and this persists in the professional life assuming that the female student was able to overcome the threat stereotype condition in the academe. In the essay "Women in Math and Science" of the book Writing Arguments -A Rhetoric with Readings, it showed how powerful prejudice and stereotype threat condition is in debilitating the capability of a person. In fact a study showed that even men are vulnerable to it. In a controlled condition conducted, two sets of white Caucasian men were asked to take an exam in math. The other set was subjected to stereotype threat condition that Asian are better than them in math while the other set took their test regularly. The result showed that Caucasian men who were subje cted to the prejudice of stereotype threat performed less than the other group who were not subjected to the same prejudice. Of course the group who underperformed is not less tough or less than bright than the other group but only showed how stereotype threat can undermine one’s ability. ... In fact, the cases among women are quite strange. Despite incidence of women who are performing well in school particularly in math and science, there are still fewer of them who are in the field of engineering and science. As I write this paper, I cannot recall anybody who is a popular female engineer, a scientist, or an astronaut. Apparently, prejudice still haunts them beyond school. That even if they managed to overcome the threat of stereotype in the academe, the prejudice still exists against them along the way when they are charting their career path. Somehow somewhere, this gender stereotype is still sabotaging them to land in a profession that is heavy in math and science because they are women. The sorry thing about this phenomenon is not that the threat stereotype condition can still hinder women in realizing their potential and contributing fully to society but rather, on our failure as a society to optimize the capability to contribute to the general good of society and to themselves. It may be subtler now and not as overt during the Middle Ages but it still exist. We can only glean from the evidence of women’s lack or non-participation in professions they are very much capable of but are excluded by the stereotype of male domination. In fact, the women’s challenge in dealing with subjects that relates to math and science is twice as much as men. First, she has to overcome the prejudice of gender stereotype which is known to effectively debilitate women’s ability to perform according to her potential. And if she is able to overcome it, the profession that she intends to practice her ability limits her option because she is a woman. Yet, despite this prejudice against her gender, she could even be still considered lucky because she is in

Married Life Both Before And After History Essay

Married Life Both Before And After History Essay Class certainly played a part in marriage in the 16th century, as romantic love was not seen as a good reason for marriage. The higher up the class scale a person was the more likely they were to have an arranged marriage. Marriage was considered rather important as it enhanced your standing in society, especially for the male as he would become a person of consequence and would gain the role of master of the house. Conscious of the responsibilities a husband assumed on marriage, parents of daughters favoured a man of means and maturity.  [1]   Arranged marriages were frowned upon by the church but nevertheless many arranged marriages took place with the newlyweds often being in their early teens and marrying through pressure with some women felt forced into marriage by their circumstances, unwilling to remain a burden on their family.  [2]   However the lower class tended to marry somebody they had spent a great deal of time with as they tended to socialise in groups, the lower class often married at an older age due to the need to save up and acquire some land to set up home. Marriage in 16th Century Britain was very different to the marriages of todays world, as Stone pointed out marriage among the property-owning classes in sixteenth-century England was a collective decision of family and kin, not an individual one.  [3]   This shows that class was an important part of marriage with rich families often arranging marriages for their children from a very young age as It was more common for the wealthier families to arrange marriages as it was a serious and complicated matter but, as Stephanie Coontz put it, If love could grow out of it, that was wonderful .  [4]   Poorer people could marry later and had more choice. Civil and ecclesiastical law enabled marriage at an early age 12 for a girl and 14 for a boy. Bottom of Form Top of Form The legal requirements for a marriage before the Marriage act of 1753 was a simple process of promising to do so in the presence of a witness furthered by the physical consummating of the relationship. Such informal marriages were not approved by the church who wanted all couples to marry in church before a minister, after the public announcement of the intention to marry had been carried out for three weeks, this is also known as the reading of the banns but resorting to irregular marriage was evident in the sixteenth century.  [5]   This form of engagement was much stricter than those of today as such a promise was seen, as equivalent to a marriage and it would not be a rare occurrence for the brides to be carrying child. Most 17th century marriages were arranged weddings with consent being an important issue as love was not seen as a strong platform for marriage but was viewed as a foundation as this would mean the couple were both compatible and comfortable with one another. The brides family would often pay a sum of money known as a dowry to the groom to pay for the maintenance of the women who in return was promised her dower which was a percentage of the brides estate that the wife would be entitled to on his death. However, love did begin to be used for marriage with the enlightenment train of thought and the belief that the pursuit of happiness was the meaning of life. Marriage through love was now beginning to be considered more important than material goods. The Industrial Revolution would further consolidate this view as the middle class increased tenfold and young bachelors could afford to pay for their own wedding, parental approval and arrangement for marriage were no longer as important or needed. The Marriage Act 1753 or An Act for the Better Preventing of Clandestine Marriage to give it its full title gained Royal Assent in 1754 and came into force on March 25th of that year. It was the first statutory legislation to require a ceremony of marriage in England and Wales and revolutionized the way marriages performed. Consent to marry for anybody under the age of 21 was made law but a limit on age was not introduced. The wedding would also have to take place and be celebrated in church with an entry, signed by all parties, being placed in the parish records. It can be argued that the law was a response to the upper classes agitation at manner in which young heir were trapped in an indissoluble marriage and would lose their money. Furthermore, the Act made it a legal requirement for the reading of the banns to be carried out for three successive weeks prior to the wedding taking place if the parties wishing to marry did not have a license to do so. Marriages by under 21s were acceptable on licence if they had gained the parental consent they needed. However, marriages done so by the reading of the banns were valid unless the parent of the youngest had forbidden the banns. The Act was highly successful in its stated aim of putting a stop to clandestine marriages By the 18th Century, couples were increasingly given the freedom to choose their own partner and many relationships began being based on personal preference and attraction rather than by the parents orders. Top of Form By the 19th Century British women carried the expectation o becoming pregnant, however due to life expectancy being greater for girls than that of the boys, coupled with the number of males serving in the armed force resulted in a shortage of suitable spouses. English law became based on the principle that the male would earn the money whilst the females stayed at home and kept the house. The few women that did work saw her wages passed directly to their husbands under the 1882 Married Property Act. Womens rights had not really been affected by the Marriage Act with females from upper class families being the only ones who had access to education, albeit in subjects viewed as necessary skills for women, such as embroidery This lack of education was seen as unbeneficial by women as it did not develop the women in any way other than menial tasks. In her book, A vindication of the rights of women, Mary Wollstonecraft, claimed that through education would come emancipation and that women had a right to be educated due to it being she who is primarily responsible for the education of the young. Furthermore, Mary Wollstonecraft stated that educating the women the same, as men would strengthen marriage, as the couple would have some topic to share and talk about and that a stable marriage is a partnership between a husband and a wife a marriage is a social contract between two individuals Wollstonecraft goes on to argue that educating women will strengthen the marriage relationship. Her concept of marriage underlies this argument. A woman thus needs to have equal knowledge and sense, to maintain the partnership. A stable marriage also provides for the proper education of children.  [6]   It was impossible for a woman to be granted a divorce even if the male had committed adultery, as the ideal was that upper and middle class women were dependant on a male figure, father, and husband. Men were given the right to divorce if their woman had been adulterous under the Matrimonial Causes Act of 1857, women, however could not divorce their husband if he committed adultery. If a divorce was granted the ownership of the children was passed to the father who had the power to banish the mother from the children if he so desired. Divorce became a less and less taboo subject due to the religious reformation and the way in which society began to question the validity of the church and God. Notwithstanding the ardour of religious reformers in Europe, the established church was brought into question during the reign of Henry VIII and in turn, Protestantism prevailed with the new church taking precedent. The role of the family became an important issue for theorists, none more so than Lawrence Stone, who, in 1977, put forward his theory the three stages of movement within the family. Stone claims that a power shift in the attitudes towards marriage could be seen through the early modern period, with affective individualism replacing the cold patriarchal traits. Stones three movements can be summarised as: The open lineage family 1450 1630. The attitude towards relatives would have been formal to a point of almost been cynical and callous. Upper class couples were distant to each other and as a result, their (often-arranged) marriage was akin to a business relationship. The immediate family were held in the same regard as the lineage members. Restricted patriarchal nuclear family 1550 1700. The importance of kinship was replaced with a growing importance been placed on the immediate relatives. This coincided with The Reformation criticising arranged marriages and the coldness within them, along with stressing the importance of a close nit family. Closed domesticated nuclear family 1640 1800. Love becomes priority with patriarchy in fast decline. Children were shown great affection and seen as a gift rather than a burden. Marriage for love became the norm and replaced the economic reasons to marry. The rise of the romantic novel allowed sex and passion to be legitimate in marriage and not just a tool for reproduction. Romantic love was the reason for marriage, not business. Stone did face criticism though, perhaps, none more so than at the hands of Alan Macfarlane who claimed that Stones thesis was flawed as it had overlapping periods, which gave no consideration to the fact it created conflicting evidence. Stone was also criticised for using evidence associated with the Roman Catholics and using them to strengthen his argument about the Reformation, for example claiming sex was a mere tool for procreation. Stones argument that people were discouraged from marriage and emotional attachment due to the high mortality rate is flawed, given that the mortality rates had sustained a high rate in the early eighteenth century, a time that Stone claims affection and love was growing and taking over as the main reason for marriage Finally, manuscripts and other medieval sources (Chaucer) did not back up, nor consolidate his argument that marriage was a loveless union with a lack of affection for the spouses. With romantic novels booming it was clear that people had an understanding and appreciation of love.

Business Ethics Essay (grapes -- essays research papers

Business Ethics Essay   Ã‚  Ã‚  Ã‚  Ã‚  Business ethics are a moral code that people conducting any sort of business should feel honorably obligated to follow. People are definitely morally responsible to follow a code of ethics and should never cheat each other. Parts of this code of ethics should be honesty, integrity, fidelity, charity, responsibility, and self-discipline. Those ethics should apply both to a person buying something, and a person selling something. I don’t believe that a person should be forced to follow the caveat emptor policy, on the basis that it is unfair and unjust both to the buyer and seller. If you are an ethical person, you should not have to warn people to beware.   Ã‚  Ã‚  Ã‚  Ã‚  A person selling something is morally obligated t...

Ethan Frome Analysis Essay

Major themes in Ethan Frome include silence, isolation, illusion, and the consequences that are the result of living according to the rules of society. Wharton relies on personal experiences to relate her thematic messages. Throughout her life as a writer, Wharton would schedule the time that she wrote around social engagements and she did not readily discuss her writing. As a result, she was familiar with silence and isolation. The rules of society did not condone a woman who was a member of the upper class working, much less as a professional writer. Societal rules also frowned upon divorce. Wharton lived in a loveless marriage for years before she took a risk and divorced Teddy Wharton, her husband for almost thirty years. Throughout the novel Wharton focuses on silence as a major theme. In the introduction, the author describes her characters as â€Å"granite outcroppings . . . half emerged from the soil, and scarcely more articulate.† Each of the three major characters is encased in his/her own silence. Ethan, a quiet man by nature, returns to Starkfield following the death of his father to run the family farm and sawmill. Because he is too busy working to make small talk with the villagers and his sick mother stops speaking, Ethan becomes imprisoned in a â€Å"mortal silence.† He experiences a brief reprieve when Zeena arrives to care for his mother; but after his mother’s death and his subsequent marriage to Zeena, Zeena falls silent also. Communication between the couple is minimal and superficial. After Mattie’s arrival, Zeena forces a smothering silence on her also with her â€Å"fault-finding (that is) of the silent kind.† Ethan is able to share his passion for the wonders of nature with Mattie; however, when conversation takes a turn towards intimacy, silence returns and all Ethan can say is, â€Å"Come along.† The characters are unable to communicate with each other to di spel their own loneliness. It isn’t until Zeena forces Mattie to leave the Frome household that Ethan and Mattie express their feelings for each other. They abandon rational thought as they attempt to commit suicide and enter a silent hell in which the only verbal communication to be heard is Zeena and Mattie’s complaining. Isolation, another major theme in the novel, is not self-imposed before the tragedy that befalls Mattie and Ethan, but is enforced upon them by outside circumstances. Ethan tried to escape the isolation of Starkfield and his father’s farm by going off to the technological college at Worcester. He began to cultivate his own social traits and to overcome his reticence; however, his father’s death forced him to give up college and return to the farm and his ill mother. After his marriage to Zeena, Ethan is imprisoned by the farm, millwork, and caring for Zeena. He is physically isolated from the world at large and is also cut off from the possibility of any human fellowship that life in a village might afford. Mattie and Zeena are isolated characters also. Mattie is isolated by the deaths of bot h parents and the ill will of most of her relatives. She moves to the Fromes’, an unfamiliar farmhouse and, except for church socials, is cut off from contact with human beings other than the Fromes. Because Zeena is consumed by her many illnesses, she rarely leaves the farmhouse, and only speaks to Ethan and Mattie when voicing her complaints or demands. Because the attempted escape from isolation by Ethan and Mattie fails tragically, Ethan, Mattie, and Zeena are left to spend their lives in an isolation even more complete than that from which they tried to flee. Illusion, a false interpretation or perception, is an important theme in the novel. Illusion affords each of the three main characters a means of escape from the reality of the silent and isolated lives they lead. Ethan would † . . . imagine that peace reigned in his house† when Zeena stopped watching Mattie so closely after her arrival. He wants to believe that Mattie’s smiles and certain gestures are just for him. Ethan dreams of being with Mattie always; in fact, â€Å"he was never so happy with her (Mattie) as when he abandoned himself to these dreams.† The night that Zeena went to Bettsbridge, Ethan imagines them (Mattie and himself) sitting â€Å"on each side of the stove, like a married couple.† When Zeena insists that Mattie leave their household, Ethan tries to convince himself that Zeena will change her mind. His illusion about running away with Mattie fizzles when he faces reality — he can not afford one ticket, much less two. Mattie dreams of spending her life with Ethan. Ironically, her illusion becomes a reality. She does spend her life with Ethan, but as an invalid cared for by Zeena, not as Ethan’s wife, as she had imagined. Zeena’s illusions are unhealthy. Her hypochondria enables her to escape into self-pity and self-indulgence. The smash-up forces her to abandon her illusions of withdrawing from all her household responsibilities through the device of a hired housekeeper. The imprisonment experienced by an individual living according to the rules of society is a major theme inEthan Frome. The message that Wharton conveys through Ethan is that when people fear they are violating the rules of society, they risk becoming enslaved by those rules. Ethan doesn’t leave his wife because he feels bound by his marriage vows. He dreams about being married to Mattie; however, even as he writes his goodbye letter to Zeena, and subsequently talks to Mrs. Hale, his conscience does not allow him to follow through with his wishes. Instead, the rules of society rule his life and he remains entrapped in a loveless marriage. Symbols in Ethan Frome enrich the themes found in the novel as well as Wharton’s characterizations. A symbol functions literally as a concrete object and figuratively as a representation of an idea. Symbols allow writers to compress complicated ideas or views into an image or word. The most important use of symbolic imagery in Ethan Frome is the winter setting, which is first described in the prologue and is carried throughout the main story. Harmon Gow’s assessment of Ethan Frome early in the prologue is that he has endured too many Starkfield winters. From that point on, winter presides over the tragedy in all its manifestations of snow, ice, wind, cold, darkness, and death. The Narrator speculates that the winters in Ethan’s past must have brought about a suppression of life and spirit. Winter is also symbolic of the isolation, loneliness, and immobility that Ethan experiences. The name of the town, Starkfield, symbolizes the devastating and isolating effects of the harsh winters on the land and the men who work the land. The name is also symbolic of the stark and carefully composed prose Wharton used to write the story. Other symbols include the dead vine on the front porch of Fromes’ farmhouse that symbolizes the dead and dying spirits that inhabit the house and its adjacent graveyard, the farmhouse itself that has lost the â€Å"L† seems to be symbolic of Ethan (the house looks â€Å"forlorn† and â€Å"lonely†), it stands alone without support — isolated and lonely. The image of the butterfly, which has defied the cold and death of winter symbolizes freedom; freedom that Ethan is unable to attain because he is trapped in a loveless marriage. The cushion that Ethan throws across his study is the only cushion that Zeena ever made for him. Throwing it across the floor symbolizes his growing rejection of Zeena and his desire to run away with Mattie. Ethan thinks Mattie’s hair is one of her most beautiful features; it is symbolic of her free, happy, and open personality. Zeena’s hair, on the other hand, is always unattractively crimped and confined with pins, just as her personality seems pinched and constrained. The symbolic use of Mattie’s hair is more important at the climax of the novel, when it represents beauty and love, to which Ethan is willing to give his love — but can’t. The symbols used by Wharton in Ethan Frome reinforce the themes of silence, isolation, and entrapment; feelings that Ethan experiences i n his marriage. Wharton establishes patterns of imagery by using figurative language — language meant to be taken figuratively as well as literally. In Ethan Frome, Wharton’s descriptive imagery is one of the most important features of her simple and efficient prose style. Her descriptions serve a definite stylistic and structural purpose. The figurative language used by Wharton includes metaphors and similes. Metaphorscompare two unlike things without using words of comparison (such as like or as). For example, in the beginning of the novel, Wharton gives readers the feeling of the bitterness and hardness of the winter by setting the constellation, Orion, in a â€Å"sky of iron.† When Ethan and Mattie enter the Frome household after walking home, the kitchen has â€Å"the deadly chill of a vault after the dry cold of the night.† This image is appropriate to the living death that Ethan and Mattie experience in the years after their accident. Their lives do become cold and dead. The imagery associated with Zeena is bleak and cold also. When Ethan sees her before her trip to Bettsbridge, she sits in â€Å"the pale light reflected from the banks of snow,† which makes â€Å"her face look more than usually drawn and bloodless.† In contrast, the imagery associated with Mattie is associated with summer and natural life. Mattie’s change in mood reminds Ethan of â€Å"the flit of a bird in the branches† and he feels that walking with her is similar to â€Å"floating on a summer stream.† Later in the novel, when Ethan goes downstairs to tell Mattie that she will have to leave their house, their conversation has the effect of â€Å"a torch of warning† in a â€Å"black landscape.† Similes, comparisons of two unlike things that use words of comparison such as like oras, are direct comparisons that Wharton uses throughout the novel. At the beginning of the novel, Ethan’s perception of Mattie’s face is â€Å"like a window that has caught the sunset,† and later, he thinks her face seems â€Å"like a wheat field under a summer breeze.† As Ethan and Mattie walk home from the dance, Ethan reveals to Mattie that he had been hiding while she talked to Denis Eady. Wharton describes the moment when â€Å"her wonder and his laughter ran together like spring rills in a thaw.† The dead cucumber vine at the Frome farmhouse looks â€Å"like the crape streamer tied to the door for a death.† And, when Zeena tells Ethan that she should have sent Mattie away long ago because people were â€Å"talking,† the effect of her comment on Ethan is â€Å"like a knife-cut across the sinews. . . . † As Mattie and Ethan approach their crippling accident, darkness prevails over the imagery. Darkness comes, â€Å"dropping down like a black veil from the heavy hemlock boughs.† The b lack veil causes the reader to think of a funeral. Such figurative language evokes vivid images that reveal characterization and reinforce Wharton’s themes. Edith Wharton’s writing style is characterized by simplicity and control. Her choice of vocabulary and sentence structure, which is as stark as the lives led by her protagonists, is deceptive. Throughout the novel, Wharton builds up patterns of imagery, patterns of behavior, and specially charged words; all of which serve a definite stylistic and structural purpose. One of the best examples of Wharton’s careful control is seen in the descriptions of the events immediately before and after the â€Å"smash-up.† As Mattie and Ethan ride the sled down the hill, Wharton captures the initial thrill of the speed and then Ethan’s frenzied determination to drive them straight into the elm tree. Her prose slows down as she evokes Ethan’s return to consciousness. Not only in this example, but everywhere in the novel, her style is restrained, so that the way the words are arranged enhances their meaning without calling attention to the cleverness of the arrange ment. Because Wharton refrains from using unnecessary, superfluous modifiers, her descriptions seem to be almost elliptical or incomplete. She chooses adjectives and adverbs carefully and uses them infrequently. Her imagery is always appropriate to the limitations of her characters and is simply and subtly stated. For example, when Mattie and Ethan spend the evening together, Wharton uses the imagery of warmth and cold to complement characterization. She uses adjectives related to warmth when describing Mattie, and adjectives related to cold to describe Zeena. Other examples of elemental nature found in Wharton’s imagery are stars, the seasons, animals, vegetation, light, and darkness. Wharton’s use of structure contributes to the depiction of Ethan’s tragedy. The prologue and the epilogue, which take place some twenty years after the events of the main story, are written in first person from The Narrator’s point of view. Structurally, these portions of the novel constitute a â€Å"frame† around the story itself; however, this frame is more than a decoration. The prologue not only establishes the nature of theme and action, but also begins the characterization of Zeena and Ethan Frome. It also sets the important patterns of imagery and symbolism and starts a tone of omniscient narration throughout the body of the novel. Ethan is the only character who is thoroughly explored. Wharton’s attention to minor details and her use of structure to relay Ethan’s complicated and tragic life story to readers enables her to portray her characters as victims of the rules of society.

Free Essays on Worship Visits

After reading through the terms of this assignment, I was almost excited to find out which different churches I would be visiting. I know that I am certain of what I believe, and so I knew that there was certainly no chance of me being swayed in my position. As such, I was eager to go out and see which different religions I was to examine. I actually started my search in the phone book, as I had never gone to any different church other than that of traditional Christian doctrine. I couldn’t decide exactly how distant I wanted my choices to be from where I was beliefwise, but then I realized that if all that I do is stay within my little box, than there was really no room for potential growth, spiritual or otherwise. I knew that I had to go out and really analyze the different kinds of churches that I have always felt was some sort of negative stigma associated with. I was wanting to find out just what kinds of teachings were going on, and, after going through seven years of school, all of which included a religion (Bible) class, I was anxious to find out if all of the oddball religions that we learned about since grade school were easily available. As such, I chose to look at two different kinds of churches, both of which I had learned all of my life were blatantly anti- Christian. The first church, locate d in Meridian, Capital Christian Center (Center? What?), I thought was going to be similar, but not like, a regular Christian church. Wow, was I wrong. The second, located in Nampa, which I chose due to all of the recent press appeal, was a Catholic church, St. Pauls. At first I didn’t know if this particular church was actually real. Needless to say, it was an interesting journey, one that although I am glad I made, I am not necessarily eager to re-perform. Located off Eagle Rd. in Meridian, Capital Christian Center ( which I later found out to be a mix between Assemblies of God and Penatcostal, but I think mor... Free Essays on Worship Visits Free Essays on Worship Visits After reading through the terms of this assignment, I was almost excited to find out which different churches I would be visiting. I know that I am certain of what I believe, and so I knew that there was certainly no chance of me being swayed in my position. As such, I was eager to go out and see which different religions I was to examine. I actually started my search in the phone book, as I had never gone to any different church other than that of traditional Christian doctrine. I couldn’t decide exactly how distant I wanted my choices to be from where I was beliefwise, but then I realized that if all that I do is stay within my little box, than there was really no room for potential growth, spiritual or otherwise. I knew that I had to go out and really analyze the different kinds of churches that I have always felt was some sort of negative stigma associated with. I was wanting to find out just what kinds of teachings were going on, and, after going through seven years of school, all of which included a religion (Bible) class, I was anxious to find out if all of the oddball religions that we learned about since grade school were easily available. As such, I chose to look at two different kinds of churches, both of which I had learned all of my life were blatantly anti- Christian. The first church, locate d in Meridian, Capital Christian Center (Center? What?), I thought was going to be similar, but not like, a regular Christian church. Wow, was I wrong. The second, located in Nampa, which I chose due to all of the recent press appeal, was a Catholic church, St. Pauls. At first I didn’t know if this particular church was actually real. Needless to say, it was an interesting journey, one that although I am glad I made, I am not necessarily eager to re-perform. Located off Eagle Rd. in Meridian, Capital Christian Center ( which I later found out to be a mix between Assemblies of God and Penatcostal, but I think mor...

Premise Definition and Examples in Arguments

Premise Definition and Examples in Arguments A premise is a  proposition upon which an argument is based or from which a conclusion is drawn. Put another way, a  premise includes the reasons and evidence behind a conclusion, says  Study.com. A premise may be  either the major or the minor proposition of a  syllogism- an argument in which two premises are made and a  logical conclusion  is drawn from them- in a deductive argument. Merriam-Webster  gives this example of a major and minor premise (and conclusion): All mammals are warmblooded [major premise]; whales are mammals [minor premise]; therefore, whales are warmblooded [conclusion]. The term premise comes from medieval Latin, meaning things mentioned before. In philosophy as well as fiction and nonfiction writing, the premise follows largely the same pattern as that defined in Merriam-Webster. The premise- the thing or things that came before- lead (or fail to lead) to a logical resolution in an argument or story. Premises in Philosophy To understand what a premise is in philosophy, it helps to understand how the field defines an argument, says  Joshua May, an associate professor of philosophy at the University of Alabama, Birmingham. In philosophy, an argument is not concerned with disputes among people; it is a set of propositions that contain premises offered to support a conclusion, he says, adding: A  premise  is a proposition one offers in support of a conclusion. That is, one offers a premise as evidence for the truth of the conclusion, as justification for or a reason to believe the conclusion. May offers this example of a major and minor premise, as well as a conclusion, that echoes the example from Merriam-Webster: All humans are mortal. [major premise]G.W. Bush is a human. [minor premise]Therefore, G.W. Bush is mortal. [conclusion] May notes that the validity of an argument in philosophy (and in general) depends on the accuracy and truth of the premise or premises. For example, May gives this example of a bad (or inaccurate) premise: All women are Republican. [major premise: false]Hilary Clinton is a woman. [minor premise: true]Therefore, Hilary Clinton is a Republican. [conclusion: false] The  Stanford Encyclopedia of Philosophy  says that an argument can be valid if it follows logically from its premises, but the conclusion can still be wrong if the premises are incorrect: However, if the premises are true, then the conclusion is also true, as a matter of logic.​​ In philosophy, then, the process of creating premises and carrying them through to a conclusion involves logic and deductive reasoning. Other areas provide a similar, but slightly different, take when defining and explaining premises. Premises in Writing For nonfiction writing, the term  premise  carries largely the same definition as in philosophy. Purdue OWL notes that a premise or premises are integral parts of constructing an argument. Indeed, says the language website operated by Purdue University, the very definition of an argument is that it is an assertion of a conclusion based on logical premises. Nonfiction writing uses the same terminology as in philosophy, such as  syllogism, which Purdue OWL describes as the simplest sequence of logical premises and conclusions. Nonfiction writers use a premise or premises as the backbone of a piece such as an editorial, opinion article, or even a letter to the editor of a newspaper. Premises are also useful for developing and writing an outline for a debate. Purdue gives this example: Nonrenewable resources do not exist in infinite supply. [premise 1]Coal is a nonrenewable resource. [premise 2]Coal does not exist in infinite supply. [conclusion] The only difference in nonfiction writing versus the use of premises in philosophy is that nonfiction writing generally does not distinguish between major and minor premises. Fiction writing also uses the concept of a premise but in a different way, and not one connected with making an argument. James M. Frey, as quoted on  Writers Digest, notes: The premise is the foundation of your story- that single core statement of what happens to the characters as a result of the actions of a story.† The writing website gives the example of the story The Three Little Pigs, noting that the premise is: â€Å"Foolishness leads to death, and wisdom leads to happiness.† The well-known story does not seek to create an argument, as is the case in philosophy and nonfiction writing. Instead, the story itself is the argument, showing how and why the premise is accurate, says Writers Digest: If you can establish what your premise is at the beginning of your project, you will have an easier time writing your story. Thats because the fundamental concept you create in advance will drive the actions of your characters. Its the characters- and to some degree the plot- that prove or disprove the premise of the story. Other Examples The use of premises is not limited to philosophy and writing. The concept can also be useful in science, such as in the study of genetics or biology versus environment, which is also known as the nature-versus-nurture debate.  In Logic and Philosophy: A Modern Introduction, Alan Hausman, Howard Kahane, and Paul Tidman give this example: Identical twins often have different IQ test scores. Yet such twins inherit the same genes. So environment must play some part in determining IQ. In this case, the argument consists of three statements: Identical twins often have different IQ  scores. [premise]Identical twins inherit the same genes. [premise]The environment must play some part in  determining  IQ. [conclusion] The use of the premise even reaches into religion and theological arguments.  Michigan State University  (MSU) gives this example: God exists, for the world is an organized system and all organized systems must have a creator. The creator of the world is God. The statements provide  reasons why God exists, says MSU. The argument of the statements can be organized into premises and a conclusion. Premise 1: The world is an organized system.Premise 2: Every organized system must have a creator.Conclusion: The creator of the world is God. Consider the Conclusion You can use the concept of the premise in countless areas, so long as each premise is true and relevant to the topic. The key to laying out a premise or premises (in essence, constructing an argument) is to remember that premises are assertions that, when joined together, will lead the reader or listener to a given conclusion, says the  San Jose State University Writing Center, adding: The most important part of any premise is that your audience will accept it as true. If your audience rejects even one of your premises, they will likely also reject your conclusion, and your entire argument will fall apart.​ Consider the following assertion: â€Å"Because greenhouse gases are causing the atmosphere to warm at a rapid rate...† The San Jose State writing lab notes that whether this is a solid premise depends on your audience: If your readers are members of an environmental group, they will accept this premise without qualms. If your readers are oil company executives, they may reject this premise and your conclusions. When developing one or more premises, consider  the rationales and beliefs not just of your audience  but also of your opponents, says San Jose State. After all, your whole point in making an argument is not just to preach to a like-minded audience but to convince others of the correctness of your point of view. Determine what givens† you accept that your opponents do not, as well as where two sides of an argument can find common ground. That point is where you will find effective premises to reach your conclusion, the writing lab notes. Source Hausman, Alan. Logic and Philosophy: A Modern Introduction. Howard Kahane, Paul Tidman, 12th Edition, Cengage Learning, January 1, 2012.

Macro Economics - summary A Better Way Essay Example | Topics and Well Written Essays - 1000 words

Macro Economics - summary A Better Way - Essay Example Another beneficial factor for the increase in productivity is reorganization of labour force that has led to â€Å"fulfilling wants that had been unmet or may be even unknown.† (Page 5). Reorganization from trade also helps in creating more efficient deployment of labour economy wide as resources are shifted to their best uses as the producers seek comparative advantage in market place (following Ricardian comparative advantage). Higher productivity also helps in increasing the state of employment in the economy because higher productivity promises higher profits implying higher income for people. Higher income means higher demand and so there will be increase in investment and more creation of jobs. Furthermore, higher productivity provides the worker with more leisure and there by an opportunity to enjoy whatever they earn. This march to livelihood was not achieved in one day. After achieving self sufficiency in food grain with the advent of electrical appliances for cultiva tion, agriculture became capital intensive and freed up labor made their plunge to the industrial sector, thereby preparing a base for the tertiary sector to flourish. But the trend in productivity has been choppy. This has been â€Å"due to business cycle upturns and slowdowns as well as longer-term economic trends.†(Page 8). To make the increase in productivity continuing it is important that improvement in technology continues. With more improvement in technology there will be much more improvement in productivity. Technological improvement would bring in more sophisticated technologies which would help in improving the quality of work, save time and thus help in bringing down the costs. Again trade also makes a powerful impact on the overall efficiency of the economy. Productivity gains from trade stands for the operation of open markets. Due to expansion in trade it has now become possible to produce goods in those

English Education Essay Example | Topics and Well Written Essays - 1000 words

English Education - Essay Example An interesting dimension to this trend in education is how students choose their schools. One would find, for instance, that parents take a greater role in their children’s schooling, especially in regard to university and skills education, in their desire for a better life and chances for their children. For example, Doria, (2005) talked about the case of Australia: A â€Å"factor that influences students to study in Australia is that the country is comparatively safe, it has a clean environment, and living here is affordable.† (20) Students are swayed by attractive university marketing, say, one that promotes the high quality of education and the relative appearance of the school campuses. Scholarship offerings, which the U.S.A. is known for, is also important factor in the students’ choices of schools. (Doria 2005, 9- 20) Another issue in studying abroad concerns immigration opportunities. For parents, if their children study, say, in Australia, there is a possibility of obtaining Australian citizenship for all families and that, in itself, is a worthy return for the investment. In addition, many students look for career opportunities by studying abroad where they can develop their mental abilities, cultural perspective and in learning another language. Some of them want to get away from restrictive customs (Doria 2005, 19). The result of this new phenomenon in education is that overseas students are forcing changes in the curricula of universities by requiring emphasis on the methodology of teaching, special programmes and also result in confronting the slowing down of communication classes due to language-skill and cultural barriers. In preserving the quality of education including improving the standard of English courses, universities have to focus on developing teacher abilities and changing styles of educational