Activism, Protest and National Progress Essay Example for Free

Activism, Protest and National Progress Essay The people created the government to safeguard their individual interest and the interest of society. Democracy works upon the assumption that the power to rule belongs to the people. Public officials are mere representatives of the state. The state was created by the people and it should serve the people and not the interest of the few. However as Lord John Acton would put it â€Å"power tend to corrupt and absolute power corrupts absolutely.† When the state tyrannizes the people, that is the time for the people to take action through collective action. Dr. Martin Luther King said that â€Å"freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed.† (1968). The world has witnessed perhaps the most successful collective action through nonviolent strategy of civil disobedience that a country can undertake and that is during EDSA Revolution of the Philippines (Abueva, 1999). They successfully overthrew a dictator for 21 years, Ferdinand Marcos, by giving flowers to the military men. They had tanks and weapons but the people outnumbered them by millions. It was a feat of the entire country, had it been just a few men it would have been easy for the dictator to disperse the group. We must establish the connection of the success of nonviolent strategies of civil disobedience to collective action. Civil disobedience without enough support from the masses will not win over the state that has all the machineries. Dr. Martin Luther King used the strategy of progressive groups which is to â€Å"inform, educate, organize and mobilize†. This strategy can also be used by progressive groups in pushing for their advocacies such as the issues on Iraq war, global warming, and even isolated local issues. First of all they have to gain the support of the masses and this is through the strategy we have mentioned above. First they have to inform the public that there is such an issue, then they have to educate them why there is an issue and what out to be done, then they can organize the public such that when civil disobedience occur they have a unified stand and they are adept with the issue that they carrying. Dr. Martin Luther King organized workshops training the public on taking in blows by police officers and not striking back. The last part is to mobilize. However it should be taken into account that a mass action should only be done when all means of dialogues and legal action has been done yet there is still no resolution to the issue. For when two parties have conflicting interest it is impossible for them to reach an understanding. In the case of Dr. Martin Luther King, they had engaged in dialogues and have agreed to a compromise yet they were betrayed. Collective action through civil disobedience is an effective tool in fighting against oppression since it magnifies the issue and draws attention to it. However it has to be reiterated that collective action is needed so that there is higher possibility of success in the endeavor. Much has changed in society since the time of Henry David Thoreau and Dr. Martin Luther King. Various medium is now available in disseminating information, thus, it is much easier to â€Å"inform, educate, organize and mobilize† the people. However the challenge here is to break the culture of apathy in our nation. Students would not mind if there are no healthy food in their canteen unless they are informed and they feel the need to eat healthy. Americans will not care about the Iraq war unless they are informed of its negative effects on the economy. Inform te public for them to feel the urgency for an collective, nonviolent civil disobedience. References Abueva, Jose V. (1999). Peoples’ Perception of People Power. October 17, 2008. Retrieved from http://www.seasite.niu.edu/Tagalog/Tagalog_Default_files/Philippine_Culture/remembering_the_1986_people_power_revolution.htm King, Martin Luther. (1968). Letter from Birmingham Jail. October 17, 2008. Retrieved from http://www.stanford.edu/group/King/frequentdocs/birmingham.pdf Thoreau, Henry David. (1849). Civil Disobedience. October 17, 2008. Retrieved from http://thoreau.eserver.org/civil3.html

Sucsessfull Students Essay Example for Free

Sucsessfull Students Essay Abstract This literature review includes the meaning of a successful students, it tells us the qualities of a blooming students, it tells how an average student can become a successful student, what qualities should an average students adopt to become a successful student, what type of difficulties an average student feel in their daily life in becoming a perfect student, how a successful student effects their environment. This work tells us that what people think about successful student and what is the actual meaning of it? It tells us that true successful student work hard to get knowledge but today students work hard to get money. Successful students 3 Successful students: Everyone likes to be a successful. Getting a scholarship, making money, to have a car, and a beautiful house or being popular are very common accomplishments for everyone. These accomplishments are only the immediate rewards. Long term success is a journey. There is no destination for that magic we all call success. Education is a magic it can open many doors that were deviously closed, so get the best education you can. And if you have decided to go with education than do work hard as more as you can. In this research paper you will become familiar with the various learning strategies and be shown how some of these techniques can be applied to educational success. Researcher will provide you simple effective and dynamic tools to use every day as you must do to succeed. Whether techniques or golden rules are really important for us? To answer this question researcher tells a story. Once there was a ship it was out of order, many engineers were trying to start the ship but they were unable to start it they do many techniques but all in vain, then there came a person he started examine all over the ship about 2 times, than he put a spanner and start tighten a small nut and he said please start the ship and ship started working. After one week he received a cheque of $ 20,000 he was really shocked to see that he received $ 20,000 for just tightening a small nut and then he found a statement written on back side of the cheque â€Å" $ 2 for tightening the nut and $ 19,998 for finding which nut†. From this story it can be learnt why techniques are so important? And the techniques which researcher is pointing out are important and every student should follow it. 1. Manage time and set priority 2. Responsibilities 3: Effective study Successful student 4 Time management and set priority John (1998) states that about time management â€Å"Make time your friend not your enemy. † (lin. 23). Time management is very important skill for student. It enables to identify your priorities and using these priorities to manage time. Successful student must not create impossible situations for themselves. Prepare a suitable timetable list of the courses, work, study time, recreations, meals, TV, relaxation, your friends’ activities and follow this timetable strictly. Most of the students make a timetable but do not follow it. Avoid distractions and lack of focus. Time is precious. Yet many might waste time by getting stuck in one or more stupid habits. Responsibilities Everyone knows that reading, writing, listening and speaking are basic to education without this education is nothing. But what about responsibilities? How would you like to work for an in irresponsible boss, or be known as an irresponsible parent, or take a class from an irresponsible teacher? It does not sound very good. However we don’t care our responsibilities. According to researcher the most important point is responsibility because without this we can’t do anything. Iif you are responsible you will do your assignment in time if you are responsible you will punctual if you are responsible and will do every work in time and better others that’s why this habit teaches very much things. Donna (1923) states that â€Å"the path of success lies on the road of responsibility† (p. 4). Successful student 5 Affective studying Affective studying has some requirements like creating favorable conditions, generate positive attitude, and develop good techniques. Create a schedule. Plan to study specific times each week. Breakup times as much as possible. Use a location where you can concentrate. Avoided or remove distractions. Made the subject meaningful to use in some way, if you are funded difficulty than consult someone. And always try to avoid from lack of consideration. Lack of concentration is like a lack of fuel. Without consideration the mind has little power. And it will harm you much Successful student a word of honor for every student in this world. Whenever we hear this word and image of a student comes in our mind. Who always stood 1st in his class, takes full marks and is a role model for all students. Is that is enough for a successful student? No, absolutely no, a successful student is not only good in their studies, he is a good son, a good brother, a good friend and also a good neighbor. Almost every kind of goodness present in them. Also he is a true Muslim. Researcher says that now these days we cannot find such students whose aim of life is to gain knowledge, who study to increase their knowledge, who study for the welfare of humanity . But we can find number of students who study only for their own benefits like to get good jobs and to earn money. According to a research there are 87% People study for their own benefits. If we want to become a successful student we have to follow some steps. Successful student 6 References Colna,R. D (1985). where is your success? Thopwr Review, 6,1997–1999. Roconar, G. Wine, Q, kreber, E. J. (1966). Starvation university of madin? , 1996, 1994–1996. A. Grandued, G. C. (1996). New methods . Hunter in jungle , 57, 1985. Jeff Haden (Nov 7, 2012) 8 Things Remarkably Successful People Do. 2009-2012 Heidi Grant Halvorson (Dec 13, 2012) Nine Ways Successful People Defeat Stress. 2011-2012 Kevin PurdyWhat (jan 22, 2009) Successful People Do With The First Hour Of Their Work Day. 2008-2009.

Age of Discovery Events Before the Industrial Revolution

Age of Discovery Events Before the Industrial Revolution Age of discovery-events leading up to the Industrial Revolution, commenting on the following: currency, colonialism, recession, globilism, financial market, management theories and approaches, relationship between the past and present, economy, technology, revolution and people that contributed to the revolution. This paper presents an overview of the factors within the so-called ‘Age of Discovery’ which engendered the industrial revolution in Britain. Although the industrial ‘revolution’ itself is usually periodised in the period 1750-1850, this is by no means a universally agreed principle. Some authorities, such as Berg, propose that what she terms the age of ‘manufactures’ in fact ranged from 1700-1820. (1) As Berg herself explains, ‘†¦industrial growth took place over the whole of the eighteenth century, not just the last quarter of it. There was a substantial growth in the whole range of traditional industries as well as the most obviously exciting cases of cotton and iron.’ (2) If this position is accepted, the age of discovery was contemporaneous with the industrial revolution. Whatever its precise chronological context, it is argued here that the provenance of the industrialization in Britain lays in a diffuse range of developm ents, many of which are far outside the timeframe of industrialization itself. The ideological framework was shaped during the Reformation and early modern period, which also saw the necessary financial and commercial developments take place. This in turn led to colonial expansion, technological growth, and was re-negotiated after foreign revolutions and cyclical recessions, all of which helped drive Britain’s impetus towards industrial expansion and self-sufficiency. The ideological and economic framework was arguably created by successive developments in sociology and financial infrastructure: the so called ‘elective’ or protestant affinity with the idea of capitalism, and the financial ‘revolution’ which followed on the Glorious Revolution of 1688. The supposed pre-disposition of early modern English society towards particular forms of commercial development was proposed by figures such as R.H.Tawney and Max Weber as an ‘elective affinity’ between the protestant ‘asceticism’ and the spirit of capitalism. (3). Although this remains little more than a much-discussed theory, the economic individualism which became institutionalized in Britain during the late seventeenth century is much more tangible. It is also, arguably, profoundly constructive of the industrial revolution. The foundation of the Bank of England, the East India Company, and the proliferation of other large joint-stock ventures su ch as the South Sea Company, gave Britain both the incentive and the financial power to push out into expanding markets, looking for new commodities and raw materials. As Carruthers explains, ‘Improvements in the system of public borrowing were important in explaining the growing financial strength of the English state†¦dramatic enough to be called a â€Å"Financial Revolution.† England was able to borrow more money†¦at lower rates of interest. The borrowing was mostly from domestic sources†¦thanks to the development of trade and commerce, there was in England a growing pool of available capital.’ (4) The setting up of a large sinking fund was partly justified on the grounds of the continuing need to fund military conflict with European and imperial rivals: ‘†¦improvements in revenues allowed for increased borrowing, and together they underwrote higher expenditures and a successful war effort.’ (5) Unfortunately, the British reali zed that even victorious campaigns were ruinously expensive, as Colley relates: ‘†¦the Seven Years War was the most dramatically successful war the British ever fought. They conquered Canada†¦they assumed for themselves the reputation of being the most aggressive, the most affluent, and the most swiftly expanding power in the world†¦yet the euphoria soon soured†¦there was the hard, unpleasant fact of the National Debt which led inexorably to the rise in taxation.’ (6) However, fiscal control by the British government was itself to be a factor in industrialisation. Britain’s overseas military successes factored in the related developments of colonialism and slavery: both had prominent roles in the capital formation which financed the industrial revolution. Simply put, capital generated in the colonies had been steadily accumulating in Britain since the late seventeenth century, and much of it went into joint-stock companies, investment houses, or often directly into the enterprise and fixed capital itself. Much of it also went back overseas: however, when it did so, it often did so to finance orders for British-manufactured goods which further fanned domestic industrialization. The ‘triangular trade’ in British manufacturing output, African slaves, and West Indian produce ultimately concluded in the accretion of private capital reserves back in the UK, all seeking dividends through land or other investment. As Williams points out, ‘†¦the industrial expansion required finance. What man in the first three-quarters o f the eighteenth century was better able to afford the ready capital than a West Indian sugar planter or a Liverpool slave trader?’ (7) Many of the best known names of Britain’s industrial and commercial scene were the net beneficiaries of capital generated overseas, from either colonial or plantation sources. As Williams again indicates, ‘†¦It was the capital accumulated from the West Indian trade that financed James Watt and the steam engine.’ Engineering luminaries such as Boulton and Watt received advances from established plantation interests, as did the architects of the Great Western Railway: one of the leading banking families to transfer capital from their slave owning activities directly into financial services were the Barclays, precursors to the modern day Barclays bank. (8.) The American War of Independence, the eventual abolition of British slavery, and increased competition form South America eventually meant that these forms of revenue fell into decline. However, as Bayly reports, they were soon replaced, not only by new forms of income from other territories, but by massive n ew markets for raw materials and Britain’s industrial output: ‘†¦by 1815 the nation could celebrate an astonishing, indeed providential, recovery of fortunes.’ (9) It has to be recognised however that the capital accumulating in Britain’s investment houses and stock market did not find its way into a managerially static or vernacular economic arena. The eighteenth century also saw the emergence of a range of management theories and theories of the firm, which were implicit in the rationalization of the commercial and manufacturing enterprise. As Williams puts it, ‘†¦laissez-faire became a practice in the new industry long before it penetrated the text books as orthodox economic theory.’ (10) Adam Smith, Thomas Malthus , Robert Torrens and others fashioned the discipline of economics from the remnants of the former ideas of political arithmetic, producing a technical and predictive framework which combined with new technology to give the UK a new form of economic staple. Classical economics has continued to be re-worked and refined ever since. As Cohen and Cyert point out, ‘For the purposes of the classical theory, the profit maximization assumption may be perfectly adequate. It is clear however, that as one asks a different set of questionsthe profit maximization assumption is neither necessary nor sufficient’ (11) It nevertheless continues to pervade contemporary economic thought. New ideas about the economy were not the only intellectual developments creating change in the age of discovery and industrialisation: they were accompanied by new political ideas with profound implications for British expansion. In Marxist parlance, England’s own ‘bourgeois revolution’ – the middle classes wresting power from monarchical or aristocratic control – had already passed in the form of the English Civil War. In the eighteenth century the American and French Revolutions helped determine the character of British growth by shaping domestic political institutions and providing a further impetus for overseas expansion. There was a sense in which the social, economic and political processes bound up with industrialisation had to break down the protocols associated with monarchical and aristocratic control before the transformation could really be achieved. Capitalism had to supplant mercantilism, tariffs and protectionism had to be removed, mar kets had to be open to competition, and the vested interests who opposed it had to be pushed aside. As Williams expresses it, Adam Smith’s economic tour de force in the Wealth of Nations was ‘ †¦the philosophical antecedent of the American Revolution. Both were twin products of the same cause, the brake applied by the mercantile system on the development of the productive power of England and her colonies.’ Consequently, he adds, ‘Adam Smith’s role was to berate intellectually â€Å"the mean and malignant expedients† of a system which the armies of George Washington dealt a mortal wound on the battlefields of America.’ (12) After the loss of the American colonies, the British government seized upon the idea that, in future, administration needed to be more focused on the needs of the market a the necessary accompaniment to industrial expansion. British goods needed markets, and British government needed expertise to obtain and reta in those markets. As Bayly observes, ‘The disasters of the American Civil War had produced an interlocking network of parliamentary committees with their own experts; so administrations also had to know more and be better prepared.’ (13) Britain’s industrial progress was, however, not uniform or linear in nature. As Bayly reports, ‘†¦deepened by cyclical depressions operating in a more integrated world economy and by the continuing splutter of local wars which often marked the advance of settler capitalism into indigenous societies.’ (14) Britain’s technological and managerial expertise could not insulate it from seemingly inevitable financial crises and recession which, as Hilton reports, plagued it throughout its period of supposed industrial might. ‘There had been monetary and commercial disorders in the eighteenth century†¦1788, 1793, 1797†¦but nothing to compare with the crises of 1825-6, 1837-9, 1847-8, 1857, and 1866.’ Perhaps more important than the empirical details of these crises was their impact upon economic and social thinking, and in particular the way in which blame was apportioned for such disasters. A Hilton again explains, ‘†¦contemp orary analysis concentrated on two†¦types of explanation†¦.monetary mismanagement by government or Bank of England, and human avarice and greed.’ (15) The deep and pernicious nature of these crises eventually prompted the creation of the economic governance which still prevails today. In the 1770’s, the Bank of England note replaced the private bank notes which had circulated previously. (16). However, a more unified financial system meant that financial crises were themselves more pervasive and all-embracing. Limited liability legislation, as well as regulation of monopolies, mergers, and competition, helped protect individuals from the worst effects of economic downturns. What the industrial revolution and associated market creation implied for the UK business community was a increasingly close relationship with a globalizing economy. The enormous wealth created by this – for some individuals – meant that the economy was now vulnerable to uphe avals far beyond the control of the London stock market or government. This, arguably, encapsulates the single clearest link between the society which shaped the industrial revolution and contemporary social conditions: i.e., the individuals whose contributions are most important to industrialization were those with the least stake in its benefits. Academic debates as to whether or not a genuine ‘class consciousness’ was engendered by the industrial revolution are, ultimately, inconclusive. Few can realistically deny, however, that industrialisation demanded a massive influx of skilled, semi-skilled, but overwhelmingly unskilled labour, whom technological production could deprive of a skilled wage. As Gray points out, ‘Industrial change was associated with crises of gender and class relations, and struggles over factory regulation can be seen in the context of a gendered class consciousness.’ (17). In other words, both men and women realized that their livelihoods and earning power in an industrial context depended upon whether or not their work was defined as skilled. De-skilling was, it may be argued, the necessary precursor to the enormous industrial profits generated in the factory system: significant surplus value, the disparity between the amount spent to produce an item, and the amount it sold for – could only be maintained at a realistic level if costs were low and margins were wide. It was therefore no accident that unskilled female and child labour were highly significant in populating the new factory system which remains the emblematic representation of the industrial revolution in Britain. The same processes of de-skilling, and an essentially exploitative relationship, arguably feature in the new globalization taking place in the contemporary economy. It is interesting to speculate on whether these common relations of production, the taproot of collectivized and organized labour movements, will produce a new variant on the trade unionism thrown up by the domestic British industrial revo lution. The same may be asked of official intervention in the manufacturing process. As Gray points out, ‘Attempts to regulate factory employment can be traced back, almost to the beginnings of factory production itself. The restructuring of labour markets and employment relations during†¦.indutrialisation was accompanied by a series of overlapping debates about protective labour laws, the poor laws and statutory or customary controls over wages, prices, and commercial practice.’ (18) This historical process is arguably on-going, as successive waves of de-skilled labour are moved around the globalizing economy to meet fluctuating demand, often in uncontrolled conditions. The practices of child and female labour may have stopped in the domestic economy, but they have by no means been eliminated from the global arena. This is notwithstanding the appearance of ‘Third Way’ economics, and the supposed elimination of class difference. Footnotes 1.) Berg, M., (1994), The Age of Manufactures, 1700-1820, Routledge, London, p.2. 2.) Ibid., p.281. 3.) Robertson, H.M., (1933), Aspects of the Rise of Economic Liberalism: A Criticism of Max Weber and His School, Cambridge University Press, Cambridge, p.208. 4.) Carruthers, B.G., (1996), City of Capital: Politics and Markets in the English Financial Revolution, Princeton University Press, NJ, p.71. 5.) Ibid., p.69. 6.) Colley, L., (1992), Britons: Forging the Nation, 1707-1837, Pimlico, London.  p.101 7.) Williams, E., (1964), Capitalism and Slavery, Andre Deutsch, London. p.98. 8.) Ibid., pp.101-105. 9.) Bayly, C.A., (1989), Imperial Meridian: The British Empire and the World, 1780-1830, Longman, London, p.3. 10.) Williams, op.cit., p.106. 11.) Cohen, K.J., and Cyert, R.M., (1965), Theory of the Firm: Resource Allocation in a Market Economy , Prentice Hall, Englewood Cliffs, N.J. 12.) Williams, op.cit., p.107. 13.) Bayly, op.cit., p.161. 14. ) Bayly, C.A., (1989), Imperial Meridian: The British Empire and the World, 1780-1830, Longman, London, p.238. 15.) Hilton, B., (1988), The Age of Atonement: the influence of Evangelicalism on Social and Economic Thought, 1783-1865, Clarendon Press, Oxford, p.125. 16.) Bayly, op.cit., p.116. 17.) Gray, R.Q., (1996), The Factory Question and Industrial England, 1830-1860, Cambridge University Press, Canbridge, p.24. 18.) ibid., p.21. Bibliography Bayly, C.A., (1989), Imperial Meridian: The British Empire and the World, 1780-1830, Longman, London. Berg, M., (1994), The Age of Manufactures, 1700-1820, Routledge, London. Carruthers, B.G., (1996), City of Capital: Politics and Markets in the English Financial Revolution, Princeton University Press, NJ. Cohen, K.J., and Cyert, R.M., (1965), Theory of the Firm: Resource Allocation in a Market Economy , Prentice Hall, Englewood Cliffs, N.J. Colley, L., (1992), Britons: Forging the Nation, 1707-1837, Pimlico, London. Gray, R.Q., (1996), The Factory Question and Industrial England, 1830-1860, Cambridge University Press, Canbridge. Hilton, B., (1988), The Age of Atonement: the influence of Evangelicalism on Social and Economic Thought, 1783-1865, Clarendon Press, Oxford. Jennings, H., (1985), Pandemonium: the Coming of the Machine as Seen by Contemporary Observers, Picador, London. Robertson, H.M., (1933), Aspects of the Rise of Economic Liberalism: A Criticism of Max Weber and His School, Cambridge University Press, Cambridge. Williams, E., (1964), Capitalism and Slavery, Andre Deutsch, London.

Overfishing Is Destroying the Oceans of the World Essay -- Environment

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since nearly the beginning of human history fishing has been an integral part of the culture and survival of coastal communities. These coastal communities and cities have always been some of the most prosperous and successful because of the added resource of the ocean. In the beginning many areas were so densely populated with fish and shellfish that often a day’s worth of food could be caught by simply wading into the shallows. For example, some of the first English settlers to see the Chesapeake Bay described â€Å"The abundance of oysters is incredible.   There are whole banks of them so that the ships must avoid them. . . . They surpass those in England by far in size, indeed, they are four times as large.   I often cut them in two, before I could put them into my mouth† (Miller). This abundance had every appearance of being as infinite as the ocean that produced it but the reality was far different. Many fish stocks , including the oyster, stayed near these high levels even into the beginning of the industrial era. However the new rapid pace of technological advancement proved too much for many stocks to handle. Close shore stocks took most damage as they were the easiest to exploit. Those same oyster colonies that were once an obstacle for boats were nearly eradicated by â€Å"the 1890s harvests began to decline.   Many oyster beds were destroyed and reefs had been mined away.   By the 1920s, the boom was over†¦Ã¢â‚¬  (Miller). While catastrophes like this inspired many sustainable practices there are still fisheries worldwide that are headed for a similar end. Through ignorance and misinformation from the fishing industry most of the general public does not know that this is occurring. The following will serve to inform about the t... ...devoid of the abundance of life we have come to know. Works Cited Crawford, Phil. â€Å"Pacific Island countries strive to save their tuna fisheries.†Ã‚  Pacific Ecologist  20 (2011): 42+.  Academic OneFile. Web. 30 Oct. 2014. â€Å"Factory ship from hell. (Shipping Briefs).†Ã‚  African Business  Apr. 2002: 34.  General OneFile.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Web. 6 Nov. 2014. Faye, Denis. â€Å"Marine protection Learning to give and take.†Ã‚  Ecos  Jan. 1999: 17.Academic OneFile. Web. 2 Nov. 2014. Longhurst, Alan. â€Å"Doubt and certainty in fishery science: Are we really headed for a global collapse of stocks?†Ã‚  Fisheries Research  86.1 (2007): 1-5. Web. 2 Nov. 2014. Miller, Henry M. â€Å"The Oyster in Chesapeake History† St. Mary’s City. Web. na Muir, Magdalena A.K. â€Å"Illegal, unreported and unregulated fishing in the circumpolar Arctic.†Ã‚  Arctic  63.3 (2010): 373+.  Academic OneFile. Web. 2 Nov. 2014.

The Roman Republic Essay -- History, Republican Government, Politics

The Roman Republic began approximately around 509 B.C. when the nobles drove the King and his family out of Rome. This monumental incident helped shape the start to the transformation of the monarchy into a republican governmental system. This is known to have begun by that of the Roman nobles trying to hold their power that they had gained. The Republic was â€Å"[a] city-state [which] was the foundation of Greek society in the Hellenic Age; in the Hellenistic Age, Greek cities became subordinate to kingdoms, larder political units ruled by autocratic monarchs† (Perry 105) This new Republican government, which was administered by the consuls, was not the easiest to transform. Because of the expansion in Italy, the government began to initiate political institutions. These institutions enforced laws and provided authority which were very similar to imperium. â€Å"The Romans had a clear concept of executive authority, embodied in their word imperium, or â€Å"the right to command† (Spielvogel 117). Since the Romans were very sensible in their actions, they made and implemented them only as needed. The most essential positions held were the few elected magistrates and the two consuls who were â€Å"chosen annually, administered the government and led the Roman army into battle† (Spielvogel 117). If the consul was otherwise occupied, either a dictator or praetor would assume responsibility for the time being. Due to the constraint of the plebeians, the council of decemviri â€Å"was created with the task of regularizing and publishing the laws† (Spielvogel 118). The outcome of this was the creation of the Twelve Tables, published around 450 B.C. which only â€Å"led to further agitation from the plebeians† (Spielvogel 118). The benefits of this were t... ...uing the belief in various gods and goddesses. After the expansion of Rome they started developing other forms of deities based on Greek culture, basically meaning â€Å"Greco-Roman† religion. Although many religious cults that were connected to Rome including Greece were often accepted, many were banished. Families were the basis of Roman society while the dominant males-paterfamilias, â€Å"held absolute authority over his children† (Spielvogel 129) and others in his household . Roman citizens were classified with three names to differentiate them from other families, but women were usually only known by one. â€Å"Females shall remain in guardianship even when they have attained their majority†, (Spielvogel 119) upper-class women were never granted true freedom, but they started making breakthroughs and found ways around the â€Å"guardianship† of the males in their households.

Essay --

Michael Naoum Professor Gurfien INBS 250-04 12 December 2013 Exports vs. Imports Exports and imports may seem like two simple words throughout the English language. Many individuals understand exports and imports as straightforward concepts that are used on an everyday basis. However, these terms have more personality then the normal dictionary definition that the average person abides by. Exports and imports have a weighty impact on the consumer and the economy around them. Currently, the world is changing into a global economy this means, that every countries economy has an impact on another. For example, if the United States economy were to collapse, this would have a large effect on the Chinese economy due to the fact that, exports and imports play a large role in this. This may be a hard concept to grasp but topics such as, effects on economy, effect of exchange rates and the effect of inflation and interest rates are areas which when explained, will clear up most grey areas for the average individual. To begin, gross domestic product is a key concept to understand which invo...

Father and Child: Personal Analysis Essay

The first person narrative poem ‘Father and child’ by Gwen Harwood, is structured in two sections each with seven stanzas and six lines. It focuses on an individuals revolt against authority and the consequences of such an action, as well as an insinuation of the imminent death of a parent. Harwood uses persuasive and implicit means to â€Å"mirror† the loss of innocence and its effect on the sense of appreciation or acceptance of the complexities existing in the wider world. Overall, ‘Father and Child’, demonstrates the individuals pursuit of power over the authoritative figure through defiance in the form of rebellion and destruction of authority. Through this Harwood challenges widely recognised stereotypes of purity and innocence associated with young girls and has also enriched my own perception on the connection between childhood memories and their effect on shaping an individuals identity. Harwood depicts the memories of the persona in the first section, ‘Barn Owl’, where the loss of innocence due to childhood naivety is illustrated to be the foundation of the persona’s development of identity. This is shown when the persona shoots the â€Å"Owl† with the gun of the â€Å"father†, a representation of his power and authority. Here, the owl epitomizes both wisdom and authority, which the child seeks to resist. Thus in their mind, the child is destroying authority. The diction of ‘Barn Owl’, unlike its counterpart, is much simpler and holds an essence of child-like awareness, for example, the short and monosyllabic language of â€Å"Let him dream of a child Obedient,† shows the persona trying to exhibit an image of cunning and rebellion, however it is obvious to the responder that the persona is prying into complexities the she does not completely understand. As the responder I can understand the persona’s refusal of authority and therefore forgive the childish ignorance which can be relatable to anyone. The following lines where the father regains the power and instructs the persona to â€Å"End what you have begun† is a dismaying moment after which the child is shown to have lost her innocence and naivety. Corresponding use of intertextuality in the second section, â€Å"Nightfall† in which the persona seems to have grown up, creates a more profound reading of the text. This can be seen in the references to ‘King Lear’ through the designation of â€Å"Old King†, to the father as well as the direct quoting of Lear’s words, â€Å"be your tears wet? † The lateral connections between these texts allows Harwood to disregard time and context differences, and rather focus on the similar ideas being presented. In my opinion, further exploration of ‘King Lear’ reshaped my previous understanding of ‘Father and Child’, also influencing my point of view. In ‘Nightfall’ the focus of childhood memories is incorporated into the idea of the importance of relationships and the inevitability of death. The child from the previous section has matured and is shown to have grown a greater appreciation for the complexities of life and the subtleties of the relationship with her father. As it goes on, we see a reversal of roles in which the father has gained the innocence lost in the former section and the child has â€Å"grown to learn what sorrows, in the end, no words, no tears can mend’ revealing her growing wisdom. The symbolic and profound nature of this text has greatly shaped and reshaped my outlook on the importance of relationships, the inevitability of death, and the power of childhood memories. Further research, such as readings and other resources, as well as deeper exploration of this text allows many of the implicit details to be truly appreciated and understood. The relevant themes and inherent referencing of other texts allows ‘Father and Child’ to be very meaningful and enjoyable for audiences from many contexts.