The French Revolution A Turning Point In French History - Free Essay Example

Sample details Pages: 6 Words: 1920 Downloads: 8 Date added: 2019/06/26 Category History Essay Level High school Tags: French Revolution Essay Did you like this example? The French Revolution was an inevitable uprising in France. Between 1789 and 1799 the common people revolted against the government and their ruling power, eventually resulting in France becoming a republic. Such a drastic change was at the expense of years of oppressive ruling styles enforced by the monarchy. The French Revolution was driven by a need for change within the french society, after years of the ruling power ignoring the prominent need for reformation. Prior to 1789 French society was structured according to feudalism in a system referred to as the Estates system. This structure forced people into specific classes which determined their rights and status. It was virtually impossible for someone to move classes, and if they did it could take generations to do so. At the pinnacle of this absolute monarch system was Louis XVI. His rule was believed to be an extension of God, resulting in his word overruling all others. His commands were never to be questioned or refused or the retributions could be fatal. Don’t waste time! Our writers will create an original "The French Revolution: A Turning Point In French History" essay for you Create order The Estate system was made up of three distinct orders. The First Estate was made up of the Roman Catholic clergy, who were seen as the only path to understanding God and the afterlife, with about 100,000 members. This group was made up of monks, nuns, parish priests, and bishops and came with numerous benefits such as the collection of tithes. Tithes were the collection of one-tenths of each persons income that was then sent to support the church. The First Estate also was exempt from paying land taxes, resulting in them being even wealthier than the rest of the population. The connection of the state and church created a religious monopoly within society because there was no other permitted religion. This stronghold on social order was maintained by the lack of funds that made it to the bottom tiers within this Estate. Its members were also unfairly protected by only being able to be tried by an ecclesiastical court, by other members of the church, rather than standard civil court members. The Second Estate within French society was made up of nobles, similar to the feudal pyramid, these members were in the top percentiles of the social order. They filled many of the powerful positions within the army, church and government. Out of the 24,700,000 people that made up Frances population, only 400,000 made up the Second Estate while owning more than 20% of the available land. Similar to the First Estate, the Second Estate also had many unfair advantages in comparison to the lower classes such as tax exemptions and permission to collect dues from the peasant class.These circumstances were drastically different from those applied to the Third Estate, which was made up of merchants, lawyers, poor laborers, and ordinary peasants, made up 98% of the population. It was solely a matter of time before the numerically larger Estate rose up against the monarchy. In 1789, King Louis XVI found himself in a state of financial distress. At the time France had been heavily involved in the American Revolution while King Louis XVI and his predecessor had continued to spend their money extravagantly. Along with two previous decades of poor harvests, droughts, cattle diseases, and steadily accumulating bread prices France was on the brink of bankruptcy. To attempt at saving the country from an economic downfall, King Louis XVIs controller general, Charles Alexandre de Colonne, proposed a financial reform package that would eliminate the Elite class taxation exemptions with a universal land tax. To obtain support for such changes and attempt to stall a growing aristocratic revolt King Louis XVI summoned a meeting with the Estates-General, a meeting representing the clergy, nobility, and middle class for the first time since 1614. It was intended to take place on May 5, 1614 while, in the meantime, delegates were to compile a list of grievances and c omplaints pertaining to each Estate. The Third Estate began to bring up the demand for equal representation and the abolishment of the noble veto, the higher Estates ability to outvote the other 98% of the population made up of Third estate. This demand was faced with great resistance from the nobles. By the time the Estates General gathered, the matter had already become a highly public debate, leading to hostile eruptions between the three Estates. Due to the lack of progress being made, the Third Estate and some members of the lower clergy congregated on their own in Versailles, France and formally adopted the name the National Assembly. Hear, what is known as the Tennis Court Oath occurred. Due to them being locked out of their typical meeting hall by the government, as well as receiving threats to stop their deliberations, they met on an abandoned tennis court where they vowed, not to separate, and to reassemble wherever circumstances require until the constitution of the kingdom is established and consolidated upon firm foundations. Out of the entire congregation, Only one broke this vow. They also brought the cahiers, their list of grievances, which attributed all their problems to the arbitrary power of the king and demanded a constitution that would end the kings ability to abuse such absolutism. They also requested the end of censorship, the reorganization of finances that would prevent abuse from the government, and equality in taxation. These reforms were supposed to be made through the goodwill of the king. At first, King Louis XVI ordered the three Estates to follow the original plan and meet in their separate chambers. The privileged classes obeyes, while the Third Estate refused to comply. This demonstration of immense commitment proved to be a force King Louis XVI could not overthrow. In response to the King Henri ?†°vrard, one of the nobles that had been elected deputy of the Third Estate, stated, Go tell your master that we are here by the will of the people, and that we can be removed only with the force of bayonets. Only four days after the meeting, King Louis XVI ordered the nobility and higher clergymen to join the truly representative National Assembly. On July 9, they joined to take on the name of Constituent Assembly. Despite the previous events, the king was secretly forming a strong resistance to the Third Estate. He ordered troops to concentrate around Versailles, and on July 11, 1789 a complete crisis broke out. The only popular minister, Necker, was dismissed and along with the nearby accumulation of troops there was great unrest among the people. In protest, spontaneous speakers rose up in front of the crowds at the Palais-Royal, one of the royal palaces. One of these speakers was a young writer, Camille Desmoulins, who urged the people to take up arms in their defense of freedom. This only urged the already tense crowd, the mob of people broke out, looting any place where they might find weapons. All while Bernard- Rene de Launay, the governor of the Bastille, had been meeting with some of the revolutionary delegates. He promised not to raise arms against them, but many misunderstood what was happening and believed that their delegates had been taken as prisoners. Rioters stormed the Bastil le Fortress, a large military fortress and prison where they had been meeting, climbing over its walls to lower a drawbridge to let others inside its courtyard. Once they began to lower a second drawbridge, Launay broke his promise and opened fire on the rioters. He was lacking the needed provisions and eventually surrendered, being taken prisoner by the crowd. As he was being marched to city hall he was torn from his guard and murdered by the bloodthirsty crowd. Furthermore they continued to cut off his head and parade through the city with it. This day, July 14, 1789 marked the violent roots of the French Revolution. This wave of revolutionary demand spread, along with great hysteria to the countryside, this is what was known as the Great Fear ( la Grande Peur). Due to years of exploitations, peasants looted and burned the homes of landlords, tax collectors, and the seigniorial (feudal lords) elite. This led the National Constituent Assembly to abolish feudalism on August 4, 1789. They signed the Declaration of the Rights of the Man and of the Citizen, which was later called the death certificate of the old order. It echoed the political and philosophical ideals of the Enlightenment, stating the Assemblys dedication to replace the ancien regime with a system grounded in equal opportunity, freedom of speech, popular sovereignty, and a representative government. Drafting the formal version of this constitution proved difficult for the National Constituent Assembly, considering the harsh economic times and obligation to address the people, the Roman Catholic Church, and the French Government. The f inal draft, adopted on september 3, 1791, echoed their modern voices but still established a constitutional monarchy, lent King Louis XVI the royal veto power, and ability to appoint ministers. This did not appeal to rising radical figures such as Maximilien de Robespierre, an activist and government official at the time, leading to their demand for King Louis XVIs trial in regards to his previous attempt to flee the country. This lead to yet another political crisis, causing a group of rebels led by the extremist group Jacobins, considerably the most ruthless political group created in response to the French Revolution, who attacked the royal residence in Paris and arrested King Louis XVI on August 10, 1792. Within the following month, a wave of violence lead to the massacre of hundreds of accused counterrevolutionaries, anyone against the revolution. The Legislative Assembly was also abolished, with the National Convention taking its place. They Advocated the abolishment of the monarchy and the emplacement of the French republic. On January 21, 1793, the French republic sent King Louis XVI to the guillotine, and his wife Marie- Antoinette shortly after, for high treason. The Jacobins continued to seize control of the National Convention from another, more moderate group, the Girondins. The implemented a series of their radical ideals such as the eradication of Christianity. They also provoked the bloody Reign of Terror, a ten year period during which thousands of suspected enemies of the revolution were condemned to death by guillotine. Many of these deaths were carried out by the orders of Robespierre, the leader of the Jacobins. Eventually he faced his own execution on July 28, 1794, after implicating the Law of Prairial, which would allow a person to be tried and executed without a defense or witnesses. His death marked the beginning of the Thermidorian Reaction, a period during which the French people revolted against the excessiveness of the Reign of Terror. On August 22, 1795 the National Convention, now mostly made up of the remaining Girondins, who ratified a new constitution that created Frances first bicameral, being made up of two branches, legislature. It was decided that executive power would be placed in the hands of a five-member Directory appointed by parliament. Although many protested against this form of government, they were silenced by the rising general, Napoleon Bonaparte. Eventually, after the Directory coming to rely almost entirely on the military to retain authority, a frustrated Bonaparte eradicated the Directory and appointed himself Frances first consul on November 9, 1799. This marked the end of the French revolution, and the beginning of the Napoleonic era in which France would rise to dominate much of continental Europe. The French Revolution is an example of what might happen if the elite classes are given sole power. This revolution marks the birth of equality and freedom from monarchical power, something that is still valued in French society today. The French Revolution created a base for its people, built upon human rights.

Causes And Consequences Of Juvenile Delinquency Essay

Causes of Juvenile Delinquency Delinquent behavior has been a serious and expensive problem in American society for a prolonged period of time. Although the delinquency rate has declined, it is still one of the highest in comparison to other countries in the world. Discovering a single cause of juvenile delinquency is difficult, but there is no doubt that a combination of various theories and factors could point researchers in the right direction of establishing a source. Theory and research are the two basic tools of science, and they are ineluctably bound. â€Å"Each helps to guide and direct the other. Research collects and theory analyzes; research discovers and theory explains; research disproves and theory reorders† (Bartollas and Miller). Without this process of theorizing and researching, the American society would be forced into a life of ignorance, prejudice, and a lack of sufficient information. As a result, individuals would experience a never-ending cycle of inevitable harm. There is no single cause or simple explanation for the development of delinquent behavior. One of the most critical debates in the study of crime is that of determinism versus free will. Crime or delinquency is viewed as â€Å"purposeful activity resulting in from rational decisions in which the pros and cons are weighed and the acts that promise the greatest potential gains are performed† (Bartollas and Miller). Free will revolves around the notion that individuals choose to act a certain way,Show MoreRelatedCauses And Consequences Of Juvenile Delinquency1859 Words   |  8 Pages Causes of juvenile delinquency Alyssa Salcido PSYC 4397 Senior Seminar April 19, 2016 Causes of Juvenile Delinquency Juvenile delinquency can be defined as the involvement in illegal actions by persons under the age of 18 years. 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Before coming of age  girls and boys  have less understanding of the world. Parents, friends and teachers are all responsible along with the juvenile who commit a crime. This is why courts do not

Albee and Twain Demystifying an American Dream Free Essays

Albee and Twain: Demystifying an American Dream â€Å"What Happens to a dream differed? / Does it dry up / like a raisin in the sun / Or fester like a sore- / etc. And then run? / Does it stink like rotten meat? / Or crust with sugar over- / like a syrupy sweet? / Maybe it just sags / like a heavy load / Or does it explode? † ——– Langston Hughes American Dream was a term that first appeared in James Truslow Adams’s The Epic of America, where he states The American Dream is â€Å"that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position† (Adams, 1931) It is this land; Twain throws Huck and Jim to endure the hardships of life, to experience the thrown-Inness of being born into the world unprepared, without choice. We will write a custom essay sample on Albee and Twain: Demystifying an American Dream or any similar topic only for you Order Now Long considered as a â€Å"quest for freedom†, Huck-Finn essentially is as M. Cox puts it â€Å"a flight from tyranny, not a flight for freedom† (Cox, p172-173, 1966). Freedom is essentially a relative term, and freedom may manifest itself in physical and psychological realms. Half of the world still considers itself honored under the nomenclature of â€Å"The Commonwealth†, illustrates the limitation of physical freedom alone. One dreams in order to maintain that freedom, but as Schumacher put it, â€Å"The greatest deprivation anyone can suffers is to have no chance of looking after himself and making a livelihood†, depriving one of one’s existence and consciousness of being free. Kumar, p2672, 1991). Being a Post-American Dream novel, Twain did not go to the extent to overthrow the entire socio-political system to emphasize the impossibility and superficiality of American dream. Europeans found the dark lands flourishing with immense economical and religious opportunities. The idea was perhaps that opportunities could not be isol ated to lands, and certainly these â€Å"islands† cannot claim to provide equality and recognition to people of all races and creed, when its own socio-political apparatus is plagued with racism and lack of consciousness. With Huck and Jim, the racial discrimination prevalent in America was laid bare. Twain does not talk about conscience as a mode of judgment of human actions; rather he infused the transcendental viewpoint of intuition and innate human instincts as the basis of making choices. Conscience, which are essentially derived from society, the learned distinction between good and bad, contrary to black and white, are merely â€Å"false constraints upon natural behavior. Such constraint is what Huck rejects† (Burg, p303, 1974), something which is apparent when Huck says â€Å"always do whichever [right or wrong] come handiest at the time†. There can be no geographical location which can encompass this distinctness of human quality, to change with time as the instincts indicate may be not dictated or etched in law, and no moral order of society could circumscribe the complexity and vastness of intuition. We must not expect Twain to propound any moralistic view regarding the confrontation of races in Huck-Finn. Although set in the past, the novel peeps into the future and without dealing with complexities of master-slave psychodynamics, interprets the nature of ‘freedom’, something which seems to suggest that psychological freedom is hard to achieve in a night with such thing as an ‘Emancipation Proclamation’. If organizations like â€Å"Afro–American Unity†, â€Å"Society of African Culture† and resistance fronts like â€Å"Operation Breadbasket† and â€Å"Don’t Buy Where You Can’t Work† were all prevalent during even the late 1960s, suggesting the fact that the whole concept of American dream was unacceptable to most of the black Americans. The final chapter of Huckleberry Finn which is often considered as a â€Å"chilling descent† is not a flaw in architectural unity, but a denial of celebration of freedom which one would expect from Jim’s liberation. Twain deliberately de-romanticizes and trivializes the whole concept of freedom, since the idea of equality and opportunity was â€Å"White American†; the one who was aware of his past and ensured about his recognition, nativity of his own culture and tradition, the one who assumed the nationality of a land which captured. The slaves, who by now formed the consciousness of a community and not the citizen, was more concerned with their individual identity as Joanna Zangrando puts it â€Å"the quest for black liberation is a search for what whites no longer possess in full measure; a clear and purposeful sense of self identity† (Zangarando, p154, 1970). Jim’s never been and would never be free unless he acquires an identity like the slaves of the African culture did. A slave in Nigeria, would still be a Nigerian, while Jim, does not figure into that frame of nationality, and neither into that ‘dream’ which an ‘American’ saw. The concept of American Dream was built upon the pillars formed by the dislocated and reluctant hands of the slaves, akin to what the Romans did, and just like them, came down the fabrication of entire dream, devastated, stranded and lost. Nationality is not just one issue that can be talked about in reference to American dream. Societal dynamics function through interaction of power, authority and influence. It can well function without the aesthetic and poetic representation of human development. And in a society devoid of sustainable archaic references, financial status does become a determining parameter of individual growth. Although not implicit in the original idea of James Turslow, but economic influence finds its manifestation in the American dream of the common man. Such aspects find distinct voice in Albee’s works which revolve around the social fabric. The general view that â€Å"Edward Albee’s plays are ferocious attacks on lethargy and complacency in American society† and â€Å"a savage denial that everything is just dandy† receives a nod from Albee himself (Albee, p8, 1961) and he goes on to confirm his own claim with Who’s Afraid of Virginia Woolf, a play through which historicity speaks out for entire American civilization. How subjects receive names is also interesting. While George corresponds to the then president of United States and Martha being her wife, Albee certainly hits the nail on the head, illustrating a family whose life is drowned deep into the artificialities manufactured under in the social machinery. Near the end of the second act of Who’s Afraid of Virginia Wolf, George, the professor of history, is left alone onstage while Martha, his wife, and Nick are playing the preliminary rounds of â€Å"hump the hostess† in the kitchen. Attempting to control his hurt and anger he reads aloud from a book he has taken from the shelf, â€Å"And the West, encumbered by crippling alliances and burdened with a morality too rigid to accommodate itself to the swing of events must eventually fall† (II, 174). George is clearly encumbered with a crippling alliance in his marriage to Martha and does seem to be burdened with a kind of morality that makes it difficult for him to respond in kind to her vicious attacks. At the same time, this observation on the movements of history, read in connection with the events of George’s personal history, is a splendid example of how Albee has managed to endow the events of the family drama with a deeper significance, suggestive of larger events and movements. Upon the historicity and it’s relation to American Dream, Holton writes â€Å"One of the principal myths on which this country was founded was the notion that America was a New Eden, a second chance ordained by God or Providence in which man could begin all over again, freed from the accumulated sin and corruption of Western history† (Holton, p47, 1973). With Holton’s comment, we move yet closer to the objective of this paper, that not only could the American become a New Adam and found upon the unspoiled continent an ideal human polity, but this new way of life and new order of society could serve as a shining example to redeem erring Europe from her own sinfulness. Such a dream was essentially impossibility in an imperfect world where multitudes dream their own dreams. Thus the majority of American historians, says David Noble, have been Jeremiahs, decrying America’s involvement within the transitory patterns of European history and calling Americans back to their duties and obligations (Nobles, p4, 1965). With such a catastrophic dream at hand, the people of American couldn’t have gone far with the nightmare it was to cast. It was not unprecedented, as such a crumbling of social order already shook the British machinery where ‘The Angry Young Man’ was invented during the mid of twentieth century who looks back in anger and, shouts â€Å"I’d love to live too†¦ But I must say, it’s pretty dreary living in the American age† (Osborne, p9-14, 1954). This disillusionment and dissatisfaction with life and lack of recognition in society, was soon realized in America as well. In fact the three acts of the play titled â€Å"Fun and Games†, â€Å"Walpurgisnacht† and â€Å"Exorcism† may be said to illustrate the historic passage of American civilization; from innocence to guilt to madness. America which began as an un-spoilt continent, convinced that it was unique in human history to create a perfect society, just like the Germans once thought, in a race of differentiation, cut themselves from European tradition and history, in effect ‘killed’ its parents. But how can one neglect the parenting they once received in Europe, when memories transform into haunting, only by retreating into madness can one escape the vicissitudes of history. Again in the words of Holtan, â€Å"Both George and Martha indicate at various points that â€Å"back there,† â€Å"in the beginning,† â€Å"when I first came to New Carthage,† there might have been a chance for them. That chance was lost and now their â€Å"crippling alliance† exacts its toll from both of them† (Holtan, p48, 1973). Finally, what Johnson perceived with his panoramic eye while surveying â€Å"mankind from China to Peru† (Johnson, p50, 1749), acknowledging the universality of human behavior, holds true for any nation any â€Å"island† claiming to become land of opportunity. Freedom again is a responsibility, that functions under a collective consciousness of â€Å"being free†, consequently â€Å"whoever, in man’s universal condition, chooses freedom chooses it for everybody† concludes Franz Adler (Adler, p284, 1949). Similarly an idea that negates the masses, devoids itself the potential of transformation into a phenomenon, its localization soon consumes its very presence with time. References: Adams, James, Truslow, The Epic of America, Simon Publications, 2001. Adler, Franz, The Social Thought of Jean-Paul Sartre, The American Journal of Sociology, Vol. 55, No. 3 (Nov. , 1949), The University of Chicago Press. Albee, Edward, The American Dream, Coward-McCann, Inc. , New York, 1961. Burg, David, F. , Another View of Huckleberry Finn, Nineteenth-Century Fiction, Vol. 29, No. 3, University of California Press, 1974. Cox, James, M. , Mark Twain, The Fate of Humour, Princeton University Press, 1966 Johnson, The Vanity of Human Wishes, edited by Harriet Raghunathan, Worldview Publications, 2004, New Delhi. Noble, David, W. , Historians Against History, University of Minnesota, Minneapolis, 1965. Osborne, John, Look Back in Anger, edited by Neeraj Malik, Worldview Publications, 2002, New Delhi. Schumacher, E. F. , Dilemmas of Measuring Human Freedom, Kumar, K, G, Economic and Political Weekly, Vol. 26, No. 47, Economic and Political Weekly, 1991. Zangrando, Schneider, Joanna, Zangrando, L. Robert, Black Protest: A Rejection of the American Dream, Journal of Black Studies, Vol. 1, No. 2, Sage Publications, Inc. , 1970. How to cite Albee and Twain: Demystifying an American Dream, Essay examples

Which Social Groups Are Marginalized Within the Text free essay sample

Juan Jose Martinez Which social groups are marginalized within the text (written task 2) There are 3 social classes which are present in the novel 1984 by George Orwell. The book was written in 1949showing the authors perspective of a possible futures ruled by totalitarianism, where the world is subdivided in 3 countries which are controlled by regimes. Oceania is where the story take place, is divided in 3 social classes: the high class conform by the party members and the leaders of the regimen, the middle class by standard citizens and the low represented by the proles.The middle class is silenced because they have the power to change things and to think differently and the proles are excluded due to their number and besides their labor they do not apport anything else to the regimen. Even though the disadvantages of each class they live in an ironic harmony where they have certain advantages from the others. The most silenced group is the middle class. The citizens are told that big brother is the leader â€Å"those who control the past control the future, who control the present control the past†.The party controls the present so people do what they wished. Big brother use totalitarianism government to manipulate history in which they change historic events and suppress realities in order to make people think the regimen has been ruling since the beginning of all times. By using technology the regimen maintain psychological control, using dispositive such the telescreen used monitor every single movement and expression in people’s faces so they do what they are told, and even they don’t have any time to think differently.The information that is given to the citizens is manipulated to fit the party’s objectives and because it is the only information available people believe it because there is no record of a standard society which could be compared to the r egimen, so people believe it improves their lives. The reason why they are silenced is because their capacity to change things, even though the middle class is not included in the inner party members, they have access to the inner party main buildings and records that show different kinds of though, so by reading historic records these people develop a evolutionary way of thinking and by following the party’s orders each day they are concern about the true intention of the regimen making them very dangerous. Besides all the access to different knowledge this class have, the majority of its members live in an ironic happiness, where they have access to food, shelter, a job and limited benefits, but they live in a complete lie by accepting the regimen as their savior living in an ignorant happiness. The middle class is represented as being silenced very easily.It is a true representation of many societies around the globe such as the German during the Nazi period and the Russians with the communism regimen. Since ancient times societies have been subdivided in classes, and in most of the cases the ruling class is conformed by the ones with more power and money. In order to take control or to create a regimen, the power classes take advantage when they detect a weakness in the politic system, thanks to their money and that they are well educated they know how to persuade other classes to gain their support.All the regimens through history have stated with a charismatic leader which promise progress and the greater good for everybody, because they make all this promises when people are in a weak situation, they win their support very easily as the people believe what they are saying because it is their best option. Of the three social classes that compose the book, the proles are the ones who receive the baddest treatment. They compose the 85% of all Oceania population, and the party is only interested on them because their labor. The regimen excludes them from the rest of the society due to their large population which represent a real danger to the big brothers goals. Because the main characteristic of the proles is to be submitted to hard work, they don’t get in conscious of anything outside their daily lives, and they just accept their fate.This is the most excluded group in the novel because of their number which can be very difficult, expensive and dangerous for the party to monitor and control, so they just leave the aside assigning them the hardest work letting them live their lives mostly as they will. Again here is a example of the ironic harmony, despite they live in infrahuman conditions they still have their freedom, and can enjoy some humans pleasures such sex which is forbidden for other classes.Even though because their lack of education they are the party’s puppets and th ey don’t even think of creating a revolution despite their large numbers. As Winston (the novels protagonist) says the proles are the future he has the reason as they are the only ones with enough members to create a coup detat. In 1984 traitors get killed when they commit crime against big brother, and in some cases they are brain washed in order to convert them in the party’s marionettes. proles are consider traitors as they don’t belong directly to the party.But the thing is that the party does not have concrete evidence of them, but they just speculate that because proles have more freedom than others allowing them to commit many crimes or to do forbidden thing like drinking alcohol without the regimen realizing. In conclusion the three groups in Oceania live in an ironic harmony, because of their specific roles that maintain the structure of Oceania, being governed by big brother. Because the proles don’t have time to think in anything else than work they create a society where all people are equal and they enjoy a certain freedom that any other class has.Where the outer party member (middle class) is the most submitted but they have access to buildings and they are kept alive in h uman conditions, and the inner party members hold the high charges in the organization of their society. Even though these three groups will never coincide with each other, their subdivision and their tasks are indispensable for the structure of theirs society and to make the regimen work well. So they hate each other but they do not do anything about that because they are adjusted to their live style.

Honesty Is a Best Policy free essay sample

It is true that honesty is the best policy. Today, we see many things around us which are not honest. Many persons are dishonest. Dishonesty may shine for some time. It may earn money, power and men. But all this Is for a short time. Honesty Is courageous, dishonesty is a coward. Honesty is bound to shine after the night of dishonesty. There is no place for dishonest people on the earth. They lose the battle in the end. An honest person only can win a place in the hearts of people.Double- faced men get temporary response but they are thrown out of peoples hearts. Dishonesty cannot face the reality. It has to say hundred lies to hide one act of dishonesty. Therefore honesty Is the best policy. Honesty truly Is the best policy. Honesty Is the best policy It Is a widely recognized saying of Ben]amen Franklin and it is considered one of the wisest sayings. We will write a custom essay sample on Honesty Is a Best Policy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It means that honesty was an important trait even several centuries ago. Benjamin Franklin wrote Poor Richards Almanacs, which consisted of wise aphorisms, or sayings. Honesty is the best policy is one of his sayings that is universally recognized and encouraged. This phrase signifies the importance of being a moral and truthful person Honesty is an Important and admirable characteristic that a person can have. I agree with the statement honesty Is the best policy. Everyone, to succeed in his or her life, should follow It. Though we can make money by improper ways, it would not give us good status in society. I believe that honesty is important for both personal life and business life.As we go through the history of the great leaders, they all succeed in their life mainly by their life style. They all followed the truth and honesty. Honesty is very important in many aspects of our life. If we are honest, everyone will believe us. Generally, honesty is the best policy In any situation. Some people are very reliable and they hate those who tell Lies for any reason. Other people accept white lies when situation arises, even If they usually do not like lying. I strongly agree that being honest is the most important consideration in a relationship.Honesty is the foundation of any well-working relationship. Whether it is with parents, friends, or any one else, honesty is important. No relationship can be successful without trust, which is gained from being honest. Many people learn this the hard way. Learned this harsh lesson In a way that really made me understand the Importance of honesty. It was over the summer going in to my sophomore year. I had just received my drivers license and I was driving everywhere, hanging out with friends, and taking advantage of being away from my parents.My parents had planned a trip out of town for the weekend and specifically told me not to have anyone over to the house. As I told a few of my friends about the trip and being by myself, we plotted to throw a party. We went through with the plan; we had a few friends over and hung out for awhile. A few of my close bundles spent the night as well. The next day we spent an hour or two cleaning up the house but it still looked quite suspicious. There were a few minor details that I over looked and my parents noticed.I made a few excuses to cover up the situation, but they didnt completely believe me. The truth finally surfaced; I was in trouble. As I came clean on the events of that night I could see the trusts diminish from their faces. Before, they had great trust In me and I had many . After actions. The night when the honesty policy truly engraved itself in me was when they told me that the worse part about the ordeal was me lying and trying to cover it up. The actual party itself is Just a minor problem because everyone makes mistakes. That night I really grew up as a person.I still make mistakes and bad decisions as everyone else, but the difference is by admitting them, it makes my conscience clear and my parents respect me. The consequences are not as great when you are honest. Through my experiences with being dishonest, I have learned a great deal about being honest. Being honest only helps bad situations and being dishonest only hurts them. Through honesty I have gained stronger relationships with my friends and family and become a better person. I have concluded that to lead a successful well-rounded life, honesty is the best policy.

Do People Truly Understand Vegetarianism Professor Ramos Blog

Do People Truly Understand Vegetarianism https://prezi.com/view/xloHLbey3DCpFCBp3v9M/

John Von Neumann Research Paper Example | Topics and Well Written Essays - 1500 words

John Von Neumann - Research Paper Example It is evidently clear from the discussion that John was the mathematical genius who was born to the Neumann family. At the age of ten, John educational career started when he was enrolled into one of the best schools in Hungary, Lutheran Gymnasium. Von Neumann got interested in mathematics and logical problems of the society at a very early age. It is recorded that at the tender age of six, he once asked his mother what was she calculating when she was staring blankly ahead in space. This reveals that his observational skills and logical mind already had started analyzing the world from a very tender age. He had varying interests in different subjects as a child, so at the age of eight he started reading universal history, a fourth four-volume collection was owned by his parents in the family library. His parents soon realized the budding genius child so they were careful not to push him overboard with attention and did as much as they could to polish his academic skills while lettin g him grow socially which resulted in his charming manner as a boy and a man. Before he even graduated high school, many university professors considered him a colleague instead of a high school student. His first paper about mathematics was published in 1922 in the Journal of German Mathematicians, dealing with the zeros of certain minimal polynomials. This was at the time when he was still studying at the Lutheran Gymnasium and he was only seventeen years old. In 1921 John Von Neumann enrolled in the University of Berlin to pursue Chemical engineering. Despite the fact that John’s own interest lied in the field of mathematics and physics, his father encouraged the career path for chemical engineering which would guarantee him a good career.

Personal Essay Example | Topics and Well Written Essays - 1250 words

Personal - Essay Example Secondly, one has to ensure that the business they are operating abides with the law. Dealing with un-licensed and illegal businesses has been one crime that the government has been fighting for many years. Those arrested due to operation of such businesses have always faced harsh penalties, in accordance with the set laws. Therefore, this paper seeks to answer some of the life questions that working adults have to resolve in their lives. What keeps me awake at night every day are my goals and priorities. Every night, I have to ensure that my day’s plans are accomplished. This is to ensure that I start my day without carrying forward any unaccomplished tasks. I have set my daily goals in which they have to be accomplished. Failure to accomplish them is an indication that my work is lagging behind. That is another indicator of laziness and lack of focus in life. This is the reason I have to ensure that a day’s target is achieved. Planning next day’s targets is another reason to stay up late at night. As the manager of my life, it’s my duty to ensure that I have outlined the things that am supposed to do and what I have to achieve on that day (Todd, 25-34). Therefore, no matter how engaging my day may have been, I must plan the next day’s targets and the way to achieve them. I believe in the slogan that says â€Å"failure to plan is planning to fail.† I have come to realize tha t those who go to bed without analyzing their accomplishments and their failures do not move forward. Therefore, I have made it a habit to analyze all that I have accomplished daily and what I have not. In addition, I have to get a reason for my failure to accomplish a certain task so that I may not repeat the mistake in future. Looking around my friends and those close to me, I get scared since I realize they do not have plans for the future. By future I mean plans for the next second, minute or day. Many of them

Prject Management review Essay Example | Topics and Well Written Essays - 1250 words

Prject Management review - Essay Example The two major categories of estimation are ‘Macro or Top-down approach and Micro or Bottom-up approach’ (Sihombing). The Macro or Top-Down approach This approach is used to make a quick and rough estimation of project cost and time, when the time and expense of a detailed estimate are some issues. Often macro approach is carried out during the conception stage as there is no full design or Work Breakdown Structure available. The macro approaches may have high chances of inaccuracy and therefore, only well experienced personnel can do the estimation. With the help of a similar previous project, the estimation becomes easier. As Gray and Larson (2008, p. 134) point out, the expenses for the foremost subunits of the new project would be proportional to foremost subunits in the previous project. The Micro or Bottom-UP approach The Micro approach takes the project design and a ‘roll-up’ of Work Breakdown Structure elements into consideration (Project management). As it is a detailed approach, it requires multiple personnel and much time to complete the process. If the bottom-up estimate is done properly, it can yield accurate cost and time estimates. The costs for the higher level units are obtained by rolling-up the estimated time and cost connected with the lowest level Work Breakdown Structure packages. And this approach renders the most accurate estimation within the time devoted to developing the estimate. Factors affecting the estimation of Cost and Time There are several significant factors that affect the estimation of project cost and time. The most important factors are; Task Definition: The comprehensiveness of the definition of the project helps to determine whether all tasks have been taken into account. Project Structure: The structure compacted with a dedicated project team will always focuses on the effective completion of the project. Padding: there are chances of increasing the estimates in order to consider the unknown risks which in turn may cause an unwanted trade-off. Culture: It refers to the acceptable behavior of the organization which influences the estimation. Downtime: It is the lapse of time which affects the time estimate due to equipment repairs, holidays, vacations, etc. II An Ideal Approach According to Rosenau and Githens (2006, p. 133), planning, estimating, and resourcing are the most important elements of a successful project; and these elements may seem to be separate issues, but required to be conducted in parallel as they directly influence each other. Estimation of time and cost is needed per each type of resources for every part of the work to be done. An ideal approach from the part of the project manager would be to hold all the different elements and criteria together in a multi-dimensional model. The project manager should mak e sure that the estimation is done by a person who is most familiar with the task. And if possible, it is better to collect estimates from several people and find the variation of risk assessment. In order to avoid the ‘group think’, multiple estimates must be conducted independently. The project manager should use consistent units while estimating task time and the estimates should be based on normal conditions. The

Dance as a Strategy for Social Inclusion

Dance as a Strategy for Social Inclusion All societies have some sort of division amongst themselves, whether based on race, religion, socioeconomic status, or some other criteria. Typically, those in the dominant group control the opportunities of those in other groups, more so in some communities than others (Levitas 1998). In overly simplistic terms, the degree to which individuals or non-dominant groups may and choose to join in the opportunities of the dominant society is called inclusion. The degree to which they are prevented or decline from joining in these opportunities is called exclusion. The terms social inclusion and its opposite, social exclusion, came into use in the 1970s in France, and have since been adopted by many countries in the EU (Reeves 2002). This study seeks to first define social inclusion and identify effective evaluation of social inclusion policy and programming. Alook at the historic role of dance as a means of social inclusion and exclusion is examined, with discussion of the roles of professional dance, dance instruction and performance, and social dance ininclusion. The study defines the requirements of dance projects intended as social inclusion tools to offer access, provision, accommodation, and empowerment. The results from such a program should include enhanced personal development, increased self-determination,and improved social unity. It is important to also consider the costto individuals participating in social inclusion activities, particularly how their changing thoughts, attitudes and goals affecttheir relationships with family and friends. The study concludes with six examples of well-run social inclusiondance programmes, and a plan for implementing a dance programme with a goal of increased social inclusion. In the examination of social inclusion or the effectiveness of aspecific tool in social inclusion, it is necessary to further definethe term. There is variation in the academic and political communitiesas to the focus and scope, not to mention purpose, of socialinclusion. Many disagree on the exact definition of inclusion andexclusion and appropriate models to describe their effect onindividuals and the community. For example, the United Nations holds that social inclusion â€Å"must bebased on respect for all human rights and fundamental freedoms, cultural and religious diversity, social justice and the special needs of vulnerable and disadvantaged groups, democratic participation andthe rule of law† (Britton and Casebourne, 2005). The European Social Fund defines social inclusion as â€Å"the development of capacity andopportunity to play a full role, not only in economic terms, but also in social, psychological and political terms† (Britton and Casebourne,2005). â€Å"Social inclusion is achieved when individuals or areas do not sufferfrom the negative effects of unemployment, poor skills, low income,poor housing, crime, bad health, family problems, limited to access toservices and rurality, e.g. remoteness, sparsity, isolation and highcosts,† according to the UK government (CESI 2005). The Laidlaw Foundation of Canada states, â€Å"social inclusion is about making surethat all children and adults are able to participate as valued, respected and contributing members of society,† while T.H. Marshall, inCitizenship and Social Class, bases the idea of social inclusion onâ€Å"the right to share to the full in the social heritage and to live thelife of a civilized being according to the standards prevailing insociety (Donnelly and Coakley, 2002; Marshall, 1950). There are even more definitions of social inclusion not listed here.However, some common elements included in most definitions aresubjective elements, such as feeling part of the community, respectedand valued, and physical elements, such as services within a reasonableproximity, or a certain level of material resources (CESI 2005). This study contends that social inclusion requires: †¢ Access allowing all members of a society entrance to and full participation in its opportunities †¢ Provision providing a mechanism for removing barriers betweenpeople groups in a society, including economic, language, and proximitybarriers †¢ Accommodation respecting and valuing the differences of itsmembers, whether physical, racial, economic, cultural, or otherwise †¢ Empowerment encouraging individuals and people groups within asociety to reach their full potential, as they define it, and fosteringtheir participation at all power levels Peter Donnelley and Jay Coakley support the above, in their report tothe Laidlaw Foundation, identifying five â€Å"cornerstones† of socialinclusion. First, all members of society must be recognized as having value. Individual differences must be respected, and necessary services provided for the entire community. Second, everyone has aright to development opportunities. This is most clearly seen inchildren; for example, recreation programs must be handicappedaccessible to allow for full participation. Third, non-dominantindividuals and groups should be involved in decisions effectingsociety in general and themselves in particular. An application of this would be senior citizens who suggest or plan their own activities,rather than simply participate in those created by paid communitystaff. Fourth, proximity is necessary for successful inclusion overtime. If the dominant group lives, works and plays in a differentlocation or one removed from m arginalised groups, social inclus ionactivities will be short-lived at best. Finally, inclusion requires the material resources necessary to truly participate (Donnelly andCoakley, 2002). A teen football player that is unable to afford theproper shoes will never be completely part of the team. Accordingly, successful social inclusion activity results in: †¢Personal development including self-esteem issues, skill attainment,creativity, and increased likelihood to participate in otheropportunities. †¢ Self-Determination in both decision-making and self-expression,for individuals and the community as a whole, with participants takinggreater responsibility over time for both the inclusion project andtheir own personal needs. †¢ Social unity improving relationships between members of the community and uniting people groups around common goals. The effectiveness of social inclusion activities and the achievement ofthe above results are often controlled by the political or leadershipmindset prevalent in the programme. It is important to note,therefore, that the above differ from the definitions set forth by theUK government. The government’s aims include â€Å"improved educationalachievement, increased employment prospects, improved health, reduced crime, and improved physical environment† (CESI 2005). Note that theserelate directly to economic concerns, with little consideration forpersonal development beyond the development as a worker, no mention ofself-determination at all, and no mention of social unity or cohesionbeyond a reduction in crime. Some local governments also take a strong economic focus. The Lancashire County Council defined social inclusion as something thatâ€Å"is to be achieved by involving the poorest of citizens so that theyexperience a rise in living standards, from which they are excluded atpresent due to a host of interrelated problems† (CESI 2005). This research supports the argument that social inclusion, while having a significant economic component, also involves the personal actionsand attitudes of individuals and people groups in a society. It is the opinion of this study, supported by numerous others, that the outlookand ownership in society of marginalised groups must first change forany true inclusion to take place. Ruth Levitas, in her book The Inclusive Society? Social Exclusion and New Labour, encapsulates the three primary models for addressing social inclusion. The first and most politically left model is there distributionist discourse, or RED. This model holds lack of materialresources to be the primary cause of exclusion. This leads to a callfor forced redistribution of material resources to achieve social inclusion. The amount of redistribution required for inclusion,however, particularly within a democratic or socialist society, isusually too much for the dominant group to bear. This channels deprived individuals and groups to reliance on â€Å"government handouts† and, ultimately, poverty in comparison to the dominant group. Thesociety practicing redistribution attempts to balance the needs of itsmarginalised citizens with the desires of those in power. This is adangerous game, as the resulting incomplete redistribution can lead tosoc ial unrest and economic difficulties for so ciety as a whole(Levitas 1998). The second model, the social integrationist discourse (SID), is the most centrist given today’s political climate. This model of inclusion focuses on equal access, opportunity, andparticipation in the labour market. The idea is that if marginalised people are given equal access to and participate equally in jobs and job training, they will become part of the greater society. Paid employment raises the standard of living or material resources, which allows them to participate in a wider range of society’s activities.Over time they integrate into the established society. The model presents the concept of community participation, or unpaid work, forthose unable to hold a paying position. This might apply to personswith severe handicaps, substance abuse issues, mental illness, or whoare the primary caregivers of young children or elderly parents. These persons should be encouraged to undertake volunteer opportunities inthe community, and thereby partici pate in society (Lev itas 1998). There are also obvious difficulties with this model. First, it ignoresthe many barriers that marginalised people face when seeking paidemployment, including language and cultural issues, and childcare forsingle parents. These can take many years to overcome, if they areovercome at all (Cook, K. 2004). The model also assumes the availability of jobs and job training, not a reality in our presentlabour market. With the concept of community participation, it isunclear how or where such unpaid work would take place, given thatthese are people who are â€Å"unwanted† by the paid employment sector. The third model, the moral underclass discourse (MUD), is the most politically right model. This assumes that marginalised people are not included in society because they choose not to participate (Levitas1998). According to this model, a young person from a deprived neighbourhood chooses to be poor and to pass by the job training or educational opportunities afforded to him by society. For social inclusion to be successful, these individuals and people groups mustchoose to participate in society. Proponents of this model oftenencourage punishment of some type to individuals who do not comply with programmes aimed at helping them, and rewards to those who comply. The moral underclass discourse overlooks the complexity of manymarginalised people’s situations. It fails to consider the pressureindividuals face from their culture groups, lack of role models andself-esteem issues, and personal resources to overcome initial barriersto societal participation. The model further fails to identify causesof non-participation. Any social inclusion activity should identify and target deprivedcommunities or people groups. In addition, an effective long-termprogramme will seek to address the causes of this deprivation, not justthe results of it. Effective solutions will value the input of thosefrom the deprived community and look at the situation from a holisticperspective (Britton and Casebourne 2005). This addressing of causesand empowering of marginalised peoples is not provided for in the moralunderclass discourse. The government currently pursues policy based on the socialintegrationist model, focusing on providing educational opportunitiesto children to prepare them for later job training, and vocationalopportunities to adults (Reeves 2002). Despite its flaws, it seems themost feasible means of delivery of social inclusion. SID supports theidea that effective inclusion goes beyond simple access issues.Non-dominant groups must be allowed to strive for their full potentialwithin society, raising their standards of participation and acceptanceuntil holistic involvement is achieved. Inclusion, as seen throughthis model, is â€Å"about closing physical, social, and economic distancesseparating people, rather than only eliminating boundaries or barriersbetween us and them† (Donnelly and Coakley 2002). While it is possiblefor individuals or groups to be included in some arenas and excluded inothers, this research assumes that inclusion in any for m contributesto inclusion holistically. True inclusion, however, goes beyond allowing those in non-dominantgroups to simply participate in the activities of the dominantsociety. They must choose to fully engage with the dominant group, andhave opportunity grow and develop to their full potential, andultimately have equal input into the decisions and actions of thesociety as a whole. Both the dominant group and the marginalisedgroups or individuals must work together for social inclusion tooccur. There are three levels of participation in inclusive situations betweenthe dominant group in a society and marginalised individuals andgroups: assimilation, accommodation, and separation. The type ofinteraction occurring is determined by the amount of change anindividual will undergo to fit into the dominant group or groups in asociety, and the willingness of the society to accept individuals orgroups with characteristics, means, or culture different from their own. Assimilation occurs when the dominant society chooses to allownon-dominant individuals and groups to adopt its activities, values,and culture, and non-dominant participants choose to adopt suchthings. Groups immigrating to North America historically valuedassimilation, and often neglected teaching their children the culture,traditions, and language of their native land. There was a great valueplaced on these second-generation immigrant children consideringthemselves â€Å"Canadian† or â€Å"American.† This à ¢â‚¬Å"melting pot† culturalmelding allowed immigrant children to quickly assimilate into thebroader culture, although often at the cost of many of their own uniqueattributes and traditions (Gamble and Gamble 2005). A more current example would be an immigrant Muslim woman whoenrolled in university. If this woman chose to adopt the dominantuniversity culture, she might abandon traditional head covering for ahat or hooded jumper. While continuing to dress modestly, she wouldwear clothing that did not distinguish her from her peers. Herinteractions would be in English. She might join clubs and participatein activities, study groups, and the like in a manner similar tonon-Muslim students, perhaps even dating in a manner typical ofuniversity women. If the other students, in general, accepted heractions, she would assimilate to their culture. If the same woman sought accommodation, rather than assimilation, shewould participate in the academic portions of university, but not tryto be like the other students. She would continue to wear whateverclothing she had worn prior to entering school. While required to speak English in the classroom, she would use hernative language often. She would abide by her religious guidelines asfar as interactions and activities were concerned. In short, she wouldbe a Muslim woman in a non-Muslim, British institution of highereducation. The university community would choose to accept her,cultural differences and all, or separate from her. Sometimes, however, inclusion is not achieved because the marginalisedgroups choose not to participate in society. This is calledseparation, and in this case the Muslim woman would not attenduniversity at all, choosing instead to stay within a community ofothers from her native country who share her religious beliefs. Shewould not make any effort to learn English or interact with thedominant society around her. The dominant society rarely makes aneffort to include individuals or groups choosing to self-separate, andsometimes encourages separation (Gamble and Gamble 2005). Successful inclusion, therefore, r equires a desire or willingness onthe parts of both the dominant society and the marginalised individualor group to join together in community. Society must accept theactions of the assimilating or accommodating person, and the personmust accept the boundaries and norms of society. Further defining social inclusion assumes a desire on the part ofmarginalised groups to join with the dominant society in theircommunity through either assimilation or accommodation. It is important to consider that some persons or groups self-excludebecause of past exclusion, or because of pressure to conform to theculture of their non-dominant group. Not all individuals from deprivedcircumstances are able to take opportunities when presented. Cultural,self-esteem, economic and other issues come into play. Dance should be considered in its use as a tool for social inclusion byfirst studying existing programmes and their effectiveness. Evaluatingthe successfulness of social inclusion programmes, particularly danceprogrammes, is difficult. Although great strides have been made inrecent years, most documentation of social inclusion success has beenwith activities focusing on other areas of the arts. Dance, as aphysical medium, is more difficult to empirically examine over time.While studies of dance tend toward feel-good stories and individualnarratives, several works of credible research have been conducted inrecent years. Evaluators also need to consider the type of dance activity they arestudying. For example, a ballroom dance class aimed atcross-generational integration and appreciation has a far differentpurpose than a performance dance programme aimed at increasing theself-confidence and empowerment of disadvantaged youth. Three types ofdance activities are used in reaching social i nclusion aims,performance dance, instructional dance (classes designed for skillattainment, recreation, or health more than public performance), andsocial dance. Research has been done primarily on the effectiveness ofthe first two types of dance, as they occur in controlled environmentslending themselves to analysis. Performance dance gives groups in the local community theopportunity to work and present their art collectively. This not onlybrings together groups from varied ages, cultures, and socioeconomicbackgrounds for a common purpose, it allows the community to view theirefforts, further reinforcing the inclusive nature of their endeavours(Donnelly and Coakley 2002). Often, professional dancers or communitymembers employed in some form of dance perform with the programme group. Performance dance programmes are typically evaluated by reactions ofparticipants and audience, fiscal results (including support documentedfrom the local community, and quality of performance (Reeves 2002).Participants and audience members are given surveys, indicating theirreaction to the programme and results of their participation. Thosesurveyed are asked about their outlook, goals, and perceptions prior tothe performance dance activity, and after. The number of peopleindicating positive life outcomes and the degr ee to which they reportpositive life outcomes can then be calculated and compared with similarprogrammes (Matarasso 1997). An arts programme for youth in Portsmouth brought togetherprofessional artists and local children, from infant to sixth form.They would work together in a workshop setting, then perform locally.One group of children, for example, worked with the Kokum dancecompany. In this programme, data was collected from the children’steachers, rather than the children themselves. Teachers were asked toevaluate specific items regarding each child’s behaviour, attitude, andperformance in the classroom, providing reliable data regarding benefitthe children derived from participation (Matarasso 1997). As many of these performance projects are funded wholly or in part bypublic funds, fiscal considerations come into play. Were members ofthe community willing to support the project by purchasing tickets?Was the project able to recoup some of its costs, and if so, how much?Francois Matarasso’s 1999 groundbreaking research, Use or Ornament?The social impact of participation in the art s, deals with the growingemphasis on economic contributions of the arts community to the overallfinancial health of communities and the country, and the importance ofthe arts as an export for the British economy. This is sometimes atconflict with the purposes of those initiating and operating danceprojects. However, as funding is required for most inclusionactivities, it remains an evaluative consideration (Matarasso 1997). Quality evaluations of performance dance activities aimed at socialinclusion are as controversial as reviews of dance performances ingeneral (Reed 1998). Consensus between those familiar with danceperformance, however, can be a useful tool in evaluation (Reeves2002). Instructional dance is even more focused on the life impact on itsparticipants. These programmes are typically held in dance schoolenvironments, often in connection with the local schools or a communitycentre, and often focus on children. The dance projects undertaken bythe Merseyside Dance Initiative’s Out of Reach programme areinstructional activities leading to performance. Research conducted byMDI on their dance programmes included survey, interviews, videos,photos, and letters, providing both empirical and subjective resultsfor these activities (Peerbhoy, Smith, and Birchall 2002). It is important to take into consideration the native languages andages of those surveyed in this type of research. Young childr en andthose for whom English is an additional language can have difficultywith written surveys. For example, Out of Reach, a report of danceinclusion programmes by the Merseyside Dance Initiative, describes howparticipants were surveyed using a Face Scale, showing seven facesgoing from broadly smiling to frowning. They were then asked toidentify the face that expressed how they felt about their life ingeneral. MDI also used a Cantrils Ladder, where participants ratedtheir life satisfaction by choosing a rung on the ladder to representit (Peerbhoy, Smith, and Birchall 2002). By using this surveytechnique before and after participation, MDI was able to quantifyparticipants’ views on their experience in their programmes. Thisallowed them to use the same survey for children and adults, regardlessof language backgrou nd. The Merseyside Dance Initiative researchers followed the above surveyswith oral interviews, including a series of questions for allparticipants, an additional que stion set for senior members of thedance programme, and a third set of questions inclusive of the firsttwo for dance leaders. These were open-ended, subjective questions,such as â€Å"What impact do you think Out of Reach has had on your group?†and â€Å"Out of Reach is a community project what does that mean to you?†(Peerbhoy, Smith, and Birchall 2002). Skill attainment is an important item of evaluation, in addition toself-esteem and similar benefits from an instructional dance activity.Skills can be measured by observation on the part of the instructor orclass leader, with data collected at the beginning and end of the classor activity. Again, results can be compared with similar programmes todetermine effectiveness, or used to project the effects of a project tobe implemented. Instructional Dance is not immune from financial considerations or thepolitical emphasis on jobs and job training in social inclusionprogrammes. The Enterprise and Cultural Committee’s submission fromthe Aberdeen City Council in 2004 included a number of such goals orachievements, including â€Å"the training and development of artists,contributing to the cultural and economic vibrancy of an area,†improved economics, â€Å"enhancing the image of Scotland both at home andabroad,† and â€Å"training for play workers, youth workers, and c areworkers to broaden their understanding and experience in utilisingdance as part of their programmes and everyday work.† Instructionaldance programmes, without performance revenues, tend to face even morevolatile financial situations, and are often offered in directcorrelation to funding availability (Aberdeen 2004). The third type of dance, social dance, is difficult to quantitativelyresearch. Social dance activities are usually offered by localorganisations and governments as recreational opportunities, withsocial inclusion aims a secondary consideration. The Aberdeen CityCouncil’s report, mentioned above, cited 1402 community dance eventsheld in 2003 / 2004 by their citymoves initiative. These eventsincluded festivals and dance events (Aberdeen 2004). While participants in a formal dance programme can be surveyed beforeand after their activity or class, this is impractical and, for thatmatter, almost impossible at a festival or public social dance type ofevent. Data can be collected on the number of attendees, any acts ofviolence or physical altercations between people groups, and similarstatistics. General observations made also be made about people’sparticipation and recorded, although subjective. Comparisons betweencommunity situations before and after a series of such progra mmes arealso often used. For example, did the juvenile crime rate andincidences of vandalism drop after the inception of a weekly youthsocial dance? Children in the community are also affected by participants in socialdance activities. They are quick to notice who attends and observe whoparticipates in what activities at a festival. The participation orlack thereof by certain groups within the community reinforces thechild’s perceptions of appropriate community interaction, laying thegroundwork for either tolerance and acceptance or bigotry and mistrust(Hanna 1983). This is an important component almost impossible tomeasure through research. Overall, the need for empirical and fact-based research remains strongfor dance activities, particularly those focused on broader goals suchas improving community social cohesion. Additional studies should beencouraged. Dance has historically reinforced distinctions between people groupsand social classes, particularly social dance. After all, social danceis usually between friends or romantic interests. There is stronginclination at all levels of society to fraternize in such settingswith members of one’s own social group. In much of Europe, for example, those of the upper levels of societyparticipated in court dances, while those at lower levels of societyparticipated in country-dances. The types of dances one learned andthe way one carried oneself at the festival, dance hall, or ballroom,quickly communicated the social level or class of that individual. Itis hard to imagine, even a hundred years ago, a duke or duchess lopingaround a typical country-dance, or the typical commoner being acceptedat a royal ball. To some extent dance remains so today, where a dress worn at formalballs of the wealthy can cost in excess of a working persons wages forsix months. The galas and events reported in the newspapers andmagazines are intended for and attended by the wealthy and theirfriends. By the same token, the patrons at a typical hip-hop club in adisadvantaged neighbourhood would exclude a clean-cut, obviouslywealthy man in business attire. There remains hesitancy between groupsto attend social functions on another group’s turf, or in a communitysignificantly different from one’s own. Many ethnic communities retain dances from their native cultures,accommodating rather than assimilating to the society around them. Ifthese dances are performed or taught to others in the community, thiscultural sharing can have a strong inclusive effect. However, ifnative dances are reserved by their cultural group to only those withinthe group, the practice of such dances becomes exclusive. Another type of exclusionary dance programme remains popular today.A number of communities offer dance activities for disadvantaged youth,or those recently released from incarceration, or a similarmarginalised group. By offering services only to one specific group,geographical area, or income level, these programmes may actually detersocial inclusion (Reeves 2002). Deprived neighbourhoods often lack thephysical facilities or funding necessary for dance activities, andindividuals from outside the community may be reluctant to venture in,fearing crime or similar deterrents. Therefore, while these activitiesare obviously designed to serve a specific population and often are ofpositive benefit, they neither allow access to all members of societynor remove barriers between people groups, and therefore cannot beconsidered truly inclusive. Dance also experiences a higher rate of self-exclusion than some otherart activities. Men are often wary about participating in a danceactivity, as dance is still considered unmanly in some cultural sets.Also, the physical expression necessary in dance is considered immodestor inappropriate by some cultural groups (Reed 1998). Matarassodescribes an art panel activity, the Mughal Tent Project, where womencreate embroidered art panels for public display (Matarasso 1997). Theprogramme serves primarily Muslim women residing in the Leicesterarea. Although there was initial resistance from some husbands,eventually most became supportive of their wives efforts, even watchingthe children so their wives could complete their art. It is unlikelythese husbands would be equally supporting if their wives wereparticipating in a public dance performance (Matarasso 1997)). New Life and Hope, a community centre serving a deprived area with ahigh number of recent immigrants in the Bronx, NY, USA, noted a similardifficulty with performance dance. Many of the people moving into thecommunity were from Middle Eastern areas, predominantly Muslim withsome Hindu. The centre initially offered several art programmes forchildren and adults, including painting, sculpture, music, theatre, anddance. Very few men participated in these activities. Women andchildren were quick to sign up for spots in painting, sculpture, andmusic, somewhat slower to engage in theatre opportunities, and onlyyounger female children enrolled in any dance offerings (Ortiz 2005). Significant promotion of the adult dance programme and changes to makeit more culturally sensitive, including dropping dress requirements,were not able to increase enrolments. Women attending other coursesoffered, when questioned why they did not participate in danceactivities, often cited disapproval from their families. It is unclearwhether discontinuing the public performance portion of the danceprogramme (all participants put on a programme for the public at theend of the course) would have made it more palatable to thispopulation, as it was apparently not implemented. Dance wasdiscontinued from the centre’s offerings after two years due to lack ofinterest (Ortiz 2005). Dance also has historical significance as a means of inclusion within acommunity. From the earliest tribal communities, dance has been a waythe group comes together and reaffirms its unity. Primitive culturesoften use dance as a means to build social cohesion, including adoptingnon-native individuals into their group and marking rites of passage,such as children coming of age or entering into marriage-typerelationships (Kaeppler 1978). Certain dances themselves have aided in social inclusion at severaltimes in the past. For example, in the early 1900s in the UnitedStates, African Americans introduced a dance called the Shimmy to thelocal Chicago nightclub scene. The dance began to be p

Effect of fluoride ions on corrosion behavior of nickel Essay

1. Introduction: Titanium alloys are very reactive materials and reacts instaneusely with oxygen, forming an oxide film, which give them excellent anti corrosive properties []. Thus, titanium alloys have proven to be the most tissue compatible inorganic materials, especially for dentistry []. Nickel-titanium wires, which have a near equiatomic composition, were introduced to orthodontic clinical use by Andersen and colleagues in the early 1970’s []. They have been highly popular in dentistry because have a much lower elastic modulus and wider elastic range than other orthodontic wires such as those composed of beta-titanium, stainless steel, and cobalt-chromium-nickel []. NiTi alloys have excellent biocompatibility with living tissue and corrosion resistance in various simulated body fluids []. These properties originating from the spontaneously formed thin oxide passivation layer mainly consist of TiO2 []. For patients with orthodontic fixed appliance, mouth rinsing with fluoride-containing products is an effective method for the prevention of caries because such appliances have complicated morphologies []. However, reduced corrosion resistance of pure titanium and titanium alloys in fluoride containing environments that attack the protective surface oxide layer and cause allergic reactions to NiTi wires after insertion had been reported []. The corrosion resistance of pure titanium and titanium alloys largely depends on the fluoride concentrations []. Some studies concerning the corrosion behavior of titanium alloys in fluoride containing environments have been reported []. It is claimed that the fluoride containing solution with fluoride ions more than 20 ppm may destroy the protective oxide la... ...tive layer increases. 5. Conclusions The corrosion resistance of NiTi was studied in ringer’s solution for different chloride ion concentrations. Our results show that the increasing of the chloride ion concentration can accelerate the corrosion of NiTi alloy. The OCP values in KCl and NaCl contained solutions are less negative at lower concentrations than in higher ones and the resistance to corrosion decreases as the chloride concentration increases. According to the EIS analysis, NiTi presents a good corrosion resistance even at higher concentration of chloride ions but the polarization resistance and capacitance value of protective oxide layer decreases as the concentration of ions increases. Acknowledgements The author acknowledges the Shiraz University, school of materials science and engineering for the financial supports. (Grant No. 89-GR-Eng-58)