Monday, September 30, 2019

Fredrick Douglas and Harriot Jacobs

CONTACT US | SITE GUIDE | SEARCH April 22, 2013 Freedom's Story Essays 1609-1865 The Varieties of Slave Labor How Slavery Affected African American Families Slave Resistance The Demise of Slavery Rooted in Africa, Raised in America Beyond the Written Document: Looking for Africa in African American Culture How to Read a Slave Narrative Frederick Douglass and Harriet Jacobs 1865-1917 Reconstruction and the Formerly Enslaved â€Å"Somewhere† in the Nadir of African American History, 1890-1920 Racial Uplift Ideology in the Era of â€Å"The Negro Problem† PigmentocracySegregation The Trickster in African American Literature 1917 and Beyond African American Protest Poetry The New Negro and the Black Image: From Booker T. Washington to Alain Locke The Image of Africa in the Literature of the Harlem Renaissance Jazz and the African American Literature Tradition The Civil Rights Movement: 1919-1960s The Civil Rights Movement: 1968-2008 Freedom’s Story is made possible by a grant from the Wachovia Foundation. Freedom’s Story Advisors and Staff Frederick Douglass and Harriet Jacobs: American Slave Narrators Lucinda MacKethanAlumni Distinguished Professor of English Emerita, North Carolina State University National Humanities Center Fellow  ©National Humanities Center Frederick Douglass During the last three decades of legal slavery in America, from the early 1830s to the end of the Civil War in 1865, African American writers perfected one of the nation’s first truly indigenous genres of written literature: the North American slave narrative. The genre achieves its most eloquent expression in Frederick Douglass’s 1845 Narrative of the Life of Frederick Douglass: an American Slave and Harriet Jacobs’s 1861 Incidents in the Life of a Slave Girl.Like all slave narratives, Jacobs’s and Douglass’s works embody the tension between the conflicting motives that generated autobiographies of slave life. An ironic fact or in the production of these accounts can be noted in the generic title â€Å"Fugitive Slave Narrative† often given to such works. The need to accomplish the form’s most important goal—an end to slavery—took narrators back to the world that had enslaved them, as they were called upon to provide accurate reproductions of both the places and the experiences of the past they had fled.White abolitionists urged slave writers to follow well-defined conventions and formulas to produce what they saw as one of the most potent propaganda weapons in their arsenal. They also insisted on adding their own authenticating endorsements to the slaves’ narrations through prefaces and introductions. Yet for the writers themselves, the opportunity to tell their stories constituted something more personal: a means to write an identity within a country that legally denied their right to exist as human beings.Working cautiously within the genre expectations developed by and for their white audiences, highly articulate African American writers such as Douglass and Jacobs found ways to individualize their narratives and to speak in their own voices in a quest for selfhood that had to be balanced against the aims and values of their audiences. (See also â€Å"How to Read a Slave Narrative† in Freedom's Story. ) Harriet Jacobs A comparison of the narratives of Douglass and Jacobs demonstrates the full range of demands and situations that slaves could experience.Some of the similarities in the two accounts are a result of the prescribed formats that governed the publication of their narratives. The fugitive or freed or â€Å"ex† slave narrators were expected to give accurate details of their experiences within bondage, emphasizing their sufferings under cruel masters and the strength of their will to free themselves. One of the most important elements that developed within the narratives was a â€Å"literacy† scene in which the narr ator explained how he or she came to be able to do something that proslavery writers often declared was impossible: to read and write.Authenticity was paramount, but readers also looked for excitement, usually provided through dramatic details of how the slave managed to escape from his/her owners. Slave narrators also needed to present their credentials as good Christians while testifying to the hypocrisy of their supposedly pious owners. Both Douglass and Jacobs included some version of all these required elements yet also injected personalized nuances that transformed the formulas for their own purposes.Some of the differences in the readership and reception of Jacobs’s 1861 narrative and Douglass’s first, 1845 autobiography (he wrote two more, in 1855 and 1881, the latter expanded in 1892) reflect simply the differing literary and political circumstances that prevailed at the Prescribed formats governed the publication of slave narratives. time of their constructio n and publication. When Douglass published his Narrative of the Life, the Abolitionist movement was beginning to gain political force, while the long-delayed publication of Jacobs’s Incidents in 1861 was overshadowed by the start of the Civil War.Douglass was a publicly acclaimed figure from almost the earliest days of his career as a speaker and then a writer. Harriet Jacobs, on the other hand, was never well-known. Incidents in the Life of a Slave Girl disappeared from notice soon after its publication, without a large sale, while Douglass’s first book went through nine editions in its first two years and eventually became the standard against which all other slave narratives—even his own later ones—are measured.Douglass’s 1845 narrative grew out of the story of enslavement that he honed as a speaker for the Massachusetts Antislavery Society. â€Å"Discovered† and hired to lecture on the abolitionist circuit by William Lloyd Garrison in 18 41, three years after he had made his escape from Baltimore, Douglass developed rhetorical devices common to sermons and orations and carried these over to his narrative, which abounds with examples of repetition, antithesis, and other classical persuasive strategies.His narrative was the culmination of Douglass based his narrative on the sermon. his speech-making career, reflecting his mastery of a powerful preaching style along with the rhythms and imagery of biblical texts that were familiar to his audiences. Douglass also reflected the Emersonian idealism so prominent in the 1840s, as he cast himself in the role of struggling hero asserting his individual moral principles in order to bring conscience to bear against the nation’s greatest evil.In addition, his story could be read as a classic male â€Å"initiation† myth, a tale which traced a youth’s growth from innocence to experience and from boyhood into successful manhood; for Douglass, the testing and jo urney motifs of this genre were revised to highlight the slave’s will to transform himself from human chattel into a free American citizen. Harriet Jacobs, on the other hand, began her narrative around 1853, after she had lived as a fugitive slave in the North for ten years.She began working privately on her narrative not long after Cornelia Grinnell Willis purchased her freedom and gave her secure employment as a Jacobs modeled her narrative on the sentimental or domestic novel. domestic servant in New York City. Jacobs’s manuscript, finished around four years later but not published for four more, reflects in part the style, tone, and plot of what has been called the sentimental or domestic novel, popular fiction of the mid-nineteenth century, written by and for women, that stressed home, family, womanly modesty, and marriage.In adapting her life story to this genre, Jacobs drew on women writers who were contemporaries and even friends, including well-known writers L ydia Maria Child and Fanny Fern (her employer’s sister in law), but she was also influenced by the popularity of Harriet Beecher Stowe’s Uncle Tom’s Cabin, which appeared in 1851. Stowe’s genius lay in her ability to harness the romantic melodrama of the sentimental novel to a carefully orchestrated rhetorical attack against slavery, and no abolitionist writer in her wake could steer clear of the impact of her performance.Jacobs, and also Frederick Douglass in his second autobiography of 1855, took advantage of Stowe’s successful production of a work of fiction that could still lay claim to the authority of truth. Incidents in the Life of a Slave Girl did not fictionalize or even sensationalize any of the facts of Jacobs’s experience, yet its author, using pseudonyms for all of her â€Å"characters,† did create what William Andrews has called a â€Å"novelistic† discourse,1 including large segments of dialogue among characters. Jacobs used the devices of sentimental fiction to target the same white, female, middle-class, northern audiences who had been spellbound by Uncle Tom’s Cabin, yet her narrative also shows that she was unwilling to follow, and often subverted, the genre’s promotion of â€Å"true womanhood,† a code of behavior demanding that women remain virtuous, meek, and submissive, no matter what the personal cost.Gender considerations account not only for many of the differences in style and genre that we see in Douglass’s and Jacobs’s narratives, but also for the versions of slavery that they endured and the versions of authorship that they were able to shape for themselves in freedom. Douglass was a public speaker who could boldly self-fashion himself as hero of his own adventure. In his first narrative, he combined and equated the achievement of selfhood, manhood, freedom, and voice.The resulting lead character of his autobiography is a boy, and then a young man, who is robbed of family and community and who gains an identity not only through his escape from Baltimore to Massachusetts but through his Douglass focuses on the struggle to achieve manhood and freedom. Jacob focuses on sexual exploitation. ability to create himself through telling his story. Harriet Jacobs, on the other hand, was enmeshed in all the trappings of community, family, and domesticity.She was literally a â€Å"domestic† in her northern employment, as well as a slave mother with children to protect, and one from whom subservience was expected, whether slave or free. As Jacobs pointedly put it, â€Å"Slavery is bad for men, but it is far more terrible for women. † The overriding concern of Jacobs’s narrative was one that made her story especially problematic both for herself as author and for the women readers of her time.Because the major crisis of her life involved her master’s unrelenting, forced sexual attentions, the focus of Jacob s’s narrative is the sexual exploitation that she, as well as many other slave women, had to endure. For her, the question of how to address this â€Å"unmentionable† subject dominates the choices she delineates in her narrative—as woman slave and as woman author. Like Douglass, Jacobs was determined to fight to the death for her freedom.Yet while Douglass could show â€Å"how a slave became a man† in a physical fight with an overseer, Jacobs’s gender determined a different course. Pregnant with the child of a white lover of her own choosing, fifteen year old Jacobs reasoned (erroneously) that her condition would spur her licentious master to sell her and her child. Once she was a mother, with â€Å"ties to life,† as she called them, her concern for her children had to take precedence over her own self-interest. Thus throughout her narrative, Jacobs is looking not only for freedom but also for a secure home for her children.She might also lo ng for a husband, but her shameful early liaison, resulting in two children born â€Å"out of wedlock,† meant, as she notes with perhaps a dose of sarcasm, that her story ends â€Å"not, in the usual way, with marriage,† but â€Å"with freedom. † In this finale, she still mourns (even though her children were now grown) that she does not have â€Å"a home of my own. † Douglass’s 1845 narrative, conversely, ends with his standing as a speaker before an eager audience and feeling an exhilarating â€Å"degree of freedom. While Douglass’s and Jacobs’s lives might seem to have moved in different directions, it is nevertheless important not to miss the common will that their narratives proclaim. They never lost their determination to gain not only freedom from enslavement but also respect for their individual humanity and that of other bondsmen and women. Guiding Student Discussion Narrative of the Life of Frederick Douglass, an American S lave (1845) is available, along with introductory material, at http://docsouth. nc. edu/neh/douglass/douglass. html Incidents in the Life of a Slave Girl (1861) by Harriet Jacobs is available with introductory material at http://docsouth. unc. edu/fpn/jacobs/jacobs. html [+] Title page A fruitful place to begin a comparison of these two classic narratives is their title pages. What appears there reveals much about their authors’ strategies and visions. Douglass’s title is front and center, announcing his â€Å"Life† as an â€Å"American Slave. Given his clear affinity for â€Å"antithesis† (the juxtaposition and balancing of contrasting words and ideas), the words â€Å"Slave† and â€Å"American† placed up against one another dramatize his untenable position in the â€Å"home of the free. † Jacobs’s title immediately offers a contrast. It announces that this will be not the story of one person’s full life, but a selecti on of â€Å"incidents. † Students can think about what this selectivity on the part of the author might mean, with its intimation that she reserves the right to withhold as well as reveal information.Their titles alone can show students that both writers are making highly conscious decisions about self-presentation and narrative strategy. What do they make of the fact that Jacobs refers in her title to a â€Å"slave girl,† not an â€Å"American slave,† even though the voice that will be telling the story is unquestionably that of a woman who has survived a horrifying girlhood and identifies herself most often as a slave mother. Finally, one of the most important questions that both title pages raise concerns the claim â€Å"written by himself† and â€Å"written by herself. Many of the narratives attest to the slave’s authorship in this way, but why was such an announcement necessary? Is it believable, given all the prefatory matter by white sponso rs that accompanies the narratives? What power does the claim of being the â€Å"Writer† of one’s own story give to a slave author? [+] Title page Jacobs’s title page contains other references that raise the issue of gender contrast in relation to Douglass: she includes two quotations, one by the Old Testament prophet Isaiah, in which he exhorts â€Å"women† to rise up and hear his voice.The speaker of the second quotation is identified only as â€Å"A Woman of North Carolina,† who asserts that slavery is not only about â€Å"perpetual bondage† but about â€Å"degradation† (Jacobs’s italics). What might students make of these remarks, especially if they know that the author (who is not going to reveal her true name or identity anywhere in the narrative) is herself â€Å"a woman of North Carolina?The fact that the title page singles out â€Å"women† to be the hearers of a prophetic voice, and that just such a voice, iden tified as a woman’s, precedes Isaiah’s words, can help students see Jacobs manipulating her position through concealment and secrecy, as she will throughout her narrative. Students can begin to think about what â€Å"degradation† means, and whether it means different things for a man than for a woman who have been enslaved; they can also address matters of peaking, having a voice, and being forced into silence as these issues relate to men and women—in the mid-nineteenth century as well as in their own time. A particularly interesting gender comparison can be made of Douglass and Jacobs through examining the identical disguises that they wore as they maneuvered their way to freedom in southern port cities that were their homes (Baltimore and Edenton, NC, respectively). They each appeared in their city’s streets wearing the outfit of a merchant seaman.This costume enabled Douglass to board a boat and sail away to freedom. In Compare disguises. his f irst narrative, Douglass actually refused to give any details of his escape, insisting on his power, as narrator, to withhold or reveal information as he saw fit, so his sailor disguise emerged only in later versions of his story. 2 Jacobs, her face â€Å"blackened† with charcoal, wore her costume only long enough to walk through her town unrecognized on her way to her free grandmother’s house, where she was to spend seven years of hiding in a crawl space over a storage shed.Jacobs’s brief gender transformation through cross-dressing, followed by her long â€Å"retreat† into total physical concealment, is telling evidence of how differently an enslaved man and an enslaved woman responded to the challenges of their lives as slaves as well as autobiographers. By bringing together other specific scenes from each text, students can follow, for a time, what Anne G. Jones calls in her article (sited below) â€Å"the forking path of gendered binary oppositions. Do Douglass and Jacobs, in their lives and in the stylistic features of their writing, conform to our stereotypical expectations regarding how men and women respond, speak, and act? Jacobs is of necessity much more deeply concerned with her own family, with the community that surrounded her as a â€Å"town† slave, with the wellbeing of the children and grandmother who depended on her. Like most other women of her time, her life was more private, her sphere of action more limited to the home, her relationships with others more interdependent, less autonomous, than men’s.Douglass’s circumstances were as different as his gender; he had few family contacts, he lived on remote plantations as well as in a town, he was of a different â€Å"class† as well as gender from Jacobs. So which of the two slaves’ opportunities were related to gender, and which to time, place, class, or other forces? Beyond gender and circumstances, students can see the narratives of Jacobs and Douglass as remarkable works of both literature and history. In these arenas, what do the narratives show us when compared to other works of their time? Slave narratives and students. What do they tell us about life in our own time?Has an understanding of slavery from the perspective of the slave him/herself become irrelevant? Another way to study the narratives fruitfully is to see the many different expressive purposes they embody. They functioned in their own time as propaganda as well as autobiography, as Jeremiad as well as melodrama. In our time, can they bring the past alive in ways that invigorate students’ understanding of history? Can they show students how to imagine their own selfhood and circumstances through writing personal stories that takes them, through trials and struggles, on a journey to freedom and fulfillment?Can the slave narratives show students how to argue forcefully for what they believe in, how to attack major problems in their soci ety? Few writers illustrate better, through more powerful voices, the threat to as well as the promise of the American dream of freedom. This is perhaps the most important legacy they have left for students to ponder. Changing Approaches to the Study of the Narratives After the Civil War ended, the narratives written by fugitive slaves inevitably lost much of their attraction for most readers.As historians began to study the institution of slavery in the early twentieth century, they unfortunately tended to dismiss the slaves’ life writings as unreliable propaganda or as too heavily edited to be considered valid testimony from the slaves themselves. The most important of these early historians, Ulrich B. Phillips, indicated in his authoritative American Negro Slavery (1918) that the slaves’ narratives as sources were untrustworthy, biased accounts, and assessments such as his helped to keep them in relative obscurity until the 1950s.In 1948 Benjamin Quarles published t he first modern biography of Douglass, which was followed in 1950 by the first volume of what was ultimately a 5 volume work from Phillip Foner: Life and Writings of Frederick Douglass. These texts were part of the new consciousness that began the Civil Rights movement in the 1950s, and the black studies programs that followed in the 1960s and 70s brought about more re-evaluations asserting the centrality of the slave narratives to American literary history.In this new era, Douglass’s 1845 narrative, given its first full, modern publication in 1960, was considered the classic example of the genre. 3 Among historical studies, works such as John Blassingame’s The Slave Community: Plantation Life in Antebellum South used the fugitive slave narratives, Douglass’s works prominent among them, to provide much needed credibility for the slaves’ perspective on bondage and freedom.Ironically, Blassingame spurned Harriet Jacobs’s Incidents as unreliable prima rily because he found it to be too â€Å"melodramatic,† and he voiced suspicions that the narrative was the work of Jacobs’s friend and editor, Lydia Maria Child. In this dismissal of Jacobs’s authorship he ignored the fact that Child, in her introduction to Jacobs’s work, stressed that she had made only the most â€Å"trifling† editorial changes and that â€Å"both ideas and the language† were Jacobs’s own.Incidents began receiving new interest with a 1973 edition (published by Harcourt Brace). However, its complete recovery of as an authentic slave-authored account was not accomplished until historian Jean Fagin Yellin, through extensive archival research published in a 1981 article, proved the truth of Jacobs’s story as well as the painstaking process involved in her struggle to write and publish her book. 4 Yellin has continued to lead in the reclamation of Jacobs’s work, publishing her own Harvard University Press i n 1987.Beginning in the late 1970s, book-length studies began to stress the importance of the fugitive slave narratives, including prominently both Douglass’s and Jacobs’s, as literary works valuable not only as historical evidence but as life writing that employed a wide range of rhetorical and literary devices. Frances Smith Foster's Witnessing Slavery (1979), Robert B. Stepto's From Behind the Veil (1979), and two collections of essays—The Art of the Slave Narrative (edited by John Sekora and Darwin Turner in 1982) and The Slave's Narrative (edited by Charles T.Davis and Henry Louis Gates, Jr. , 1985)—provided the critical groundwork for bringing the slaves’ texts into the American literary canon. William S. McFeely’s 1991 definitive biography assured Douglass’s status as a major historical figure, as did Yellin’s biography of Jacobs, published in 2004. William L. Andrews's definitive To Tell a Free Story: The First Century of Afro-American Autobiography, 1760-1865 (1987) marked a significant new stage in the study of the written antebellum slave narrative.In a single, comprehensive book he traced the development of and changes in the form from its eighteenth century beginnings, offering closely detailed readings of individual texts, including particularly innovative analyses of Douglass’s first two autobiographies and Jacobs’s Incidents. By the late 1980s, as well, feminist critics following Jean Fagin Yellin’s lead, began to stress the value of Jacobs’s work in expressing the specific problems of women’s voice and experience, often contrasting her narrative’s structure and style, as well as her story, against Douglass’s masculinist vision in the 1845 Narrative. Important articles continue to appear, some of them gathered into collections such as Deborah Garfield and Rafia Zafar, eds. , Harriet Jacobs and Incidents in the Life of a Slave Girl: New Criti cal Essays (1996), Eric Sundquist’s Frederick Douglass: New Literary and Historical Essays (1990), Andrews’s Critical Essays on Frederick Douglass (1991), and The Cambridge Companion to Frederick Douglass (2009)

Sunday, September 29, 2019

Security challenges faced

Cyber-crimes are described as crimes either created by the internet or aided by the internet. The danger posed by cyber crime to Australia and global community is discussed.Security challenges faced in the future are predicted using the ‘Law of accelerating returns’ where technological expansion rate is exponential. This renders long-term predictions of cyber-related developments difficult to make. With technological advancements, young people continue to integrate their personal life into widespread computer networks.This is aided by social networking sites which are used by cyber criminals to collect personal information and the lack of vigilance displayed by these young generation. They continue to be reckless despite better awareness.Tracking the trends of cyber crime is not well coordinated but available information indicates an increase in cyber crime which is interestingly linked more to the human element than technological advances. This indicates that people con tinue to make poor choices with regards to risk.Cyber crime is set to increase in the next five years as organized criminal groups consolidate. Most of these groups are based mainly in Eastern Europe but will probably spread to Asia. With the target of making criminal profit there has been the creation of almost undetectable infiltration software.The use of sophisticated software to perpetrate crime like the botnet where compromised computers are organized into a network and used by criminals.Botnets present a high risk for online fraud in the future. Phishing, where an unsuspecting user is tricked to think they are communicating with their bank to obtain their password is likely to continue. Denial of Service (DoS) attacks which flood an internet site to take the site offline will continue and be used to hold at ransom companies and disturb activities of response teams.In a recent cyber attack in Australia during Cyber Storm 2 cyberwar-game event demonstrated major weaknesses that led to successful attacks in all areas of business. All indicators are that in the next years, not much improvement would have been made in response to cyber attacks.

Saturday, September 28, 2019

Reading projects Assignment Example | Topics and Well Written Essays - 1000 words

Reading projects - Assignment Example She served as an advisor to the White House on health issues (Blumenthal 1). Her service as the chief of behavioral medicine renders her qualified to write on subjects of nutrition. She also served in the branch of nutritional institute of health in America. Her role as the chief of the institutes renders her a distinguished professional to write on the topic. She served as a clinical professor at Georgetown medicine school. Additionally, she served as a policy and medical consultant at the amfAR. She is equally qualified having served as director of a health commission that guides the president and congress on critical decisions related to health and medicine. The article was published in the U. S. at the Dartmouth College. The collaborating publisher is a senior pursuing a degree in Global Health. She is also an intern at the New American Foundation based in Washington. The intended audience of the article is the public that is affected by the great public concern of obesity. The author intends to address the American public that faces the challenge improper nutrition. Americans living in food deserts are possible targeted audience of the article. They are the group facing a great challenge of proper access to nutritious food. In addition, the article targets the low-income earners that cannot afford nutritious food to prevent the challenge of obesity. Another vital audience of the article is the policy makers. The author encourages adequate funding of programs aimed at improving the public access to proper nutrition including SNAP (Blumenthal 1). She equally highlights the contribution of vital laws such as the Farm Bill to address challenges of improper nutrition. Policy makers and departments mandated to implement relevant policies, therefore, are targeted audience of the article. The author’s purpose in writing the article is to inform and educate the public on addressing the challenge of obesity as a serious health concern. According to

Friday, September 27, 2019

You choose Essay Example | Topics and Well Written Essays - 500 words - 1

You choose - Essay Example The term leadership simply means the method of influencing a group of people and guiding them towards the accomplishment of a common objective. Our present topic of discussion is the effect of leadership within an organization and its application within the management of an organization. Generally the organizations get highly benefitted by the implementation of proper leadership approaches as it results in improved quality of goods and services produced by the organization. Leadership refers to the way by which an individual organizes a group of people so as to achieve a common goal. Leadership is a process of social influence in which an individual attempts to gain the support and help of a group of people to accomplish a common goal. Transformational Style- in this style the leader guides and transforms the staff. The leader makes continuous efforts to address the grievances of the employees and motivate them for improved performance. Here open communication between the staff and the leader is always encouraged and the leader follows participative style of management. The staff gets highly influenced by the leader in Transformational Leadership Style (Ingleton 2013). Transactional Style- Here the main focus of the leader is on management’s objectives. In this style the leader constantly motivate his followers by offering rewards for completed tasks. These leaders are mostly work oriented; they usually follow a particular structure and practice directive style of management. In this style of management, innovativeness and creativity are ignored and people are often motivated by the use of extrinsic motivational factors like incentive and holiday trip (RUGGIERI and ABBATE 2013). Laissez-faire Style- This is also termed as Passive Leadership which exercises least control on the staff. The managers avoid the responsibility of setting objectives and making important decisions. It allows the scope for macro management and self

Thursday, September 26, 2019

Bullying Essay Example | Topics and Well Written Essays - 250 words - 4

Bullying - Essay Example Bullying is a leading cause of serious health problems; emotional, physical and emotional problems especially to victims. This in the long run increases the chances of depression, withdrawal due to poor relationship management and anxiety related disorders. There is a strong association between bullying and suicide cases (Hertz & Wright S2). Surprisingly, it gives way to increased substance abuse which escalates the chances of an individual committing suicide. This can be as a result of post-stress and self denial after a bullying incidence Newman et al 352). Among students, bullying has a direct link to poor performance. An exact instance is a change in reading habits due to a reduction in concentration, attention, ability to remember information and creativity. The inability to maximize on these cognitive resources is because a student lives in fear and channels a lot of efforts on strategies that can offer security against further bullying (Schafer et al, 382). The best way to stop bullying is by avoiding situations that always lead to such a negative act. This a nice adaptive behavior that a victim can use in reducing bullying instances. Learning institutions, where bullying is very rampant, administrators can come up with prevention programs that involve counseling the bullies and victims, offering correctional punishments and teaching students on how to co-relate. Bullying occurs without force but considered a negative act because of the effects it brings with it. It causes health problems that may permanently cause damage to people; it can lead to change in behavior such as substance abuse and increase chances of people committing suicide. In schools, bullying can affect performance. The best way to stop it is by avoiding it and implementation of prevention

Wednesday, September 25, 2019

Managing High Performance Essay Example | Topics and Well Written Essays - 250 words

Managing High Performance - Essay Example It argues against the rigidities of autocracy. This style of management is successful in the sense that it does not demoralize employees and involves them in management, giving them an opportunity to be managers of themselves. Decision making is a crucial action in management and it encompasses influencing the direction that an organization takes in its business pursuits. Decision making processes can either be centralized or decentralized (Rao, 2008). Centralization of decision making leaves a few individuals with the responsibility of making crucial decisions that affect the operations of the firm. Decentralization of decision making process delegates decision making responsibilities to other employees including junior employees. The article Shared or unshared consensus decision in macaques? (Sueur, & Petit, 2008) emphasizes on decentralized decision making. This mode of making decisions is effective in terms of time and cost saving. It minimizes bureaucratic procedures and thus successfully efficient. Management styles can also be presented as formal or informal. The mode of management style adopted under this principle depends on the leadership interests of the firm. Informal management styles fail to accustom to specific procedures of conducting business within and without the firm. The article Cooperative behavior cascades in human social networks (Fowler & Christakis, 2010) promote formal management style. It minimizes employee redundancies and promotes result-oriented management and leadership. Employee inefficiencies and ineffectiveness prior to the operations of the firm are minimized or alleviated altogether. All the three aspects highlighted above in management and decision making processes relate to employee management in different contexts of working environments. The underlying difference is the management and

Tuesday, September 24, 2019

Discussion Essay Example | Topics and Well Written Essays - 250 words - 123

Discussion - Essay Example No ventures should be considered as possible options, if they are expected to result in harm to the society or patients. Beneficence demands that the process of acquiring knowledge be directed towards providing greater benefit than harm to the individuals of the society. The activities of Health Sciences professionals should be carried out with a good intent to ensure benefit to the patients. The principle of justice demands that Health Science professionals follow the established laws of the society. Their efforts should be directed towards upholding the spirit of prevailing laws, which demand even distribution of scarce resources and without regard to racial, religious or other differences. The principle of autonomy demands the Health Sciences professionals to opt for approaches that allow others to exercise their basic right of autonomy. The students of Health Sciences should learn to avoid coercion while ensuring that the autonomy of others is not compromised in any way. Based on the above discussion, it can be concluded that it is essential for Health Sciences students to follow the principles of medical ethics to ensure optimum delivery of services to the

Monday, September 23, 2019

Discussion Forum 4 Essay Example | Topics and Well Written Essays - 500 words

Discussion Forum 4 - Essay Example In this regard, this paper discusses appropriate solutions to the problem of brownouts using a combination of renewable and non-renewable energy sources, supporting the proposed solution on both economic and environmental grounds. Fundamentally, the non-renewable energy sources, which are the most commonly exploited energy sources, normally deplete at their respective deposits (Walker, 2010). This means that the continued exploitation of the non-renewable sources is not sustainable as compared to the renewable energy sources (Heinberg, 2004). The major sources of non-renewable energy include fossil fuels whose deposits cannot guarantee the energy demands of the future generations. On the other hand, renewable energy sources such as nuclear, hydro, wind and solar energy play an important role in ensuring that the world attains a sustainable energy exploitation and use (Johnston & Master, 2004).   Unfortunately, the non-renewable energy sources are heading for depletion leading to rampant situations of brownouts. This is particularly so because the current level of exploitation of the renewable energy sources is not adequate to meet the global demand (Johnston & Master, 2004). This is despite the fact that major players channel enormous amounts of resources to the project each year in attempts to promote the use of cleaner energy for both domestic and industrial purposes. In addition, brownouts occur majorly because a vast majority of the energy created is lost through wastage rather than conservation (Walker, 2010). In this regard, the best suggestion would be that the world be more cautious with the non-renewable energy due to the numerous environmental challenges such as waste disposal and interruption to the ecosystem. An approach that leans towards storing energy would work best for many countries in the reduction of cases of brownouts

Sunday, September 22, 2019

The Use of the Set in French New Wave Cinema Research Paper

The Use of the Set in French New Wave Cinema - Research Paper Example One of these elements was the use of the set. The purpose of this paper is to explore the use of the set in French new-wave cinema, particularly by focusing on the work of Jean-Luc Godard and Francois Truffaut; two prominent examples of filmmakers of the era. This will be examined in the context of the effect that this has on the character development in this genre of film. The use of real-life sets and the additional differences in perception has a significant effect on the characters of the film, who often present themselves in the same disjointed and spontaneous manner as the real life sets. The Use of Set & Theatrical Scenery in French New-Wave Cinema For a variety of reasons explored below, the typical French new-wave director would choose to produce a film set within an area that was familiar to them, usually exploring the French middle-class youth and setting the scenes in recognizable areas (Neupert, 2007). Perhaps the best way to capture the spirit of France at the time was to use real-life locations rather than contrived sets, as had been done previously, and a number of participants in the films were real-life individuals. As the movement developed, a number of the directors (particularly Godard) began to move into the use of studio sets, although conscious efforts were made to avoid replicating the very style the French new-wave had been rebelling against, often trying to replicate the lighting and sound interruptions that came with filming within ‘reality’ (Marie & Neupert, 2003). One if the most important aspects of French new-wave cinema is that those involved were often limited in funding, and many of the films therefore relied on makeshift elements. Filming on the streets allowed these new French directors to avoid some of the financial constraints that had been associated with filmmaking in the past (Neupert, 2007). In the 1960 film Breathless (A bout de souffle), for example, many of the elements were completely improvised. The u se of improvisation meant that the theatrical scenery was not constructed or purposefully used, and no permission was gained to shoot scenes on the boulevards of Paris (Turner, 1983). This was essentially done to create a spontaneous feel to the film, but may have been a result of the tight budget constraints on the film. Additionally, the film was designed to be in reportage (documentary) style, which means that the use of contrived set would have been unnecessary (Graham & Vincendeau, 2009). The conscious decision to avoid the use of a proper theatrical set in Breathless is typical of the rejection of classical cinematic form in French new-wave (Turner, 1983). Godard’s Contempt (Le Mepris) is another important example of film from this movement. Released in 1963, Contempt starts Brigitte Bardot in an adaptation of the Italian novel Il disprezzo. In contrast to Breathless, Contempt does not rely on already existing architecture and scene elements for the set, which much of t he filming being done at the legendary Cinecitta studios in Italy (Neupert, 2007). As a result of this choice, Contempt has less of spontaneous feel, and some consider the film to be less of an example of the contrary nature of French new-wave due to the use of these prepared sets (Hayes, 2004). Contempt was additionally not designed to be shot in reportage style, and therefore the use of prepared

Saturday, September 21, 2019

Foreign pronunciation Essay Example for Free

Foreign pronunciation Essay In his book Foreign Accent: The Ontogeny and Phylogeny of Second Language Phonology, Roy C. writes that first language transfer is very influential and one of the most important components at the beginning stages of foreign language acquisition. (p. 31) At this point the scientist implies learning phonology, which usually takes place at the beginning of the course of a foreign language study. Another researcher, Trubetzkoy, stresses that the perception of the foreign language is filtered through the sieve of a learner’s mother tongue. (From Roy 2001, p. 31) In phonology this filter resultes in producing an accent, which drew the pronunciation of the foreign language near the pronunciation of the mother tongue. The examples can be found in adopting English pronunciation all around the world: â€Å"a French accent may be recognizable from word final stress patterns and uvular /R/; a German accent by the lack of /w/—/v/ distinctions; a Spanish accent by the rhythmic characteristics and lack of vowel reduction; an American accent by the /r/ and marked vowel reduction; and a Japanese accent by the lack of r/—/1/ distinctions. † (From Roy 2001, p. 31) According to Weinreich (1953), there are different types of negative transfer in phonology. The researcher Weinreich proposes to differentiate the following seven types: Sound Substitution. It occurs when a learner uses the nearest equivalent of his/her mother tongue to pronounce a sound of the foreign language. For instance, English sounds /? ? / are usually mispronounced by foreign learners. Spanish learners substitute them with dental /? ?/, French pronounce /s z/ instead of them; Hindi speakers use their retroflex /? ?/ (although Hindi also has similar sounds / ? ?/). Phonological Processes. This concerns all allophones and allophonic processes. For example, German learners of English have a tendency to devoice the final voiced consonants: ha|t| instead of ha|d|, |bik| instead of |big|. English speakers, in their turn, are more likely to use a velarized or dark [l] for final clear [l] in French or Spanish words: eel [il] instead of. il [il] â€Å"he†, 1 [el] instead of el [el] â€Å"he†. Underdifferentiation. It takes place, when a learner misses some differentiations in foreign sounds due to the fact that his/her native language does not have these differentiations. For instance, English has /i/ and /? /, but French learners usually use one /i/ for both; English /? / and /? / can be pronounced as one /? / by a Portuguese speaker. Over-differentiation. This process is opposite to what under-differentiation is. In the case of over-differentiation the native language of a learner contains differentiations, which do not exist in the foreign language. Though, as Weinreich points out, over-differentiation does not lead to some gross phonetic mistakes, â€Å"it results in a different mental representation. † (From Roy 2001, p. 32) To illustrate over-differentiation, Roy C. brings the following examples: â€Å"English /d/ and /? / are separate phonemes whereas in Spanish they are allophones (/d/ [? ] after vowels). An English speaker thinks of the [d] in dia â€Å"day† as a different sound from the [? ] in nada â€Å"nothing, † whereas the Spanish speaker thinks of them as one sound, because they are allophones of the same phoneme. † (From Roy 2001, p. 32) Reinterpretation of Distinctions. It is related with the theory, which divides features into primary and secondary, or distinctive and redundant. For example, in American variant of English the qualitative tense/lax distinction is primary and the quantative is secondary. Native English speaker does not even hear the length of sounds, but the sound |i| in beet and bit will never be confused. In contrast, length in German words is primary and their quality is secondary, as it is seen in bieten [bi:t? n] â€Å"to offer, and † bitten [bit? n] â€Å"to ask†. Consequently, a German learner will think that in English words beet and bit the length is more important that the quality of the vowel. Phonotactic Interference. This process takes place when a learner modifies syllable and word structures in the foreign language in order to fit the patterns in his/her native tongue. For example, Brazilian Portuguese very often pronounce the words ping pong and picnic like pin[gi] pon[gi] and pic[i] nic[i] because the syllables |in| can not be placed at the end of Brazilian words. Prosodic Interference. It takes place, when a learner substitutes prosodic patterns in the foreign language with those of his/her mother tongue, in spite of the fact that the prosodic patterns of the both languages are completely different. Thus, a French student would incorrectly stress the last syllables in English words because in his/her native language all the words have the last syllables stressed. An English student can pronounce Chinese sentences using English intonation patterns. As the book Foreign Accent: The Ontogeny and Phylogeny of Second Language Phonology states, the finding of Weinreich, and all the similar ones, help to predict the areas which will cause difficulty in learning a foreign language. Weinreich’s differentiation of negative transfer types prompted other researches on the same topic. Thus, Moulton (1962) presents error types (from Roy 2001, p. 33), based on the linguistic and socio-linguistic contrasts between English and German. According to Moulton, while learning a foreign pronunciation, students make the following types of errors: phonemic errors phonetic errors allophonic errors distributional errors

Friday, September 20, 2019

Union Carbide behind Gauley Bridge

Union Carbide behind Gauley Bridge The Gauley Bridge, West Virginia, was Americas greatest industrial catastrophe and has been hidden from most of the American public today.[1] In retrospect, it is incredible that the story of the digging of the tunnel near Gauley Bridge did not break until 1935. [2]Although much controversy was to surround the calculation of the projects human cost, a U.S. Public Health Service official testifying before a Congressional committee in 1961 put it at 476 dead and 1,500 disabled. Yet it took five years from the time construction began for nationwide attention to focus on the tragedy, and the full facts did not emerge until a year later in the course of a Congressional hearing. The deadly lung disease silicosis is caused when miners, sandblasters, and foundry and tunnel workers inhale fine particles of silica dust-a mineral found in sand, quartz, and granite. In 1935, approximately 1,500 workers-largely African Americans who had come north to find work-were killed by exposure to silica dust while building a tunnel in Gauley Bridge, West Virginia. Ordinarily, silicosis takes a several years to develop, but these West Virginia tunnel workers were falling ill in a matter of months because of exposure to unusually high concentrations of silica dust. The crisis over silicosis suddenly became a national issue, as seen in this article in the radical newspaper Peoples Press. [a]In 1936 congressional hearings on the Gauley Bridge disaster, it was revealed that company officials and engineers wore masks to protect themselves when they visited the tunnel, but they failed to provide masks for the tunnels themselves, even when the workers requested them. I can see that all of this was because a rich and powerful corporation valued dollars above lives. When the Rinehart Dennis, Co., contractors for the New-Kanawha Power Co., started tunneling through two mountains a mile east of Gauley Bridge, on a power project to cost millions, they had know the tunnel would go through silicate rock. They knew that men working in the tunnel would breathe in the dust. They knew that without protection they would get silicosis, deadly lung disease. Behind Rinehart Dennis was the New-Kanawha Power Co., set to build the tunnel, dissolved as soon as the tunnel was completed late in 1934.[3] Union Carbide Behind the New-Kanawha Power Co. is the Electro Metallurgical Co. This is the big company that will use and sell the New Kanawha power. Behind the Electro Metallurgical Co. is the Union Carbide Chemical Co., gigantic company spreading into many fields. Power to be won from the mountains and the rivers of West Virginia was behind the building of the tunnel at Hawks Nest, near Gauley Bridge. Dams, powerhouses, and a tunnel through the mountains to increase the drop in the New River and the force of the waterpower-a huge project, with huge profits to be made, from the power and the enormous silicate deposits. A huge project was started in 1926, not yet completed, though the death tunnel is done. Millions have been spent-$20,000,000 already. Engineers of the company had made tests. The mountains were full of silicate rock. Silicate-valuable, deadly if breathed into the lungs in large amounts. No complete protection against silicate was known, when very fine, as in this case, but there were masks that helped. Ventilation shafts would carry some of the dust away. Also, on the night of December 2, 1984, an accident at the Union Carbide pesticide plant in Bhopal, India, released at least 30 tons of a highly toxic gas called methyl isocyanate, as well as a number of other poisonous gases. Temporary huts or shantytowns that surrounded the pesticide plant lead to more than 600,000 people being exposed to the deadly gas cloud that night. The gases stayed low to the ground, causing victims throats and eyes to burn, inducing nausea, and many deaths. Estimates of the death toll vary from as few as 3,800 to as many as 16,000, but government figures now refer to an estimate of 15,000 killed over the years. Toxic material remains, and 30 years later, many of those who were exposed to the gas have given birth to physically and mentally disabled children. For decades, survivors have been fighting to have the site cleaned up, but they say the efforts were slowed when Michigan-based Dow Chemical took over Union Carbide in 2001. Human rights groups say that t housands of tons of hazardous waste remain buried underground, and the government has conceded the area is contaminated. There has, however, been no long-term epidemiological research, which conclusively proves that birth defects are directly related to the drinking of the contaminated water.[4] Similar (The Space Shuttle Challenger Disaster) Main Cause The environmental and human decision making factors that were associated with the launching of the Space Shuttle Challenger on Jan. 28,1986, the Challenge exploded shortly after liftoff, destroying the vehicle and all of its seven crew members, thus the cause of the problem as noted by Roger Boisjoly, chief engineer at Morton Thiokol was that due to the much cooler temperatures he found that both the primary and secondary-ring seals on the field joint had been blackened due to severe hot gas blowby. As he had recorded earlier in his studies that provided a direct correlation between low temperatures, and the concern that the O-rings on the shuttles solid rocket boosters would stiffen in the cold losing their ability to preform well as a suitably seal. The shuttle solid rocket boosters (or SRBs), are key elements in the operation of the shuttle. Without the boosters, the shuttle cannot produce enough thrust to overcome the earths gravitational pull and achieve orbit. There is an SRB attached to each side of the external fuel tank. Each booster is 149 feet long and 12 feet in diameter. Before ignition, each booster weighs 2 million pounds. Solid rockets in general produce much more thrust per pound than their liquid fuel counterparts. The drawback is that once the solid rocket fuel has been ignited, it cannot be turned off or even controlled. So it was extremely important that the shuttle SRBs were properly designed. Morton Thiokol was awarded the contract to design and build the SRBs in 1974. Thiokols design is a scaled-up version of a Titan missile, which had been used successfully for years. NASA accepted the design in 1976. The booster is comprised of seven hollow metal cylinders. The solid rocket fuel is cast into the cylinders at the Thiokol plant in Utah, and the cylinders are assembled into pairs for transport to Kennedy Space Center in Florida. At KSC, the four booster segments are assembled into a completed booster rocket. The joints where the segments are joined together at KSC are known as field joints (See Figure 1). These field joints consist of a tang and clevis joint., which 177 clevis pins hold the tang and clevis together. Each joint is sealed by two O-rings, the bottom ring known as the primary O-ring, and the top known as the secondary O-ring. (The Titan booster had only one O-ring. The second ring was added as a measure of redundancy since the boosters would be lifting humans into orbit. Except for the increased scale of the rockets diameter, this was the only major difference between the shuttle booster and the Titan booster.) The purpose of the O-rings is to prevent hot combustion gasses from escaping from the inside of the motor. To provide a barrier between the rubber O-rings and the c ombustion gasses, a heat resistant putty is applied to the inner section of the joint prior to assembly. The gap between the tang and the clevis determines the amount of compression on the O-ring. To minimize the gap and increase the squeeze on the O-ring, shims are inserted between the tang and the outside leg of the clevis. [b] In my opinion NASA should have delayed the launch, simply to explore the research that maybe Roger Boisjoly of Morton Thiokol s theory held merit and was based of a scientific observation form such an expert in the field of Rocket Science. Placing myself in that position, protocol would warrant a whistle-blower status as lives and multi-million dollars was a stake, not withholding the reputation of NASA and the Space Program overall. Without knowing the contractual obligation he had as an employee of a company that done work for NASA and the political hoops and legal ramifications that would follow, so out of the choices provided Resigning the position in protest is the only clear option, expect the end result would probably not change. Yet in my opinion Roger Boisjoly of Morton Thiokol did exactly what practically could have been done within reason considering the circumstances. Similar (Water Disaster in Elk River, West Virginia) Main Cause In Elk River, West Virginia on January 9, 2014 a chemical spill various parties initiated numerous legal actions at both the state and federal levels. Community advocates have been at the forefront of state legislation to register never before documented chemical storage tanks. Approximately 50,000 tanks were identified for regulation, many of which were located along West Virginias water supply. The spills fallout and West Virginias lead to create a chemical storage tank regulatory program set a precedent for several other states to enact their own chemical tank legislation and bills were proposed in halls of Congress and the U.S. Senate. [c]Despite immense public support, these West Virginia regulatory bills were already being dismantled by the next legislative session. In addition to legislation intended to prevent similar crises, numerous criminal charges were filed against parties responsible for the spill. The U.S. Attorney for southern West Virginia obtained 15 indictments for up to 93 years in prison against Freedom Industries former president Gary Southern for charges including wire fraud. Although in an FBI-conducted investigation Gary Southern claimed no association with Freedom Industries, he ultimately pled guilty for violating the federal Clean Water Act, the Refuse Act, and negligent for failing to have a pollution prevention plan, and faces up to three years in prison and $300,000 in fines. Among five other Freedom Industries executives who pleaded guilty on charges related to the spill, Dennis Farrell, pleaded guilty to violating the Refuse Act and failing to have a pollution prevention plan, for which he faces sentencing of 30 days to two years in prison and up to $200,000 in fines. Numerous civil suits have been filed in the aftermath of the crisis, including over 50 against West Virginia American Water in just the first nine months following the spill. Several personal injury suits as well as a class action lawsuit against Freedom Industries, its top executives, Eastman Chemical Company, West Virginia American Water, American Water, its parent company. In December 2015, Freedom Industries Farrell and Southern settled one such class action for $50,000 and $350,000 respectively [1] http://cstl-hcb.semo.edu/pgershuny/Gauley%20Bridge.htm [2] https://www.youtube.com/watch?v=oUL6nnJO-6Q [3] http://cstl-hcb.semo.edu/pgershuny/Gauley%20Bridge.htm [4] https://www.britannica.com/event/Bhopal-disaster [a] http://depts.washington.edu/labhist/laborpress/ [b] http://ethics.tamu.edu/Portals/3/Case%20Studies/Shuttle.pdf [c] https://wvwatercrisis.com/

Thursday, September 19, 2019

Do Your Thing Honey! Essay examples -- Musicians

For a singer to skyrocket at such a fast pace, the person must truly be something special. To be able to do so and not change as a person is truly spectacular. When Rihanna came onto the scene, there were plenty of young female singers who wanted to put their staple into music. To be successful for a music artist, it all relies on timing. If too much time passes, a star is forgotten. Rihanna is a girl with staying power. She goes on from one hit to the next, always staying fresh and current. Robyn Rihanna Fenty was born on February 20, 1988 in St. Michael Parish, on the Caribbean Island of Barbados to Monica and Ronald Fenty. She had a rocky childhood dealing with her father’s addiction to alcohol and crack. One day Rihanna had walked in on her father smoking crack. â€Å"I will never forgive myself for what I did to her. I will always have nightmares as I think of her crying, begging me to stop. But I was a hopeless addict and I couldn’t care. My beautiful daughter should never have witnessed the things she did† (Edwards 13), stated Ronald Fenty. These problems lead to her parents’ divorce when she was fourteen years old. As a child, Rihanna suffered from crippling headaches but she kept it to herself so as not to feel abnormal. â€Å"It was not until her parents separated when she was a young teen that the headaches finally disappeared† (Edwards 8). Rihanna soon realized that it came from hiding her feelings. At age three, Rihanna began to sing and imitate her favorite artist. Whitney Houston’s â€Å"Saving All My Love for You† was her favorite. At the age of seven, her vocals began to really shine through. The neighbors would often complain about Rihanna’s singing. She would ignore them and keep belting out her songs. She could sing a... ...r meager beginning, to her lucky landing at Def Jam Rihanna has been herself. She knew what she wanted and she went after it. She did not let her childhood be the reason to settle. There is so much potential for her as an entertainer. If entertainment is all about timing, Rihanna seems to be right on time. Works Cited Biography.com. â€Å"Rihanna.† 2012. Biography.com. A+E Television Networks, LLC. Web. 13 March 2012. http://www.biography.com/people/rihanna-201257 Edwards, Laurie J. Rihanna. United States: Gale, Cengage Learning, 2009. Print. Heatley, Michael, and Graham Betts. Bad Girl Rihanna. United Kingdom: Flame Tree Publishing, 2012. Print. â€Å"Rihanna Biography.† 2011. Rihanna Daily.13 March 2012. Web. http://rihannadaily.com/rihanna/biography/ Spines, Christine. â€Å"Rihanna Exposed.† Cosmopolitan 250.7 (2011): 30. MasterFILE Premier. Web. 13 March 2012.

Wednesday, September 18, 2019

Slavery Essay -- American History

Slavery vs. Economics "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness" --Declaration of Independence Slavery is a societal institution based on ownership, dominance, and exploitation of one human being by another and reciprocal submission on the part of the person owned. The owner may exact work or other services without pay and virtually without restriction and can deny the slave freedom of activity and mobility. Slavery is one of this country's most debated topics. In America's history slavery and economics go hand in hand. Most people think that the ban of slavery was a human rights issue in the south, where in fact it was a major economic one. The issue of slavery has been debated between the North and South since before the colonization of the thirteen colonies. It has been the instigator of many events throughout the history of the states. The North and the South obviously had very different views regarding the subject. The debate over the economic advantages of slavery in the South has raged ever since the first slaves began working in the cotton fields of the Southern States. Initially, the wealth of the New World was in the form of raw materials and agricultural goods such as cotton, sugar, and tobacco. The continuing demand for slaves' labor arose from the development of plantation agriculture, the long-term rise in prices and consumption of sugar, and the demand for miners. Not only did Africans represent skilled laborers, but also they were a relatively cheap resource to the South. Consequently, they were well suited for plantation agriculture. Whi... ... organizations which sprung up, as well as much bloodshed.(Abbott) Throughout the rest of time before the Civil War, slavery remained in the Southern states. Slavery was not abolished until 1865 when the 13th amendment was passed. Slavery has been around since the dawn of time, and it still exists today. Just because the Constitution says that slavery was outlawed, does not mean that the South followed the "rules" so to speak. If you look at society today, you can still see small types of slavery. In reference to the quote from The Declaration of Independence at the beginning of the paper, where it says that "We hold these truths to be self-evident", "all men are created equal", and "they are endowed by their Creator with certain unalienable Rights", but do we as a society view everyone as it is put in the constitution? Everyone in society has his or her own answer.

Tuesday, September 17, 2019

The Afterlife of Frankenstein

The Frankenstein myth has produced over 2,600 pieces of derivative work and 100 films. Post-publication it was critiqued but not heavily. William Godwin, an old radical, was dedicatee on the anonymously published work and so association with him garnered rejections from conservative publications. There were questions over aspects of the novel reflecting preoccupations and values of the time. It was praised in some essays. All in kind showed some respect initially. Lawrence published his work and gained notoriety. Through being or fear of being associated with his work Mary Shelley revised her work n 1831 where se removed signs of his ideas. The first play appeared in 1823, Presumption, making three key changes from the novel: Frankenstein's religious remorse, the monster being mute and a comic servant called Fritz. It is a cautionary reading followed by The Demon of Switzerland. Before her own changes had been made, she had lost control over her own plot. Her edits were damage limitation. Conservative writers were interpreting it however they wanted knowing their readers agreed. She cut what The Quarterly wanted removed from Lawrence's work. The novel is the first in the mad-scientist genre. Victor has now become more corrupt. The creature is more sensationalised and dehumanised. Playwrights recognised problems in translating the play. The internal reasonings of Victor and the monster were cut. Walton's framing narrative couldn't be portrayed. The story became more visual. The monster became the star with more visual violence. There were also comic versions. The plays stay a lot truer to the original than most of the films. Silent films found it hard to translate the story onto screen. Thomas Edison's company created the first film version. James Whale arguably changed the story the most so far, basing his version on Peggy Webley's play. His monster supersedes all others. He introduces the image of Dr. Frankenstein, the Igor character, and the sensational creation scene which is rarely mentioned in the text. Victor is an arrogant grown man and not an unknowing youth. ‘Whale's sequel Bride of Frankenstein (1935), and later sequels Son of Frankenstein (1939), and Ghost of Frankenstein (1942) all continued the general theme of sensationalism, horror, and exaggeration, with the newly-dubbed Dr. Frankenstein and his parallels growing more and more sinister.' (Tourney) Later films became more diverted from the original meaning. He is a sexual pervert, a necrophiliac, opens up transsexual debate, bringing the focus back to the scientist, but not as the scientist of the original text. These films show us about its nature and how the populace views of science have evolved. How time changes our ideas and priorities to garner meaning from the text. Frankenstein has become a doting father in The Munsters, moved to television, become a household icon, As one of the famous Universal Monsters his recogniseable image has been transferred to all sorts of merchandise. He has appeared in comics and games and been referenced in music. The mad scientist trope has become familiar in science fiction. The name Frankenstein has spawned words, Frankensteinian and Franken- prefix can indicate something assembled out of parts or scientifically modified. He is a prominent figure at Halloween and other tropes such as creations falling out of one's control and rebirth through assembling parts are apparent in various mediums. Questions of Science are still resonant. How far should we go? This afterlife raises interesting questions over the nature of adaptation. In an age where most of us are exposed to images of the monster before ever reading the original text, how then does that affect our own interpretations of the myth? Questions arise over meaning through adaptation, but that is its nature. It is by definition of the Oxford English Dictionary ‘The action or process of adapting, fitting, or suiting one thing to another.' The medium has an effect on the message but so does the time period. Cinema is visual and the story has to be modified to suit this, but elements are also foregrounded or hyperbolised if they work well on screen. The adapter(s) interpret the original in a certain way and critics can also play a hand in this by influencing them also, emphasising certain ideas that the adapter may want to portray at the expense of others. My view is that a text's original meaning can never be fully understood and in an adaptation carries less importance because adaptations, like originals, are a reflection of their place in time. By reading a story we allow it to take shape within our minds, conceptualising it and instantly creating our own reproduction of it. Frankenstein means something different to everyone, all are reproductions. Criticism can alter that meaning and history can foreground certain ideas for it is always evolving. Interpretation is never static. We are the monster, he evolves with us. Adaptations are an amalgamation of views. A singular vision constructed through the collective consciousness, through the many people working on them, the critics that influenced them, society that imparte values onto them, the media and government that re-order their priorities. By its nature adaptation can never stay true to the original and that is a good thing. Were it even possible, would films be as interesting to us if it followed Shelley's text word for word and faithfully recreated all events? What is more interesting to us as students of literature is context. The context of a novel or a play or a film are the same, A text or interpretation gains meaning through where it lives historically.

Monday, September 16, 2019

College on Campus VS Online Essay

So, you have decided you want to go to college. Do you know what your options are? Read on to get a brief look at what these options have to offer and see what the pros and cons of each choice are. Every student is different and is looking for the type of college that fits them the best. Learning style and personal study preferences tend to assist in making the right choice. Attending college on a campus or online have similar outcomes but differ in how students attend class, complete class work, and interact with teachers and classmates. The decision is yours to make. Whether a student decides to attend a campus or remain at home and attend classes online they still have to go through the same basic processes. Look into and choose a school, pick the desired major, apply for financial aid, and start classes. With either choice there will be professors to teach all the different classes. Some professors might not be as enjoyable as others, and it does not really matter if the student meets them in person or not. There will also be other students of all ages attending the same classes; they will have the opportunity to interact with and get to know each other either face-to-face or through messages on the computer. Attending college online and on campus offers the same or equivalent classes that include books, that have to be read and discussed with the class, homework that will have to be completed and turned in, and the students still have to show up for class and participate. Whichever choices, the student will take and complete all sorts of class es and eventually graduate with a degree of their choosing. Along with things in common, campus and online college also have many differences that need to be taken into account before making a final decision. Getting to campus can be difficult, the student would have to drive, take a bus, or a cab. This makes going to school even more expensive, paying for gas or paying fees to use public transportation add to the cost of school. Staying home and attending class online becomes the cheaper option, even if tuition is usually slightly higher. This is one of the big differences to consider. Another important variance to make sure is considered is whether they want to have everyday interactions with classmates and professors. If they choose to attend online classes almost all communication is done via the Internet. However there is the option of calling their teachers if needed. As for relating with classmates daily, this is all done within the virtual classroom; however, they do not get to â€Å"meet† the people they are in class with. Attending class is also very different, on a campus students have to get up in the morning and get dressed, they have to be presentable when going to class, and this takes time. Then they have to drive to the school, get to class before it starts at whatever designated times are given, and then sit there for lectures and discussions. With online college they are able to save their gas money, sit at home in their pajamas, and attend class whenever it is convenient. There are no set class times, and they do not have to go anywhere. Doing and turning in assignments is also something that is usually different. At a college campus many of the assignments will be done on paper and handed in to the professors. Online all class work is done and turned in on the computer by submitting them on the school’s website. Another thing about attending online classes is whichever degree program is chosen the student typically only take classes toward that degree. Elective classes can be taken online, but they are not commonly included in the degree programs because taking classes online are supposed to be a faster way to get to the degree the student wants. If attending a campus they will more than likely have more opportunities to attend these extra classes. Also not included when attending college online is the ability to join clubs or participate in school functions such as sports or other school events. This is a great deal of information to process and think about, but we are not done yet. Knowing the similarities and differences between these types of colleges are not all that needs to be considered. Students need to think about their lifestyle and which type of college will fit their daily lives. One of the main things to think about is what kind of schedule they have. If they work full or part time they will have to figure out how to work in a school schedule. Depending on if they are single, married, or have children, also affects when, how, and where they can attend school. What activities and other obligations they have planned week to week also make fitting school time in difficult. These are all things that have to be thought about while planning how and where to attend college. Another factor that has to be taken into account is how the person learns. What is their learning style? There are many ways a person can learn, such as by reading and taking notes or seeing the action taking place. Some students need to have someone speak about what they are learning, such as a lecture. Some people need to work in a group; others do better at learning alone. Knowing the best way they learn will assist in deciding how they will take classes. When attending college at a campus they will be going to classes and listening to lectures, reading class material, and doing assignments, some on their own and some in groups. Online classes require the student to attend class on their own, when they can but still make attendance and participate. They have to be the type of person who can make time to attend class and do the assigned work without someone telling them to do it. As an online student they have to manage their own schedule and make sure all assignments are turned in on time. They have to know themselves and what they can do to accomplish their goals. Deciding how and where to go to college is a tough one. You have to take a great deal of information into consideration. The social and class opportunities given at a campus are a definite plus, but they have to be worth the extra time and money needed to get to and from school. By going to college at a campus it may also take you longer to get to your degree goal. Attending a campus can also take time away from family and friends. If you have a busy lifestyle with work, children, or other obligations; going to college online might be a better choice for you. You can get your degree faster and be able to achieve your dreams in a timelier manner. Have you made a decision yet? Probably not, but you will. Keep in mind that you are doing this for you and no one can make this decision for you. Some advice for you is to do your research. Go visit some college campuses, surf the web for schools that offer online classes for the degree that you want, and don’t settle for the first school you look into, whether it is online or at a campus. Know what you want out of college, do you want to fast track, or take your time and get all you can out of the experience? Once you contemplate what you want and how you want to get it the rest will fall into place.

Sunday, September 15, 2019

Susan Glaspell’s 1916 play ‘Trifles’ – Review

Susan Glaspell's 1916 play ‘Trifles' demonstrates how gender can affect a reader's response. Gender describes the physical and social condition of being male or female. When viewing the Wrights kitchen as a text and the characters as the reader, it becomes clear how gender is an integral feature of the theory of reading. The reader response theory consists of multiple elements; it looks at how a reader interprets a text and what contributes to that interpretation. Raman Seldon et al states ‘we differ about interpretations only because our ways of reading differ'. The way we read a text will also depend on personal experience. Wolfgang Iser argues that a piece of literature contains ‘blanks',2 these are spaces in the text that only the reader can fill. If these blanks exist within an unfamiliar area, the reader is unlikely to fill them. This affects the readers' construal of the text in this case the Wrights kitchen. In the early 20th century the kitchen was a place rarely occupied by men and the County Attorney is quick to observe ‘nothing important here, nothing that would point to any motive'. The men in this scene are typical of the ‘implied reader' described by Raman Seldon et al as ‘the reader whom the text creates for itself and amounts to a network of response-inviting structures'. The theory looks at how a text projects itself to the reader, Umberto Eco's ‘the role of the reader' argues that some texts are open while others are closed, the former invites reader collaboration in the development of meaning, the latter has its meaning already determined and has anticipated the readers response. 5 Trifles' is an open text, it invites the readers, in this case the men and women to find the meaning/evidence. The men's inability to fill the blanks signifies gender issue and contributes to their ultimate failure. Another aspect of reader-orientated criticism is the ‘reception theory', Hans R Jauss, a German supporter of this theory uses the term ‘Horizon of expectation'6 to describe the criteria readers use to judge literary texts in any given period. The men of law enter the scene with a predetermined ‘horizon of expectation'. Their historical experience of similar crimes means they look for a particular set of codes in this case signs of evidence, because this case does not fit into that experience they fail to discover the evidence. They are restricted by their gender role and unable to read the text as anything other than masculine. Alongside the men, the ‘implied reader' is Mrs. Hale. According to Raman Seldon et al we can categorise her as the ‘actual reader' she ‘receives certain mental images in the process of reading',7 but the images also depend on her ‘existing stock of experience', in this case her understanding of what it is to be a woman in her time. Referring to Judith Fetterley's notion of the resisting reader, Sara Mills argues that ‘although texts may address us as males, we as females can construct a space of reading which resists the dominant reading'. 8 Mrs. Hale resists the dominant reading and participates in a feminine reading of the text; this enables her to read the scene from a female perspective. Mrs. Peters reads the text both as a man and as a woman, although she only appears to do this at a subconscious level. She is the sheriffs' wife; therefore, she has a stricter gender role to adhere to, her role of wife has almost obscured her natural femininity. Sara Mills describes the gendered reading of a text as ‘one whereby the reader comes to the process of reading with a framework of expectations which are determined by her gender, and she interacts with elements in a text in a gendered way'. 9 Mrs. Hale defines her gender role in comparison with Mrs. Wright when talking about Minnie she says ‘she didn't even belong to ladies aid'10 she accepts that they are both farmers' wives and that Minnie never fully embraced that gender role. Minnie did not get involved with other women or with organisations that would have given her freedom. The quote implies that it was the least she could have done, Mrs. Hale does however empathise with Minnie influencing Mrs. Peters to do the same. Raman Seldon et al state ‘the act of interpretation is possible because the text allows the reader access to the author's consciousness,'11 this allows the reader to think and feel what the author does. This is a significant point, the men in the play try to interpret Mrs. Wright's manner but are unable to come to any conclusions, when the women discover the untidy sewing they are able make assumptions about her mood and state of mind, they can identify with her as a woman and as a wife. Sara Mills states that ‘the reader is subject to many discursive pressures which lead her to read in particular ways. ‘. 12 Mrs. Peters avoids answering direct questions with her own opinion when asked by Mrs. Hale ‘do you think she did it? ‘ She replies with the opinions of her husband and his colleagues. She does sympathise, but what follows is an abrupt recall of her masculine implied reader response, e. . ‘I know what stillness is, but the law has got to punish crime, Mrs. Hale'. 14 A reader always takes to a text a framework into which they fit the text, this explains why the men read the scene the way they do. The men interpret the text from a masculine point of view, they only know the facts, Mr. Wright is dead and Mrs. Wright was the only other person present. It would be natural for them, taking into consideration there historical viewpoint, implied reader response and gender role, to look for obvious signs of an argument or struggle. The notion of a gendered difference is critical when analysing reader positioning. The kitchen plays an integral part in signifying the gender roles. Gainor states in her essay, ‘if the kitchen is coded as the woman's sphere, then surely the bedroom must be thought of as the male arena,'15 this is where the men spend most of their time and of course where John Wright died. Mrs. Hale and the men in the play have a contradictory view of John Wright's character. When Mrs. Peters states, ‘they say he was a good man,' she is again referring to the men's opinion. While Mrs. Hale admits that he ‘didn't drink', ‘kept his word' and ‘paid his bills', she also refers to her own impression of him as a ‘hard man'. Mrs. Hales sees beyond the masculine observations and trusts her own instincts; she describes talking to him as ‘like a raw wind that gets to the bone'. 16 The men in the play do not discuss John Wright's life or personality. The women do discuss Minnie Wright, Mrs. Hale describes her before her marriage, ‘she used to wear pretty clothes and be lively, when she was Minnie Foster'. 17 Mrs. Hale builds up an image of Mrs. Wright that Mrs. Peters can relate to and identify with, she later describes her as ‘like a bird herself',18 this coupled with the cold character of Mr. Wright and the discovery of the birdcage create an image of Minnie being caged herself. The discovery of the bird with its broken neck is an important moment of realisation for the two women. The extent of the sadness in Minnie Wright's life has become abundantly clear and the recognition of what this grim discovery signifies seems to set Mrs. Hales mind racing. Again, referring back to her own personal experience of Mr. Wright, Mrs. Hale states ‘No, Wright wouldn't like the bird-a thing that sang. She used to sing. He killed that, too'. 19 This statement is sufficient to make Mrs. Peters obviously uncomfortable with how the situation is unfolding. Mrs. Hale reproaches herself for not calling on Mrs. Wright occasionally; she declares ‘that was a crime, who's going to punish that? '20 This questioning adds to the inference that the murder was not the only crime that took place in the farmhouse. Ultimately, both women read the text from a gendered perspective enabling them to justify why they hide the evidence. The two women show compassion for Minnie Wright, they understand the hardships of being a woman in their time, and Mrs. Hale says ‘we all go through the same things – it's all just a different kind of the same thing'. 21 It is here the women seem united, in defense of one they feel has done wrong and been wronged, in a final act of female solidarity they hide the evidence they have found and protect Mrs. Wright. Susan Glaspell's ‘Trifles' is a play in one act that demonstrates the significance of gendered theories of reading. It achieves this by showing how the woman make their observations and unknowingly build up the circumstances surrounding the crime. They notice small details that are significant to them as women; these details enable them to identify with the text. The men in this play overlook these details because they only view the scene from a masculine perspective. They read the text within a rigid framework of ideals that do not apply in this case, to be able to interpret a variety of texts is to be able to read from a gendered point of view.

Animal Slaughter

Animal slaughter is a necessary evil, but unfortunately with the way It Is carried out It Is repulsive. For as long as recorded history mankind has hunted animals for survival and that practice continues today. The main use for an animal is for food: this is the oldest and the most universal form of an animal. With advancements of the world's civilization, animals were traded at markets and the owner would receive a payment for the animal's value. This process continues today. Animals are sold for larger sums to corporations that will then send the animal to a slaughterhouse and sell the meat o a deliberate.Here customers purchase the meat at inflated prices. Around the globe meat from livestock animals Is a popular Item to add to one's plate for any meal. One could have beef, lamb, pork, or even horse, but how does this animal get from a place it once thought was it's home to the customers table. The amount of stress the animal goes through before the slaughter process is astonishin g. Horses that are slaughtered regularly come from the racetrack where they were administered drugs before running a race. These drugs are harmful to humans If consumed.The health of an animal while It Is living In Its pen, cramped with many of its own breed is heartbreaking to see. The World Organization for Animal Health has helped established new regulations for slaughter, transportation and killing animals for disease control. The World Organization for Animal Health, also known as OWE, has developed basic standards that developed and developing countries now agree on. In addition to Oleo's standards, each country has specific laws and standards of their own. OWE designed the five basic standards. One, the percentage of animals stunned on the iris attempt. Two, percentage rendered insensible prior to hoisting. Three, percentage that vocalizes (moo, bellow, or squeal) during movement up the race and in the stunning box. Four, percentage that fall down, and five, percentage moved with an electric goad† (Grand 56). An animal welfare addling system that Is deemed â€Å"good† should have standards that prohibit bad practices, Like, dragging, dropping, throwing, punctilio, (which is a small knife or dagger used to cut the spinal cord. And hoisting live animals. Some examples of welfare misfortunes can be measured with the outcomes is the percentage of animals that are underfed, lame, have lesions, bruising, missed their stuns before being slaughtered or fell down during handling. The examples given are outcomes of bad practices or unacceptable conditions (Grand 57). The standards are based on conditions that are the results of poor management, neglect, abuse of the animals, or poorly designed equipment. N. G.Gregory did a review on pigs, lambs and cattle while in transport, at a livestock market and in the slaughterhouse (before being slaughtered). Many physical injuries can take place along with high stress levels. Gregory gives the world in his st udy an extensive amount of examples of the animal's welfare at the markets, during transport and at the time of slaughter. If animals have a high stress level, for pigs there is evidence that any type of strenuous exercise of CA stunning can contribute to old or stale tastes in pigs, poultry and fish.One study was done in Australia and the second in New Zealand. Over time we have learned from other studies and experience certain breeds are more difficult to handle, for example, the Limousine, Red Borrow cattle and Text sheep (Gregory 3). It is now recommended that if working tit these breeds one is experienced and accustom to the handling procedures. This will make it easier for the animal and create less stress for the animal before the slaughter period. Unfortunately for any animal, as soon as it is loaded for transport it becomes stressed.Sometimes it can even start earlier then this, during the study in Australia five out of thirteen lambs had pre-transport stress or were underf ed (Gregory 2-11). A study was done on lambs in Spain during the transportation period by G. C. Miranda- De la Lama. This study that Miranda-De la Lama performed is also helpful to animals in the United States. Miranda-De la Lama helps explain the stress created on lambs and how it can bargain with the animal's welfare during transportation. When transporting animals it is usually a stressful process, especially for the animal.A study was done in Spain with lambs during transportation. This study mainly consisted of the handling of the animal before and after transporting. Specific categories were focused on and surveyed, farmers, haulers, abattoirs (a slaughterhouse), and classification center (a temporary feedlot). A Journey of seventy- nine kilometers and average Journey time of seventy-four minutes was conducted. A questionnaire was created for all categories specified above. When preparing for transport lambs were normally separated from their first enclosure the day before bei ng transported.They were also kept off their feed for five or more hours before departing for slaughter. Many of the animals were maneuvered onto the transportation truck using plastic bags. Very few of the farms that the studies were done on did not usually have climate or environmental control or veterinarians present while the sheep were being loaded. Thankfully while lambs were being unloaded there is no reported application of sticks or electric rods. When lambs had arrived to the second farm for weight gain, they arrived weighing in at an average of 19. 6 keg, and departing at 25. 6 keg, with a stay period averaged at twenty-one days.That is rather revolting that someone can beef up an animal in a short time span. The lambs would be transported again to the slaughterhouse once the slaughter weight was met (Miranda-De la Lama 175). Many important points on the farm where the lamb is coming from incorporate poor loading facilities including not having a veterinary on site while the lambs are being loaded. Transportation can have a combination of many different stresses that can eve harmful effects on the lambs. Miranda-De la Lama states that there should be some sort of installed payment plan that will be put into action.This would help agree to terms on transportation quality of the lambs directly for the welfare of the lamb (Miranda-De la Lama 178). All attempts should be made to help decrease the level of stress on any animal heading to the slaughterhouse. Careful planning should abattoirs need to have better communication to help create a smoother traveling system. Miranda-De la Lama states in her study that a decision support system to assure animal welfare across the board for any animal should be implemented to help reduce and prevent the different welfare risks (Miranda-De la Lama 178).All possibly ways to help reduce the amount of stress of an animal should be observed and rules set into place. Thankfully, some researchers have already put this to the test. Veronique Deeds performed a study on lambs to try to pinpoint where these animals become stressed. Today, public and consumers are concerned about the welfare of animals, mainly for the discomfort of the animals that are going to be slaughtered. To elf reduce the stress of the animals during the slaughter period it is imperative to comprehend the causes of stress for the animal. The slaughter process can represent different types of stress for every animal.When Deeds conducted this study, it was done on lambs on to determine profiles measured during rearing, plasma cortical levels in blood collected at assassinations (draining blood of the animal), and metabolic activity in the dead bodies muscle. Tests showed many differences in lamb's muscles with lower pH levels produced in their meat. Even lambs that produced a high- pitched bleating had a higher muscle temperature. The more alert lambs had a higher pH after death compared to others. Any animal that has a higher pH le vel in the muscles before dying will not taste as good.These different tests of post mortem muscle metabolism and expressions of social distress predict stress during the slaughter period. Also social disturbances and the environment of the slaughterhouse contain major causes of stress (Deeds 193-202). Deeds concluded in her study that lambs showed coherence in emotional reactivity to different stressful conditions. In her current study, lambs slaughtered in a commercial abattoir, the lactating cortical levels at assassinations and post-mortem measurements of stress reactions had been related to the day of slaughter.Now, seeing how the lambs reacted on the day of slaughter, another study has been done on cows to see if it is possible to identify how the cows react to the slaughter procedure. A study on thirty-two Norman cows was done to see if it is possible to identify if cows reacted to the slaughter procedure. Along with which factors contributed to stress during the pre-slaughte r period. Many different tests proceeded with the cows to test behavioral and physiological activity. These tests consisted of but were not limited too, social separations, and human exposure.Tests showed that when cows saw other cows compared to having a human presence there was a stronger reaction. The cow's heart rate elevated and spent more time in the exit zone. A stress-inducing atmosphere can have very negative repercussions for animal welfare and meat quality. The slaughter duration begins at the animal's farm with the preparation of transport, and then ends at the moment of slaughtering the animals. Many of the cows might not become stressed to the same things as their fellow cows. All cows differ in their evaluation of stressful to the reactivity tests. Two slaughter situations were used. Limited Stress† situation and an â€Å"Added Stress† situation were used on the cows (Burette 11). Each day two cows were put to slaughter from the same pen, one for each str ess environment. A cow brought down the added stress situation had to maneuver through different hallways inside and outside, consistently hear banging from metals objects and was immediately slaughtered. A cow that was led through the limited stress situation was handled with a human and another cow was also being led. This cow heard no banging of any kind, did not need to maneuver through different hallways, and was able to be calmer with another cow by its side.The cow with a limited stress evaluation was slaughter with a lower heart rate and a lower pH level in the muscles (Burette 11-12). Since Burette concluded his study many advancements have been made, but challenges do still exist. Temple Grand helps the U. S. Get an idea of the progress and challenges in handling the animals during the slaughter process. In many slaughterhouses around the world serious animal abuse exists. Other than we re actually killing them for us to eat. Many restaurants have started auditing the U. S . Beef and pork slaughter plants.Surprisingly McDonald's has played a huge part in this. McDonald's made large improvements in the way people handle and stun the animal. McDonald's used five different measurements to start helping the way they handled and stunned the animal. â€Å"One, the percentage of animals stunned on the first attempt. Two, percentage rendered insensible prior to hoisting. Three, percentage that vocalizes (moo, bellow, or squeal) during movement up the race and in the stunning box. Four, percentage that fall down, and five, percentage moved with an electric goad† (Grand 129).Since 1996, before McDonald's began their audits, each average percentage grew. The most impressive developments were in beef. In 1996 the average first attempt to stun a cow was rated at eighty-nine point five percent. By 2003 it was ninety-eight point six percent. Even visualization has improved during stunning from 1996 was ten percent, in 2003 it was two percent (Grand 129). In 1 996 and on a total of fifty plants were audited. Many of the plants were able to significantly improve welfare of the animal y improving stunner maintenance, installing non-slip floors and better training of the staff (Grand 131).Since we have created better standards for the animal's well being in a slaughterhouse, we now have another challenge to face, drugs used on different animals. Nicholas Adman has helped the world understand more on the slaughter of race horses that were given medication known as Phenylalanine. Horse slaughter has had many attempts from animal rights activists to see the end of it. Last year alone there was about sixty seven million pounds sent across seas from the United States. Many drugs are used for horses while they are at work. The most common is known in the horse world as ‘butt', Phenolphthalein by the vet.This is the most common used drug in the horse world. It is a non-steroidal anti-inflammatory drug. The most common slaughter horse in the U . S. Is the Thoroughbred, most commonly known as racehorses. ‘Butt' is banned for any type of human consumption. It can cause serious and lethal unique harmful effects in humans. Tests have been done during race day to horses that were given ‘butt' and then sent U. S. Horses. In this case, it can create a serious health risk for the people who ingest reseat (Adman 1270-1284). Horses should not have to be slaughtered for any reason other then it is seriously injured.Sadly they are slaughtered for many other reasons. The American Association of Equine Practitioners helps the United States get a glimpse of what its all about. The Unwanted Horse in the U. S. Is an ongoing issue for many people. Tom Lend helps give the U. S. A glance of the issue. To many people horses are seen for their beauty, poise, and the Old West and are a cultural icon. This has made it very difficult for the unwanted horse issue and the decision of ending the life of a horse. Including in this debate the horse business will usually categorize a horse as livestock, where the public tends to categorize the horse as a companion.The ‘unwanted horse' came about in 2005, from the American Association of Equine Practitioners (APE) at a meeting in Washington D. C. These unwanted horses are defined as, â€Å"those no longer wanted by their current owner because they are old, injured, sick, unmanageable, or fail to meet their owners expectations† (Lend 253). This has become a very large issue in the U. S. Many horse rescue, adoption and retirement organizations have made a dedicated and vigorous effort to provide care, funding or suitable accommodations for unwanted horses over the years.