Tupac - Impact on Generations free essay sample

When thinking about the Hip-Hop industry, one of the primary names that rings a bell is Outpace Shaker. Shaker was conceived in the Bronx on June 16, 1971. He was raised by his mom Affine Shaker who was a functioning individual from the Black Panthers. Tubas family later moved to Oakland, California, where he invested a lot of his energy in the road. As a child, he was continually pushing himself Into difficulty, and he was desolate. He began working tunes to keep himself in the clear. An article from VIBE magazine Troubled Times for Outpace Shaker cites Outpace. L was desolate, I didnt have no older siblings, no large cousins until some other time. I could recollect composing melodies. I composed verse. 1 Outpace was skilled in the regions of verse, songwriting and acting from the earliest starting point. He began acting at a youthful age, and he joined the rap bunch Digital Underground, proceeding as an artist in 1990. We will compose a custom exposition test on Tupac Impact on Generations or then again any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page In a meeting with MET, John Singleton, the author chief of Boozy in the Hood and Poetic Justice, says that Outpace was a characteristic conceived on-screen character; he realized how every job ought to be played. 2 Top Ejected his music because of the profane language and his hoodlum way of life; in any case, his fans will consistently value the magnificent nature of his music. His passing carried recharged consideration regarding Inner-City viciousness just as defilement In the rap music Industry and East Coast/West Coast quarrels. It likewise put an imprint In the music world and left a void in the hearts of his loved ones. Over the long haul, Tubas music will keep on flourishing through radio and collection deals, however his inheritance will live on through the hearts of everybody whom he contacted.

Self centered Essay Example for Free

Conceited Essay In Society, Many individuals act unsympathetic towards each other. An incredible case of how somebody would treat each other in the public eye is in Willa Cather’s short story â€Å"Paul’s Case. Where the Protagonist, Paul, shows an absence of compassion in the manner in which he acts when he stands up to himself with individuals and distressing circumstances. For Instance when Paul was â€Å"questioned by the Principal with regards to why he was there, Paul expressed, graciously enough, that he needed to return to school† (pg171). Despite the fact that, he said affably that he needed to return to schoolí ¾ he lied. Despite the fact that, rethink that Paul didn’t state whatever else, because of dread of dissatisfaction from his dad. What was progressively wrong was his appearance of the shocking red carnation in his buttonhole that he wore to the principal’s office that demonstrated he had an absence of accommodation towards power to his instructors. Moreover, when additionally stood up to by his instructor while he guided at Carnegie Hall. Paul reflected himself â€Å"the tickets had presumably been sent her out of kindness†(pg 173), While including â€Å"she had no business among these fine individuals and gay colors† (pg173). By thinking along these lines, Paul shows no empathy towards anybody he realizes that might have the option to get the rich belongings or diversion that he longedâ ­for. That he would have never experienced except if he guided at Carnegie Hall.

Last-Minute Pointers for Your Medical School Interview Day

Your interview will likely be a full-day event that includes a welcome session, a school walking tour, a financial aid session, lunch, and of course the interview itself. Here are some recommendations for the day of your interview: Dress right. For men, suits are most common. You want to dress neatly and professionally with groomed hair and business-style shoes (that are comfortable enough for walking around in all day). For women, wear a suit or some other professional attire. Some color is fine but make sure it’s in good taste – not overdone (same goes for makeup and jewelry). Definitely wear shoes that are comfortable. The key is to wear something you feel comfortable in and even more importantly, something you feel confident wearing. Be professional. Remember you have been selected based on your credentials on paper. The interview is your chance to present yourself personally. You want to look and act like a physician, someone that will be treating future patients. Plan to arrive 10-15 minutes early for the start of the day. You definitely DO NOT WANT TO BE LATE. Map out your journey in advance and pad your time in case of traffic, rain, or other last-minute circumstances. Make sure you get a good night’s sleep before the big day. Yes, that means shutting down your devices early, avoiding late-night activities, and laying off the heavy food and drink before bed. Don’t overeat. Eat a reasonable breakfast so that your stomach isn’t empty but not too much. You don’t want to have the stress of the day affect you physically. Check your nerves at the door. There are many ways to reduce stress (meditation, visualization, etc.). Another way to reduce anxiety levels is to minimize your coffee consumption on the days leading up to the interview. Be prepared to wait. If you arrive to campus early, pick up a school paper (or other reading material) to keep you occupied while you are waiting and to get a more personal feel of the school. You’re almost there! You’ve prepped for this day, dressed to impress, and checked off all your to-do’s for interview day. Now it’s time to sit down and ace that interview! Need more advice on how to ace your med school interview? Join us for our webinar, How to Nail Your Medical School Interview. The event is free but you must reserve your spot! For personalized assistance, check out Accepteds Mock Interview Services. ; For 25 years, Accepted has helped applicants gain acceptance to their dream healthcare programs. Our outstanding team of admissions consultants features former admissions directors, admissions committee members, pre-health advisors, postbac program directors, and doctors. Our staff has guided applicants to acceptance at allopathic (MD) and osteopathic (DO) medical schools, residencies and fellowships, dental school, veterinarian school, and physician assistant programs at top schools such as Harvard, Stanford, Penn, UCSF, Johns Hopkins, Columbia, and many more.  Want an admissions expert  to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  The Ultimate Guide to Medical School Interview Success, a free guide †¢ 7 Steps to Acing Your Med School Interview †¢Ã‚  Practice, Practice and More Practice to Prep for Your Med School Interview Last-Minute Pointers for Your Medical School Interview Day Your interview will likely be a full-day event that includes a welcome session, a school walking tour, a financial aid session, lunch, and of course the interview itself. Here are some recommendations for the day of your interview: Dress right. For men, suits are most common. You want to dress neatly and professionally with groomed hair and business-style shoes (that are comfortable enough for walking around in all day). For women, wear a suit or some other professional attire. Some color is fine but make sure it’s in good taste – not overdone (same goes for makeup and jewelry). Definitely wear shoes that are comfortable. The key is to wear something you feel comfortable in and even more importantly, something you feel confident wearing. Be professional. Remember you have been selected based on your credentials on paper. The interview is your chance to present yourself personally. You want to look and act like a physician, someone that will be treating future patients. Plan to arrive 10-15 minutes early for the start of the day. You definitely DO NOT WANT TO BE LATE. Map out your journey in advance and pad your time in case of traffic, rain, or other last-minute circumstances. Make sure you get a good night’s sleep before the big day. Yes, that means shutting down your devices early, avoiding late-night activities, and laying off the heavy food and drink before bed. Don’t overeat. Eat a reasonable breakfast so that your stomach isn’t empty but not too much. You don’t want to have the stress of the day affect you physically. Check your nerves at the door. There are many ways to reduce stress (meditation, visualization, etc.). Another way to reduce anxiety levels is to minimize your coffee consumption on the days leading up to the interview. Be prepared to wait. If you arrive to campus early, pick up a school paper (or other reading material) to keep you occupied while you are waiting and to get a more personal feel of the school. You’re almost there! You’ve prepped for this day, dressed to impress, and checked off all your to-do’s for interview day. Now it’s time to sit down and ace that interview! Need more advice on how to ace your med school interview? Join us for our webinar, How to Nail Your Medical School Interview. The event is free but you must reserve your spot! For personalized assistance, check out Accepteds Mock Interview Services. ; For 25 years, Accepted has helped applicants gain acceptance to their dream healthcare programs. Our outstanding team of admissions consultants features former admissions directors, admissions committee members, pre-health advisors, postbac program directors, and doctors. Our staff has guided applicants to acceptance at allopathic (MD) and osteopathic (DO) medical schools, residencies and fellowships, dental school, veterinarian school, and physician assistant programs at top schools such as Harvard, Stanford, Penn, UCSF, Johns Hopkins, Columbia, and many more.  Want an admissions expert  to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  The Ultimate Guide to Medical School Interview Success, a free guide †¢ 7 Steps to Acing Your Med School Interview †¢Ã‚  Practice, Practice and More Practice to Prep for Your Med School Interview Last-Minute Pointers for Your Medical School Interview Day Your interview will likely be a full-day event that includes a welcome session, a school walking tour, a financial aid session, lunch, and of course the interview itself. Here are some recommendations for the day of your interview: Dress right. For men, suits are most common. You want to dress neatly and professionally with groomed hair and business-style shoes (that are comfortable enough for walking around in all day). For women, wear a suit or some other professional attire. Some color is fine but make sure it’s in good taste – not overdone (same goes for makeup and jewelry). Definitely wear shoes that are comfortable. The key is to wear something you feel comfortable in and even more importantly, something you feel confident wearing. Be professional. Remember you have been selected based on your credentials on paper. The interview is your chance to present yourself personally. You want to look and act like a physician, someone that will be treating future patients. Plan to arrive 10-15 minutes early for the start of the day. You definitely DO NOT WANT TO BE LATE. Map out your journey in advance and pad your time in case of traffic, rain, or other last-minute circumstances. Make sure you get a good night’s sleep before the big day. Yes, that means shutting down your devices early, avoiding late-night activities, and laying off the heavy food and drink before bed. Don’t overeat. Eat a reasonable breakfast so that your stomach isn’t empty but not too much. You don’t want to have the stress of the day affect you physically. Check your nerves at the door. There are many ways to reduce stress (meditation, visualization, etc.). Another way to reduce anxiety levels is to minimize your coffee consumption on the days leading up to the interview. Be prepared to wait. If you arrive to campus early, pick up a school paper (or other reading material) to keep you occupied while you are waiting and to get a more personal feel of the school. You’re almost there! You’ve prepped for this day, dressed to impress, and checked off all your to-do’s for interview day. Now it’s time to sit down and ace that interview! Need more advice on how to ace your med school interview? Join us for our webinar, How to Nail Your Medical School Interview. The event is free but you must reserve your spot! For personalized assistance, check out Accepteds Mock Interview Services. ; For 25 years, Accepted has helped applicants gain acceptance to their dream healthcare programs. Our outstanding team of admissions consultants features former admissions directors, admissions committee members, pre-health advisors, postbac program directors, and doctors. Our staff has guided applicants to acceptance at allopathic (MD) and osteopathic (DO) medical schools, residencies and fellowships, dental school, veterinarian school, and physician assistant programs at top schools such as Harvard, Stanford, Penn, UCSF, Johns Hopkins, Columbia, and many more.  Want an admissions expert  to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  The Ultimate Guide to Medical School Interview Success, a free guide †¢ 7 Steps to Acing Your Med School Interview †¢Ã‚  Practice, Practice and More Practice to Prep for Your Med School Interview

A History of the Elgin Marbles/Parthenon Sculptures

The Elgin Marbles are a source of controversy between modern Britain and Greece. Its a collection of stone pieces rescued/removed from the ruins of the Ancient Greek Parthenon in the nineteenth century, and now in demand to be sent back from the British Museum to Greece. In many ways, the Marbles are emblematic of the development of modern ideas of national heritage and global display, which argues that localized regions have the best claim over items produced there. Do the citizens of a modern region have any claim over items produced in that region by people thousands of years ago? There are no easy answers, but many controversial ones. The Elgin Marbles At its broadest, the term Elgin Marbles refers to a collection of stone sculptures and architectural pieces which Thomas Bruce, Seventh Lord Elgin, gathered during his service as ambassador to the court of the Ottoman Sultan in Istanbul. In practice, the term is commonly used to refer to the stone objects he gathered—an official Greek website prefers â€Å"looted†Ã¢â‚¬â€from Athens between 1801–05, particularly those from the Parthenon; these included 247 feet of a frieze. We believe that Elgin took around half of what was surviving at the Parthenon at that time. The Parthenon items are increasingly, and officially, called the Parthenon Sculptures. In Britain Elgin was heavily interested in Greek history and claimed he had the permission of the Ottomans, the people ruling Athens during his service, to gather his collection. After acquiring the marbles, he transported them to Britain, although one shipment sank during transit; it was fully recovered. In 1816, Elgin sold the stones for  £35,000, half his estimated costs, and they were acquired by the British Museum in London, but only after a Parliamentary Select Committee—a very high-level  body of inquiry—debated the legality of Elgin’s ownership. Elgin had been attacked by campaigners (then as now) for â€Å"vandalism,† but Elgin argued the sculptures would be better cared for in Britain and cited his permissions, documentation which campaigners for the return of the Marbles often now believe supports their claims. The committee allowed the Elgin Marbles to stay in Britain. They are now displayed by the British Museum. The Parthenon Diaspora The Parthenon and its sculptures/marbles have a history which stretches back 2500 years when it was built to honor a goddess called Athena. It has been a Christian church and a Muslim mosque. It has been ruined since 1687 when gunpowder stored inside exploded and attackers bombarded the structure. Over the centuries, the stones which both constituted and adorned the Parthenon had been damaged, especially during the explosion, and many have been removed from Greece. As of 2009, the surviving Parthenon sculptures are divided among museums in eight nations, including the British Museum, the Louvre, the Vatican collection, and a new, purpose-built museum in Athens. The majority of the Parthenon Sculptures are split evenly between London and Athens. Greece Pressure for the return of the marbles to Greece has been growing, and since the 1980s the Greek government has officially asked for them to be permanently repatriated. They argue that the marbles are a prime piece of Greek heritage and were removed with the permission of what was effectively a foreign government, as Greek independence only occurred a few years after Elgin was collecting. They also argue that the British Museum has no legal right to the sculptures. Arguments that Greece had nowhere to adequately display the marbles because they can’t be satisfactorily replaced in Parthenon have been made null and void by the creation of a new  £115 million Acropolis Museum with a floor recreating the Parthenon. In addition, massive works to restore and stabilize the Parthenon and the Acropolis have been, and are being, carried out. The British Museum’s Response The British Museum has basically said no to the Greeks. Their official position, as given on their website in 2009, is: â€Å"The British Museum’s Trustees argue that the Parthenon Sculptures are integral to the Museum’s purpose as a world museum telling the story of human cultural achievement. Here Greece’s cultural links with the other great civilizations of the ancient world, especially Egypt, Assyria, Persia, and Rome can be clearly seen, and the vital contribution of ancient Greece to the development of later cultural achievements in Europe, Asia, and Africa can be followed and understood. The current division of the surviving sculptures between museums in eight countries, with about equal quantities present in Athens and London, allows different and complementary stories to be told about them, focusing respectively on their importance for the history of Athens and Greece, and their significance for world culture. This, the Museum’s Trustees believe, is an arrangement that gives maximum public benefit for the world at large and affirms the universal nature of the Gree k legacy.† The British Museum has also claimed they have a right to keep the Elgin Marbles because they effectively saved them from further damage. Ian Jenkins was quoted by the BBC, while associated with the British Museum, as saying â€Å"If Lord Elgin did not act as he did, the sculptures would not survive as they do. And the proof of that as a fact is merely to look at the things that were left behind in Athens.† Yet the British Museum has also admitted that the sculptures were damaged by â€Å"heavy-handed† cleaning, although the precise level of damage is disputed by campaigners in Britain and Greece. Pressure continues to build, and as we live in a celebrity-driven world, some have weighed in. George Clooney and his wife Amal are the most high profile celebrities to call for the marbles to be sent to Greece, and his comments received what is, perhaps, best described as a mixed reaction in Europe. The marbles are far from the only item in a museum which another country would like back, but they are among the best known, and many people resistant to their transfer fear the complete dissolution of the western museum world should the floodgates be open. In 2015, the Greek government declined to take legal action over the marbles, interpreted as a sign that there is no legal right behind Greek demands.

Persuasive Essay Genetically Engineered Foods - 835 Words

Persuasive Research Essay: Genetically Engineered Foods Genetically engineered foods are products that are made out of genetically modified organism, or commonly known as GMO. The modification is inherited from generation to generation. These types of foods have deeply infiltrated the world’s food supply. Almost 90% of crops like corn, soybean, cotton, canola and sugar beets grown in the United States are now genetically modified. Genetic engineering promises increased crop yields, lower costs for farmers, and the reduced use of herbicides and pesticides. It is a completely different method from natural breeding. Because of the modification the nutritional content of the food will be altered. (Genetically Modified Organism (GMO)†). Genetically engineered foods should be banned everywhere in the world, because it is a huge danger to our health as well as to our environment and they increase herbicide and pesticide use. Since the modified product’s DNA is changed during the modification process, it can not only harm the environment, but humans as well. Many studies have shown that people get toxic and allergenic reactions from GMO food. The modified product is filled with chemicals. When people consume modified food, their immune system goes down and they tend to get sick. GMO food lacks in nutrients and has unknown side effects (Agricultural Biotechnology: The Promise and Prospects of Genetically Modified Crops). In 2010 the EuropeanShow MoreRelatedGenetically Modified Crops : Hope For Developing Countries?1543 Words   |  7 PagesLuis Herrera-Estrella and Ariel Alvarez-Morales, authors of â€Å"Genetically modified crops: hope for developing countries?†(2001) argues for genetically modified food to be grown in developing countries in an attempt to alleviate starvation and assist those countries in joining the developed world. The author supports this by immediately identifying and addressing prominent counter-arguments, displaying a localized need of the technology (soon to be globalized), and examining how harshly GMOs are criticizedRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesPHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright  © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael Peter Adas for the American Historical Association. p. cm.—(Critical perspectives on the past) Includes bibliographical references. ISBN 978-1-4399-0269-1 (cloth : alk. paper)—ISBN 978-1-4399-0270-7

Helping Down Syndrome Essay Example For Students

Helping Down Syndrome Essay Have you ever been in a situation where you were confronted by a child who has Down Syndrome and were unsure of how to act around that child? I’m sure many of us have experienced the awkwardness that accompanies such a situation.Many people feel guilt or pity for these children, I believe these reactions result from a lack of knowledge about the condition. Which is why I have chosen this topic. Down Syndrome is a condition that cannot be physically passed on from one person to the next. It is a genetic disorder that is inherited through our parents when something goes wrong during pregnancy. As a result, they have a combination of features typical of Down Syndrome, including some degree of cognitive disability, as well as other developmental delays. One thing we should always keep in mind is that they are children and having Down Syndrome comes second. In 1866 British doctor John Langdon Down defined and described the characteristic symptoms of Down Syndrome but was unsure of the cause. It wasn’t until 1959 that Dr. Lejeunne and his team in Paris showed that people with Down Syndrome have an additional chromosome. We normally have 23 pairs of chromosomes, each made up of genes. The cells of people with Down Syndromeinclude three chromosome #21 instead of two. The extra 21st chromosome causes an extra dose of proteins. These proteins cause the typical features of Down Syndrome. While the fetus with Down Syndrome is developing, its body cells do not reproduce as fast as usual. That is the main reason why these babies are smaller than average after birth and their brain not as big as those of other newborn children. A child who has Down Syndrome will have exclusive individual characteristics which they have inherited from their parents. The child may resemble their father, mother, grandmother, or aunt. This is true not only for their outward appearance but also for their temperament and physical and intellectual abilities. Children with Down Syndrome have different traits, for instance some can be easy-going while other are stubborn, some may like music while others show no interest. Know matter what, each of these children are unique and special in their own way. Children with Down Syndrome have distinct physical characteristics. They are short in stature and have a small, round face with a high flattened forehead and fissured, dry lips and tongue. Another typical feature is a fold of skin, on either side of the bridge of the nose, between the corner of the eyes. The hands are often broad and the fingers short. The feet are compact with a gap between the first and second toe, and their hair is soft and sleek. Such persons are also subject to congenital heart defects, many of which can be corrected surgically. They are also more likely to develop leukemia than other members of the general population. There are three common types of Down Syndrome, the most common one being trisomy 21, which is found in about 95% of people with Down Syndrome. During pregnancy the formation of the egg or sperm, from a woman’s or a man’s pair of chromosomes normally split, so that only one chromosome is in each egg or sperm. In trisomy 21, the 21st chromosome pair does not split and a double-dose goes to the egg or sperm. The second type is known as translocation, found in about 3% to 4% of people with Down Syndrome. With this type an extra part of the 21st chromosome gets â€Å"stuck† onto another chromosome. The third type, mosaicism, is found in about 1% to 2% of people with Down Syndrome. With this type an extra 21st chromosome is found in only some of the cells. There are two tests that can be done to detect if the child you are carrying has any type of Down Syndrome, they are diagnostic and screening tests. A diagnostic test samples fetal cells and gives a definitive diagno sis. This test is usually done between 14 and 18weeks of pregnancy. Although fairly safe, there is a small risk of miscarriage with this test. Screening tests, on the other hand, are relatively simple tests that find most of the fetuses with Down Syndrome, but they also find some without. It is because of this that screening tests must be confirmed by a diagnostic test. In addition to these tests, a maternal blood test can suggest the presence of a fetus with Down Syndrome when levels of alphafetoprotein are lower than usual. .ucf9a0e43629887239187cf094ba52d63 , .ucf9a0e43629887239187cf094ba52d63 .postImageUrl , .ucf9a0e43629887239187cf094ba52d63 .centered-text-area { min-height: 80px; position: relative; } .ucf9a0e43629887239187cf094ba52d63 , .ucf9a0e43629887239187cf094ba52d63:hover , .ucf9a0e43629887239187cf094ba52d63:visited , .ucf9a0e43629887239187cf094ba52d63:active { border:0!important; } .ucf9a0e43629887239187cf094ba52d63 .clearfix:after { content: ""; display: table; clear: both; } .ucf9a0e43629887239187cf094ba52d63 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucf9a0e43629887239187cf094ba52d63:active , .ucf9a0e43629887239187cf094ba52d63:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucf9a0e43629887239187cf094ba52d63 .centered-text-area { width: 100%; position: relative ; } .ucf9a0e43629887239187cf094ba52d63 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucf9a0e43629887239187cf094ba52d63 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucf9a0e43629887239187cf094ba52d63 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucf9a0e43629887239187cf094ba52d63:hover .ctaButton { background-color: #34495E!important; } .ucf9a0e43629887239187cf094ba52d63 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucf9a0e43629887239187cf094ba52d63 .ucf9a0e43629887239187cf094ba52d63-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucf9a0e43629887239187cf094ba52d63:after { content: ""; display: block; clear: both; } READ: Andrew carnegie 2 EssayIt is said that one out of every 700 babies will be infected with Down Syndrome. However, these odds may vary depending on the age of the mother. A child born to a woman 25 years of age has approximately a 1 in 1200 chance. A child born to a woman 40 years of age and over has a 1 in 120 chance. Children who are born with this condition can neither be cured with medical treatment nor can they outgrow the condition. Their life expectancy is generally reduced by 10 to 20 years. However, some people with Down Syndrome have been known to live into their 80’s. The effects of Down Syndrome can be modified by providing good medical care, good educatio n, and good parental support, all of which, unlike long ago when these children were called â€Å"mongols† and institutionalized, are provided for most children today with Down Syndrome. In conclusion to my studies I have found Down Syndrome to be a rare, yet present condition that can be found in all parts of the world. Most people might look at the individual infected and tell themselves how lucky they are , not to have to go through what most of them do. But tell me this, how many will actually take the time to better understand the situation and actually see what makes them who they are?It’s human nature to ignore or criticize the unknown, this will always be true to a certain point. Just as the truth will always remain the same, in that these people are beautiful human beings that deserve the same respect and rights as anyone else.

The Grapes Of Wrath Essays (857 words) - U.S. Route 66, Dust Bowl

The Grapes of Wrath The Grapes of Wrath is a novel by John Steinbeck that exposes the desperate conditions under which the migratory farm families of America during the 1930's live under. The novel tells of one families migration west to California through the great economic depression of the 1930's. The Joad family had to abandon their home and their livelihoods. They had to uproot and set adrift because tractors were rapidly industrializing their farms. The bank took possession of their land because the owners could not pay off their loan. The novel shows how the Joad family deals with moving to California. How they survive the cruelty of the land owners that take advantage of them, their poverty and willingness to work. The Grapes of Wrath combines Steinbeck adoration of the land, his simple hatred of corruption resulting from materialism (money) and his abiding faith in the common people to overcome the hostile environment. The novel opens with a retaining picture of nature on rampage. The novel shows the men and women that are unbroken by nature. The theme is one of man verses a hostile environment. His body destroyed but his spirit is not broken. The method used to develop the theme of the novel is through the use of symbolism. There are sevestronger, uprooting the weakened corn, and the air became so filled with dust that the stars were not visible at night. (Chp 1) As the chapter continues a turtle, which appears and reappears several times early in the novel, can be seen to stand for survival, a driving life force in all of mankind that cannot be beaten by nature or man. The turtle represents a hope that the trip to the west is survivable by the farmer migrants (Joad family). The turtle further represents the migrants struggles against nature/man by overcoming every obstacle he encounters: the red ant in his path, the truck driver who tries to run over him, being captured in Tom Joad's jacket: And now a light truck approached, and as it came near, the driver saw the turtle and swerved to hit it. The driver of the truck works for a large company, who try to stop the migrants from going west, when the driver attempts to hit the turtle it is another example of the big powerful guy trying to flatten or kill the little guy. Everything the turtle encounters trys its best to stop the turtle from making its westerly journey. Steadily the turtle advances on, ironically to the southwest, the direction of the mirgration of people. The turtle is described as being lasting, ancient, old and wise: horny head, yellowed toenails, indestructible high dome of a shell, humorous old eyes. (Chp 1)The driver of the truckow is described as being unmovable and never bending to the wind or dust. The Joad family does not want to move, they prefer to stay on the land they grew up on, much the same as the willow does. The willow contributes to the theme by showing the unwillingness of the people to be removed from their land by the banks. The latter represents the force making them leave their homes. Both of these symbols help contribute to the theme by showing a struggle between each other. The tree struggles against nature in much the same way that the Joad family struggles against the Bank and large companies. The rains that comes at the end of the novel symbolize several things. Rain in which is excessive, in a certain way fulfills a cycle of the dust which is also excessive. In a way nature has restored a balance and has initiated a new growth cycle. This ties in with other examples of the rebirth idea in the ending, much in the way the Joad family will grow again. The rain contributes to the theme by showing the cycle of nature that give a conclusion to the novel by showing that life is a pattern of birth and death. The rain is another example of nature against man, the rain comes and floods the living quarters of the Joads. The Joads try to stop the flood of their home by yet again are forced back

Effect of presentation mode on recall of news infromation Essays

Effect of presentation mode on recall of news infromation Essays Effect of presentation mode on recall of news infromation Essay Effect of presentation mode on recall of news infromation Essay A media comparison study was conducted to compare undergraduates recall of news information presented in three different conditions; to establish which form of medium is most effective in conveying information. A sample of 93 psychology undergraduates were presented with a series of violent and non violent new stories; either audio-visually, in audio or in print. Immediately after presentation, subjects were tested for cued recall of story content. Significant result of presentation medium and content type was found. As predicted recall of information was best in the print and was worst in the audio condition. Overall violent content was recalled better than non-violent content, especially in the audio-only and print modes. Statistical results indicate that reading the news produces a much more effective retention of information than listening or watching the news. This also confirms previous findings on adults that recall of material presented in print medium is superior to that from radio or television presentation. Therefore results have implications for future presentation of news information It has always been part of human nature to obtain information about the world surrounding it and the people within it from some kind of source. In the past, it was often family or the church (religion) that provided information to the people. In modern society, however, we have various sources that provide us with the required information. The main ones include the radio, newspaper, magazines and the internet; however with the wide spread of technological advances television has become predominately the main source of information. In particularly when providing people with knowledge about what is currently happening in the world (current affairs). In public opinion surveys, people frequently claim television as their most important source of news information. The provision of news is also regarded as one of the key functions of television and as one of its major source of gratification for viewers. Despite the fact that many people claim that they refer to television for much of their news information, and that they learn a great deal from television bulletins. Research with broadcast news has shown that When subjects are tested immediately after presentation of news bulletins content; viewers and listeners frequently fail to remember very much from specific news programmes. There are many factors that lie within the audience that can account for the lack of retention, such as attention, motivation and background knowledge relating to the news content. Recently, researchers are becoming increasingly aware of the various presentation factors that can have significant effect on learning. The main question that arises out of this particular research is whether conveying important information via television medium compares favourably or unfavourably with either print or radio medium. The visual images of television are often said to set television news apart from other news media. The pictures, color, and motion help to make televisions portrayal of events quite real (Graber, 1988). As Ron Nessen, Press Secretary for President Gerald Ford, once said that Television is reality if it hasnt happened on television, it hasnt happened (Gunter, 1987). This element of reality associated with television pictures enhances the credibility of news reports. The majority of the public has come to rely heavily on television as their primary source of news and deems it more believable than radio, newspapers, and magazines. In America television was identified as a news source by 65% of the population in a recent national survey, compared to only 42% who mentioned newspapers, 14% radio, 4% magazines, and 5% other people. It was also discovered that if there were conflicting reports of the same story, television stories would be most believed by 49% of respondents, whereas 26% would believe newspapers, 7% radio, and 5% magazines (Stanley and Niemi, 1990). The ability to view events and to judge them for oneself through the visual images of television helps to make television believable. But does that mean that television visuals help people to learn and recall information presented better in comparison to other mediums?. Recently researchers have demonstrated considerable differences in the perception of actors as a function of the channel of communication. When comparing learning from print and television presentation of the same material, results have indicated that learning may be better from print. Therefore contradicting the publics subjective view that they learn a great deal more from television than print. In William, Paul and Ogilvie (1975) study , television, radio and print conditions of presentation were compared, it was found that there was significantly better memory performance for material from television than from radio, and with radio been significantly better than print. However, a more recent study, by Wilson (1974) in which these three mediums were compared it was found that retention was much better in the print condition than television or radio. One reason to explain the reverse of these results may be due to the difference in the tests employed by the researchers. In William et al. study they used the recognition method, whereas Wilson used the free recall method. It is possible that free recall performance is better after a print presentation than television; this may be because reading requires more cognitive effort and facilitates greater depth of information processing than television viewing. There are potential advantages that are gained when using any of these three media. The major advantage of using print over television and radio is that the reader has the opportunity to consume news at their own pace, unlike broadcasted news where the pace of presentation is determined by producers. Another learning advantage that is thought to exist when information is presented in print and to some extent in radio is that the reader or listener has the ability to produce his/her own images from the presented information. Whereas with television viewers they are already supplied with ready-made images, and therefore they may not be able to undergo this cognitive processing while viewing television. Additional processing advantage of learning material from print or radio is that they require less focused attention compared to when viewing television. Viewers observing television not only have to focus on the image to understand what is happening but also at the same time attend to t he information that is been narrated. Visual images are know to improve memory, but only if they are relevant to the message been portrayed otherwise they can interfere with learning. Gunter (1979) found that free recall was much better for brief headline items when the pictures presented with it were still pictures. Gunter (1980) also found that the presence of slightly irrelevant film accompaniment on TV news stories can interfere to a certain degree with retention of the narrative content. This evidence clearly validates the above point that images can interfere with recall. Beside the medium presentation, the nature of story content may also affect learning. Kleinsmith and Kaplan (1964) revealed that memory may be relatively impeded when the test material is highly arousing but is relatively much better for non-arousing content. Cohen, Wigand and Harrison reported that young viewers had a better recall for violent items judged to be emotional than items judged to be neutral. This clearly reveals that memory for different types of story content does vary, especially according to the channel of presentation. Recently Gunter, Furnham and Gieston (1984) explored memory for the news as a function of the channel of communication. The experiment intended to report the effect of medium presentation and its relation with story type on memory for news material. In the experiment subjects were presented with a sequence of violent and non-violent news stories either audio-visually, in audio only or in print. Subjects were tested for cued recall of story content immediately after presentation. Results showed that recall of story content was best following the print presentation and worst for radio presentation. Violent content was recalled better than non-violent content, and significantly so in the audio-only and print modes. It was found that males had a higher recall level than females; however in the present study such comparison would not be made. The focus of the present study is to compare learning and memory recall from television, print and radio conditions of presentation, as a result shedding more light on the effects of medium presentation and of its interaction with story type (violent versus non-violent) on memory for news material. Therefore directly replicating the experiment of Gunter, Furnham and Gieston (1984). The three different conditions of news presentation (television, radio and print) are the independent variables. The dependent variable is the memory performance of each condition which was measured via a questionnaire test requiring free recall of information presented. From previous findings of Gunter, Furnham and Gieston (1984) research established that memory performance was best following print presentation of the news narrative, and worst for radio presentation. Their study also established that violent news were remember far better than non-violent, which is what this study also aims to demonstrate. As a result, the present study hypothesises that memory performance would be much better in the print condition, followed by the television condition and the worst performance been in the radio condition. Therefore hypothesising as Gunter, Furnham and Gieston (1984) research concluded. Subjects Ninety three male and female psychology undergraduates between the ages of 18-45 from the university college London participated in this experiment as part of a course fulfilment. 26 were randomly assigned to receive information in print (print mod), 34 to receive information audio-visually (television mode) and 33 to receive information through the radio (radio mode). Each subject in the visual condition was assumed to have a normal or corrected to normal vision and subjects assigned to the audio only condition were also assumed to have normal hearing. Design and material Subjects were assigned randomly and independently to each of the three conditions with the limitation that each group should contain approximately equal number of participants. The news information presented consisted of four news stories with each one lasting approximately one minute. The information provided had been originally pre-recorded from TV news bulletins months before the experiment. The items had been recorded from transmissions put out by an experimental TV service and had not been previously shown in normal network TV Bulletins in the UK. The items presented were all common in format, with each one consisting of a film report with a narrative voiceover. Two of the items contained violent events, which included scenes of street clashes between rioters and the police in El Salvador and the other in South Korea. The other two items contained non-violent events, one about the lifting of trade restrictions by Japan and the other about a visit to Yugoslavia by the Greek prime minister. The film footage from El Salvador was made of individuals crouching behind barricades with hand-guns shooting at others across the street; in the mean time the narrator described the reason for the rioting. Meanwhile footage from South Korea was of rioters throwing rocks and stones at the police and in return the police are clubbing any captured demonstrator. The story was mainly concerned with the reasons for rioting and how this related to the dissatisfaction of the government with certain sections of the public. Film footage of the Japans trade restrictions depicted of delegates arriving and settling down into a meeting concerning this and other Versailles matters. The item from Yugoslavia was made of scenes from the visit of the Greek prime minister and the narrator spoke of reasons for the visit. In the television condition, the items were presented to subjects over a colour screen monitor, in the radio condition subjects were asked to face away from the colour screen monitor, facing the wall while the items were played and in the print condition transcripts were of the items were handed out to each subject. All the stories were presented in the same order to all subjects in all conditions as follows; violent non-violent violent non-violent. A questionnaire was devised containing twenty questions (five per news item) requiring some detailed information from the stories. These questionnaires tested each subject recall of the news stories presented, for example Why were people demonstrating in the streets in Seoul? Subjects were awarded for each question that they got completely right three marks and two marks if the answer was partially right, and one if the answer can be understood (vague answer). The maximum mark that a subject can get was sixty marks. Procedure Subjects were randomly divided into the three different conditions. Subjects in each condition received the same instruction; they were told that they would be presented with news information either through television screen, a sound recorder or written transcript depending on the condition they are in. subjects in the television and radio condition were told that the presented information would last approximately four minutes and thirty seconds, whereas those in the print condition were informed that they would have about four minutes in which they should read the transcript. Subjects were told that immediately following the presentation, they would be given a series of questions based on the content of the news to test recall. The question test lasted approximately 10-15 minutes.

European Court of Justice on the Free Movement of Workers Essay

European Court of Justice on the Free Movement of Workers - Essay Example e territory of Member States for this purpose; (c) to stay in a Member State for the purpose of employment in accordance with the provisions governing the employment of nationals of that State laid down by law, regulation or administrative action; (d) to remain in the territory of a Member State after having been employed in that State, subject to conditions which shall be embodied in implementing regulations to be drawn up by the Commission. 4. The provisions of this article shall not apply to employment in the public service. The freedom of movement for workers is one of the four essential economic freedoms guaranteed under the treaty; namely, free movement of goods, services, labour and capital. This right has both the ‘horizontal effect’ and the ‘vertical direct effect’. This effectively means that a private citizen cannot only move against state or governmental agencies, but also seek redressal for infringement by private and non-governmental persons. ( Case C-415/93)4. Historical Background In 1952, the European Coal and Steel Community, (ECSC) contained the first provision with respect to some basic measures aimed at facilitating the free movement of workers within the EU. This provision required the member states to remove any and all nationality-based restrictions for the citizens with respect to employment within the coal and steel industry. However, this provision also stipulated that only qualified workers within the coal and steel sectors were accorded this privilege and not any other skilled workforce. The most monumental development as far the free movement of workers is concerned happened in the year 1957 with the creation of the European Economic Community.5 Art. 39 of the EC Treaty empowered workers within the EC to accept any offers of... The paper tells that in 1952, the European Coal and Steel Community, (ECSC) contained the first provision with respect to some basic measures aimed at facilitating the free movement of workers within the EU. This provision required the member states to remove any and all nationality-based restrictions for the citizens with respect to employment within the coal and steel industry. However, this provision also stipulated that only qualified workers within the coal and steel sectors were accorded this privilege and not any other skilled workforce. The most monumental development as far the free movement of workers is concerned happened in the year 1957 with the creation of the European Economic Community. Art. 39 of the EC Treaty empowered workers within the EC to accept any offers of employment made by any other member state. As a natural corollary, it also empowered such persons to move freely within the EC Community as well as reside and remain within such state for the purposes of e mployment. However, it is also pertinent to note that these rights were accorded with certain reasonable limitations which were duly justified on the grounds of public policy, public security, public health and the like. The right was also not applicable in the case of employment in public service. While it is evident that these restrictions are not merely based on purely economic considerations, and also take into account certain sociological elements, the fine print with respect to the restriction is actually contained in the two implicit limitations which have been concealed within the justified ground of public policy.

The Declaration of the Immediate Causes Research Paper

The Declaration of the Immediate Causes - Research Paper Example The document argues that the agreement between the US and South Carolina is subject to the law as stipulated in the constitution which establishes responsibilities on both sides and denounces the agreement or contract if either of the party fails to live up to the expectations of the responsibilities. Further, the document highlighted that the Federal government of the US had failed to honor their responsibilities to the State of South Carolina. For instance, some States were not willing to adapt the Fugitive Slave Act (Watson and Batchelder 1860, 77-8). Due to this and other problems, the document asserted that South Carolina had withdrawn from the Federal Union. The main purpose of this document was to protest against the Northern States that were seen as violating the constitution by failing to extradite slaves. Further, it is through this declaration that the State of South Carolina aimed at showing its resentments on the efforts made by the federal government and the Northern States to abolish slavery, which they viewed as constitutionally guarded. Therefore, South Carolina thought that the federal government and the Northern States had violated the agreement, and thus, it was not bound by it (Watson and Batchelder 1860, 76). Initially, South Carolina had issued other documents. This declaration was the second document to be issued by the State of South Carolina secession or withdrawal convention. The first document to be issued in South Carolina was the ordinance of secession.

Resolution of Communication Conflicts in Multigenerational Households Research Proposal

Resolution of Communication Conflicts in Multigenerational Households - Research Proposal Example A family needs to communicate on the way the family will operate. The responsibility of each member within the family should be well defined. Communications help in the setting of boundaries. The members of the family understand the like and dislike of each person. They are then able to compromise on issues of disagreement in order to create harmony in the family. The development of proper communication in the family is a conscious process (Poza et al, 93).The family should establish proper communication channels. They should appoint one or two people and give them the responsibility to be disseminating information. Further, a family should have a conflict committee (Vazquez et al, 138). These are persons who will be solving the family conflicts when they arise. The family members should decide on who among them will lead the conflict committee. This person will receive the grievances of the family members and forward them to the committee for discussion and deliberation.Family meeti ngs are necessary for the succession process of the family from one generation to another. They enable the members of the family to interact with each other actively. A family bond develops, and people are able to have in-depth communications with each other. The discussions concerning decisions in the family involve everyone. Communication and participation in family matters bring security and a sense of belonging to the family members.Family cohesiveness is strong in families that are able to communicate their history and culture to the next generation. Good communication enables the members of these families to be able to appreciate one another and work as a team. Improvements in the communication among members help to solve existing conflict and deter future conflicts (Hausner et al, 74). Healthy communications, which is open and honest, create trust. A multigenerational household needs to have family governance in place. The head of the family should then involve everyone in fa mily meetings.

The Zone Diet Essay -- Health Nutrition Weight Loss

It seems like everywhere you look there is some new diet plan making miraculous promises of weight loss through pills, plans, and formulas. The zone diet is no exception. The zone diet was developed by Dr. Barry Sears in his book," Enter the Zone" which was on the bestseller lists for weeks. The zone promises high energy, weight loss, and no hunger to those willing to follow the simple set of zone rules. It sounds great you say, but does it really work? What is the Zone? The "zone" was first referred to by athletes as a period of maximum performance and energy levels. When things are clicking and every part of our body is working at its best, we say we are "in the zone." When we fall short we experience a loss of performance, more illness, and feel moody and restless. The zone diet helps individuals to stay in the zone, not just trying to hit or miss. Instead of experiencing periodic energy highs and lows, it regulates levels throughout the day, putting the body in a metabolic state of peak efficiency. Much of this energy regulation is controlled by eicosanoids (http://www.coolrunning.com/sponsor/thezone/zone.htm#eicos). These are some of the most important chemical messengers in the body. However, since they perform their cell-to-cell communications very rapidly and in very small concentrations, they have often been overlooked by many researchers. Eicosanoids are completely derived from dietary fat. In addition, they have opposing physiological functions, which can be either good or bad. The good eicosanoids accelerate the use of stored body fat, whereas the bad do the opposite. These levels of eicosanoids can be controlled by what we eat at each meal. For example, high levels of carbohydrates decrease the produ... ...er 4. Gray, J., and Martinovic, A. (I 994). Eicosanoids and essential fatty acid modulation in chronic disease and the chronic fatigue syndrome, Medical Hypotheses, 43(l): 31-42. Harvey, J., Wing, R.,& Mullen, M. (I 993). Effects on food cravings of a very low calorie diet or a balanced, low calorie diet. Appetite, 21(2): 105-15. Kurilla, Michael G. (I 996). Protein Requirements in Humans. Intemet Librwy Shah, M., McGovern, P., French, S. & Baxter J. (1994). Comparison of a low-fat, ad libitum complex-carbohydrate diet with a low-energy diet in moderately obese women. American Journal of Clinical Nutrition, 59(5): 980-4. Suchner, U., and Senftleben, U. (1994). h=une modulation by polyunsaturated fatty acids during nutritional therapy: interactions with synthesis and effects of eicosanoids. Infusionstherapie und Transfusionsmedzin, 21(3): 167-82.

The Origin of Money

The use of money began in the sixth century B.C. in what is now western Turkey, when lumps of gold found in rivers were melted and turned into pieces of uniform size imprinted with a stamp. For almost all of the time since then, the common monetary system has been commodity money, whereby a valuable commodity (typically a metal) is used as a widely accepted medium of exchange. Furthermore, the quantity of money was not under anyone†s control; private agents, following price incentives, took actions that determined the money supply. Today, the prevalent monetary system is that of fiat money, in which the medium of exchange consists of unbacked government liabilities, which are claims to nothing at all. Moreover, governments have usually established a monopoly on the provision of fiat money, and control, or potentially control, its quantity. Fiat money is a very recent development in monetary history; it has only been in use for a few decades at most. Why did this evolution from commodity money to fiat money take place? Is fiat money better suited to the modern economy or was it desirable but impractical in earlier times? Were there forces that naturally and inevitably led to the present system? Fiat money did not appear spontaneously, since government plays a central role in the management of fiat currency. How did govern-ments learn about the possibility and desirability of a fiat currency? Did monetary theorizing play any role in this evolution? In this article, I will argue that the evolution from commodity to fiat money was the result of a long process of evolution and learning. Commodity money systems have certain advantages, in particular in providing a natural anchor for the price level. But they also have certain disadvantages, manifested in particular in the difficulty of providing multiple denominations concurrently. These problems arose early on, in the fourteenth century, in the form of money shortages. Societies tried to overcome these disadvantages, and this led them progressively closer to fiat money, not only in terms of the actual value of the object used as currency, but also in terms of the theoretical understanding of what fiat money is and how to manage it properly. In the process, societies came to envisage the use of coins that were worth less than their market value to replace the smaller denominations that were often in short supply. These coins are very similar to bank notes; they are printed on base metal, rather than paper, but the economics behind their value is the same. What governments learned over time about the provision of small change is thus directly applicable to our modern system of currency. In his A Program for Monetary Stability (1960), Milton Friedman begins with the question: Why should government intervene in monetary and banking questions? He answers by providing a quick history of money, which he describes as a process inevitably leading to a system of fiat money monopolized by the government (p. 8): These, then, are the features of money that justify government intervention: the resource cost of a pure commodity currency and hence its tendency to become partly fiduciary; the peculiar difficulty of enforcing contracts involving promises to pay that serve as medium of exchange and of preventing fraud in respect to them; the technical monopoly character of a pure fiduciary currency which makes essential the setting of some external limit on its amount; and finally, the pervasive character of money which means that the issuance of money has important effect on parties other than those directly involved and gives special importance to the preceding features. †¦ The central tasks for government are also clear: to set an external limit to the amount of money and to prevent counterfeiting, broadly conceived. This article will find much to validate this view. It turns out that the problem of counter-feiting, identified as central by Friedman, provided obstacles that were overcome only when the appropriate technology became available. As technology changed and offered the possibility of implementing a form of fiduciary currency, various incomplete forms of currency systems were tried, with significant effects on the price level. These experiments led to the recognition that quantity limitation was crucial to maintaining the value of the currency. The need for a government monopoly, however, does not emerge from our reading of the historical record, and we will see that the private sector also came up with its own solutions to the problem of small change, thereby presenting alternatives to the monetary arrangements we have adopted.1 Among the desirable features of a monetary system, price stability has long been a priority, as far back as Aristotle†s discussion of money in Ethics. In the words of the seventeenth century Italian monetary theorist Gasparo Antonio Tesauro (1609), money must be â€Å"the measure of all things† (rerum omnium mensura) (p. 633). Aristotle also noted that commodity money, specifically money made of precious metals, was well suited to reach that goal: â€Å"Money, it is true, is liable to the same fluctuation of demand as other commodities, for its purchasing power varies at different times; but it tends to be comparatively constant† (Aristotle, Ethics, 1943 translation). The commodity money system delivers a nominal anchor for the price level. The mechanism by which this takes place can be described in the context of a profit-maximizing mint, which was how coins were produced in the Middle Ages and later.2 Suppose there is a way to convert goods into silver and silver into goods at a constant cost (in ounces of silver per unit of goods), which can be thought of as either the extraction cost of silver and the industrial uses of the metal or the â€Å"world price† of silver in a small country interpretation. Silver is turned into coins by the mint; the mint (which really represents the private sector) also decides when to melt down existing coins. The government†s role is limited to two actions. It specifies how much silver goes into a coin, and it collects a seigniorage tax 3 on all new minting. When the mint is minting new coins, its costs are the cost of the silver content, the seigniorage tax, and the production cost;4 its revenues are the market value of the coins, which is the inverse of the price level. Similarly, when the mint is melting down coins, its costs are the market value of the coins, and its revenues are the value of the silver contained in them. Whether the mint will produce new coins or melt down existing coins will thus depend on how the price level relates to the parameters: silver content of the coins, production costs, and seigniorage rate. The price level cannot be too low (or the purchasing power of the coins too high) or the mint could make unbounded profits by minting new coins and spending them. Similarly, the price level cannot be too high (or the purchasing power of the coins too low), or the mint would make profits by melting down the coins. The absence of arbitrage for the mint places restrictions on the price level, which is contained in an interval determined by the minting point and the melting point

The Natural Nature Of Human Beings - 1693 Words

Human beings became unique as a result of consciousness that is immediately they begun to produce their means of substance, they automatically begun to distinguish themselves from all other things including animals. That is where the mode of production sets in hence the formation of society. There is this natural instinct that exist in human i.e. whenever human beings come together the spirit of leadership or headship automatically permeate either through wealth, religion, age, etc. The mode of production came to existence as a result of what nature has created and that is what led to the process of division of labor which has brought a system or organization in which we see ranks in a society. The system developed to the extent that someone has to be at the top in other to control those at the bottom and also led to the barter system where money were being use in exchange of commodities, (†We now have to grasp the essential connection between private property, greed, the separation of labor, capital and landed property, exchange and competition, value and the devaluation [Entwertung] of man, monopoly and competition, etc. – the connection between this entire system of estrangement [Enifremdung] and the money system.†) This system which finally resulted in a production of commodities or service to mankind has brought the relation to the worker (producer), the commodity (product) and property owner. 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