Commentary on Testing the Reality Essay Example for Free

Commentary on Testing the Reality Essay This short but powerfully descriptive poem tells the story of a young man who comes to discover just how fragile the boundary between life and death really is. Written in the form of a dramatic lyric, the poem highlights the moment of revelation and reflection as the man realizes his mother hadnt died; instead she had moved on to another place. The themes of death and abandonment are clearly depicted by the poet through the use of tone, setting, rhythm, symbolism, hyperbole, alliteration and time. Through all these methods, the poet builds a sense of sorrow and feeling of utter reliance the narrator has upon his mother. It emphasizes the mans lifelong journey, from a young child learning to count to a fully grown man mourning the death of his 70-year-old mother. As he grows in body and matures in mind, he fills his head with knowledge and pushes at the boundaries of his world, testing it. The name Testing the Reality arises because the son has to face the reality of life, and the deaths that occur in life. The poem takes place in a church, in a funeral set-up, with flocking birds in the sky. We understand this because of the phrase so crammed church roof and belfry. I can comprehend that it is a funeral because the poet relates the hibernation of the birds to a 70 year old woman. The writer also illustrates a picture of a myriad of birds as he writes There must have been 10,000 there or more. Even though he feels immense loneliness and sadness after the passing on of his mother, he is not yet ready to follow her, and must remain in reality, hence he is the last soul still unhatched. The poem begins in the first person as the poet describes his experiences as a boy. We learn that his mother taught him to count to a ragged 20 but no higher. When he was still a boy, the sheer number of birds perching on the belfry exceeded his counting abilities, cramming church roof and belfry, cross and spire. At this later stage in his life, however, it is not due to his counting skills that he cannot count but due to the sheer immeasurable quantity and their uncontrollable, free nature, unable to be caged or catalogued. Their numbers were so great that their final taking off blacked Beestons sky. These birds feature throughout the poem, creating a sense of activity and movement and dramatic symbolism. Here, the black sky symbolises the unfortunate and sad mood. While the flocking birds represent what the man is looking at and his memories of them as a boy, they also have a metaphorical meaning, symbolizing the life and death of his mother. The crossroad of reality and imagery appears in line six with the following alliteration: picketed piercingly the passing of each day. The power of the repeated P sound reflects the sound of the birds cries. In the poets mind, each bird also represents a single day in the life of his mother. In fact, as the second stanza progresses, the birds only exist to measure the accumulated days in the life of the mans mother. Her attraction towards the birds is completed when they suddenly depart, taking her life with them. The shock of the mothers death is so deep that the first person used throughout the first two stanzas is obliterated and transformed into the third person in the last stanza, the man suddenly being referred to as her son. The third stanza also dramatizes the metaphorical blend of his mother and the birds. Death becomes the wings of night, her life becomes the flocking days. Her departure from the earth is an effusion, a release, of all her physical experiences which are soaring away. So significant was she to her son that her departing life blocked the light. In the final line the son becomes an unhatched egg/soul left behind in the clutch or the nest. Having come to associate the birds with his mother, his memories of her are immediately summoned whenever he sees them. She may be dead but she lives on in his memories of the birds. At first they shrilly hailed the first new light they saw, greeting the new day in what initially seems to be an irritating way because they are portrayed as having loud, high-pitched cries that are not particularly pleasant to the ears. However, after his mother dies, and they leave too, he comes to see them in a different light, after they soared away. His opinion of them has now changed and he sees them as graceful and elegant creatures. This imagery also successfully implies life after death, and the setting of the poem becomes important when looked at in this light. A church is a place of peaceful meditation, praying and holiness, a place where the boundaries between the physical and the spiritual, the barriers between life and death, merge. For these reasons it becomes the nest that hatches souls into the heavens. Even though the birds, and the mans mother with them, fly beyond all sight, hearing, taste, smell, touch they do not fly beyond love or memories, instead leaving a path for the man to follow when it is his turn to be hatched. The lesson the mother taught her son began with counting, but ended with a realization of life after death and the possibility of living, in spirit, for infinity.

Autonomous Tennis Ball Picker Robot

Autonomous Tennis Ball Picker Robot The basic purpose of this project is to provide opportunity and benefit to the sports players. They can do more practice in less time with the help of this robot. Various different electronic devices were used to pick the tennis ball or any other ball. It is not so easy for any tennis player to pick a ball lot of times during practice. It affects his practice and time.Autonmous tennis ball picker robot will save the time of a player. He can do more practice in less time. This robot is not only for a tennis player .it is easy to use and cost effective. Our design is not only for tennis, it can also be used in other sports involving balls of similar size. Chapter 1: Introduction: In the tennis and sports equipment market, there are very few advanced electronic devices assisting in the feeding and picking of tennis balls or any other kind of balls. Tennis players do not prefer picking up over five hundred balls after a long days worth of drilling, or a baseball player would not enjoy picking up over five hundred baseballs on the ground from batting practice. As a result, our solution is an autonomous ball-picker device that is easy-to-use and cost-effective. Our design can be used for a variety of sports besides tennis, involving balls of similar size and weight. Chapter 2: Literature Review This Chapter is a review of the background material. This includes comparison of previous devices used for same purpose. it also includes the way how this robot is more effective then previous.? Chapter 3: Modeling and Design This Chapter describes the modeling of different parts of our robot. And all the various other Design decisions and selections made throughout the course of the project. Chapter 4: Experimental setup This Chapter describes in detail the techniques used in our robot. It contains the detection of the ball, design of user interface and all other aspects of the project. Chapter 5: Results and Discussion This chapter provides a result of the project in which the key points of the project are Discussed and any specific conclusions are drawn Chapter 6: Recommendation This chapter is an analysis of the project in terms of overall performance and working. It also contains overview and recommendation of experts Chapter 1 Introduction Professional tennis matches can last upward of 3 hours, often with little more than 10 minute of rest in- Between sets .The need to train for such endurance matches becomes difficult without a partner of Adequate skill. For decades, tennis players have been using automatic tennis ball launching machines to train without the need of a partner. Therefore, it is determined that using current technology, a player will spend ~35%of the total time collecting tennis ball, and not training. This is a large proportion of the time, and needs to be reduced to truly emulate a tennis match. There are certain method of automatically collecting tennis ball ,as will be investigated in section 3 Proposed Solution ,but the e are not portable, and require extensive modification to the tennis court. 1.1 Needs Assessment There is a need to improve upon the experience of the solo practice sessions of ball sport athletes by Extending the duration of consecutive shots, kicks or swing of the soloist through the conception of a ball-gathering system that operates while the solo athlete is in practice. Current practice session duration are limited by the number of balls initially loaded into the automatic ball launchers .At the end of practice sessions, or during intermissions, the ball must be manually picked up. Existing automatic ball return systems are not portable and cannot be used in conventional courts. 1.2 Goal Statement The solution shall serve as a tool to improve the solo practice experience by gathering stray balls in Conventional practice environments and returning them to the user, or a more desirable location. The System shall also be relatively portable, and address the need of requiring manual collection of stray balls Following each practice session. 1.3 Human Controlled Manual Pickup Human controlled manual pickup involves the use of a tool such a those seen in Figure 1: Manua Tennis Ball Collection Mechanism .This type of solution require the user to top hi /her training session in order to both collect the ball and load them back into the launching device. This solution will score well in the area of cost and portability, but will obviously rank very low in terms of speed. LITRATURE REVIEW 2.1 Introduction: Any mechanical device which can be programmed to perform a number of tasks involving manipulation and movement under automatic control. The term robot suggests a machine that has a humanlike appearance. A robot is a system that has sensors, control system, manipulation power supplies and softwares that work together and perform a task. Designing, building, programming and testing a robot is a combination of physics, mechanical engineering, electrical engineering, structural engineering, mathematics and computing. A study of robotics means that students are actively engaged with all of these disciplines in a deeply problem-posing problem-solving environment. A robot has these essential characteristics: Sensing First of the robot should have an ability to sense its surroundings. It would not sense in that we sense our surroundings. Movement A robot needs to be able to move around its environment. Whether rolling on wheels, walking on legs or propelling by thrusters a robot needs to be able to move. To count as a robot either the whole robot moves, like the Sojourner or just parts of the robot moves, like the Canada Arm. Energy A robot needs to be able to power itself. A robot might be solar powered, electrically powered, battery powered. The way your robot gets its energy will depend on what your robot needs to do. Intelligence A robot needs some kind of smarts. This is where programming enters the pictures. A programmer is the person who gives the robot its smarts. The robot will have to have some way to receive the program so that it knows what it is to do. 2.2 History: A robot is a virtual or mechanical artificial agent. In practice, it is usually an electro-mechanical machine which is guided by computer or electronic programming, and is thus able to do tasks on its own. Another common characteristic is that by its appearance or movements, a robot often conveys a sense that it has intent or agency of its own. The beginning of the robots may be traced to the Greek engineer Ctesibius. In the 4th century BC, the Greek mathematician Archytas of Tarentum postulated a mechanical steam-operated bird he called The Pigeon. Hero of Alexandria (10-70 AD), a Greek mathematician and inventor, created numerous user-configurable automated devices, and described machines powered by air pressure, steam and water. In the 3rd century BC text of the Lie Zi, there is a curious account on automata involving a much earlier encounter between King Mu of Zhou (Chinese emperor 10th century BC) and a mechanical engineer known as Yan Shi, an artificer. The latter proudly presented the king with a life-size, human-shaped figure of his mechanical handiwork made of leather, wood, and artificial organs. Al-Jazari (1136-1206), a Muslim inventor during the Artuqid dynasty, designed and constructed a number of automated machines, including kitchen appliances, musical automata powered by water, and programmable automata. The robots appeared as four musicians on a boat in a lake, entertaining guests at royal drinking parties. His mechanism had a programmable drum machine with pegs (cams) that bumped into little levers that operated percussion instruments. The drummer could be made to play different rhythms and different drum patterns by moving the pegs to different locations. 2.3 Modern era evolution in robotics technology: In these days robotics technology has progressed much more than early nineteenth century. Many new technologies have been invented. Robots are used in many fields as discussed below 2.3.1 Industrial robots (manipulating): An industrial robot is officially defined by International Organization for Standardization (ISO). The International Organization for Standardization gives a definition of a manipulating industrial robot in (ISO 8373). Which is Automatically controlled, reprogrammable, multipurpose manipulator programmable in three or more then three axes which may be either fixed physically or mobile for use in industrial automation applications. The typical applications of industrial robot are wilding painting, assembly, pick and place, packaging, product inspection, testing, all accomplished with high endurance, speed, and precision. 2.3.2 Service robot: Most commonly the industrial robots are physically fixed and have manipulators and robotics arms for the production and distribution of goods. The International Federation of Robotics gives the definition of service robot which is The service robot is a robot which operates semi or fully automatically to perform services useful to the well being of humans and equipment, excluding manufacturing operations. 2.3.3 Military robots: The robots are also used for military purpose. Such types of robots are autonomous or remote controlled robots. There have been some developments towards developing autonomous fighter jets and bombers. The use of autonomous fighters and bombers to destroy enemy targets is especially promising because of the lack of training required for robotic pilots; autonomous planes are capable of performing maneuvers which couldnt otherwise be done with human pilots. 2.3.4 Mobile robot: These types of robots have capability to move around in their environment, they are not fixed to the physical location. The best example of the modern robot that is commonly used in these days is Automated Ground Vehicle (AGV). An AGV is a mobile robot that follows markers or wires in the floor, or uses vision or lasers. Mobile robots are also found in industry, military and security environments. They also appear as consumer products, for entertainment or to perform certain tasks like vacuum cleaning. 2.3.4.1 Classifications: A mobile may classified by: The environment in which they travel: Humanoid. Autonomous underwater vehicles. Unmanned aerial vehicles. The sources they use to move mainly are: Human like legs. Wheeled robots. Tracks. 2.3.4.2 Mobile robot navigation: There are many types of mobile navigation. 2.3.4.3 Manual remote This type of robot is totally under control of a person with the help of some joystick or with the help of any other controlling device. The device may be plugged directly into the robot, may be a wireless joystick. 2.3.4.4 Line-following robot Some of the earliest Automated Guided Vehicles (AGVs) were line following mobile robots. They might follow a visual line painted or embedded in the floor or ceiling or an electrical wire in the floor. Most of these robots operated a simple keep the line in the center sensor algorithm. Mathematical modeling 3.1 Modeling of structure: (2) Where b is the damping force We also know that b = rolling resistance + air drag Rolling resistance =  µmg Air drag =  ½Ãƒ Ã‚ Ãƒ Ã‚ ¡dA (V+Và ¢Ã¢â‚¬Å¡Ã¢â€š ¬) ² So we get b =  µmg +  ½Ãƒ Ã‚ Ãƒ Ã‚ ¡dA (V+Và ¢Ã¢â‚¬Å¡Ã¢â€š ¬) ² Where à Ã‚  = air density Cd = air resistance A=front resistance coefficient V=vehicle speed Và ¢Ã¢â‚¬Å¡Ã¢â€š ¬=head wind velocity We know that the driving force is given as: Where T = torque ÃŽÂ · = transmission coefficient ir = over all gear ratio rd = radius of tire Now put driving force in equation (2) We know that T=Kti Put in above equation Now Take Laplace By taking common = 3.2 DC Motor Speed Modeling: Where e =back emf so Put in equation (1) By taking Laplace à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. (1) Where Where K=constant i=armature current Put the value of T in above equation Take Laplace Put value of from equation (1) Material use We are using aluminum due to following properties Aluminum is a very light metal with a specific weight of 2.7 g/cm3, about a third that of steel. the use of aluminum in vehicles reduces dead-weight and energy consumption while increasing load capacity Aluminum is ductile and has a low melting point and density Dc motor We are using power window motor due to high torque because in this motor worm gears which is best for producing very much torque and sufficient speed Design

Lady Chatterleys Lover by D. H. Lawrence | Book Report

Lady Chatterleys Lover by D. H. Lawrence | Book Report The novel Lady Chatterleys Lover begins by introducing the female protagonist, Constance Chatterley. She was brought up as a bohemian of the upper-middle class, and at 23, she marries Clifford Chatterley, an aristocrat. After their honeymoon, he is sent to war, and returns paralysed from the waist down, impotent. Clifford grows to be an accomplished writer, and many academic men frequently gather at the Chatterleys mansion. The intellectuals turn out to be vacant and seem scared of true feelings, and Connie feels increasingly secluded. She resorts to a short and disappointing affair a writer who comes to visit Clifford. The distance between Connie and Clifford increases as Clifford withdraws into his hollow pursuit of writing and coal-mining. Connie hires a nurse, Mrs. Bolton, to take care of the disabled Clifford so that she can gain freedom, and Clifford begins to depend on the nurse; his maturity waning into an infantile dependence. Connie meets Oliver Mellors, the aloof and contemptuous gamekeeper on Cliffords estate and is attracted to his natural sensuality. She soon discovers that the source of her misery is from not being fulfilled in physical love and passion, and subsequently turns to Mellors. They meet and have sex on several occasions and she has a sexual awakening that changes her thoughts forever. Mellors old wife, Bertha returns and causes a scandal, whilst Connie believes that she is pregnant with Mellors child. Clifford refuses to give Connie a divorce. The novel ends with Mellors waiting for his divorce, and Connie living with her sister, hoping that they will be together. Lady Chatterleys Lover lies in a paradox: it is progressive and intransigent, contemporary and Victorian. It displays Victorian principles, yet it gives the impression that it is expecting the social ethics of the late 20th century in its blunt use of overt profanity. The structure is conservative, following the characters over a set period of time. The characters have a tendency to symbolize a type and be something of a concept, rather than developing authentic traits. This seems to say that Lawrence uses them as allegories to demonstrate his values of sensuality and his irritation with society. The themes of sexual identities and sexual progression are quite common in this novel and each character embodies these ideas. Connie is a woman who grew up to appreciate the sensual and passionate side of a relationship. Her father, Sir Malcolm, told her that it is no good living in an intellectual relationship without sensuality, just as Connie has with Clifford. Her father is in touch with both his imaginative and corporeal sides; Lawrence connects conservative with nonconforming sexual customs. This mix could well be argued as Lawrences ideal, as well as Connies. She is a woman who idealises the thought of cohesion between the body and mind, and cannot live a life with ‘all mind. At first she wants intellectual love, then she wants sexual fulfilment, then she wants a child to love and nurture. Constance (ironically named) is always changing her mind on what it is that will complete and satisfy her in life. I think this is a good example of sexual progression as she only cha nges her mind after learning what more she could gain from a relationship to make her feel like a woman. We learn about the vicious relationship between Mellors and his wife Bertha, who angered him by being sexually aggressive and not tender enough. Through Berthas ‘fault (according to Mellors negative opinion of this), Lawrence seems to be praising submissiveness in women; he appreciates women who allow themselves to be receptors to masculine authority. In essence, satisfaction for a woman is achieved through succumbing to the male. Berthas sexually controlling characteristic hints at feminism she wants to take control of her own pleasure and be sexual when and how she wants. She might have been portrayed differently if the book had been written today. In spite of all of this, his approach to the conventions of sex and the roles of men and women hardly seem progressive. Tommy Dukes, a visiting writer, says that the physical and intellectual cant work together and that men and women have lost their glamour to each other. He seems to be a character that Lawrence believes has the right ideals, recognising the significance of physical love as a fundamental way for men and women to connect intellectually. ‘Real knowledge comes out of the whole corpus of the consciousness; out of your belly and your penis as much as out of your brain and mind. The mind can only analyse and rationalise.'[1] Despite this, he is indifferent about everything he preaches. His theories are pointless without substance and action, and it is as though he does not really believe what he says without practise. He has an inability to go beyond words and seems sexually frigid. It is at the beginning of chapter 6 that it is almost impossible to take Dukes thoughts and emotions as his own. His words overlap heavily with the message of the story: passion is unable to coexist with an intellectual connection. ‘A woman wants you to like her and talk to her, and at the same time love her and desire her; and it seems to me the two things are mutually exclusive.'[2] There is an obvious distinction between Tommy Dukes, with his well-intended but worthless talk on love, and the gamekeeper Mellors, behind whose cold disguise there is an overflow of tenderness and passion. They are polar opposites that reveal different sexual identities Connie faces. Clifford Chatterley is a man who is disconnected from his environment and from other people. He cannot empathise with the workers in his coal mines, seeing them more as cogs in his industry than as men. The paradox is that Clifford also grows to be a servant of his industry, debauching himself in return for success. Clifford also values technology (his sudden interest in the coal mining/working-class community) and the success of his writing over the relationship he has with his wife. He is unable to procreate and he seems to disregard this fact with his intellect by justifying every bodily sensation intellectually. Had he been virile, Connie may not have indulged herself in the newfound excitement of Mellors, but the fact that he is not supplies the most obvious symbol of changing sexual identities in the 20th century the dilemma of the ‘redundant man. It is though his injury in the war has also spoilt his heart. His writings (according to Connie) seem utterly deprived of meaning. I feel that he acts as a figurative character as much as he does as a real character because his physical disability and his lack of sensuality reflect a deeper limitation and emptiness much like post-war England. This is especially highlighted when he and Connie take a walk outside of Wragby. They go from an intellectual chasm to the remnants of an unspoiled, blooming English countryside where Mellors first comes into view. He stands for the earthy, pastoral England, and seems completely mismatched with Clifford and the impassive men who gather together at Wragby. Clifford only begins to think seriously about the local villages and about the coal mines in which the local men work when Mrs. Bolton gossips to him about local affairs. This seems to point out that he needs an authoritative hand to push him in the ‘right direction, even if its just to think seriously about something classed as a masculine occupation. It is ironic that the person to spur him into revitalising the dying local coal industry is a woman. The fact that Clifford grants Connie permission to have sex with another man for an heir surely shows that he is not sexually attached to his wife, and his using this authority over her actually shows what little masculinity there is of him left. It is an ironic and seemingly unconscious struggle for him to demonstrate typically masculine traits whilst impotent. He reasons that sex would not be important or comparable to his and Connies marriage. This, I believe, is one of his biggest faults of transgression as it shows just how differently he regards physical contact, compared to his wife. There is also the complex relationship that grows between Clifford and Mrs. Bolton after Connie has left. Her husband used to work in one of Clifford Chatterleys mines before he was killed and Mrs. Bolton begrudges Clifford for this, though she sustains a respectful manner towards him as she is delighted by her contact with the upper-class. Clifford depends upon her, but scorns her; she is a servant to him, but is also in charge of him, for he is, by himself, helpless. Even though their association is always a master-servant relationship; it begins to take the shape of a perverse mother-child relationship as a result of Cliffords total reliance upon Mrs. Bolton. I think that this is one of the most intricate and mesmerising relationships of the book. The novel constantly shows the contrast between the body and mind by using Connie and Mellors disappointing relationships as examples. Constance is stuck in a relationship with her husband who is ‘all mind and Mellors old wife was too domineering for Mellors to feel masculine. Connie and Mellors are forced to learn more about the coalition of both the mind and body; Connie learns that sex is more than just an ‘accident'[3] and a disappointing act, and Mellors discovers the emotional changes that come from physical love. To summarise, Lady Chatterleys Lover dips into an array of themes which shows how culturally sound it is in the world we live in. It exposes people of all dispositions and fancies and illustrates how relationships between such people form and break. It is a complex book with a concurrent message: the body without the mind is wild, and the mind without the body is empty. [1] D. H. Lawrence, Lady Chatterleys Lover (Ware: Wordsworth Editions Ltd, 2005), p.30. [2] Lawrence, Lady Chatterleys Lover, p. 46. [3] Lawrence, Lady Chatterleys Lover, p. 8.

Martin Chuzzlewit by Charles Dickens :: essays research papers

Martin Chuzzlewit by Charles Dickens "My main object in this story was, to exhibit in a variety of aspects the commonest of all the vices: to show how Selfishness propagates itself; and to what a grim giant it may grow, from small beginnings"- Charles Dickens about the purpose of his novel: Martin Chuzzlewit (130)"Because the selfish man sees no common interest or bond between himself and the rest of his world he is free from moral compunction, free to construct a false self, mask, rà ´le, or persona, and at pains to protect his real self from the encroachments of a hostile world." - Joseph Gold (131)"Any kind of imagination separated from its material or emanation becomes a Spectre of Selfhood"- Blake (134) 12/20/96Selfishness Versus Goodness and Hypocrisy Versus CandorIn his book, Joseph Gold gives us a rundown on how selfishness embodies itself throughout Martin Chuzzlewit. He analyses likely symbols in the book, which gave me more of an insight and a new perspective that helped me vie w the main characters and their transformation in a different setting. Selfishness and hypocrisy mark their victims with false shells and distorted personalities and lead them to believe in their superiority over mankind. This renders them incapable of experiencing anything real and leave them fumbling after false truths, while taking advantage of the pure at heart. This seems to be the essence of what Gold wants to communicate with his analysis.Pecksniff is the hypocrite who shuns no one when it comes to him making a profit. Unconscious of his inability to self-reflect or perhaps proud of his exalted virtuousness, Pecksniff is the epitome of righteousness, as Gold explains; he is in the book to display the extreme and helps clarify America’s role as a "national Pecksniff". Through him do Thomas Pinch and Martin Chuzzlewit the Elder finally open their eyes to their own lesser vices; Pinch’s naà ¯ve behavior changes after confronted with the real, or should I say false shell of, Pecksniff, while Chuzzlewit Sr. sees parts of himself in Pecksniff and is at the same time reminded of true virtue, honesty and human interdependence through Thomas Pinch. Gold goes thoroughly into an analysis of the paradigm between Jonas and the Book of Jonah, both characters fleeing from their own selves; it isn’t until they accept the wale, as Sairey Gamp puts it, signifying Jonah’s return to God in the whale’s stomach, that they can reach self-fulfillment.

The Economics of the South and the Civil War Essay -- U.S. History

Introduction Most people believe the Civil War was fought only over slavery and for abolition. Because of the speech Abraham Lincoln gave â€Å"The emancipation Proclamation,† it looks like the Civil War was a war about the morals of the nation. A war could not be stopped from happening once the Compromise of 1850 happened. The South was frantic to keep slavery going. Their whole economy was bases around the economics of slavery. The North did not realize that there was more than freeing the slaves to do with the war. The economics of the south was free labor caused by slavery. The black slave was a God sent for the Southern states in that it allowed them to make a great profit off their crops. William Freehling said, â€Å"Posterity thinks of slavery as the South’s leading economic interest† (239). The Northern states were against slavery but they did not realize what it would do to the South when slavery is abolished. â€Å"The Southern economy, however, was buil t on the labor of the African-American slave, who were oppressed into providing cheap labor.† (History Central, web) This paper will allow us to look at the complete economics side of slavery and what effect it would have on them. History of Slaveries start in the South The Dutch West India Company was commissioned â€Å"to supply the colonist with as many Blacks as they conveniently can.† (Morison 75) When the South started to be developed in 1625 when The Virginian Company said, â€Å"Any Englishmen who agrees to take out at least 250 people at his own expense was allowed to choose †¦ 1250 acres or more† (Morison 54) This is how the Plymouth Colony was started. These men were not blue-collar workers, for they had money and position. They did not want to work with their... ...nd the North blockaded the Southern ports the south was doomed. They needed money to live and pay for the war and without being able to export their only cash crop they could not keep going. Their whole economy was about slavery and the great economics it creates for the owners, and for the Southern States. Works Cited Allen, J. Michael Allen & James B. World History from 1500. New York: Harper Collins Publishers, 1993, Print. Freehling, William W. The Road to Disunion, Volumn II. Vol. II. New York: Oxford university Press, 2007, print. History Central. "Economics of the Civil war." 2008. History Central. Web 23 April 2011. Morison, Samuel Eliot. The Oxford History of the American People. New York: Oxford University Press, 1965, print. Readers Digest. The Story of America. New York: Readers Digest Assoc., 1975, Print.

Platos Dialectical Cut in Socrates Soul in The Being of the Beautiful

Plato's Dialectical Cut in Socrates' Soul in The Being of the Beautiful Within the spectrum of the political realm, one of the most important philosophical questions arises, "What is the best regime?" It is obvious that the best regime is one of complied consent. There still seems to be difficulty in deciding the best means to the desired end. Politics, the ruling force, operates in the realm of opinions. Its counterpart, philosophy, is an attempt to replace opinions about political things. This "political science" is the process of acquiring political knowledge for the guiding of political life. The transformation from opinions to knowledge is through the dialectic method. This "political science" is not without its problems. It is plagued by relativism and nihilism. These problems tend to make politics unreceptive to philosophy. What philosophy is is best seen in a confrontation between the philosopher and the city. It is by no small coincidence that these two conflicting views are seen in different characters in The Being of the Beautiful. The obvious question now becomes "Why does Plato make a dialectical cut in Socrates' soul between Theaetetus and Young Socrates?" In answering this question it becomes central to assume that the being of the beautiful is not contained in one character, and for that matter, may not be a character at all. It is crucial then to take up the characteristics of both Theaetetus and Young Socrates in relation to what the beautiful is. In so doing, it will provide the basis for political knowledge. To begin, Theaetetus is a youth just returned from battle. War, being the harshest of all teachers places one under the duress of necessity. This is a fo... ...nd this. He says that "all has been said in a measured way... but this is hard to take in" (Statesman, 293e). The Stranger explains that the rule of law is for one class and is corrupt, imperfect and seditionary. Through the questioning of the laws, the foundations of the one are seen. Politics and philosophy are not natural enemies. Both Theaetetus and Young Socrates understand the ideas to some extent. The goal now is to make each receptive to the other. Both make distinctions between men and gods. They can each understand the concept that something merely "is". Within each character separately a vice is seen but when combined dialectically, the possibility of a true political philosophy is possible. Perhaps Socrates sees in both of them the idea of the philosopher and he wants to see it generated as proof of a permanent condition of human nature.

Guiding Children’s Behavior

I have rated the fourteen steps to guiding children's behavior based on personal belief and experience. 1. Model Appropriate Behavior: Show, demonstrate, model and supervise. Children are watching you therefore you need to be the best role model you can be. As a positive role model you need to make good choices and encourage children to do their best too. It has been proven that children with positive role models have higher self-esteem, do better in school and social settings, and are more likely to make good choices in difficult/stressful situations. Positive role models can last a lifetime. 2. Meet Children's Needs: Children need to eat nutritional foods, drink plenty of water, and get enough sleep and exercise. Children need a safe environment at home and at school. Children need love, affection and respect. Children need to be given opportunities to be successful so they can build self-esteem. Children need to be given responsibility and independence so they can experience self-actualization. As caregivers, it is our responsibility to provide all of these needs, children need us to do this for them. 3. Use and Teach Conflict Management: Teach children how to successfully resolve conflicts. Children need to learn how to handle difficult situations, they don't know how to resolve a problem if we don't show them how. As a role model, it is important to display conflict resolution, children will learn by watching you. It is important to show children how to share, talk it over, take turns, choose to do something else, and say â€Å"sorry†. I think it is so important that adults apologize to children when it's appropriate, respect goes both ways, if you expect a child to say â€Å"I'm sorry† to you then as a role model you should apologize to children when necessary too. . Know and Use Developmentally Appropriate Practice: Learn as much as you can about children, have high but appropriate expectations. As an instructor, it is crucial to always continue learning about Early Childhood Education, stay up-to-date with current methods and trends. 5. Teach Cooperative Learning and Living: This is such an important step because it's a lifetime step. It is crucial to discuss cooperation with children because life is full of social interactions, they need to know how to cooperate in a group settings and how to recognize different behaviors. Talk with children about different behaviors and reactions so they understand how they are feeling and how to react appropriately. 6. Develop a Partnership with Parents, Families, & Others: As an instructor, it is your job to communicate with people who are important in your students life because they are influencing the child outside of the classroom. Make it clear to parents and caregivers that you are always available for communication, that you care about the child and want whats best for them. I think it is extremely important to involve parents and caregivers in classroom activities, they should know what you are teaching and how children are learning. Overall, if there is understanding and communication between parents and teachers then the child will probably have a more rewarding learning experience in the classroom and at home. 7. Empower Children: Children need to learn that they are ultimately responsible for their own behavior, allow children to have choices and support them. It is important that children know you trust their decisions and feel successful when they make positive choices. . Establish Appropriate Expectations: The expectations you have for children should be attainable and used as guideposts in learning. Children should have a clear understanding of rules and limits, this way they know what is expected of them. As an instructor, you should always be clear about exactly what you expect and what the consequences will be if rules and limits are broken. 9. Clarify your Beliefs about Guiding Behavior: It is important to be certain about what you want for children in the classroom and at home. Use a philosophy of education to guide your teaching and review it often, be sure you are always doing your best to do best for the children in your classroom. 10. Use Social Constructivist Approach: Teachers should always be guiding students to behave in a socially appropriate and productive way. Once again, you are a role model, be the best role model you can be, children are watching your decision making and behaviors. Make responsible choices so children can ape this behavior. 11. Help Children Build New Behaviors: Give children praise when necessary. I am a strong believer in the power of positive reinforcement, children react positively when you reward them for making good choices. It is important that children know you recognize they are choosing to make a good choice because it lets them know you are watching them and acknowleding their efforts to control their behavior. 12. Recognize & Value Basic Rights: We all have basic rights, children too! Respect their basic rights and it will be easier to guide and direct children's behavior. 13. Avoid Problems: Positive reinforcement is a great way to focus on good choices and show children that you appreciate their good behavior. Too many times I see parents and instructors who focus on negative behavior and forget to acknowledge positive decision making. If you ignore negative behavior children will learn that they will not get attention or reward for negative behavior. Be sure to always reward and focus on good decision making. Children will learn that by making good choices they will receive praise and rewards. 14. Arrange and Modify the Environment: The classroom should be a safe place of learning and fun. As an instructor, it is your responsibility to provide an annpropriate environment that supports learning for everyone.