Alibr Essay Essays

Alibr Essay Essays Alibr Essay Paper Alibr Essay Paper Belonging Essay: â€Å"Sometimes it is hard to balance belonging to a group with keeping one’s own individual identity. † How has your study of the prescribed test and two texts of your own choosing either supported or conflicted with this idea? An essential element of belonging is one’s identity as it provides an understanding of the group to which one belongs. However, it is often difficult to retain one’s individuality while belonging to a particular community. This difficulty is evident in Sara Gavron’s film â€Å"Brick Lane† and Shaun Tan’s â€Å"Stick Figures† (Tales From Outer Suburbia), where both composer’s highlight the loss of individuality as a result of group conformation. In contrast, William Shakespeare’s play â€Å"As You Like It† demonstrates the converse as it highlights that it is possible to balance belonging to group while keeping one’s unique identity. As a result, by comparing the exploration of all three composers, a responder can enhance their understanding of the influences that affect one’s sense of belonging and identity. As one becomes part of a group an understanding of their own unique identity can often be enriched. This is evident in William Shakespeare’s play â€Å"As You like It† through Orlando, whose development of a sense of familial belonging empowers his own self-understanding. This is evident through the contrast between Orlando’s initial dejected state and final sense of status. This is evident through Orlando’s early despondence in the play in â€Å"in this world I fill up a place, which may be better supplied when I have made it empty. The impersonal tone associated with ‘a place’ alludes to Orlando’s own feeling of alienation and isolation as a result of a lack of connection with others. This is reinforced through the hollow connotations of ‘empty’ which accentuate Orlando’s lack of understanding of himself. However, this is contrasted with the conclusion of the play, as Orlando develops his sense of familial belongi ng with his brother Oliver. This sense of empowerment is evident in â€Å"you have my consent† where Orlando’s dominance is evidence through his approval of his brother’s wishes. This emphasises his enhanced status and identity, solely a result of his sense of belonging. As a result it can be seen that it is Orlando’s belonging to a group that nourishes his sense of identity. Antithetically, when a responder considers Sara Gavron’s film â€Å"Brick Lane† the converse of Shakespeare’s exploration becomes prominent. This evident when considering the character of Karim, a London-born Pakistani man. As a result of Karim’s cultural and religious heritage, he experiences a sense of alienation from the wider community as evident in â€Å"Go home Paki! † The derogatory term of ‘Paki’ compounded with the incensed tone created through the exclamation, Gavron demonstrates Karim’s social alienation. It is this isolation that yields his identity as evident in â€Å"this is my home. † The blunt nature of Karim’s statement highlights his resoluteness and confidence with his own unique multicultural self. Despite this, Karim’s identity begins to waver as he becomes part of a Muslim group that fights for understanding. This is evident through the contrast in costuming used by Gavron. Initially, she characterises Karim in a combination of western and Pakistani clothes, but as he joins the group, these western elements begin to disappear. This results in Karim conforming to the dress code of the other group members, implying the loss of his own unique identity as a result of his belonging. Hence, Gavron, unlike Shakespeare emphasises that one’s sense of identity can be lost through their connection with a group. In certain situations it is often difficult to retain a sense of unique identity while being part of a group. This is elucidated in Shaun Tan’s â€Å"Stick Figures† where the Stick Figures are shown to be alienated from their homeland due to industrialization. Tan emphasises that by belonging to this group of isolated individuals, a person can lose their sense of identity in â€Å"faceless clod. † The

American Presidents Who Owned Slaves

American Presidents Who Owned Slaves American presidents have a complicated history with slavery. Four of the first five presidents owned slaves while serving as president. Of the next five presidents, two owned slaves while president and two had owned slaves earlier in life. As late as 1850 an American president was the owner of a large number of slaves while serving in office. This is a look at the presidents who owned slaves. But first, its easy to dispense with the two early presidents who did not own slaves, an illustrious father and son from Massachusetts: The Early Exceptions John Adams:  The second president did not approve of slavery and never owned slaves. He and his wife Abigail were offended when the federal government moved to the new city of Washington and slaves were constructing  public buildings, including their new residence, the Executive Mansion (which we now call the White House). John Quincy Adams:  The son of the second president was a lifelong opponent of slavery. Following his single term as president in the 1820s he served in the House of Representatives, where he was often a vocal advocate for the end of slavery. For years Adams battled against the gag rule, which prevented any discussion of slavery on the floor of the House of Representatives. The Early Virginians Four of the first five presidents were products of a Virginia society in which slavery was a part of everyday life and a major component of the economy. So while Washington, Jefferson, Madison, and Monroe were all considered patriots who valued liberty, they all took slavery for granted. George Washington: The first president owned slaves for most of his life, beginning at the age of 11 when he inherited ten enslaved farm workers upon the death of his father. During his adult life at Mount Vernon, Washington relied on a varied workforce of enslaved people. In 1774, the number of slaves at Mount Vernon stood at 119. In 1786, after the Revolutionary War, but before Washingtons two terms as president, there were more than 200 slaves on the plantation, including a number of children. In 1799, following Washingtons tenure as president, there were 317 slaves living and working at Mount Vernon. The changes in slave population are partly due to Washingtons wife, Martha, inheriting slaves. But there are also reports that Washington purchased slaves during that period. For most of Washingtons eight years in office the federal government was based in  Philadelphia. To skirt a Pennsylvania law that would grant a slave freedom if he or she lived within the state for six months, Washington shuttled slaves back and forth to Mount Vernon. When Washington died his slaves were freed according to a provision in his will. However, that did not end slavery at Mount Vernon. His wife owned a number of slaves, which she did not free for another two years. And when Washingtons nephew, Bushrod Washington, inherited Mount Vernon, a new population of slaves lived and worked on the plantation. Thomas Jefferson: It has been calculated  that Jefferson owned more than 600 slaves over the course of his life. At his estate, Monticello, there would have usually been an enslaved population of about 100 people. The estate was kept running by slave gardeners, coopers, nail makers, and even cooks who had been trained to prepare French cuisine prized by Jefferson. It was widely rumored that Jefferson  had a longtime affair with Sally Hemings, a slave who was the half-sister of Jeffersons late wife. James Madison:  The fourth president was born to a slave-owning family in Virginia. He owned slaves throughout his life. One of his slaves, Paul Jennings, lived in the White House as one of Madisons servants while a teenager. Jennings holds an interesting distinction:  a small book he published decades later is considered the first memoir of life in the White House. And, of course, it could also be considered a slave narrative. In A Colored Mans Reminiscences of James Madison, published in 1865, Jennings described Madison in complimentary terms. Jennings provided details about the episode in which objects from the White House, including the famous portrait of George Washington that hangs in the East Room, were taken from the mansion before the British burned it in August 1814. According to Jennings, the works of securing valuables was mostly done by the slaves, not by Dolley Madison. James Monroe:  Growing up on a Virginia tobacco farm, James Monroe would have been surrounded by slaves who worked the land. He inherited a slave named Ralph from his father, and as an adult, at his own farm, Highland, he owned about 30 slaves. Monroe thought colonization, the resettlement of slaves outside the United States, would be the eventual solution to the issue of slavery. He believed in the mission of  the American Colonization Society, which was formed just before Monroe took office. The capitol of Liberia, which was founded by American slaves who settled in Africa, was named Monrovia in honor of Monroe. The Jacksonian Era Andrew Jackson:  During the four years John Quincy Adams lived in the White House, there were no slaves living on the property. That changed when Andrew Jackson, from Tennessee, took office in March 1829.   Jackson harbored  no qualms about slavery. His business pursuits in the 1790s and early 1800s included slave trading, a point later raised by opponents during his political campaigns of the 1820s. Jackson first bought a slave in 1788, while a young lawyer and land speculator. He continued trading slaves, and a considerable part of his fortune would have been his ownership of human property. When he bought his plantation, The Hermitage, in 1804, he brought nine slaves with him. By the time he became president, the slave population, through purchase and reproduction, had grown to about 100. Taking up residence in the Executive Mansion (as the White House was known at the time), Jackson brought household slaves from The Hermitage, his estate in Tennessee.   After his two terms in office, Jackson returned to The Hermitage, where he continued to own a large population of slaves. At the time of his death Jackson owned approximately 150 slaves. Martin Van Buren:  As a New Yorker, Van Buren seems an unlikely slave owner. And, he eventually ran on the ticket of the Free-Soil Party, a political party of the late 1840s opposed to the spread of slavery. Yet slavery had been legal in New York when Van Buren was growing up, and his father owned a small number of slaves. As an adult, Van Buren owned one slave, who escaped. Van Buren seems to have made no effort to locate him. When he was finally discovered after ten years and Van Buren was notified, he allowed him to remain free. William Henry Harrison:  Though he campaigned in 1840 as a frontier character who lived in a log cabin, William Henry Harrison was born at Berkeley Plantation in Virginia. His ancestral home had been worked by slaves for generations, and Harrison would have grown up in considerable luxury which was supported by slave labor. He inherited slaves from his father, but owing to his particular circumstances, he did not own slaves for most of his life. As a young son of the family, he  would not inherit the familys land. So Harrison had to find a career, and eventually settled on the military. As military governor of Indiana, Harrison sought to make slavery legal in the territory, but that was opposed by the Jefferson administration. William Henry Harrisons slave-owning was decades behind him by the time he was elected president. And as he died in the White House a month after moving in, he had no impact on the issue of slavery during his very brief term in office. John Tyler:  The man who became president upon Harrisons death was a Virginian who had grown up in a society accustomed to slavery, and who owned slaves while president. Tyler was representative of the paradox, or hypocrisy, of someone who claimed that slavery was evil while actively perpetuating it. During his time as president he owned about 70 slaves who worked on his estate in Virginia. Tylers one term in office was rocky and ended in 1845. Fifteen years later, he participated in efforts to avoid the Civil War by reaching some sort of compromise which would have allowed slavery to continue. After the war began he was elected to the legislature of the Confederate States of America, but he died before he took his seat. Tyler has an unique distinction in American history: As he was actively involved in the rebellion of the slave states when he died, he is the only American president whose death was not observed with official mourning in the nations capital. James K. Polk:  The man whose 1844 nomination as a dark horse candidate surprised even himself was a slave owner from Tennessee. On his estate, Polk owned about 25 slaves. He was seen as being tolerant of slavery, yet not fanatical about the issue (unlike politicians of the day such as South Carolinas John C. Calhoun). That helped Polk secure the Democratic nomination at a time when discord over slavery was beginning to have a major impact on American politics. Polk did not live long after leaving office, and he still owned slaves at the time of his death. His slaves were to be freed when his wife died, though events, specifically the Civil War and the Thirteenth Amendment, interceded to free them long before his wifes death decades later. Zachary Taylor:  The last president to own slaves while in office was a career soldier who had become a national hero in the Mexican War. Zachary Taylor also was a wealthy landowner and he possessed about 150 slaves. As the issue of slavery was beginning to split the nation, he found himself straddling the position of owning a large number of slaves while also seeming to lean against the spread of slavery. The Compromise of 1850, which essentially delayed the Civil War for a decade, was worked out on Capitol Hill while Taylor was president. But he died in office in July 1850, and the legislation really took effect during the term of his successor, Millard Fillmore (a New Yorker who had never owned slaves). After Fillmore, the next president was Franklin Pierce, who had grown up in New England and had no history of slave ownership. Following Pierce, James Buchanan, a Pennsylvanian, is believed to have purchased slaves whom he set free and employed as servants. Abraham Lincolns successor, Andrew Johnson, had owned slaves during his earlier life in Tennessee. But, of course, slavery became officially illegal during his term of office with the ratification of the 13th Amendment. The president who followed Johnson, Ulysses S. Grant, had, of course, been a hero of the Civil War. And Grants advancing armies had freed a vast number of slaves during the final years of the war. Yet Grant, in the 1850s, had owned a slave. In the late 1850s, Grant lived with his family at White Haven, a Missouri farm which belonged to his wifes family, the Dents. The family had owned slaves who worked on the farm, and in the 1850s about 18 slaves were living on the farm. After leaving the Army, Grant managed the farm.  And he acquired one slave, William Jones, from his father in law (there are conflicting accounts about how that came to happen). In 1859 Grant freed Jones.

Executive Summary Essay Example | Topics and Well Written Essays - 250 words - 2

Executive Summary - Essay Example the euro exchange economy can also be used to remove the lower bound which has an effect on the short period threatening free nominal interest (Buiter, 2010, p. 219). On the other hand, during price setting, New-Calvo-Woodford approach can be used in setting price. Their approach involve secretive division in the euro-currency financial system, government in the euro exchange economy, equilibrium in the euro currency economy, deterministic steady state in the euro currency economy and lastly the lower bound which can become a binding constraint in the euro currency economy (Buiter, 2010 p.223). In prevailing over the lower bound on nominal charge, one can use the following strategies: eliminating currency, disburse negative interest rates on money (Buiter, 2010) or taxing money or even dividing the standard of trade. The three methods of eliminating subordinate bound on nominal interest plays a role in making it possible to ensure that it target the true stability of prices (Buiter, 2010). The author use of quotes from outside source gives a back up to the points that are highlighted in the report. He used seventy outside sources to support his main ideas concerning the monetary policy. The examples used are ones that have methodology to come up with the main idea

DEVASTATION DONE BY ATOMIC BOMB Essay Example | Topics and Well Written Essays - 1250 words

DEVASTATION DONE BY ATOMIC BOMB - Essay Example And concludes by stating the preferred measures that should be put into account so as to minimize terrorism. Atomic bomb devastation of the Nagasaki and Hiroshima caused the death of approximately 73,884 and 140,000 individuals respectively, and the bombing injured many more. Yokota, Mine, & Shibata, (2013, 22), states that An atomic bomb brings about blasts, radiation and heat rays that affect survivors by making them develop the disease known as atomic bomb disease. Moreover, to date some of the victims of the atomic still suffer from these diseases. The devastations caused by these bombs are numerous including house destructions as seen in the case of Nagasaki city. The flash of heat cause the temperature of the surfaces to rise as high as that of the sun causing individuals bodies to burn immensely than the normal burns. These injuries later on turn into running sores. Those close to the area of the explosion looked yellowish red while those far away reported a bright blue-white light that resembled burning magnesium The effect of this heat rays on materials included the burning of wooden fences, clothing’s, among others that were in the proximity. Also, roof tile surfaces became bubbly and rough after being exposed to heat rays. In addition, the blast of atomic bombs possesses a tremendous force, which blew away and flattened buildings. This affected many individuals by crushing them to death if they were under the collapsed buildings. Additionally, it can start and spread fire due to blasts and heat rays. Radiation is another cause of the atomic bomb, this radiations penetrate the body of human beings and affect a number of cells, thus bringing about the breakdown of various body parts and organs. Additionally, radiation causes anemia, bleeding, destruction of intestinal fluids and the stomach, decrease in white cell count and bone marrow destruction. Victims of radiation normally pass on within a period of thirty days (Kodama, Ozasa, & Okubo,

The Symbolism of Colors in The Great Gatsby :: F. Scott Fitzgerald, The Great Gatsby

There a several colors used for symbolism in the novel â€Å"The Great Gatsby†. For example the colors BLUE, GREEN, WHITE and YELLOW are used throughout the book. The first time Nick Carraway meets his cousin Daisy Buchanan at Tom’s and Daisy’s home, she was dressed totally in white. So as the house and its furnishings are also tuned in light shades. This fact might be interpreted as: beauty, cleanliness, wealth, innocence, virginity and also laziness. Daisy’s color is white, she wears white dresses and recalls her â€Å"white girlhood†, and this use of color helps her to characterize her as the unattainable â€Å"enchanted princess† who becomes incarnate as Gatsby’ s dream (p.21, l.8-9). The use of a green light at the end of a landing stage to signal a romantic reunion, is intriguingly similar to the green light at the end of Daisy’s Buchanan’ s dock, which becomes key image in â€Å"The Great Gatsby†. The initial appearance of the green light occurs when Carraway sees Gatsby for the first time, standing in front of his mansion and stretching out his arms to ‘a single green light, minute and far away that might have been the end of dock’ (p.22, l 31-33). The light has become, for Gatsby, the symbol of a reunion with Daisy. Green is very significantly associated with both the green light and the â€Å"green breast of the new world†, uniting the hope and promise of Gatsby’ s dream with that of America itself. The color green is traditionally associated with spring, hope and youth. The color blue in â€Å"The Great Gatsby† represents hope for the future. It represents a lost time, a pure color that is overly displayed, a pure color in the valley of ashes. T.J. Eckleburg's eyes are blue, perhaps symbolizing a higher world from which God looks down upon the scene. Tom's car being blue may even represent the relationship between Tom and Daisy, (being unhappy), based on money and not love. Blue also represents fantasy, and is a symbol of a different world. As Gatsby' s lawn is blue, his house is a place where people can go to get away from reality. His parties are out of touch with the real world,

Change and Continuity in Constantinople

Constantinople was a city with a long a diverse history especially through the years of 1450 to 1750. Between these to dates Constantinople changed drastically in its political structure. Constantinople also had a tremendous chance in its trade activity. Innovation both militarily and nonmilitary within this city however remained virtually unchanged between 1450 to 1750. In short Constantinople transformed itself between 1450 to 1750 in the fields of government and business, but remained constant in its technological advancements. In the area of politics the chance of Constantinople couldn’t have been more drastic in the years between 1450 and 1750. In1453 the Byzantine Empire fell to the Ottoman Empire in the siege of Constantinople. This in turn allowed the Ottoman Turks to take Constantinople and completely defeat the rest of the remaining Byzantine Empire. The Ottoman Empire renamed the city to Istanbul and made it one of there capitals of there empire that ruled most all of the Middle East. The city was extremely vulnerable to attack because of the forth crusades that sacked the city and heavily depleted its population and allowed ottomans to take it. This new government allowed for the growth of religions, even make Constantinople a once Christian stronghold to a predominantly Muslim city. This new government also allowed for a large rise in population going from a few thousand in the 15th century to the over half a million in the 18th century. This was caused by an increase of culture and artwork due to the leadership of Suleiman the Magnificent. The other massive change in Constantinople between 1450 to 1750 was the amount of trade that was preformed. The lack of trade was because of Ottoman conquering of the city in 1453. This capture of the city created total dominance of the Middle East created a regional block of all trade routes effectively creating an Ottoman trade monopoly which allowed the Ottomans to charge whatever they wanted, this made it unprofitable to trade for the Asian goods that Europeans wanted so bad. This was the largest reason for the Europe’s age of exploration. The simple fact that the prices were too high making trade impractical causing a lack of trade and Europeans looking to the sea for trade with Asia. This in contrast with the previous large amounts of trade that use to go through Constantinople because of its great location between the Black Sea and the Mediterranean. Those most elements of the city of Constantinople were changed by the new empire that ruled it the one thing that stayed the same was the technology that was used in Constantinople. The Ottoman Turks were very regressive and didn’t embrace new technologies. This lack of progression caused by the Ottoman conservative clergy plus the lack of trade cause a lack of diffusion and a lack of advancements in there society. This all the while the rest of the world was making leaps and bounds forward. This was what caused the long term demise of the Ottoman.

The Indian Removal Act By President Jackson - 1371 Words

The idea of western expansion was promoted in order to strengthen the reputation and the entirety of the infant country. This was appropriated and romanticized through texts and documents, such as Manifest Destiny by John C. Calhoun and the message promoting the Indian Removal Act by President Jackson, which uses various appeals and logical fallacies to persuade the audience on the ideal benefits and optimistic virtues without the consideration of the Native American demographic. While expanding, the Americans encountered numerous Native Americans that ranged from a violent interaction to a peaceful treaty of removal in order to satisfy the American’s territorial cupidity. Despite America resorting back to its founding principles to†¦show more content†¦Similar to African Americans and women in 1800’s (and arguably now), these Amerindians were minorities that arguably possessed no value nor contribution the cultivation of the United States. Ideas initially enco uraged by Christopher Columbus, where he refers to Native Americans as ignorant savage beasts, has been preserved and acknowledged by the Americans where the belief of inferiority resonates with their perspective of the Native Americans. Immoral as this notion sounds, the Americans would then enfranchise to urbanization, industrialization, and acquisition of abundant resources without pondering on the consequences it has on the Native Americans. In 1830, in order to proceed in territorial aggrandizement, newly-inaugurated President Jackson scribed a congressional message promoting the removal of Indians for the vain benefit of the United States. In the intermediary of his message, he states a rhetorical question: What good man would prefer a country covered with forests and ranged by a few thousand savages to our extensive Republic, studded with cities, towns, and prosperous farms embellished with all the improvements which art can devise or industry execute, occupied by more than 1 2 million happy people, and filled with all the blessings of liberty, civilization, and religion? (Jackson 1) The inclusion of this rhetorical question is to exclude the care for Native Americans as they are perceived as â€Å"savages†, and place more stress on the significant