U.S history Essay Example | Topics and Well Written Essays - 1000 words

U.S history - Essay Example Brazil was the only exception – there slavery was abolished later than in the US. However, the period of independent existence of this country was much shorter. Severe nature of the Northern states provided appropriate conditions for the industrial development. The local model of economy required highly motivated and skilled workers. Of course, the quality of slave labor could not meet these requirements. On the other hand, plantation economy of the South was in need of mass low-qualified labor force. The institute of slavery seemed to be a perfect solution. The bigger the plantation was, the more slaves its owner needed. Thus, the economic advancement of the Southern states was rather fast-paced. Unpaid slave labor became its integral component. The economy has been especially profitable from the 1840s until the beginning of the Civil War. Cotton, its main export product, was one of the most important factors of its success. The demand for cotton was really high in European countries, especially in Great Britain. In addition, the prices for cotton tended to increase. People used to call cotton â€Å"the King†. Southern plantations supplied 75% of the worlds cotton by 1860 – it accounted almost 50% of the export of the US. The agrarian slave-owning South and the industrial North used to be independent economic regions in the early 19th century. Each state could pursue its own economic policy. Despite the constant population increase and economic development, the flow of integration processes was rather slow. The North required resources from the South, especially cotton. At the same time, the South was in need of machinery from the North. That is why the coexistence of these two regions had been peaceful and mutually profitable for a long time. However, a number of contradictions emerged soon. One of the most disputed issues related to the institute of slavery. It is possible to provide many examples. Fugitive slaves is one of them.

History of the Republican Party in Texas Essay Example | Topics and Well Written Essays - 500 words

History of the Republican Party in Texas - Essay Example 105). Republicans struggle led to formal organization of the party, and they held their first state convention on July 4 at Houston. Republican leadership came from wartime Texas Unionists and antebellum, who were supporters of Sam Houston (scalawags), newly franchised blacks, and recent immigrants from the North (carpetbaggers) (Newell et al. 136). Texas Unionists controlled the party’s proceedings. The party’s first convention that was held in Houston was chaired by Elisha M. Pease, former governor, and Col. John L. Haynes, commander of the First Texas Cavalry, was the party’s fist executive-committee chairman (Newell et al. 141). Blacks are one of the groups that strongly supported the Republican Party in Texas in the early days. The GOP membership comprised of 90 percent African Americans, and about 44 African Americans served in the Texas legislature as Republicans (Newell et al. 147). Blacks strongly supported Republican Party because one of its main agendums was to abolish slavery. The Republican club of Texas was founded in 1947 by Captain J. F. Lucey of Dallas (Newell et al. 204). Through this club, a drive was initiated to establish a potent Republican Party in the Lone Star State (Newell et al. 204). The Republican Party of Texas entered transitional era between 1950 and 1978. During this period, this party increasingly gained strength and popularity. The number of Texans who identified themselves with the party at the state level increased significantly. Republican’s presidential candidates secured more than 48 percent of votes during 1960s and 1970s, except in 1964 and 1968 (Newell et al. 217). 1961 marked the party’s greatest achievement, when John G. Tower won the United States senate in a special election to replace Lyndon B. Johnson. This gave the party strong leadership, and its geographic and urban bases remained strong (Newell et al.

How Do “an Unearthly Child” and “Rose” Introduce the Doctor Who Concept Essay Example for Free

How Do â€Å"an Unearthly Child† and â€Å"Rose† Introduce the Doctor Who Concept Essay Doctor Who was designed by Sydney Newman, the director of the BBC in 1963, who was faced with a dilemma. He was to produce a program for the family audience, which could be played between a sports programme, Grandstand, and a teen pop music programme, Jukebox Jury. Newman wanted the programme to entertain and educate people at the same time, in the ways of science and history. Newman, himself an adamant science-fiction fan, came up with the idea of a man, whom the people know little of, who travels around the cosmos in his 1960’s blue police box, his TARDIS. However, he needed some way to get the information from the Doctor to the public. Thus he created the companion, a normal person who accompanies the Doctor on his travels. He would introduce them in the first episodes, such as â€Å"Rose† and â€Å"An Unearthly Child†. 60’s audiences needed a programme that was not only entertaining, but also educational, since the whole family was to watch it. It also had to be appropriate for children to watch. Many families complained that the show was too frightening and gory. In fact, interest declined greatly if the Daleks did not feature in an episode. However, towards the late 1980s, interest bottomed out completely. The director of the programme at the time decided to take it off air. In 2005, we wanted shows that could make us ask questions, gave us an adrenaline rush or related to real life. Our expectations of television shows, especially in science-fiction and film, have risen with the new technology and special effects that can be used in a programme or film. Therefore, â€Å"Rose† uses special effects One of the show’s producer’s commented that she thought that the show may be too gory or frightening for the younger generation. The theme music was also a cause of complaint, as one mother said, â€Å"The theme music alone frightens my son†. A report showed that 3% of a surveyed audience found the show unsuitable for â€Å"family viewing†, because of the violent and frightening content. The show Doctor Who was a programme designed to educate families about space, science and history. However, nowadays, a typical family would not watch this together unless most or all of the children were teenage or grown up. We expect that a science-fiction programme should be dynamic, violent and exciting, because we want to have something to be scared of. It has, in recent times, leant over to the special effects and entertainment side of programmes in general, we do not expect a science-fiction programme to be educational as well as entertaining, and we feel that we only need documentaries for educating people. Doctor Who has merely become a source of entertainment. Rose, in â€Å"Rose†, is a blonde savvy East Londoner, speaks with a typical East-London accent and is a tough, here-and-now girl. Susan, in â€Å"An Unearthly Child† is a strange girl, seems to be the age of a secondary school girl, but with a much higher IQ and much more intelligent. We need the companions to ask questions, to help the public learn about the Doctor. There have always been no more than 3 companions at one time who travel with the Doctor. In â€Å"An Unearthly Child†, the first aired episode of Doctor Who, the Doctor traps 2 teachers in the TARDIS and takes them to the planet of the Daleks with his â€Å"grand-daughter†, Susan. Susan is around 16 years old. She seems to be the perfect student, according to the conversation which science teacher, Ian, who is worried that she may be too intelligent, and who is worried about his own intelligence has with Barbara, Susan’s history teacher, who is worried about her home life. The conversation is mixed with flashbacks of Susan in class, showing a more superior knowledge than her classmates. She has a high breathy voice, as was expected in actresses in the 1960s, and a 60s-style haircut, although it is very severely cut. These are the first clues that Susan is truly and â€Å"unearthly child†. When Barbara voices her worries, we are told that Susan has explained that she lives at a certain address. However, when Barbara visits to drop off a book that Susan has requested, there seems to be no legitimate address; it is a dump site, and when Barbara asks about Susan’s grandfather, Susan says that he prefers not to see people, although she mentions that he is a doctor. This plants the first seeds of doubt in the viewers’ minds, because although the flashbacks were strange, they could have just been referring to Susan as an overly intelligent child who doesn’t quite fit in with school life. We think that surely such an intelligent girl cannot live in a dump with only her grandfather. It also brings the viewers to worries such as, Is the grandfather a criminal, hiding away like that? and Is Susan really safe, living with such an old man?. We begin to think with the history teacher. When the teachers decide to go see Susan in a classroom, we have already learnt many of her qualities. The scene cuts to a shot of Susan in a classroom by herself. She is holding a small handheld music device to her ear and she is dancing to it. However, her dancing is not the typical 1960s dancing you would expect – it is very smooth and flowing, not something the audiences would expect from a teenager in 1963. The dancing makes her seem as if she has never heard the music before. This is another sign to show she is not really â€Å"from this world†. When the teachers ask her whether she would like a lift home (for it is dark), she declines the offer, saying that she likes the dark, â€Å"it’s mysterious†. She is also lent a book by Barbara, which appears to be one she has asked for. It is about the French Revolution. When scene ends, the shot is of Susan sitting on the table, holding the book and saying, â€Å"That’s not right! †. This almost seems as if she knows better, that she may have been there. This is the first proper hint of the fact that Susan is a time traveller. The previous hints may have shown that Susan was an odd child, that she had an active imagination. In â€Å"Rose†, we are introduced to Rose when she is finishing her shift at a department store. This shows that she is short of money, and implies that she did not receive a good education, because of the simple idea that uneducated people get jobs in Boots and Tescos. We cut to several shots from different angles within the space of a few seconds, as if to show the hectic speed that her life is played out at. This effect has been used because today, we are all familiar with Music has always played a key feature in television programmes, especially in dynamic and exciting shows like Doctor Who. For example, in â€Å"An Unearthly Child†, not much music is played, because much of the programme is conversation. The music that was played was spooky music, designed to scare the listener. It was mostly orchestrated, although some was edited with the â€Å"latest† 1960s equipment and technology. If the modern audience heard it today, they would think it is old-fashioned and outdated, because the music we hear today has a stronger beat and is we use more electronics to edit it. The props used in both â€Å"Rose† and â€Å"An Unearthly Child† have been synonymous to their times. The props used in the school scene of â€Å"An Unearthly Child† are only normal school desks and chairs. In the dump scene, outside the TARDIS, the dump is filled with typical things you would expect to find in a dump then. These props were well within budget, and because there were no stunts involving those scenes, the producers did not have to continuously pay money to have replacements built. This therefore, was cost effective. However, in â€Å"Rose†, to get the shots right when the department store blows up, the BBC had to pay for various things including safety screens for the cameras, insurance if the pyrotechnics went wrong, explosives and models for repeated shots. This however, was not too much of a problem, as the more modern episode had a bigger budget to account for the modern audience’s tastes – action, adrenaline, mystery and adventure. The camera shots also had to be cost effective, meaning that the ways in which both episodes were filmed both had to be appropriate and as accurate as possible. In â€Å"An Unearthly Child†, people were not used to people getting hurt on screen or otherwise. The budget and the technology could not stretch to the limits that we possibly might expect today. For example, the only major â€Å"stunt† scene is when the TARDIS starts up and Ian falls over. This effect was achieved by shaking the camera about while the actors fell about on set. This effect is laughable when watched today, but the 1960’s audience will have been filled with concern. Nowadays, the effect is achieved with a moving floor and a shaking camera. The shots in â€Å"An Unearthly Child† were produced by a camera which could not be zoomed in. This meant that between close-ups, the camera had to be moved. This was obviously time-consuming. The shot where the camera is moving around the TARDIS is achieved by placing the camera on a moving platform on rails or wheels. This is then moved while the camera is filming. Nowadays, we can pre-set the movements of the camera with a computer. In â€Å"Rose†, many computer generated effects were used to bring a sense of something that could not be created by man. For example, the Nestene Consciousness was a CGI effect. The effect had to be backed up by sound. The sounds that were needed were computer generated also, because the effect could not be achieved through instrumental music. . The actor Christopher Eccleston actually had to talk to a blank area on the ground while filming. Today the effects have moved on even more, and we can simply use greenscreen to solve the problem. The older episode, â€Å"An Unearthly Child† obviously could not have achieved these effects, as the technology to design them had not been created yet. As a viewer, I prefer the episode â€Å"Rose†, because the effects used in it created a sense of what the modern viewer wants – action, adrenaline, mystery and adventure. It is also longer, providing more entertainment for a longer period of time. This meant that the producer could cram a lot of information and adventure into one episode. The plot is more intriguing because the effects can be created by computer and other technology, not just physical objects.

Determining Rates of Interest in the Money Market

Determining Rates of Interest in the Money Market Explain in detail how interest rates are determined in the money market. Examine the likely consequences for the macroeconomy of a reduction in the rate of interest and highlight the factors that might limit the effects. This essay is going to demonstrate how the rate of interest is determined in the money market. It will examine the impact that a reduction in the interest rate has on the economy. The framework used will be the interest rate mechanism, where an increase in the money supply will change interest rates and stimulate interest-sensitive expenditures. It will then highlight the factors that can limit and offset the effects of a reduction in the interest rate. The interest rate is defined by Sloman et al. (2012) as the price paid for borrowing money. Two factors that determine the interest rate is the supply of money and the demand for money. The supply of and demand for money in the economy interact together to reach a level of equilibrium. According to Sloman et al. (2012) the money market is a market for short-term debt instruments in which financial institutions are active participants. Figure 1 and 2 illustrates the money market and the demand for money. The demand for money refers to an individual’s desire to hold their wealth in the form of money instead of using it to purchase goods or financial assets. The money demand curve is downward sloping as an increase in the interest rate leads to a decrease in the quantity of money demanded. Money supply is the entire stock of currency and other liquid instruments in the economy. The money supply is set by the central bank (Bank of England) and is exogenous (does not depend on the demand for money). The money supply is fixed and is not influenced by the rate of interest. In figure 1, the x-axis measures the money supply, the y-axis represent the rate of interest and the L curve represents the liquidity preference curve (demand for money). The money supply is represented by the vertical line Ms. The intersection of the money supply and money demand curves reveals the equilibrium rate of interest and is fixed at that point where they equate. According to Keynes the intersection of the curves is purely a monetary phenomenon. John Maynard Keynes (1936) in his book the General Theory of Employment, Interest and Money described the demand for money through liquidity preference framework. According to this theory, the primary reasons for holding money are for transactional, precautionary and speculative demands. The sum of all three demands make up the total demand for money. According to the theory, if interest rates are high individuals demand for money (liquidity preference) is low and when interest rates are low, the demand for holding money increases. In figure 2, the curve L1 is the transaction plus precautionary demand for holding money. L stands for the liquidity preference and by definition; the liquidity preference is the demand for holding assets in the form of money. L is the total demand for money balances and is derived by the horizontal addition of curves L1 (the transactions plus precautionary demand for money) and L2 (the speculative demand for money). The shift from L1 to L2 illustrates a s hift in the liquidity preference (an increase in the demand for holding assets in the form of money). The interest rate mechanism is graphed in a three-stage process. Stage 1 illustrates the money market, where an increase in the money supply from M to M’ (with everything else being equal) leads to a fall in the rate of interest from r1 to r2. At stage 2, the fall in the interest rate leads to an increase in the level of investment from I1 to I2. The increase in the level of investment translates in the third diagram shown in stage 3. Lower interest rates increases investment as it becomes relatively cheaper for firms to invest and businesses to take out loans to finance greater spending and investment. Stage 3 shows how a rise in investment leads to a multiplied rise in the national income from Y1 to Y2. Stage 3 shows the Keynesian withdrawals and injections function where an increase in investment has increased the level of injections J1 to J2. This excess in injections over withdrawals will lead to a rise in the national income from Y1 to Y2. Interestingly, an increase in t he level of income means that consumers will have more disposable income for consumption purposes (Sloman et al. 2012). Consumption is the largest component of aggregate demand and has an effect on other components of aggregate demand such as net exports and investment Griffiths and Wall (2007). Lower interest rates increases the level of consumption by making the opportunity cost of consumption is lower. This encourages greater expenditure as borrowing through credit cards becomes cheaper. Lower interest rates makes saving less attractive by reducing an individual’s incentive to save. This lower incentive to save encourages consumers to spend rather than to hold onto money. It also reduces the income from savings and the interest rate that is due on loans taken out. However, borrowing now becomes more attractive and this stimulates an increase in spending. Lower Interest rates can boost the prices of assets such as shares and houses. Higher house prices means that current home owners must extend their mortgages which further enables them to finance higher consumption. Interestingly, the higher asset prices increases the wealth of households (through the wealth effect) which increases their incentive to spend as confidence will be higher. Higher asset prices means that businesses are also able to finance their investment (purchase of capital) at a lower cost. Lower interest rates also reduces the cost of interest payments on mortgages by reducing the monthly cost of mortgage payments. This increases the disposable income of householders which increases their level of spending. Moreover, lower interest rate can reduce the value of the Pound Sterling. If UK interest rates fall relative to overseas, saving money in UK becomes less attractive as higher returns can be earned in another country. This reduces the demand for the pound sterling and causes the reduction in the value. In figure 6 at stage 2, the fall in the currency is due to a decrease in the demand for the Pound Sterling in the foreign exchange market. The rise in the supply of the domestic currency from S1 to S2 leads to a fall in the demand for the currency from D1 to D2 and this causes a depreciation in the exchange rate from er1 to er2. This fall leads to a rise in the demand for exports as UK exports become relatively cheaper and more attractive overseas. There will also be a fall in demand for imports (as they become more expensive) and thus causing an increase in the national income (which further increases spending). What if other factors can offset the full extent of a reduction in interest rates? There exist time lags in the economy that can limit the impact of rate cuts on the level on interest-sensitive expenditures. In figure 4, the increase in the money supply lead to a multiplied effect and resulted in a rise in the national income. However, the mechanism failed to highlight how a rise in income will also lead to a rise in the transactional demand of money (L1). In this circumstance, at stage 1, L1 would shift to the right and thus lead to a smaller fall in the interest rate than illustrated. Thus, the level of investment at stage 2 and the national income at stage 3 will not rise as much as shown as well. The overall effect of the money supply on national income will depend on the size of each stage. Their relative sizes depend on the shapes of the liquidity preference and investment curves (as in figure 6 and 7). A bigger change in the interest rate will be caused if the liquidity prefer ence is less elastic. The more interest-elastic the investment curve is, the bigger the change in investment. If the marginal propensity to withdraw is lower and therefore the curve is flatter, this will cause a bigger multiplied change in the national income than illustrated (Sloman et al. 2012). Keynesian economists stress how volatile stages 1 and 2 are in the interest rate mechanism. What if increasing the money supply leads to no interest rate reductions? What if investment is inelastic and cannot be influenced by changes in rates. Figure 6 illustrates an elastic liquidity preference curve. The less elastic the liquidity preference is, the bigger the change that will be caused in the interest rate. Due to its gently sloping curve, a rise in the money supply from M to M’ will lead to an only small fall in the interest rate. This will them limit the impact that the interest rate has on consumption, saving decisions and any other interest-sensitive expenditures. According to Keynesians, the demand for money (L) can be very elastic in response to changes in the interest rates and the liquidity preference curve can become relatively flat. The full effect of a rate cut can be limited greatly by the nature of the demand curve. At r2, if individuals perceive and expect no further rate cuts, any increase in the money (from M’ to M’’) will have no impact on r. The liquidity trap is where Keynes believed this additional money will be lost in. within this theory, interest rates have a floor where an increase in the money supply has no further impact. The financial crisis 2008-09 was a predicament where policy makers feared that increases in the money supply will lead to idle balances lost in the liquidity trap. The central bank used an unconventional monetary policy known as quantitative easing, where they deliberately increased the base rate via the purchase of bonds and other securities in exchange for money. This process of credit creation was used to increase bond prices and thus reduce the interest rate and stimulate growth. Arguably, increases in the money supply will have some impact on the rate of interest as we have seen in the financial crisis where deliberate increases in the money supply lead to further increases in the i nterest rate and thus spending as well (Sloman et al. 2012). Figure 8 illustrates the effect on interest rates of an unstable liquidity preference curve. This figure further explains how the liquidity preference curve fluctuates due to factors such as expectations in the inflation rate and direction of the interest rate (to name a few). Therefore, due to its instability it is difficult to predict the effect on interest rates of a change in the money supply. Another factor that can influence the investment schedule are changes in investor confidence. An increase in investor confidence can shift the investment curve to the right and at any given interest rates, firms will want to invest more. A decrease in their confidence would shift the curve to the left. If investors believe that the economy is going to get out of recession, their confidence and level of investment will increase. If firms believe that inflation will rise and that the central bank will soon increase the interest rate, confidence and investment in the economy will be low (Sloman et al 2012). In Figure 7, a bigger change in investment will be caused if the investment curve is more interest-elastic. In the liquidity preference framework, investment demand is unresponsive to interest rate changes and that a large change in the interest rate is detrimental to affect investment. Evidence to confirm this was illustrated through the impact of investor confidence. This consensus on the behaviour of investment can be argued in that the focus should be more on how volatile and erratic investment is in response to confidence than its responsiveness to the interest rate. For example, in figure 9, the impact of a fall in interest rates is limited by business confidence. Initially, the reduction in the interest rate has increased investment. However, if the fall in interest rates is accompanied by an increase in business confidence by investors, the investment curve will shift from l1 to l2. On the other hand, if the fall in the interest rate is accompanied by a decrease in confidence then the investment curve will decrease and fall shift from l1 to l3. This impact is contrary to what was illustrated when the investment curve was believed to be inelastic. Therefore, expansionary monetary policy is likely to be more effective if firms have confidence in its effectiveness (Sloman et al. 2012). In the liquidity preference framework, the assumption is that an increase in the money supply leads to lower interest rates if everything else remains equal. However, in reality an increase in the money supply might impact other factors in the economy that could increase the interest rate instead of decreasing it. Two factors to highlight are the income effect and the price-level effect. The income effect describes how an increase in the money supply has an expansionary influence on the economy and this in effect raises the national income and wealth. The liquidity preference theory predicts that an increase in the national income and wealth will increase the interest rate and offset the original impact of an increase in the money supply. Another effect that can limit the impact of a reduction in interest rates is the price-level effect. In this effect, an increase in the money supply increases the overall price level which also increases the interest rate. In conclusion, economics is a social science where theories are constantly examined and redrafted. In the interest rate mechanism theory, an increase in the money supply will lower interest rates and stimulate interest-sensitive expenditures. This stimulation will have a multiplied effect on the level consumption, business investment, mortgage payments and asset prices. However, the impact of a reduction in the interest rate on the economy is quite a complex subject to address. Many determinants must be factored in for the full impact to be noticeable. Even if the overall effect of a reduction in the interest rate is quite strong, it is highly unpredictable to measure and estimate the magnitude of it. Investment is influenced by confidence and on elasticity to the interest rate. This changes the original impact of a rate cut. The nature liquidity preference curve can be highly unstable and not be impacted by any changes in the interest rate. There also other factors like the price-le vel, expectations and income that can impact and offset the intended purpose of an increase in the money supply. All the factors highlighted in this essay can limit and offset the impact of a reduction in interest rates on interest-sensitive expenditures and the growth of the economy. REFERENCES Keynes, J.M. (1936), The General Theory of Employment, Interest and Money, CreateSpace Independent Publishing Platform Griffiths, A. and Wall, S. (2007) Applied economics, 11th ed. Harlow: Addison Wesley Longman. Sloman, J., Wride, A. and Garratt, D. (2012) Economics, 8th ed. Harlow: Pearson Education Limited. BIBLIOGRAPHY http://www.bankofengland.co.uk/monetarypolicy/Pages/overview.aspx http://www.macrobasics.com/chapters/chapter8/lesson83/ http://harbert.auburn.edu/~thommsn/FINC-3700/ME7-WebChapters/WebApp04_4.pdf http://www.stlouisfed.org/publications/re/articles/?id=2505 http://www.bankofengland.co.uk/publications/Documents/quarterlybulletin/qb120104.pdf https://www.creditwritedowns.com/2010/10/on-liquidity-traps-and-quantitative-easing.html

Around the World in Eighty Days Essay -- literary Analysis, Jules Vern

In the nineteenth, it seemed impossible to circumnavigate the world in only 80 days. That is, however, exactly what Phileas Fogg did in Jules Verne’s Around the World in Eighty Days. This novel follows the journey of the eccentric Englishman Phileas Fogg as he races around the world on a bet. Accompanied by his faithful servant, Passepartout, and a scheming detective, Fix, he encounters many challenges he must overcome in order to return in time. In Around the World in Eighty Days, Jules Verne demonstrates the increased industrialization of the nineteenth century, while also exploring the growing movements of nationalism and imperialism. Phileas Fogg’s journey is made possible by the growing industrialization of the time. One example of industrialization is the extensive use of trains in the novel. During the nineteenth century, rail lines were expanding all over the world. For example, when Phileas Fogg reaches India, the change from old forms of transportation to new industrialized forms is described, â€Å"Formerly one was obliged to travel in India by the old cumbrous methods of going on foot or on horseback, in palanquins or unwieldy coaches; now, fast steamboats ply on the Indus and the Ganges, and a great railway, with branch lines joining the rail line at many points on this route, traverses the peninsula from Bombay to Calcutta in three days† (32). This demonstrates how the methods of transportation have become more advanced and industrialized throughout the century. Again, the industrialization of railways is shown when the party reaches America. â€Å"The journey from New York to San Francisco consumed, formerly, under the most favourable conditions, at least six months. It is now accomplished I seven days† (110). T... ...out the world in the nineteenth century. While nationalism and imperialism are similar, their overall ideas are different. Nationalism was all about being part of a country and identifying oneself as a member of that country. People were willing to give their life to defend their nation, as demonstrated in the novel by Fogg. Nationalism is having a unified identity that everyone in a certain country relates to. Imperialism, however, while still about the nation, was more about gaining land and expanding the empire. Countries were not concerned with treating the colonized people with respect. Imperialism was more focused on the government and wealthy business owners, whereas nationalism could appeal to everyone in the country. Overall, while nationalism and imperialism were both focused on creating a stronger country, the methods they used were different.

prejudice in to kill a mockingbird :: essays research papers

Prejudice is arguably the most prominent theme of the novel. It is directed towards groups and individuals in the Maycomb community. Prejudice is linked with ideas of fear superstition and injustice. Racial prejudice consumed the mob (pg 166), which wished to prevent Tom even gaining a court hearing, the most basic form of justice. This is probably the fiercest form of prejudice in the novel. The abolition of slavery after the civil war gave blacks the same legal position as many whites in America. This initially made Blacks ´ lives harder because now the Whites saw them as competitors for jobs during the 30s depression. Fear and paranoid led to the Whites believing that the Blacks desired all the whites had, including their women. Aunt Alexandra ´s attitude to Calpurnia The Missionary tea ladies ´ comments about the Blacks Segregation of White and Black in Maycomb Dolphus Raymond - White man living with Black woman Class & Family Group is recognised by Jem on page 249 â€Å"There are four kinds of folks in the world†¦Ã¢â‚¬  -  · Finches & neighbours: White middle-class  · Cunninghams: Badly hit farming community  · Ewells: Lowest class of whites ‘White Trash ´  · Blacks: Seen as bottom of social strata Due to the abolition of slavery there was no longer a clear-cut line between the Ewells and the Blacks; skin colour did not make them any better. When Tom said in the trial that he felt sorry for Mayella (a crime worse than rape in the jury ´s eyes) - the lowest class showing superiority for a class above themselves. The white community was frightened for their own position in society; the only reason Tom was found guilty was to maintain the traditional hierarchies. Alexandra is obsessed with heredity and educating Scout and Jem of their superior family background - she will not allow Scout to bring home a Cunningham to play, nor will she allow her to visit Calpurnia at her home. Everyone in Maycomb has a particular â€Å"streak† (pg 143), mean streak, drinking streak etc. There is a lot of pigeon holing families (pg 145). Gender - At the time the novel is set, women were still regarded as unequal to men. Scout learns this from:  · Miss Maudie in terms of religion (pg 50)  · Atticus in terms of the law - no women on juries  · Alexandra in expected terms of dress and behaviour However, there was an idealised view of women held at the time - the Southern Gentleman was excepted to be chivalrous to Southern Belles and that these women were to be protected and almost worshiped.

Dreams: Winnie-the-pooh and Vision Center Essay

We have prepared this handout of actual essays written by current Harvard students who attended secondary schools in the UK (with names changed for anonymity) in order to provide some guidance to schools and applicants. Because the university admissions processes in the US and the UK are markedly different, we have received requests for some sample essays and tips for writing them and hope they will be helpful. Here is the official description of the personal essay requirement: Please write an essay (250 words minimum) on a topic of your choice or on one of the options listed below. This personal essay helps us become acquainted with you as a person and student, apart from courses, grades, test scores, and other objective data. It will also demonstrate your ability to organize your thoughts and express yourself. 1. Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. 2. Discuss some issue of personal, local, national, or international concern and its importance to you. 3. Indicate a person who has had a significant influence on you, and describe that influence. 4. Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence. 5. A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you. 6. Topic of your choice. Your essay for a US university might be the same one you would write for the UCAS system, but perhaps not. We are interested in your academic successes and future plans, but also want to understand what makes you tick as a person. What are your hopes, dreams and fears? Our advice is to think of two or three possible topics, write a quick first draft of each essay and then show them to your best friend, mother, teacher or anyone who knows you well. Ask that person if your voice and personality come through in the essays and which one sounds the most like you. Then take that essay and polish it off! As you will see from the following sample essays, these students have written about learning to ride a bike, culture shock at coming to the UK, music, public service, and a favourite book. What will you write about? Sample College Essay #1 I never imagined that by swimming, a Vision Center in India would be built. And I certainly never thought so many people could be cured of blindness there. For the past twelve years of my life, my passion has been competitive swimming. Mile after mile I train almost every single day in the hope of becoming that much faster, that much more powerful in the water, that much closer to my goals. (My classmates tell me I am better adapted to live in the water than on land!) I have reached more athletic goals than I ever imagined when I first splashed into the water as a timid six-year old. I have won several Texas state titles, been ranked nationally in both the US and the UK, set numerous International Schools Tournament records, and captained both my school and club swim teams. This past year, I decided to combine my love of swimming with a fundraising target. My older brother worked as an intern on the Flying Eye Hospital run by the international sight-saving ch arity ORBIS. I was horrified by his description of the magnitude of curable, but untreated eye diseases. I knew I had to take action. To help those who have or will lose their sight for no fault of their own, my triplet siblings and I organized, planned, publicized, and successfully led a community-wide Swim-a-thon that raised funds for ORBIS. The goal of our event was not only to raise funds for this very worthwhile cause, but more importantly, to raise awareness about avoidable blindness. Our theme â€Å"Every minute a child goes blind†, caught the attention of the community. The word spread. People were surprised to know that we have the medical capability to cure millions of people with a simple surgery or eye droplets, yet hundreds of people lose their sight every day. As a two-year class vice president and student member of the Athletic Advisory Board, I was able to gain permission from the Head of School to plan the event. I convinced the Athletic Director to set aside pool time and recruited life guards. In order to garner support, I placed ads in the school newspaper, hung posters throughout my school, and persuaded my coach to replace an afternoon workout with the Swim-a-thon. After weeks of preparation, swim mates, school faculty, and parents logged thousands of laps. It was an immensely successful day. Enough money was collected to build a Vision Center in India, with surgical equipment, medicines, and training materials. The new Vision Center will not only treat thousands of patients, but will create a permanent site to train doctors and other medical personnel. As Treasurer of my school’s chapter of the National Honor Society, I plan to allocate charity funds this year to ORBIS for the continuing operational costs of the Vision Center. Every minute a child goes blind. Thirty-seven million people in the world are blind. Remarkably, an overwhelming 28 million of them do not need to be. When I think about the Vision Center we funded, I am overwhelmed with a sense of accomplishment and pride. Even though I will never meet the many people who will receive medical treatment there, the satisfaction of knowing that I have helped change the lives of thousands of people is astonishing. More meaningful than any swim race or trophy, we have brought hope where there was darkness. Sample College Essay #2 If we speak the same language, then why don’t I understand you? Why are the clothes you wear so different and the expressions you say so unclear to me? It was my first day in England and a â€Å"Bank Holiday† at that. With only one sport on television, I was determined to watch and study a game I had no idea how to play. I didn’t know what an â€Å"over† was, or even the job of the bowler. I didn’t know what a â€Å"wicket† was, or how many a team needed to win. But I didn’t care. I was living across the pond now, and if I was going to fit into my new surroundings, understanding the rules of cricket seemed like a fine starting point. I persevered, and eventually I was explaining the now familiar game of cricket to my family; baseball analogies helped a great deal. I was proud of myself. I had conquered the English culture. Maybe England wasn’t so bad after all. I soon realized how naive these thoughts were. Cricket was just the beginning. A whole world of different traditions and customs was thrown in front of me. July Fourth was exchanged for Guy Fawkes Day and the â€Å"the celebration with the turkey† was erased from the calendar. Where would I fit in? Rugby and Premier League Football dominated the sports channels. Where was my beloved ESPN? Why is the television show, Little Britain, so hysterical? The movie theatres were smaller than a British mini cooper, and the Super Bowl kicked off at four a.m. The warmth of the Texan sun was replaced by the rainy days of Wimbledon. I was surprised to see that some parts of life abroad were better. Friends became mates. The frenetic pace of Piccadilly Circus and the splendour of St. Paul’s Cathedral are unsurpassed. Roundabouts make the traffic run smoothly. I like the sound of â€Å"Cheers†. Over sixty different nationalities and over thirty languages are represented at the International School I attend. The culture shock was overwhelming. But I refused to yield. I was going to start by mixing into the English culture. I reported on local and national events as an Editor of the school newspaper. In addition I met swimmers from all over the U.K. through my British swim team, all with different backgrounds and lifestyles from mine. The cultures that engulfed me when I first came to England are part of me now. London is at my disposal. The people, the pubs, the expressions, and the entertainment are all a part of what makes living in England a once-in-a-lifetime experience. Yes, I have missed several Thanksgiving feasts and numerous Astros games, but I have come to understand and enjoy a completely new place. I wouldn’t change any of my experiences. Living in Europe has broadened my perspective on life and opened my eyes to so may wonderful people and ideas. People have similar goals wherever they come from. I’m glad I know that there is no single right way to achieve them. Sample College Essay #3 I wake up and there is a rhythm in my head: it’s hazy. I climb into the shower and the water tapping on my scalp reminds me. As I sit on the bus to go to school, I get strange looks from passengers as I tap the rhythm onto my knees, but it’s not yet fully formed. Throughout the school day, I feel it evolve and develop until I inevitably sit down at my drums and play. From my brain via my heart it enters my muscles; they transfer it to the sticks which relay it to the drum. Eventually, the air gets my gift and the rhythm returns through my ears. Even after the sounds are gone, the rhythm is not. Until I go to bed, a day’s repetition keeps it rebounding inside my cranium, in my own private concert hall. This is the journey of my daily rhythm. I wake up and there is a rhythm in my head: it’s not straight for this rhythm swings. At 6:00 am in Germany I get on a coach and as the wheels rotate beneath me I get closer. My coach has thirty five other people in it, each one is carried forward in their own sense of time, but in less than an hour they must all merge; seven hundred people will not accept a big band not keeping the pulse. Butterflies are roused in my gut and nerves take over. I’ve never played a solo in front of so many people yet somehow my fear must be quelled. My imagination, my sticks and my drum-set have to communicate my inner rhythm; the audience must be able to feel it or else I have failed. Rhythm is the barrier to embarrassment. As the opening to â€Å"Sing, Sing, Sing† begins to take shape, all my trust is placed in the pattern I have within me transporting me safely to the end. If this vessel sank, I too would go with it. A standing ovation confirmed that this time, the barrier held strong. I wake up and there is a rhythm in my head: but it is quiet. In fact, no-one hears it; it makes no noise and never will. Between the hours of 0845 and 1545 I have 4 beats: each one signaling another unit of learning. This phrase is repeated 5 days a week for 40 weeks a year and the chorus goes on 6 more times. My song is my school, and in it I am caught up in its inner rhythms that I cannot control – I must give in to them. The melodies that are assigned to these rhythms are made up of Virgil, esters and numbers that don’t exist. From these, cadences form that give me a chordal progression through education. Each part of my song has been given a name; there are no verses, no choruses but consecutive Key Stages. The rhythm indicates when I should make the transition: there is a series of fills, but they are not called fills. They call them exams and as the stages progress, the fills get more intense. In fact, they get more frequent and at the end of my school career, I look forward to a year where exams punctuate my calendar. In January, I will have moved to the dominant, only to complete the progression in June when I descend and finish on the tonic: a perfect cadence. I wake up and there is rhythm: the rhythm is life. The cycle of night and day and the constant pulsing in my chest are rhythms, and as the Earth revolves around our local star it is in time with the universe. I think in meter: a man crosses the street and his steps divide the distance between one curb and the next – they provide a beat in the asphalt bar, or at least that is how I picture it. If animals could not use the rhythm of the seasons, then they would surely die. Life is a rhythm and all that it contains is in time. When the rhythm ceases to exist, so will I. Sample College Essay #4 Magicians are not truly magical, though they like others to think they are. So what inspires this â€Å"deception†? Some think it is the money and others, the glamour of performing on stage and mystifying the audience. But for me it has always been a question of identity. Magic has helped me develop my confidence and communication skills so when the time comes to stand up and address a crowd, such as the school debate or a Model United Nations conference, it is no effort at all. However, I can say that one unusual circumstance in my life has given me a new sense of direction for my magic. At first, I thought magic was mere entertainment, but Horace, a man from the local Spastics Center diagnosed with autism in his late twenties, changed my perspective on my art. So often when we think of the disabled, we imagine children, and we sympathize with them. With Horace, I was faced with a situation largely unknown to the general public’s experience: an unemotional adult who ra rely spoke to or acknowledged others around him. When I tried to engage him, he mumbled to me uninterested and somewhat detached. But then when I produced my deck of cards, when through several routines and then showed him how he, too, could create â€Å"miracles†, he smiled and laughed. This reaction highlighted the most rewarding aspect of magic because he accepted me into his world and responded to me. The Center’s staff even commented, â€Å"We have never seen Horace behaving in such an emotional way!† For the first time, Horace had been given hope that he too could, perhaps, achieve and live a meaningful life. The magic had broken a myth of futility and dispelled it forever. I saw that magic could provide a driving force for pursuing change, and this realization overwhelmed me. I had witnessed something so unusual that the force of it took my breath away. The essence of magic is establishing a connection between the audience and the performer. With Horace, the ordinary had become the extraordinary, and for a moment, we connected in a state called â€Å"Astonishment†. This experience brings about a revisit to our most basic form, unaltered by culture or society. Indeed, that instant is so special because as adults, we are all too rarely astonished, and this moment returns us to our days as children when we were clueless and laughed at everything. This unusual encounter showed me that in this moment of astonishment, magic has the power to inspire. Since the encounter with Horace I have founded a society that brings all the magicians at my school together to perform magic for the elderly and the less fortunate in the nearby community. If I can show them, for instance, how to produce onepound coins from thin air, then contrary to what they have been told, perhaps they can challenge their â€Å"limits†. Then, dare I say that my passion for magic would be enhanced by a touch of true magic, generated perhaps from a truly unusual moment of astonishment. Sample College Essay #5 The ball ricocheted off the wall and disappeared into the black hole under my bed. It had been some years since the Hoover had been granted visiting rights and a heavy cloud of fluff covered every inch of the 4’ x 6’3† rectangle. Slightly nervous of what I might find, I ventured in slowly with an outstretched hand. The ball was nowhere to be found but I felt a small box-shaped object. I dragged it out, dusted it off and there looking somewhat the worse for wear, was my old leather book trunk. As I eased open the lid, the familiar smell (slightly musty with time) transported me immediately back ten years. Inside, in pride of place on top, staring boldly back at me, was my old friend Winnie the Pooh. The familiar, faded yellow face, the shrunken red tshirt with tummy protruding proudly from beneath, an empty honey pot and by his side, as ever, was Piglet. It is to Winnie the Pooh that I owe my greatest debt. It was this funny bear of little brain and large appetite who first sparked my interest in the literary world. He taught me about friendships and Woozles and how to make the best Heffalump traps. Many a happy hour was spent with Pooh and his friends facing adversity with his ever optimistic demeanour. Although I haven’t seen this treasured copy for many a year, I must admit to a weekly dose of life in a Hundred Acre Wood. Each week I share my passion for reading with Class 2A at the local village primary school. We start off with one of Pooh’s adventures – richly embellished with different voices that perhaps A.A. Milne may not have intended but, nevertheless, seem to get the seal of approval from my six-year-old audiences. After this we get down to the nitty gritty – the business of learning to read – or as I like to call it â€Å"Discovering How to Lose Yourself†. I go round the class taking turns to listen to them read. Although the range of their abilities is surprisingly large they all make a huge effort and really enjoy themselves. Progress is made and more and more pupils get lost each week. All too soon it is time to go. I say my goodbyes and rush back to school for my next lesson. I hum a little happiness tune and as I round the corner into the school a large thundercloud looms above. In my head a very Pooh-like voice says â€Å"Tut, tut, looks like rain!†. Sample College Essay #6 Nothing of much significance ever happens on the Isle of Wight. And to those of you for whom island travels only involved the palm trees and pink sand variety, let me enlighten you. The Isle of Wight is a small, chalky lump that broke off the south coast of England and came to a halt one mile out. It is caught in a rather charming time warp – circa. 1955. No palm tree could ever survive the freezing easterly winds that blast through from Siberia every winter and the only pink sand would be the result of a small child falling over a sandcastle on the way back from the Mr. Whippy ice cream van. It has sand and it has trees but of the altogether more hardy type. The sand is yellow and coarse, the trees are sturdy and solid with waxy leaves to withstand the salty air. The people are sturdy and solid too with an accent inherited from their pirate ancestors that sets them apart from those on the mainland. Life ambles along and nobody rushes. Pity anyone caught in a queue at the butchers behind Mrs. Singleton as she recounts, far too vividly, details of her latest health scare. Don’t get me wrong, it has its virtues – the Victorian pier pointing like a lace gloved finger out to sea and the promenade with shops selling pink and white sticks of rock with â€Å"Isle of Wight† running through it (how do they do that?), â€Å"Kiss me Quick† sunhats and inflatable boats. And on the corner of the High Street, the Cod Father fish and chip shop with a sign in the window saying â€Å"We batter anything!† It was on this sleepy little island that I, as a small boy, spent most of my summers. Summers that, due to the temperature, would be called autumn anywhere else – but nothing a long wetsuit and hat couldn’t disguise. One day in early July, arriving back from another bracing trip to the beach, I saw my mother and sister sitting side by side on the grassy bank overlooking the lawn. Nex t to them was a large bag of sweets and a bicycle. My mother announced that today was the day she was going to teach me how to ride a bike. There had been many attempts before but today I could tell she meant business. A succession of sweets was laid out at regular intervals along the lawn marking the route I was to take. Each time I made it to that point without falling off I got the sweet. Knowing that I really didn’t have any choice, I climbed awkwardly onto the enormous bike. Mother steadied me with one hand and then with a shove I was hurtling down the bank and onto the lawn. A blur of screaming and clapping preceded the first of many spectacular falls and my shins took on the blue hue of an uncooked lobster with blobs of grease from the chain splattered amongst the bumps. My sister, younger than me and already a whiz on her pink Barbie bike, gave patronizing advice trying to sound encouraging but, I suspect, rather enjoying the moment. An hour and a half later, battered and bruised with tears streaking through the mud on my face, I climbed onto the beast one more time. I steadied myself, focused on the hedge at the other end of the lawn (where the biggest chocolate bar lay) and with an almighty push I launched myself forward peddling with fury. Before I knew what had happened, there was a rush of green as I landed headfirst into the hedge. The bike, free of its incompetent rider, did an elegant ark to the left before coming to a halt. As I cycle confidently (but still can’t do the no hands thing) to the boathouse every day, I think of the words of Claude Pepper who said, â€Å"Life is like riding a bicycle. You don’t fall off unless you plan to stop peddling.† I won’t stop peddling. – and am proud to announce that on the 3rd July 1998 something of great significance did, at last, happen on the Isle of Wight.