Article critique

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Chan and Misra's (10) study is an empirical examination in relation to past findings, of the role which personality trait and public individuation play to effect upon opinion leadership. The study first provided discussion of previous studies determining the characteristics of an opinion leader, which enable construction of their arguments on the appropriate foundation. This was followed by their quantitative research, detailed discussion and analysis.

They state that even though factors such as risk preference, open-mindedness, and mass media exposure correlates with opinion leadership, these were not important predictors of opinion leadership. Although this conclusion supports Armstrong and Feldman's (176) findings that opinion leaders and non-leaders exhibited similar levels of mass media exposure, it contradicts with other studies which suggests there are varying levels of mass media exposure to opinion leaders between the two extremes(Walker, 15).

Chan and Misra (10) aim to provide an adequate in-depth discussion of past studies of opinion leadership, its relationship with the target audience, as well as characteristics of opinion leaders, by discussing areas of personality traits and other attributes, however, real-life examples and case studies could also have give credibility to the various views argued in the study. Overall, adequate discussion, analysis, and conclusion but only little reference was given on how it affects the actually advertising process and advertising strategies.

.1 WORD-OF-MOUTH COMMUNICATIONS

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It can be said that Chan and Misra's (10) statement reinforces the definitions of opinion leaders from precedent studies as being both a leader and an influence receiver (Myers and Robertson, 17; Reynolds, 171). Although Chan and Misra (10) discuss the importance of word-of-mouth communications in relation to opinion leaders, they seem to have failed to provide explanation of how advertisers reach opinion leaders and create word-of-mouth communications. An example of an effective advertising campaign that demonstrated targeting of opinion leaders and creating word-of-mouth communications would have created a better picture of the process of such concept.

Walker (15) reinforces Chan and Misra's (10) argument about the importance of personal interaction towards marketers when they want to form a favourable attitude towards an advocated position, by suggesting the need to locate opinion leaders for a particular product or service and find a way of getting them talking about that product or service.

Chan and Misra's (10) conceptual approach differs from past research on the diffusion theory which was presented using 'optimal matching procedure' and computer simulations that show how much faster diffusion occurs when initiated by opinion leaders (Valente and Davis, 1).

Little empirical evidence has been provided in Chan and Misra's (10) study. In terms of strategies of diffusion, they could include simulating personal influence, stimulating personal influence, monitoring personal influence, and retarding personal influence (Turnball and Meenaghan, 180). Turnball and Meenaghan (180) also suggest the use of copy media and promotional strategies to general such influences.

. LIMITATIONS

Chan and Misra (10) have also failed to address the critical factor of the limitations and boundaries to studies of diffusion and word-of-mouth communications. Research and studies of opinion leadership and diffusion could be sensitive to missing data due to the inability to interview all members of a community (Valente and Davis, 1). This could implicate advertising research in that tracing of innovation through a network of social contacts is extremely difficult.

. PUBLIC INDIVUDATION

Chan and Misra (10) argue that public individuation is an additional dimension to the identification and description of opinion leaders by using conceptual references to previous studies to support their argument. They argue that the willingness to individuate oneself is the common factor which differentiates one from the rest of the group, and leads to one to be judged by others as being more influential. This is a fair argument in that opinion leaders' knowledge and opinions make them stand out as being "different" than other members. However, yet again there is the lack of direct empirical evidence that can support the relationship between public individuation and opinion leadership. Empirical evidence would have provided a more solid statistical comparison and study of such relationship.

.4 PRODUCT-RELATED CHARACTERISTICS

In terms of product-related characteristics, Chan and Misra (10) explain and state the importance of product involvement and product familiarity in establishing opinion leadership, however, no reference was given to the fact that certain product characteristics may be especially appropriate for interpersonal conversation, and these could be emphasised in mass media advertising (Turnball and Meenaghan, 180). The comparison between opinion leaders and non-leaders' sources of product information could have also enhance the differentiation between the two (Armstrong and Feldman, 176).

Chan and Misra (10) argue that opinion leaders tend to have 'a great amount of cognitive effort to acquire and comprehend the extensive knowledge of a product or product-class' (p.57). In another study though, Bruno (175) pointed out that the presence of product-specific opinion leaders and innovators does not vary more widely by product category. Turnball and Meenaghan (180) also relate this topic to advertising, stating certain product characteristics may be especially appropriate for interpersonal conversation, and these should be emphasised in mass media advertising.

Armstrong, G.M. and Feldman, L.P. (176). "Exposure and sources of opinion leaders", Journal of Advertising Research, 16(4), 1-0.

Bruno, A.V. and Hustad, T.P. (175). "A media/product class investigation of innovators and opinion leaders", Journal of Business Research, (4), 5.

Gatignon, H. and Robertson (185). "A propositional inventory for new diffusion research", Journal of Consumer Research, 11(4), 84-868.

Hall, B.F. (00). "A new model for measuring advertising effectiveness", Journal of Advertising Research, 4(), -.

Hill, O. (14). "New focus on real opinion leaders", Marketing, 6 May, 8-11.

Myers, J.H. and Robertson, T.S. (17). "Dimensions of opinion leadership", Journal of Marketing Research, (1), 41-46.

Newman, B.I. and Sheth, J.N. (184). "The 'gender gap' in voter attitudes and behaviour some advertising implications", Journal of Advertising, 1(), 4-17.

Reynolds, F.D. (171). "Mutually adaptive effects of interpersonal communication", Journal of Marketing Research, 8(4), 4-500.

Turnball, P.W. and Meenaghan, A. (180). "Diffusion of innovation and opinion leadership", European Journal of Marketing, 14(1), 5-10.

Valente, T.W. and Davis, R.L. (1). "Accelerating the diffusion of innovations using opinion leaders", Annais of the American Academy of Political and Social Science, 566, 55-67

Walker, C. (15). "Word of mouth", American Demographics, 17(7), 8-4.

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How does Voltaire make use of the literary particularities of the tale in his philosophical arguments against optimism and for reason?

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Why did Voltaire chose to use the format of a tale to present the story of Candide, why did he chose to use a tale to present his ideas of the world, how he perceive the world as true love does not conquer and religion will not save you, more precisely to say is that true happiness of the heart can only be fulfilled when one can ignore all the worldly desires and troubles, to be totally settle down to cultivate the fulfillment in mind through simplicity? A tale by definition is a malicious story, piece of gossip, or petty complaint; a deliberate lie; a falsehood; a narrative of real or imaginary events; a story. (American heritage dictionary) These definitions seems to fit into Voltaire's idea to present Candide more like a comic story then as a real life situation, due to the fact that the characters in the story had all went through many deaths and miraculously escaped from the misfortune and came back to life. All the seemingly impossible adventures of Candide in the tale were creations of Voltaire's fantasy and thus contributed to this malicious story or so called a deliberate lie as El Dorado is only a creation in the mind. The world where Candide had lived in is only a lie and the final peace in mind and harmony which they were able to obtain can never be achieved through modern live and thus all these fancies on a perfect world of Voltaire's are just a tale to be told, or imagination went wild.

The attack on optimism was vulgar, he had not missed a single chance to criticize on Pangloss's philosophy of 'all is for the good' and he was so satirical that the readers start to laugh at Pangloss's nonsense of such philosophy.

"'It is demonstrable,' said he, 'that things cannot be otherwise than they are; for as all things have been created for some end, they must necessarily be created for the best end.'" (Candide 11)

Evcn Candide, his student started to question about the theory and at the end Pangloss himself didn't believe it anymore but he had to insist on it as he's a philosopher.

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'Well, my dear Pangloss,'said Candide to him, 'when you were hanged, dissected, whipped, and tugging at the oar, did you continue to think that every thing in this world happens for the best?'

'I have always abided by my first opinion for after all, I am a philosopher; and it will not become me to retract my sentiments; especially, as Leibnitz could not be in the wrong; and that pre-established harmony is the finest thing in the world, as well as the plenum and the materia subtilis' (Candide 7)

Voltaire seemed to believe that nothing is for the good and all happens happened for reason from the cause rather for the good. He was highly influenced by the Enlightenment movement and thus believed the use of reason rather than just faith in religion or another formally accepted traditions or doctrines. This is the main reason Voltaire tried to oppose the blinding optimism Pangloss had taught Candide. The pure influence exercised by Candide's example showed that 'pre-established harmony' or these embedded doctrine can be harmful to a person's common sense and judgment, thus enrooted the perspective of one; like Candide always follow the optimism theory rooted in his mind. The attack to this type of thinking that does not involve personal computation but rather the taught optimism to explain all had happened was detested by Voltaire. He detested all those old ways that people do not think for the reason, rather accept the fact in a passive way.

All those in Voltaire's era were taught that imperfections occurred because people do not understand God's plan as God must be perfect and will make the perfect world and decisions. Thus all happened must be for the best, however, Voltaire being a deist, doesn't accept that any God has to exist and thus protest this idea through out the story. From the sufferings of Pangloss and his student Candide that are optimistic on every issue, they had been flogged, witnessed rapes, been robbed, was unjustly executed, caught diseases, experienced earthquake, been betrayed and all the other horrors. He showed them that these were unnecessary sufferings and witnessing and experiencing them were just to prove to them that not everything happens for good and wished to alter the stubbornness of the two. However Pangloss struggles till the end to prove that these are happened for good and Candide had given it up when he saw the suffering of the slave, the inhumanity and the indifference of the natural world.

Voltaire proceed his arguments on optimism by attacking it's validity as what had been taught by Pangloss were all philosophical ideas that was generated in one's mind and has never been proved with real life examples. On the contrary, all the real world evidence in the tale seemed to be going the exact opposite way from the theory Pangloss preached. The nonsense that Pangloss was engaged in had led to costs of live and resulted in a destructive way to treat the rest around him. These foolish optimism eliminate the common sense of a person or we may say had taken over a person's common sense and became the direct reasoning to all the surroundings. One can no longer function as a reasonable person and this is what Voltaire was trying to bring out that these foolish old believes had corrupted our minds and disabled us from reasoning. Voltaire was trying to implant the idea of reasoning to his readers and to bring out this idea of reasoning to the rest through the foolishness of the optimists. The message is clear here, we should always use reasoning to explain things rather use believes or past-doctrine that would only make matters worse.

The perfect example for the foolishness being demonstrated was when Jacques was drowning, Pangloss had prevented Candide to save him because he believed that 'by proving that the bay of Lisbon had been formed expressly for this Anabaptist to drown in.'( Candide) This just showed how foolish Pangloss had been, for the glory of sticking to his theory to prove to the world that he's right, he doesn't even care about one's life. The precious human life that should have worth more than anything, and would have been saved if not the optimism idea was invented.

Voltaire tried all he can to protest against pure optimism, through out the tale he used all the sufferings and experiences to prove that without reason, there left only wrong doings and thus to warn us, he kept reminding us through Pangloss's favorite 'best of all possible worlds' as an irony to what his message of reasoning should be the way to think, and by accounting real world evidence in order to understand the surroundings.

The elements of a tale were exercised fully to illustrate the imaginary adventures of the characters and through the usage of a tale. For only a tale can be as dramatic as what had happened to each of the characters, their sufferings and experiences were just intolerable by normal human beings, however, we would certainly accept them as it was a tale, and we will allow the space for imagination to flow. Voltaire had carefully chosen the medium to bring out his message and was successful introduced as Candide was view as one of his most celebrated works. His arguments against optimism and to reason were widely recognized through Candide and thus a success for the choice.

Bibliography

Works Cited

The American Heritage Dictionary

http//education.yahoo.com/reference/dictionary/entries/10/e0151000.html

Wilkie and Hurt. Literature of the Western World. Volume II New Jersey Prentice Hall 001

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Discuss how and why the Australian colonies federated in 1901.

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Australia became a nation when the six self-governing colonies, Victoria, New South Wales, Queensland, Western Australia, South Australia and Tasmania, united on the 1st of January 101. Before Federation, the colonies were politically separate, with their own laws and parliaments. After federation, Australia was no longer six self-governing colonies, but a nation with its own constitution and government. During the long political process that led to federation, a stronger sense of Australian nationalism (devotion to one's country) developed.

As early as 184, there had been many plans for creating a General Assembly of Australia where Governments could discuss matters that affected every colony. In 1846, Governor Fitzroy sent a New South Wales proposal for a federal scheme to the British authorities. The British Colonial Secretary, Earl Grey, immediately followed with his own suggestion for a General Assembly of the colonies. Each colony guarded its own power and wealth, and the smaller colonies were worried that the larger colonies might use a General Assembly to rule them. Over the next ten years, many Parliamentary committees, emerged in the colonies to look into federation. In 1867, at an intercolonial conference, Henry Parkes suggested that there should be a 'Federal Council', a type of incomplete federal arrangement where the colonies could agree to pass certain uniform laws. In 1870 Victorian barrister Charles Gavan Duffy appointed a Royal commission to look into Federation.

By 1880, Henry Parkes was premier of New South Wales and at another intercolonial conference, he again proposed a Federal Council. Later that year another intercolonial conference was held to discuss Australian strategies for the South Pacific. At this conference it was decided that there should be a Federal Council. The Council was formally created in 1885. It had the power to make common legislation (law) in a range of matters. Several of the colonies including New South Wales refused to join, or joined only briefly. In 188, Sir Henry Parkes gave his speech at a banquet at Tenterfield, New South Wales, declaring his long-held support for federation, and calling for the colonies to unite. In 181 The National Australasian Convention was held in Sydney. Representatives from the six colonies and New Zealand, agreed to draft a Constitution under the name of 'The Commonwealth of Australia'. Andrew Inglis Clark, Charles Cameron Kingston and Samuel Griffith provided a draft which was used to write to Constitution that the Conference adopted. The Corowa Conference was held in 18, and it was suggested that, every Australian Colony, should elect representatives to attend a convention where the constitution would be agreed on. The constitution would then be put to referendum in each colony. If the constitution was agreed on by the population it would then have some legal power.

There were two referendums held on the Constitution. The first was held in 188, the constitution was accepted in Victoria, South Australia and Tasmania, but did not get a large enough majority in New South Wales, therefore the Constitution was rejected. The second referendum on the constitution was held in 18, and was accepted in South Australia, New South Wales, Victoria, Tasmania and Queensland. In early 100, a small group of Australian Federal leaders, took the constitution to London. In London, they spent four months in discussion and debate with the British who were now seeking to amend it. The Australian's in London, resisted most of the proposed amendments, and came to a satisfactory compromise. The Constitution was passed by both of Britain's Parliaments, and received the royal assent on the th of July 100. On the 1st of January 101, the six separate colonies became the Commonwealth of Australia. Federation would not of been achieved without the work of certain individuals such as Henry Parkes and Samuel Griffth. Henry Parkes often spoke of the benefits of federation. He gave the movement new purpose with his call for a federated Australia at Tenterfield in 188. Samuel Griffith was chairman of the committee which drafted the Constitution.

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Despite the colonies having separate and independent political systems, they also held many interests and concerns in common, these interests and concerns were some of the main reasons for federation. Making and keeping Australia 'White' was a powerful motivation for Federation. Racism and racist beliefs of 'White superiority' were common in Australia in the time of federation. Defence was also a major concern. Australians feared of invasion from countries such as Germany, France, Russia, China and Japan. Many people believed that because of the distance between Britain and the colonies, Australia would not be able to defend its own, extended coastline. Forces of Australian volunteers existed in the colonies, but it was thought that those forces were to small to be effective against attack. In Australia prior to Federation, colonial governments imposed tariffs on imports from other colonies. Tariffs were a major source of income for colonial governments, but a major irritant for business people. Under Federation, tariffs would be removed and free trade would lower the costs of production and open up new markets. In the lead up to Federation, a sense of national identity was building amongst Australians. There seemed to be an increasing feeling that the separate colonies and there people had so much in common that they were destined to unite as a single nation. Other mutual concerns and interests included postal services, lighthouses, quarantine and railways.

The six colonies of Australia competed with each other for trade and immigrants, and raced to be the most prosperous. Along with this there were also many reasons against federation. Other problems included the great distance between the capitals, differing rates of development, intercolonial jealousies and conflict between protectionist Victoria and free-trade New South Wales. In 180 a depression hit the colonies and the fortunes and careers of many men were ruined. Federation was no longer a necessity as economic reconstruction took priority. Also popular support for federation was still lacking.

Federation was achieved in Australia on the 1st of January 101, as the advantages for federation overcome the disadvantages. Australia became a Constitutional Monarchy. The First governor-general of Australia was Lord Hopetown. In March 101, the first national election was held. Edmund Barton became the first Prime Minister of Australia. In May, the first Parliament met in Melbourne since a national capital was not yet agreed on.

Australia became a Constitutional Monarchy as a result of Federation. The journey to Federation was a long process which took many decades to complete. Federation only came to be because of the on going work of individuals such as Henry Parkes and Samuel Griffith, and the many advantages that Federation would bring.

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McDonalds

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Ray Kroc, the founder of McDonalds, started as a distributor of a five-spindled milk shake maker in 154 when he was 5 years old. On hearing about the McDonalds hamburger stand in California running eight Multimixers at a time, he packed up his car and headed West.

He convinced Dick and Mac McDonald, the owners of McDonalds Restaurant, San Bernardino, California opening up several up several restaurants. Ray Kroc thus opened the Des Plaines restaurant in 155. First days revenues-$66.1! No longer a functioning restaurant, the Des Plaines building is now a museum containing McDonalds memorabilia and artifacts, including the Multimixer!

McDonald's has a People Promise and a People Vision. The People vision is "To Be the Best Employer in Each Community Around the World." and their People Promise is "We Value You, Your Growth and Your Contributions."

In 165 McDonalds went public with the companys first offering on the stock exchange. A hundred shares of stock costing $,50 dollars that day would have multiplied into 74,60 shares today, worth over $.8 million on December 1, 18. In 185 McDonalds was added to the 0-company Dow Jones Industrial Average.

The Big Mac, the brainchild of Jim Delligatti was introduced in 168. In 7, owner operator Herb Peterson developed the Egg McMuffin. In 174 Fred Hill of the Philadelphia Eagles teamed up with McDonalds to create Ronald McDonald House. Here the families of critically ill children have a place to call home while theyre away from home as the young patients undergo treatment for their conditions. Since introducing the Happy Meal in 17, kids visits have been made more special generating interest for collecting Happy Meals toys and boxes the world over. Also now a days, one can see McDonalds in more non-traditional locations like Wal-Mart, Amoco and Chevron stations, with full menu offerings and dining room seating, just like youll find in a traditional McDonalds.

McDonalds has always been a franchising Company and has relied on its franchisees to play a major role in its success. Approximately 70% of McDonalds worldwide restaurant businesses are owned and operated by independent businessmen and women as franchisees. McDonalds continues to be recognized as a premier franchising company around the world. McDonalds has been perennially named as Entrepreneur Magazines number one franchise.

McDonalds franchising system is built on the premise that the Corporation can be successful only if their franchisees are successful first. Success for McDonalds Corporation flows from the success of its business partners. McDonalds franchise only to individuals, not to corporations, partnerships, or passive investors. McDonalds is an equal opportunity franchiser, with a proven track record of franchising to all segments of society. In the U.S., minorities and women currently represent over 4% of the franchisees and 70% of all applicants in training.

McDonalds is the worlds community restaurant. They have a long-standing commitment to a workforce that is diverse. They believe in developing and maintaining a diverse workforce that will strengthen the McDonalds system. Diversity at McDonalds is understanding, recognizing and valuing the differences that make each person unique.

McDonalds has been recognized for its many contributions in the following areas

·Top 5 Companies for People with Disabilities

·Best Employer for Asians

·Top 50 Places for Hispanic Women to Work

·Fortune Magazine - Top Places for Minorities to Work

·Working Mother Magazine - Top 10 Diversity Champions

·Hispanic Magazine - Top 50 Corporate Women in America

McDonalds is committed to recognizing the talents and job performance of all employees and values the contributions that come from people with different backgrounds and perspectives.

McDonalds commitment to social responsibility is an important part of their heritage and has become increasingly more important as their business has grown to span 118 countries. McDonald's is focused on and committed to doing the right thing for the local communities in which they operate and for the customers they serve. Their philosophy of doing good and giving back has always been at the heart and soul of the McDonalds business -like French fries and hamburgers. McDonalds was setting the standard for social responsibility, and is a leader in this regard.

McDonalds has restaurant locations in 118 countries all over the world. They have modified their business by serving according to their local market needs. They have adapted to the needs of the people of the countries they serve taking into account the religious and cultural beliefs of their customers in the markets they are serving. As an example let me note the expansion of McDonald's in India. McDonalds India opened its doors to India in October 16. Now McDonald's has established family restaurants in Bombay, Delhi, Pune, Ahmedabad, Vadodara, Ludhiana, Jaipur and now on the Delhi-Mathura highway. As a respect to the cultural and religious believes of the billions of Indian's, McDonald's does not serve beef in its menu. They have developed lamb burgers as a replacement. McDonalds in India has specially developed a range of 100% pure vegetarian food to offer vegetarians, a choice. Even the mayonnaise used in the items is eggless. McDonald's is likely to extend the results of their experimentation with vegetarian products in India, the world over, as more and more people are becoming health conscious. Taking in to account the Indian palate, McDonald's has prepared the choicest of products using spices appreciated by the customers. Due to the lack of proper infrastructure for storage and transportation under controlled conditions, McDonalds is setting up unique Cold Chain. By doing this McDonald's is committed to providing quality products while supporting other Indian businesses. The Cold Chain is necessary to maintain the integrity of food products and retain their freshness and nutritional value. Cold Chain refers to the procurement, warehousing, transportation and retailing of food products under controlled temperatures. Setting up the Cold Chain has involved the transfer of state-of-the-art food processing technology by McDonalds and its international suppliers to pioneering Indian entrepreneurs, who have now become an integral part of the Cold Chain.

On the SWOT analysis, the following has been identified as the Strengths,

Brand name, Franchise network, Pricing, Service and Satisfaction, Customer relationship and Partnership. The following has been identified as its Weakness, management structure, opening too many new stores that compete against each other instead of other rivals, big investment in real estates because it owns not only the land but also the buildings in many of its franchised locations world wide. There are quite a few Opportunities for McDonald's that I have identified, namely, expanding the number of products it serves, attracting health conscious people by providing vegetarian menus, implementing as a market test successful formulas that has worked at different locations world wide, being more competitive in pricing and promotion. McDonald's has a lot of threats from many competitors world wide. The field of fast food has so many new aspirants that it has become highly competitive. Biggest threats are from rivals like Burger King, Wendy's, Carl's Junior, Jack in the Box, Taco Bell, Del Taco and many others. McDonald's has to be one step ahead in order to wade away these competitors successfully. They need to be aggressive and improve the quality and also increase the menu choices for all walks of life.

McDonalds 00 Financial Report states that approximately 80% of McDonald's restaurants and about 75% of the total revenues of McDonald's restaurants are in nine markets Australia, Brazil, Canada, China, France, Germany, Japan (a 50%-owned affiliate accounted for under the equity method), the United Kingdom and the United States. The Company also operates other restaurant concepts under its Partner Brands Boston Market, Chipotle Mexican Grill and Donatos Pizzeria. In addition, the Company has a minority ownership in Pret A Manger. In March 00, the Company sold its Aroma Caf business in the U.K.

Please note that this sample paper on McDonalds is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on McDonalds, we are here to assist you. Your cheap custom college paper on McDonalds will be written from scratch, so you do not have to worry about its originality.

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Immigrants

If you order your essay from our custom writing service you will receive a perfectly written assignment on immigrants. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality immigrants paper right on time.

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There are so many different ethnic backgrounds in the United States today, but they didn't all originate here. People of all nationalities started immigrating here in the 17th Century. Just in the short time from 100 155, over fifteen million people immigrated to America. These fifteen million people consisted of Italians, Irish, Polish, Germans and many more. They had to form huge communities due to the influx of people, but after migration was cut off in the 10's the communities quickly languished. Children of the immigrants look back and consider these communities the institution of their learning (Harvard Encyclopedia 180).

One of the largest groups of immigrants were the Italians. The Italians are from southern Europe. They mostly have darker skin and have dark hair. However, some Italians from different parts of Italy have blonde hair and fair skin. The majority of Italians are loving people. Altogether, over five million Italians migrated to the United States. Most of the Italian immigrants came from the provinces of Calabria, Campania, Apulia, and the island of Sicily. Even though the Italians lived in these provinces, they were also grouped into little villages. When in Italy they were only loyal to the people in their village. When they came to America they were forced to live in cities where it was too hard to keep local ties between them. These moves to the city made them realize for the first time that they all shared the common Italian heritage (Harvard Encyclopedia 180).

The Italians, like many other immigrants, left their native countries for many different reasons. The immigrants that departed from the Northern part of Italy left in hope of finding religious freedom. A lot of men left to avoid military time or even in some cases, jail time. Some immigrants also had high hopes; they were in search of political asylum and greater economic opportunities. In the beginning, most of them didn't make huge moves, very rarely would they cross the ocean. Most of them ventured to central and western Europe, to such places as, Ireland, England, and Belgium (Harvard Encyclopedia 180).

The living conditions in Southern Italy were so much worse than in the North, but it still took the Southerners much more time to leave. There were many reasons for the delay in their move, one reason being that they were much poorer than the Northerners. They were also much less sophisticated and way too conservative. Once a lot of the Northerners left and the population dropped drastically, the Southerners were left with little choice but to go. When they first started moving they went to North and South America. As the American industry expanded they all flocked to the United States. There were so many Southerners immigrating at one time that they greatly outnumbered the Northerners on the transatlantic ships. Unlike in the early years though, the destination of both the Northerners and the Southerners were the same. By the time World War I came along, Italy was losing people due to immigration at a rate of half a million people a year (Harvard Encyclopedia 180).

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Once the United States became the main destination of most immigrants, they started to settle in the central and eastern part of the nation. Pennsylvania, Maryland, and Georgia were where some of the settlements were. The population in the western states started to grow also and in 184 when gold was discovered in California, the population soared. Even after the novelty of the gold rush ended, many of them stayed in the west as merchants, shopkeepers, gardeners, winemakers, and much more. Some of them even became prominent local citizens (Harvard Encyclopedia 180).

By the late 1860's, a few Italians lived in almost every state. California still had the largest number of them with New York City having the second most. Some of the Italians in New York City adapted quickly and were very successful businessmen. Still most of the others remained poor. Most of them that got off the ships were living in slums, because they had spent all their money on their passage over (Harvard Encyclopedia 180).

The later immigrants didn't care where they lived, because they were mostly men between ages sixteen and forty- five, who just wanted to make money at available jobs and return home. This idea caught on so quickly that by 107 a total of 85,71 had immigrated to America for work but almost half of them returned to their homeland.

The immigrants that came later in the 1th and 0th centuries assimilated very quickly. Most of them settled in New York, New Jersey, and Pennsylvania near the business districts. A lot of them landed regular jobs after awhile and were able to move out of the slums to make room for newcomers. Even though the immigrants in New York were some of the most successful; New York also had the largest, most congested immigrant neighborhoods. One of the reasons for this was because newcomers from the same village tried to settle on the same street or even the same building sometimes. Most of them would try to get work at the same factory, but that seldom worked out (Harvard Encyclopedia 180).

There were so many Italians that inhabited the area at first that even when the population started to dwindle, the area was still thought of as Italian. This was because even though the Italian population went down their churches, restaurants, and businesses were still thriving. These businesses attracted non- Italians very often because of the "authentic" products that they offered. The restaurants stayed in business due to the ethnic foods they served (Harvard Encyclopedia 180).

While the immigrants in New York were adapting, so were the ones in San Francisco and New Orleans. A good majority of the immigrants in these two cities were very wealthy. In San Francisco, the business district was settled first. Then the waterfront, also known as, the commercial district, was quickly discovered and inhabited. Now that most of the Italian population lived in the United States, they started to prosper by taking on American ways of living (Harvard Encyclopedia 180).

A majority of the Italians settled on farms due to much encouragement from observers. The observers figured that they would Americanize quicker in the countryside compared to in the cities. In addition to the farms, seasonal agriculture work was very popular. They liked this because it required little skill and employed whole families to work together. The largest of these seasonal settlements were in the west, where a lot of farmers that began as tenants eventually bought the land that they cultivated. Most of them didn't want to turn to farming though, they said they didn't come all the way to America to go back to the farm. Instead, they longed to be saloonkeepers, ice cream vendors, clerks, barbers, and restaurant owners. Some of the Southerners that arrived late also did well in the construction industry. By the turn of the century, the Italians were well adapted and had overcome all their hardships. Many of them were very successful, such as, Amadio Obici. He is also known as "peanut king". He is the man that we can all thank today for the Planters Peanut Company. The Italians were becoming smarter and smarter and as soon as they successfully mastered the business side of society, they were ready to move onto politics (Harvard Encyclopedia 180).

At first, the Italians that were registered voters usually just voted the way the press and the community told them to. Due to this, the Italians could usually only conquer local offices and nothing of higher status. James March, who arrived in America at age thirteen, eventually became a Republican Party leader in the Italian colony. Through politics and elections, Italians began to realize that unlike in Italy when provinces didn't cooperate, here in America they had to join together to solve their problems. One problem that they faced and overcame quickly was the transition from the Old World to the New World ways. They accepted many things that were unfamiliar to them in Italy (Harvard Encyclopedia 180).

These things that were unfamiliar to them consisted of the press, multi-benefit societies and they also had problems with the churches. The Italian press offered newcomers morals and advice. The first Italian- language newspaper in the United States was L' Eco d' Italia. Almost every single Italian supported the Multi- benefit societies also. These were formed to help the immigrants in times of need. They made monthly donations and then the society helped them when they needed medical care and they also helped with burial expenses in times of death. These societies are much like our medical insurance today.

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Developed and developing countries

If you order your cheap essays from our custom writing service you will receive a perfectly written assignment on Developed and developing countries. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Developed and developing countries paper right on time.

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DEVELOPED, DEVELOPING, AND LEAST DEVELOPED COUNTRIES

1. General definitions

Term Developed countries

Definition Countries with high levels of real national income per head and relatively large tertiary sectors.

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Term Developing countries

Definition Countries with low levels of real national income per head and relatively large primary sectors.

Term Less Developed Countries

Definition Countries who are generally characterized by low levels of GDP and income per head. They usually have a heavy dependence on the primary sector of the economy. In the case of many developed countries this is true with dependence on agriculture and primary products.

Term Least Developed Countries

Definition The very poorest of the Less Developed Countries.

. Who are considered the developed and developing countries in the international market?

According to the World Trade Organization (WTO), there are no definitions of "developed" and "developing" countries. Members announce for themselves whether they are "developed" or "developing" countries. However, other members can challenge the decision of a member to make use of provisions available to developing countries.

What are the advantages of "developing country" status?

Developing country status in the WTO brings certain rights. There are for example provisions in some WTO Agreements, which provide developing countries with longer transition periods before they are required to fully implement the agreement and developing countries can receive technical assistance. That a WTO member announces itself as a developing country does not automatically mean that it will benefit from the unilateral preference schemes of some of the developed country members such as the Generalized System of Preferences (GSP). In practice, it is the preference giving country that decides the list of developing countries that will benefit from the preferences.

The WTO Agreements contain special provisions which give developing countries special rights and which give developed countries the possibility to treat developing countries more favorably than other WTO Members. These special provisions include, for example, longer time periods for implementing Agreements and commitments or measures to increase trading opportunities for developing countries.

These provisions are referred to as special and differential treatment provisions.

The special provisions include

· longer time periods for implementing Agreements and commitments,

· measures to increase trading opportunities for these countries,

· provisions requiring all WTO members to safeguard the trade interests of developing countries,

· support to help developing countries build the infrastructure for WTO work, handle disputes, and implement technical standards, and

· provisions related to Least-Developed country (LDC) Members.

About 100 of the WTO's over 140 members are developing countries. They are expected to play an increasingly important role in the WTO because of their numbers and because they are becoming more important in the global economy.

. What are the least developed countries?

The least developed countries (LDCs) are a group of 4 countries that have been identified by the UN as least developed in terms of their low GDP per capita, their weak human assets and their high degree of economic vulnerability. The list is reviewed every three years by the Economic and Social Council (ECOSOC).

The criteria underlying the current list of LDCs are

a. a low income, as measured by the gross domestic product (GDP) per capita;

b. weak human resources, as measured by a composite index (Augmented Physical Quality of Life Index) based on indicators of life expectancy at birth, per capita calorie intake, combined primary and secondary school enrolment, and adult literacy;

c. a low level of economic diversification, as measured by a composite index (Economic Diversification Index) based on the share of manufacturing in GDP, the share of the labour force in industry, annual per capita commercial energy consumption, and UNCTADs merchandise export concentration index.

Different thresholds are used for inclusion in, and graduation from, the list. A country qualifies to be added to the list of LDCs if it meets inclusion thresholds on all three criteria. A country qualifies for graduation from the list if it meets graduation thresholds on two of the three criteria. For the low-income criterion, the threshold on which inclusion in the current list is based has been a GDP per capita of $800, and the threshold for graduation has been a GDP per capita of $00. In its July 000 review, in the light of recommendations by the Committee for Development Policy, ECOSOC declared the eligibility of Senegal for designation as an LDC (subject to the Government so desiring) and decided to postpone until 001 its consideration of Maldives graduation.

The criteria for determining the list of LDCs are under review. The Committee for Development Policy has recommended that the Economic Diversification Index be replaced by an Economic Vulnerability Index reflecting the main external shocks to which many low-income countries are subject, and incorporating the main structural elements of the countries exposure to the shocks, including their smallness and lack of diversification.

The extreme poverty is pervasive and persistent in most LDCs, and that the incidence of extreme poverty is highest in those LDCs that are dependent on primary commodity exports. The incidence of poverty is so high because most of the LDCs are caught in an international poverty trap. Pervasive poverty within LDCs has effects at the national level that cause poverty to persist and even to increase, and international trade and finance relationships are reinforcing the cycle of economic stagnation and poverty. The current form of globalization is tightening the poverty trap. With improved national and international policies, LDCs can escape the poverty trap. There is a major, but currently underestimated, opportunity for rapid reduction in extreme poverty in the LDCs through sustained economic growth. However, the new Poverty Reduction Strategy Papers (PRSPs), which are currently the focus of national and international efforts to reduce poverty in poor countries, are not grasping that opportunity. Effective poverty reduction in the LDCs needs a more supportive international environment. This should include increased and more effective aid and debt relief, a review and recasting of international commodity policy, and policies that recognize the interdependence between the socio-economic marginalization of the poorest countries and the increasing polarization of the global economy.

4. Conclusion

Generally, the categories of developed, developing and least developed countries are based on the GDP per capita and the level of economic vulnerability of the countries. All countries acknowledge the role played by international trade in economic growth and development. For the developing countries, experience has shown that those, which aim at expanding their exports and adopting adequate and consistent national policies, succeed in their economic objectives. They have been fully integrated into the changing world economy and are in a position to face the technological challenges. This does not apply to least developed countries, which suffer an extreme poverty that limits their economic growth.

Please note that this sample paper on Developed and developing countries is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Developed and developing countries, we are here to assist you. Your cheap custom research papers on Developed and developing countries will be written from scratch, so you do not have to worry about its originality.

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Compare and ContrastThe Cat in The HatbyDr SeussThe MittenbyJan Brett

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Compare and Contrast

The Cat in The Hat

by

Dr Seuss

Cheap University Papers on Compare and ContrastThe Cat in The HatbyDr SeussThe MittenbyJan Brett

The Mitten

by

Jan Brett

by

Kirk Jordan

There are many children's books that capture the attention of children and adults. These books are often written by authors that know their audience and are able to get certain points across. Among the well-known authors, Theodor Seuss Geisel, also known as Dr. Seuss and Jan Brett have written a number of books, which are considered to be all time favorites.

On March , 104, Theodor Seuss Geisel was born in Springfield Massachusetts. He graduated from Dartmouth College in 15. In 17, he began submitting cartoons to Life, Vanity Fair, and Liberty. For seventeen years this was how Geisel made his living. In May of 154, Life published an article concerning illiteracy among school age children. It stated that children were having problems reading their books because they were "boring". Geisel's publisher was inspired and generated a list of four hundred words that he felt were important. Geisel was instructed to reduce the list to two hundred and fifty words that would be on the level of a first grader. Nine months later, Geisel used two hundred and twenty of those words and wrote the book The Cat in The Hat which became an instant success. From that point forwards, Theodor Seuss Geisel was known as Dr. Seuss. Included in his cast repertoire of children's books are the Foot Book, Green Eggs and Ham, Hop on Pop, and The Bread and Butter Battle. Dr. Seuss continued to write until his death in 11.

In 157, The Cat in The Hat became one of Random House's best selling series for Beginner Books. It combines an engaging story with outrageous illustrations and playful sounds to in effort to teach basic reading skills.

The Cat in The Hat, is about two children who have been left at home alone while their mother is out shopping. It is a rainy day and there is not much to do. Soon after mother has left, The Cat in The Hat shows up on the doorstep. The children let him in and ciaos ensures. They engage in activities that mother would not approve of and leave a mess. The fish continuously reminds the children that should not be doing such things. Accompanying the Cat are his two friends, Thing 1 and Thing , who assist in destroying the house. The fish alerts the children that mother is on her way home. The Cat is told to leave, but he returns with a cleaner and restores the house it its original condition. When mother comes in, she asks the children what they did, but they never really say. The book concludes with asking the reader if they would tell their mother what they did?

The Cat in The Hat is an up-beat book that contains both a rhyme and a rhythm. It is interactive with its audience, leaving the reader to guess what could happen next. At the end of the book, the audience of young children is left to their own devices to determine what should be the outcome.

Jan Brett was born on December 1, 14 in Hingham Massachusetts. She went to Colby Junior College from 168-16 and the Boston Museum of Fine Arts School is 170. Having grown up on the writings of Dr. Seuss, she writes her own books and illustrates folktales. In 181, she published her first book Fritz and the Beautiful Horses in which she uses animals to tell the story. Brett incorporates emotions and a hopeful message into her stories. Numerous details can be found not only in the center of the pictures, but also on the borders, which are an overflow of her thoughts. This engages the reader and gives clues as to what will be happening next.

Brett wrote The Mitten, an adaptation of a Ukrainian folktale in 186. It is the story of young boy who wants white snow colored mittens. The grandmother is concerned because she does not want him to loose them in the snow. He begs her and promises that he will not loose them. She makes the mittens and tells him that when she sees him out the window, she will first look to make sure he is safe and second to make sure he still has the mittens. The boy goes out and looses one of the mittens. The rest of the story focuses on the mitten. Eight animals seeking shelter from the weather come upon the mitten and try to find shelter within it. As each animal comes to the mitten, those already inside decide to make room for the new animals for one reason or another. The last animal to enter the mitten is a mouse who inadvertently sits on the bears' nose causing a sneeze, which blows all of the animals out of the mitten. The boy sees his mitten and reclaims it. Once home, his grandmother checks to make sure he is safe and then looks for the mittens. To her surprise, one of the mittens is now larger than the other.

This book is engaging. The pictures in the border offer a glimpse of which animal may be coming next. At the end of the story, the audience of children is left to wonder what they would do; would they admit to losing the mitten.

There are several similarities and differences between The Cat in The Hat and The

Mitten. Among the differences are the language, sentence structure, and intended audience. The words used in The Cat in The Hat are simple, sight words. These words are very basic and common allowing the reader to be less educated. The sentence structure is extremely simple; no complexities exist in the grammar, syntax, or structure of this story. This implies that the indented audience for this story is composed of very young children who are beginning to learn the basics of reading. The Mitten, however, is composed on a little higher level. The words are more in depth and more of a descriptive nature. The structures of the sentences are more complex than that of The Cat in The Hat. The intended audience for this book is not a new reader, but an older child who is more skilled in understanding written text.

Another difference between these works is the rhythm to the writing. The Cat in The Hat is written in a distinct rhyme and rhythm pattern. It is easy for the reader to pick up this pattern and flow with the book. The Mitten is written with flow, but the words go together in a more descriptive manner rather than a more rhyming almost musical pattern as like that with The Cat in The Hat.

While there are differences between these stories, there are also some similarities. For example, both books engage their audience. The Cat in The Hat brings the child to the story by enticing them to figure out what the cat is up to and what may happen next. The Mitten engages the reader with illustrations and subtle hints on the pages' boarders of what may happen next.

Another similarity between these stories is the subject matter being addressed, that of following directions, listening to adults, and telling the truth. The mother in The Cat in The Hat, reminds the children to be good when she goes out. The grandmother in The Mitten, reminds the boy to be careful with his mittens. Both of these stories deal with listening and doing as one is told. While the events in the stories are different, both give the reader a chance to ask himself what would he do it if were he was in the situation. This is evident through the stories conclusions. The Cat in the Hat asks the reader if he would tell his mother? The Mitten concludes with grandmother holding up the stretched mitten leaving the reader to wonder what they would do.

The Mitten and The Cat in The Hat, both bring forth the same message to the young reader in their own unique style of writing. These books engage the readers and provide interactive way of reading. The Mitten and The Cat in The Hat are still popular among educators today. Even though the books were written thirty years apart, they help in the development of reading skills and reasoning between right and wrong with young readers.

Please note that this sample paper on Compare and ContrastThe Cat in The HatbyDr SeussThe MittenbyJan Brett is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Compare and ContrastThe Cat in The HatbyDr SeussThe MittenbyJan Brett, we are here to assist you. Your cheap custom college paper on Compare and ContrastThe Cat in The HatbyDr SeussThe MittenbyJan Brett will be written from scratch, so you do not have to worry about its originality.

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John Steinbeck's Of Mice and Men:An Analysis of Moral Themes and Political Correctness

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John Steinbeck's Of Mice and Men

An Analysis of Moral Themes and Political Correctness

Dustin Ronald White

Honors Sophomore English, Period 4

Mrs. King

June , 00

John Steinbeck's Of Mice and Men

Take-Home Essay Test Outline

Directions

Of Mice and Men is a very controversial book, often on the 'Banned Books' list. Analyze the moral theme(s) presented in the book, and argue whether it is justifiably on the list or if everybody should read it.

Goals

q Analyze the moral theme(s) presented in the book

o - Themes, with at least 1 example for each theme

q Is its placement on the 'Banned Books' list justifiable? NO. Why?

o - Reasons, with at least 1 example for each reason

Moral themes

q Judgment

o Does Lennie deserve the punishment he receives as a consequence of his mental retardation?

q Importance of 'thought before action'

o By seeing Lennie's mistakes via his actions toward accidentally killing things

o George knows that Lennie cannot take care of himself; so why does George leave Lennie to himself in the barn (which is out of site of George) while George plays horseshoes.

q Illustrates the importance of looking after those that can't for themselves

o Those that haven't learned how to respond to events should not be penalized for their ignorance. It is like punishing a toddler for not sharing; they simply cannot grasp the idea.

Why everyone should read the book

q Demonstrates the of a migratory farmer of the 10's.

q Explains the significance of companionship.

q This book should not be rejected for foul language unless it is in poor taste and portrayed in a manner other than to set the personality of a specific stereotype or character; and it is not. This book uses foul language to set the personality and the way people spoke as migratory farmers.

q Portrays American lust for Naturalism.

Possibilities of why this book should be banned

q Depicts human nature in its most raw form, which is in effect demeaning of our current beliefs of civil behavior. (But it is necessary to be shown to demonstrate human behavior in this time period and how low people can be and to what depths they will result to for the sake of being superior)

Conclusion

q Pros outweigh the cons.

John Steinbeck's Of Mice and Men is a spectacular illustration of the American lust for Naturalistic literature. The bulk story takes place on a farming ranch in southern California. The main characters of the story, George, the hard-working dreamer, and Lennie, the mentally retarded giant of a man that serves as a mainstay for George, form the foundation of the books moral themes and demonstrate the life of migratory farmers of the 10's. The moral themes of this book are based upon the concepts of judgment and 'thought before action', and the importance of looking out for those who cannot do so for themselves. Through its foul language and grueling depiction of human nature, Of Mice and Men is the center of much controversy and in many cases has been placed on the 'Banned Books' list which leads to a most demanding question is this placement justifiable or should it be read by everyone?

Through his lack of response to events and troubling likelihood of forgetfulness due to his mental retardation, one begins to wonder if the punishment of Lennie's incompetence is justifiable. One must put such a question into perspective; if a newborn does not comply with the concept of sharing, is punishment plausible? No, no one of any caliber deserves punishment for something one simply cannot comprehend. Like the newborn, Lennie simply cannot understand that he has the potential to kill. For example, Lennie wishes to see the newborn pups in chapter five and accidentally kills the one he plays with; he does not understand that he has the power to commit such an act. Therefore, Lennie should not be punished; rather he should be suppressed in a way that he cannot cause such things to occur. This goes to exemplify the judgment that comes about in this story, and through it, calls upon one's self to think twice before penalizing a personor any organismfor his, her, or its own ignorance.

How many times has one of us resorted to violence to solve a matter before once consulting on the matter? Most people forget what it is that separates beast from man our ability to think and our ability to put our thoughts into reason and that reason into purpose. So why is it that we abandon this truth when we come to terms with something that stresses our emotions? Our animal instincts fuel our violence. Violence is our primary solution to any problem that prevents us from doing what we wish. Through this story, one comes face to face with the concept of 'thought before action'. One sees this with Lennie numerous times; the time of the dead mouse at the beginning of the story, and the pup near the end. The cause for Lennie's barrage of death comes not from a desire to do so, but from an absence of thought. He never stops to consider what might happen if the pup or the mouse do not return to their shelter, to their food or water. He does not stop to think about what may construe from the constant and vigorous petting he inflicts upon them. Lennie's mistakes help one to realize that the lack of using one's brain before acting can result in very bad things. Another example is in the fifth chapter in which George is outside playing horseshoes with the others, leaving Lennie to the barn with the pups. George has realized many a time that Lennie is not capable of being by himself; he will cause trouble. However, without a second thought, George pays no heed to him, and as a result, Lennie kills a pup of the litter along with Curley's wife. George fails to keep an eye on Lennie, as he should. Had George thought of where Lennie might be and that Lennie is off by himself somewhere, Curley's wife and the pup may have lived. He should have thought before allowing Lennie to go off on his own.

Another important aspect of this book is that it illustrates the significance of companionship. Through the bond that George and Lennie had created, the two came ever closer to their dreams than ever before. Lennie gave George a sense of purpose in his live; this purpose gave George the will and the motivation to consider pursuing the American dream. George in return gave Lennie protection and guidance in his actions. Without the profound friendship that they have, both George and Lennie may have survived the cruelties of this earth physically, but not mentallyespecially in Lennie's casenor emotionally, and that would have ultimately destroyed them even before their work together on the ranch.

People have banned this book for its profound foul language and gruesome portrait of human nature, but they have not taken the time to consider the significance of such use of language. Though foul and obscure in purpose, this use of language accurately depicts the ilk of migratory farmers during the 10's. These farmers were uneducated, and therefore used foul language to voice their opinionmuch like today. Foul language is used through a character by the author to create a personality the author wants the character to posses. Foul language, though nasty and shunned upon, is allowed by the first amendment of the Bill of Rights as a form of the freedom of speech; therefore, one cannot ban a book based on this law. To do so is illegal and an attempt to void the Constitution of the United States. This book should not be banned for the reason that is exemplifies the significance of companionship. Without companionship, we would all become mindless robots without a care in the world for one another; the very image of what we strive to avoid.

To ban a book for its use of foul language is once again another example of why people need to think before they act. Those that banned the great work, Of Mice and Men did not stop to recollect the very aspects the novel teaches judgment, 'thought before action', the image the story portrays of the hardships of migratory farmers, nor the significance of companionship. One should blatantly see by no how much an edge the pros of this book have over the cons. To ban this bookOf Mice and Men, a great Naturalist novel of the twentieth centuryis immoral, an act of ignorance, and a suppression of what this country stands for.

Please note that this sample paper on John Steinbeck's Of Mice and Men:An Analysis of Moral Themes and Political Correctness is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on John Steinbeck's Of Mice and Men:An Analysis of Moral Themes and Political Correctness, we are here to assist you. Your cheap custom college paper on John Steinbeck's Of Mice and Men:An Analysis of Moral Themes and Political Correctness will be written from scratch, so you do not have to worry about its originality.

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Plato's argument for the prenatal existence of the soul

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Plato's belief in attainable knowledge, the duality of being and the importance of a telos led to an intense, rich analysis of the nature of the soul. Examining his ideas of understanding, the forms and human nature itself, the modern philosopher gains a pivotal insight into the way knowledge is acquired. Some of Plato's most interesting opinions and dialogues however concern his belief on the soul and its survival both before birth and after death as well as the repercussions this has on its life while it inhabits the body. While areas of explanation, bias and information gained much later than Plato lived cause problems with his argument it remains astute and extremely relevant for philosophers today.

Plato believed that knowledge was possible however, it could only be attained through understanding that which is real and true. He inferred that if something is true then it must be immutable, immortal and absolute. By exposing the fallibility and subjective nature of human senses and perception he revealed our inability to really know anything based on physical experience, which he saw as belief, or opinion. Plato believed that there was however some realm of pure concepts and ideal prototypes for the objects and ideas that make up this world, or "Forms", that could be known. Plato concurred that no human knowledge can be taught during life, but must be "recollected" from some purer state of being in which the obtaining of knowledge did not rely on sensory perception. To come to understand this knowledge there must be some part of the individual that carried it even before birth, and this vessel was the soul.

All people have a seemingly innate knowledge of equality. Indeed people can recognise when two things had the same size, colour or weight and judge them equal while still retaining the knowledge that they are not absolutely equal. Plato explained that our ability to see this, without being taught, was in fact our soul's "recollection" of the Form equal. In the same way one can recognise a painting of a friend without believing the friend is in the room , Plato sought to show all things in the physical world like shadows, imperfect replicas of the Forms themselves. Our knowledge of these absolutes must then be gained before birth. This discovery played an important part in Plato's decision that human were dualist in nature and that the soul could survive the embodied state.

Once Plato felt he had "proved" dualism, he needed to define what it was that made body and soul different, especially that the soul was free from the restrictions the physical world placed on the body. The body is more likely to belong in the physical world and the soul in the realm of the Forms because of the soul's intangible nature. Plato follows that if the soul and body are in harmony and their combined telos of a life of virtue is reached, once the body dies, the soul returns to the realm of the Forms and being of a "kindred nature" is purified by them until it attains a state of wisdom. By contrast, if the body has had control during life and a person has not sought to attain a life of virtue the soul, confused and contaminated, will be dragged into the body of a lesser being, such as that of an animal, without wisdom.

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Plato's argument though logical and thorough is laced with problems. For example, many would argue now our knowledge of evolution insists that morality is in some ways evolution. It would seem that Plato's telos could in fact be evolutionary theory that humans, now physically well adapted should seek, through virtues of courage, wisdom and goodness, to progress in academic evolution. Even much of his theory about knowledge held by the soul, may be attributed to instinct that assists the survival of the species, such as altruism. Plato's other theories on the formation of society and the tripartite nature of the soul may be reviewed as specialisation and variation, important evolutionary tools.

As well as this, there are other questionable terms and ideas that Plato uses as proof. For example, his argument that the soul is invisible and unchanging is faulted in both terms. Even if we except his premise that the Forms are unchanging and immortal (which is why they can be known), we can not apply the same rules to the soul. Plato has already explained that the soul can be tainted, purified, even moved to another body where it cannot properly seek wisdom, such as a donkey. While his idea that the soul is more like the Forms remains true, there is no reason to believe that it should follow the same rules of immortality. Even its invisibility can be questioned in a modern age of electricity. While the soul still may not dissipate into thin air as suggested by Democritus , there is no reason to believe it will not, as a the energy in a battery would, lie dormant until the body decomposes and it no longer has a vessel in which to exist.

Plato's idea that only some can attain this state of wisdom is also problematic. If the soul is from the realm of the Forms and, as Plato says, exists in a state of purity and wisdom, how can it attain a tripartite structure? Would it not be more logical for all souls to be created equally prepared to attain understanding of the forms if they all come from a state of wisdom? Plato provides people who do not seek wisdom but do try to live their lives virtuously the ability to go into what he sees as virtuous animals (bees, wasps and ants) or even humans. "But no soul which has not practised philosophy, and is not absolutely pure when it leaves the body, may attain the divine nature." It seems that only those with reason as their soul element may ever attain that which is most desired by Plato, even if their telos is toward moderation or courage. These biased distinctions lessen my faith that Plato himself is examining the ideas rationally and impartially. Surely all people at least have the potential, if they study philosophy, no matter what their "tripartite soul" designates, to enter this divine realm! Plato does not make allowances for this and still asserts people should be happy with their lot in life, even though they will never attain the "divinity" he so highly prizes. There seems no reason why wisdom or knowledge should be favoured if that is not the individual's telos as designated by the soul and this problem suggests others throughout the argument.

It seems clear Plato's belief that the soul survives its embodied state stems from three central ideas; dualism, his view of knowledge and his belief in the need for each individual, society and soul to attain its telos. His argument is both rational and acute and he uses substantial evidence in his dialogues to explain and justify his motives. However, his argument is limited by the time in which it was written, our incomplete sources retained from the destruction of the Academy and Plato's reliance on premises which, when examined may be found faulty and weaken his argument. From Plato's reasoning for belief that the soul exists outside of the bodies mortal life it is easy to see how he reached both premises and conclusions. His, like all arguments had problems, but it still provides amazing insight into our understanding of knowledge and human nature and how we may have attained them. Although he did not have any specific theory, Plato's use of dialogue, reason and even spirituality are enlightening and challenging in both their own context and today.

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GreaA conflict after highschool

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"Hey Erik, turn up that CD bro, that songs hella tight, I haven't heard Sublime for days." "For sure, Im so glad track is over, too much to do, you finish rolling that spliff yet B?" "Yeah man, hook me up with that light on the table, puff, puff." I laid back on Erik's plush, slightly worn leather couch purchased from the Value Village store downtown and watched as he displayed a phat French inhale. I was in a cloudy state with so much on my mind I didn't know where to begin. I was once again in the basement bedroom of my closest friend Erik doing what we did best with nothing else to and needing to conversant about life.

I was at a crossroads in my life, finishing up high school, about to make a decision some said was the biggest Id ever make. What to do after high school? And who better to discuss it with than a life long friend, one who had been there more times than I could count. We both shared ideas and dreams of what we wanted to do and see, some alike, some very dissimilar, but we both knew school somewhere would be the decision. I saw many of my friends, those less confident with themselves, join the military in hopes of finding there calling, for them I hope they do, for myself military was never of the question. I had an idea of higher learning, one which was not well understood, unclear of what I might face and what failure it may result in, perhaps that is why it is most appealing, the uncertainty. "Hey man, finish this up and lets roll down to Ryan's and see what he has going on over at his pad." Said Erik. "All right" I said. As we got up and headed outside towards my shiny green, German sports sedan, eyes startled by the bright, spring, afternoon sun as we exited the front door.

Erik and I had both been excepted to Western and kept it in mind as a good option and often fathomed what it might be like to attend the same school, like we had through middle and high school. Many of my classmates and friends were being accepted by large, famous Universities far from home, some for academics, some for athletics, and others with wealthy parents. For these people I had much happiness, but at the same time a slight jealousy arose wishing I had pursued a larger school. Lack of funds, laziness in the classroom, and a fear of being to far away from home pushed me away from this type of idea. Many of my closer friends were going to attend universities in Washington or in neighboring states, this had created a friendly competition among us for who would be the most successful and who would have the most fun.

Another close friend of mine was Danny, a true friend from which a relied on many of times. Danny and I had met in high school during a freshman geometry class, and right away shared many of the same interests. We had played football together and also ran track in the spring, we went through Spanish together, we got in weekend party fights together, with this man I shared much, which made it hard to separate near the summers end. Danny as well as myself had been excepted to ITT Tech. in Phoenix Arizona, this was a serious consideration for my future, to learn a growing trade with a prosperous salary. I would have the security of a good friend in a strange new place, but I just didn't know what I wanted to do! Danny spent hours trying to convince me of the job possiblities in computers, and the money I would be able to spend after only two years of school. I questioned him about what if computers didn't turn out to be my "thing" and I decided to peruse a different carrier, I would have no transferable credits and be forced to start all over again. Danny had understood my concerns and continued to offer what support he could, but I was decided that basic freshman classes were what I wanted. I wanted a strong foundation from which to build my future, one I could take anywhere I went, and apply it to any profession I wished. At this point in my life, not knowing what I want to with my uncertain future, could I spend so much money on a school that would only educate me about one thing I wasn't even sure if I really liked. Danny understood my concerns and offered what advice and opinions he had, but they were of no influence. I wished him the best of luck, knowing he would do well and assured him we'd stay in touch.

Danny left for school in early August, his phone calls to me are what caused the questions in my head, doubting I had made the right decision not join him in Phoenix. Danny bragged about his luxurious apartment, informed me that school was going by with ease that his school had found him a local job paying well in his field of computer networking. I was happy for him but wasn't sure if I had made the right decesion to not go, here he was having so much success and I wasn't even sure what school I was going to attend! It was time for myself to make a decision, there uncertainty of my life was making me mad, I was so close to a decision but I wasn't sure, I needed time alone to figure out what was right.

After a nights rest at home and a solemn day at school, I decided to stop by Erik's house after class and see what he was up to and do what we normally about this time of day. I rolled into Erik's drive way around o'clock on another beautiful spring afternoon, I parked my car beneath an old willow tree that stood about eighty feet tall. I stoped and gazed in awe as the sun lit up a bright background above the old willow tree and the light blue sky bordered its sagging branches forming a well defined silhouette. The warmth felt good on my skin as the sun beat down and the smell of fresh cut grass passed my nose while the sounds a distant guitar were heard in the back ground. I walked around to the back of Erik's house and up to the porch were he was sitting on an old wooden swinging bench practicing a few tunes. I had come to my decision on where to attend school, and I was going to tell him. I wanted to live on the west side of the state, and I was going to Western. I walked up the stairs and sat on a chair across the deck.. "How did your day go?" I asked. "Not bad, not bad, just Delia causing me drama, you know how she is. You think anything more about where your going to school?" "Yeah man, Im going to give Western a try, what about you? I replied. "My parents and I were thinking the same thing last night!" "Damn yo, were going to go to school together again." We decided not to room together from stories heard by older friends and their past experiences. At this point my mind was at rest, I had figured out the beginning of a plan for the future of my life, how much more complicated could it be I thought?

Later that same evening I went home to have dinner with parents, my mom usually cooks somthing up around 7 o'clock every night. I was going to tell them of my decision to attend Western, I was unsure of what I wanted to be but felt that a university was the place for my head to be. Im an only child so my decision was very waited upon, but defiantly not rushed. My mom hollered down stairs that dinner was ready, I went up stairs and sat beside my dad at the dinner table. We carried on a normal daily conversation discussing weather, and how my last week of school was going. I told them I was going to western. Both were excited I had made a decision to further my education and said they were going to help me as much as they could, they also made sure I was going to work for money and grades. Of this I was not concerned and was aware of the sacrifices I must make and I give appreciation to my parents for their help.

As the first quarter of school went by allot happened, and allot was noticed, that of myself, my friends, and those who surrounded me. Grades were descent and I was having a good time. The same could not be said for Erik, we were still close and hung out almost every day but something was changing in both of us, he had not yet adapted to life away from home and couldn't get use to classes. We talked to each other about our problems but his could not be solved, Erik moved back home on Christmas break. I now had no attachments of back home, and it wasn't bad, I was meting new people and enjoying my freedom. I had grown to realize everyone needs to be on there own and experience new things for themselves, I know now I made the right choice for myself by attending Western and wouldn't want it any other way.

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Federalist v. Anti-Federalist Ideology

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The debates between the Federalists and Anti-Federalists brought up ideas that can now be traced back to our Constitution. Their disputes and differences in ideology underlie and continue to shape our system of government today. Despite their very different routes, they both shared the common goal to develop freedom, equality, liberty, and justice for all. However, their different modes of thought are still not settled and continue to be argued about today. For example, what is the proper division of power between state governments and the federal government? This concept of federalism and its significance on our state of affairs continues to be a point of contention between liberals and conservatives. Federalist and Anti-Federalist disagreement over the differing ideals of political community and potential threats to liberty led to competing conceptions about many theories, two of the most prominent being liberty and representation.

A prominent issue still dealt with today is whether the Constitution has created a system of government that preserves liberties. In 177, when the Framers were working towards ratifying the constitution, liberty was still a big issue. While some believed that the Constitution was a wonderful way to protect individual liberties, others insisted that it threatened independence. The Anti-Federalists, or "enemies of the Constitution," who believed that power should be vested in the states, unified themselves under the notion that true liberty is only possible in a small republic, ensuing that those who held power could be closely checked and all citizens could feel physically close to their rulers (Dilulio 167). This idea of the ruled feeling physically close to their rulers was of utmost importance to the Anti-Federalists, who felt that the biggest threat to their liberties was people unknowing who their representatives are. This is one reason the colonists rebelled against England; they had no liberty or representation. Furthermore, they felt that a strong national government would reduce the powers of the states and acquiesce public will. This ideology can be seen in "Brutus" Essay IV "[The people must be] possessed of the power of making the laws by which they are governed, [and any] representation, [must be] capable of understanding that true interest of the society for which it acts" (5). This idea plays a significant role in campaigns, where candidates typically try to appeal to a wide range of voters by using the appeal that they will always be near them to represent their interests and know exactly what they want.

The Federalists held quite different views on how our liberties should be respected. Madison held the opposite perspective of Anti-Federalist ideals by asserting in Federalist Paper No. 10 that liberty is safest in large or "extended" republics. In a large republic, it is more difficult for a dictator to take hold due to the variety of opinions and interests that are being expressed, which is why the source of liberty should be vested in individual rights. In Federalist No. 51, Madison argues that "a coalition of a majority of the whole society could seldom take place on any other principles than those of justice and the general good" (50). In other words, interests formed in larger republics create assorted interests and opinions, thus disabling any one group from obtaining too much power where it can potentially carry more influence than any other group in making legislation. The national government should be distant from the people, due to the fact that liberty could be threatened not only by a strong government but also by factions or interest groups who seek to gain too much power for the good of all society.

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As a result of the varying, conflicting interests of Federalists and Anti-Federalists, the Constitution sought to find a compromise. The Constitution guarantees individual liberties, as favored by the Anti-Federalists, who later achieved the goal of implementing a Bill of Rights due to the fact that the "state bills of rights" turned out to be insufficient. In favor of the Federalists, the Constitution of 177 explicitly stated that the government "could do only what the Constitution gave it power to do, and nowhere in that document was there permission to infringe" on any freedoms (Dilulio 8).

In addition to liberty, another competing conception of politics that still continues to progress throughout our history is representation. The Anti-Federalists firmly held the belief that the knowledge needed to represent citizens is beyond that of being so well-educated. Ordinary citizens will know more about the common concerns of the people than wealthy citizens, who are more likely to distance themselves from the true interests of the people. This idea explains why the Anti-Federalists want actual representation, where the citizens are directly involved through participation in our government. Also, a large legislature is better than a small one because that way more interests can be expressed rather than the interests of just one faction.

The Federalists held opposite ideas about what believed to be the best theory of representation for the new nation. Virtual representation, where we democratically elected delegates to represent us as the best way to keep the citizens in contact with the doings of their government. The issue of the quality of the representatives, was clearly asserted by Madison representation should be in the hands of gentlemen of fortune and abilities, not in those of the middling politician" (The Founder's Constitution). This is important because it illustrates the biases of the Federalists, who were wealthy, well-educated, white, Protestant men, who wanted only the 'best and brightest' to represent them. Just like the Anti-Federalists, the Federalists were also acting out of self-interest because they wanted someone who was like them to represent them; someone who could understand their interests. In The Federalist No. 45, Hamilton rejects the Anti-Federalist on ideology of representation, by stating that "the nonagricultural working class knows that their habits in life have not been such as to give them those acquired endowments" (The Founder's Constitution). In addition, the Federalists held the belief that the size of the legislature should be small because only the most educated and elite have the real knowledge to know what decisions are best to make about our own personal lives.

The theories of representation adopted by the Federalists and Anti-Federalists sought to compromise "contending powers" rather than achieve a good balance (Zinn 101). The Great Compromise or Connecticut Compromise sought to reconcile this issue by allowing small states to dominate in the Senate and large states to predominate in the House. In addition, each state was allotted two representatives in the Senate, regardless of the size or population of their state. However, in the House, the number of Representatives was based on population.

Throughout our country's history, the constitution has been amended twenty-seven times. Each time, different groups have made their voices heard and changed legislation as a result. Nevertheless, the ideas of our Founders and the differences of the Federalists and Anti-Federalists still influence our society today. While the Federalists and Anti-Federalists held different ideologies for how our country should operate, both shared the common goals of "developing in our prosperity a deeper awareness of our government and "progressing the understanding of American government", and thus American history (The Liberty Bill Project). While some argue that the Federalists won the debate over the Constitution, others argue that the Anti-Federalist perspectives on our form of government still resonate in 1st century America. Even so, each age waves in a new time of progression where we can not only add another chapter to our history, but also proceed with a new understanding of liberty, equality, democracy, and justice from past history.

Works Cited

Dilulio, John J. Jr. and James Q. Wilson. American Government. New York Houghton Mifflin Company, 18.

Hamilton, Alexander, James Madison, and John Jay. The Federalist Papers. 181.

Story, Joseph. The Founder's Constitution. Volume 1, Chapter 1, Introduction. 187. The University of Chicago Press. Sept. 00 http//press pubs.uchicago.edu/founders/documents/v1ch1I.html.

The Liberty Bill Project. 4 Sept. 00. http//www.hanover.k1.va.us/lms/New%0Folder/parts.htm.

Zinn, Howard. A People's History of the United States 14-Present. New York Harper Perennial, 15.

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