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Not everything I learned, I learned in kindergarten nor in the classroom for that matter. As a senior in high school I’m not only 1ft taller but hopefully a more enlightened person. It is necessary to understand that I am not the same person who began as a freshman four short years ago. Although I learned a great deal inside the classroom, I have also garnered a wealth of knowledge far from the hallowed halls of my high school. My involvement in academics, school related clubs and work experience have instilled unique abilities and characteristics in me that have transformed me from a naà ¯ve freshman into a well rounded motivated young man.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout my four years at Westwood High, I have taken advantage of the many clubs and organizations offered. My participation in these groups has allowed me to form new friendships with fellow students, teachers and people from the community. Starting in my sophomore year I joined the school newspaper, (Westwood Wire) and was able to showcase myself as a journalist. Although the stories were simplistic (â€Å"Food Fight results in Major Brawl†) they gave me a chance to play the role of a reporter and be a source of information and news for many of my peers. Another club that has been a big part of my high school career is the â€Å"Teen Mentors† group. On Friday nights I would act as a chaperone at the middle school dances. I had a responsibility to watch over younger students, provide them with an enjoyable and safe experience and most of all show them that I could be seen as a positive role model in their lives.   Ã‚  Ã‚  Ã‚  Ã‚  From the initial summer of my freshman year to this very day I have had a job. Beginning in my fourteenth year I started working at Roche Bros supermarket as a bag boy, cashier, grocery clerk and as a source of new ideas for management. I learned the basics of running the grocery business, having seen first hand how each department of the store had to stay below a budget and at the same time provide an unparalleled service to the customer. I was to see the challenges that my manager faced of creating a schedule by which every employee was happy with their hours. I also was able to see various forms of marketing and examples of how Roche Bros sold itself.

Huckleberry Finn Paper: Why the Ending Was a Let Down Essay

Throughout the novel, Huck and Jim are faced with problems and adventures. Jim teaches Huck the ‘right’ way to go about things and how to treat people. Most of the novel Huck grows as a person and matures. One might argue that it was because he was around other adults. But towards the latter part of the book, his old friend, Tom Sawyer arrives and Huck is up to his old tricks again. In the earlier parts of the book, Huck was very independent and thought of his own plans to get out of bad situations, but right after Tom wandered back into the story Huck just agrees with everything and anything that his friend suggests. He asks questions and tells Tom that it would be easier to perform the plan his own way, but Tom always puts his ideas down and disagrees with it. Clearly, throughout the first two-thirds of the novel, Huck’s character grows and Huck becomes more self-dependent, but every part of the story that Tom is involved in, he causes Huck to go back to his sam e old way. In chapter 16, there are two men that talk to Huck and ask if he’s seen any runaway slaves. At first Huck hesitates to answer because he’s had a southern upbringing which taught him to think that slaves are people’s property and if you see one trying to escape, you turn them in. But in another thought, Huck doesn’t really want to turn him in because he’s been having such a good time with Jim and they’ve become really good friends at this point. In the end, Huck makes up a story that his Pap is in the wigwam and that he has smallpox. The men in the canoe are put off by this information and feel sorry for Huck and his father, so they put forty dollars on a piece of drift wood and tell Huck to take it. â€Å"Then I thought a minute, snd says to myself, hold on: s’pose you’d ‘a’ done right and give Jim up, would you felt better than you do now? No, says I, I’d feel bad—I’d feel just the same way I do now Well, then, says I, what’s the use you learning to do right when it’s troublesome to do right and ain’t no trouble to do wrong†¦?† (Pg. 91) This attitude towards Jim is very different from his earlier one, in a previous chapter Tom helps Huck sneak out of the Widow’s house and Jim hears them making noise in the bushes. The two boys wait in the brush until Jim falls asleep and before they leave Tom has an idea that Huck doesn’t really want to do because he thinks that they might get caught. Tom ends up doing it anyway though; he takes Jim’s hat and puts it in the branches and ties Jim to the tree that he fell asleep under. None of this was Huck’s ideas, which makes Tom the less mature of the two. This is the starting level of Huck’s character where Tom is able to tell Huck what to do and his friend does never protests for long because he believes that Tom is so amazing and he really looks up to him. Huck thinks that if he does what Tom says, then he will be just as cool as his best friend. Later on in the novel this changes and he starts to form a mind of his own. He even starts to stray from what he knows as ‘what is right’. In chapter 26, the duke and the dauphin try to con $6,000 out of the Wilk’s family. One of the daughters, Joanna, can feel that something is up and starts to question Huck to see whether they’re lying or not. At first Huck tries to lie to her, but as Joanna’s interrogation goes on, her sisters tell her to be courteous towards their guests. Huck felt bad about the situation because he knew that his trickster companions were going to take this family’s money. â€Å"I felt so ornery and low down and mean that I says to myself, my mind’s made up; I’ll hive that money for them or bust †(175). So he thinks of a plan to take back the money that the duke and the dauphin took from them. I believe that if he had not grown up from his previous adventures with Jim, he would not have cared that these men were taking all this money from these people, in fact he’d probably want some of it for helping out. But Huck was very sympathetic for the family and tried to his best extent to fix what the conmen had done. This is a situation that proves how far Huck has come from being told what to do and looking up to Tom. Huck is now able to form his own opinions about things and starts to think â€Å"Hey, I am able to do things on my own. I don’t need Tom, or conmen, or anybody else to tell me what to do any more.† In chapter 31, Huck discovers that Jim is sold to a family by the dauphin. After he learns this, he starts to write a note to Tom so that he can tell the Widow were Jim is so she can go get him, but then he decides that he doesn’t want to turn Jim in. He’s had so many experiences with him on the river; he’s practically his family now. He even cried earlier when he found out that Jim had been captured. If he had been the same kid that he was before the adventures with Jim, he would have thought that it was the right thing for him to do by turning his friend in. But throughout the novel he learned that Jim is a human too, he’s not a piece of property. Jim has feelings, thoughts, and even a family. Huck was brought up to think that helping slaves was a bad thing, but from now on he knew that he would follow his heart and decided â€Å"All right then, I’ll go to hell!† (214). Here is another example that proves that Huck’s character has been growing throughout the novel. It shows this because of everything that this boy has gone through he has learned that it’s not always best to do what society says is right, sometimes it’s even extremely wrong and should never be done. In chapter 35, the two boys think of plans to get Jim out. Huck thinks of a short and easy plan, while Tom thinks of something more complicated. Tom also complains about how his Uncle Silas should have a watchman, watch dogs, a moat, and a handful of other obstacles that make their task harder to perform. By this time, Huck is so mesmerized by Tom because he thinks that everything that his friend does is so great that nothing can go wrong if Tom’s doing it. Tom gets his way, as usual, and they start stealing things that they need from Aunt Sally. They spend weeks on getting Jim out, when Huck’s idea would have only taken a few days at the most; Tom probably would not have gotten shot either. At one point Jim even lifted his chain from underneath the bed and went outside to help the boys. They could have just left then and there, but Tom had to make Jim’s escape as difficult as possible. If it was just Huck and Jim, they would have just left! This part of the novel was extremely hard to read, there was no point to prolong Jim’s escape, at this time in the plotline everything that had been made before was just being erased and there was just no point to the rest of this particular adventure with Tom; it was certainly not helping Huck’s character out. This last section of the book took strides backwards from Huck’s development of maturity throughout the novel. It was like taking a few steps forward only to take twenty more backwards. And overall makes the ending of the book a bit disappointing, Huck is right back where he started, he’s now living in a house with another family that will try to strip him of his freedom and make him more civilized. In my opinion, the last adventure of the story ruined what the others had built up for Huck’s character. At the end of the story Huck had reverted back to idolizing Tom and falling for all of his manipulative lies just as before.

Imperialism in India Essay

Politics The effects of imperialism are both positive and negative. The positive effects are banning inhumane traditional practices such as sati and the dowry system, promoting widow remarriage and prohibiting child marriage. The negative effects are that Britain caused the traditional industries to crash. Also, poverty increased. British officials were paid out of the India treasury. Imperialism drained India’s wealth. It destroyed India economically and politically. India became dependent due to imperialism. It destroyed India’s handicraft and small scale industries. The imperialistic powers treated India as a place to extend their power. Imperialism gradually destroyed India. While destroying India economically and politically, imperialism also had some good effects on India. With the spread of imperialism and colonialism , foreign powers took an interest in India and thus introduced new means of transport and communication. Modern technology and education were also introduced. negative effects: Racism grew (british to the indains) economic hardship, british were upset by the indain desire for self rule and nationlism, loss of self sufficiency, reduced food production which led to famines. Positive effects: railroads were built, communication grew due to the building of telephones, and the telegraph, desire for unity, modern economy, public health improved, english language more commonly used and learned British Imperialism in India â€Å"All the leadership had spent their early years in England. They were influenced by British thought, British ideas, that is why our leaders were always telling the British â€Å"How can you do these things? They’re against your own basic values.†. We had no hatred, in fact it was the other way round – it was their values that made us revolt.† -Aruna Asaf Ali, a leader of the Indian National Congress. (Masani, quoted in Wood, 32, 1989) There is no doubt that British imperialism had a large impact on India. India, having previously been an group of independent and semi-independent princedoms and territories, underwent great change under British administration. Originally intended to consolidate their hold on India by establishing a population that spoke the same language as their rulers, the British decision in the 1830s to educate Indians in a Western fashion, with English as the language of instruction, was the beginning of a chain of events, including a rise in Indian nationalism, that led to Indian resentment of British imperialism and ultimately to the loss of British control over India. One of the most important factors in the British loss of control over India was the establishment of English as a unifying language. Prior to British colonisation, India was fragmented and multi-lingual, with 15 major languages and around 720 dialects. English served as a common ground for Indians, and allowed separate cultural and ethnic groups to identify with each other, something which had rarely if ever occurred before on a grand scale. Although it was mainly educated Indians of a privileged caste who spoke English, these were the most influential people in terms of acting as facilitators for nationalist ideas to be communicated throughout the populace. The publication of magazines and journals in English was also a great influence on the rise of Indian nationalism. Although most Indians received nationalist ideas orally, these journals allowed Indians who were literate in English to come into contact with the ideas of social and political reformers. Political and social reform in India was achieved as a result of the European political principles brought to India by the British. Indians were Anglicised, and the British ideal for an Indian was to be â€Å"Indians in blood and colour, but English in tastes, opinions and intellect†, as put by one British legislator (Rich, 214, 1979). This Western education inevitably led to well-read Indians encountering European principles such as human rights, freedoms of speech, travel and association, and liberalism. This was in direct contrast to the imperialism practised by the British in India and to the Indian experience – one third of the subcontinent was ruled by Indian princes under British supervision, and the rest was directly controlled by the Viceroy and administered by about one thousand members of the civil service, all of them English (Rich, 215, 1979). This knowledge of principles such as autonomy and freedom naturally led to many Indians desiring this for their own nation, understandable since it appeared that the world’s greatest and most powerful nations were self-governing democracies, and this system was obviously successful. Part of the newfound desire for freedom experienced by many Indians was the desire for native religion and customs to be respected. It is widely accepted that the Indian mutiny of 1857 was at least partly generated by Indian resentment of British interference in Hindu customs. Indian soldiers in the army were required to bite the ends off gun cartridges that contained pig fat and cow fat, which offended both Muslims and Hindus. When troops refused to use the cartridges, â€Å"eighty sepoys were thrown into gaol for disobedience, an act which finally triggered the uprising.† (Richards, 301, 1994). This showed a great lack of cultural and religious sensitivity on the part of British officers. Although the mutiny was put down quickly, it shook British confidence in their power, and resulted in tighter control of their hold on India. This in turn led to further resentment of British imperialism, and claims that military regulations were an attempt by the British to destroy the traditional caste system. (Richards, 301, 1994). In believing so vehemently that the British system was superior to the far inferior Hindu traditions, the British officers were essentially contravening the ideals of freedom that were an important element of the Western European political principles that they so wanted to instill in the Indian peoples. Following the Mutiny of 1857, Indian nationalism gained much more momentum than had previously existed in the first part of the century. This movement consisted mostly of British-educated intellectuals, and ironically was made possible by the British encouragement of higher education, originally intended to create a middle management that could carry out simple administration jobs. Most of the Indian nationalists – most notably Ghandi – were educated in Western Europe and were well-read in Western notions of freedoms, civil liberties and autonomy. The Indian National Congress was the largest and most obvious nationalist group, formed so that â€Å"educated Indians†¦could express dissatisfaction with the British colonial administration and suggest reforms.† (Cowie, 36, 1994) This Congress, however, had no power in terms of action and it can be seen as an attempt by the British to appease Indian nationalists who wanted progress. The seeming uselessness of the Indian National Congress in terms of enforcing changes and reforms can be seen as a great cause of Indian resentment of British nationalism. Even so, a nationalist organisation such as this would not have been possible had it not been for the fact that the British acquainted a group of Indians with European political principles (Cowie 27, 1994). As well as the moderate nationalism that grew within the Indian National Congress, extreme nationalism was also becoming prevalent. Aside from more violent protesters such as Tilak, nonviolent opposition to British imperialism emerged in protesters such as Ghandi. In response to the Rowlatt Acts, which enabled a protester or suspected terrorist to be imprisoned without trial, and the Amritsar massacre, in which 379 unarmed anti-British demonstrators were killed, Ghandi advocated a return to traditional Indian simplicity as opposed to Western materialism (Cowie 41, 1994). This dislike of materialism was owed in part to his experiences in England studying law, where â€Å"he discovered his Indian heritage through the work of 19th century British scholars who had re-created ancient Indian history and revived interest in ancient Indian literature and language† (Cowie 164, 1982). Ghandi also gained insight into his culture through â€Å"discussion with English friends on religion, both Christianity and Hinduism, which he now began to discover on a philosophical level† (Masselos, 121, 1972). Ghandi’s Western education allowed him to develop his radical technique of ‘satyagraha’ or ‘truth force’, whereby laws were opposed with the force of truth and moral consciousness instead of violence. This approach, though mostly a Hindu philosophy, in part derived its inspiration from Christianity, and the idea of turning the other cheek (Masselos, 122, 1972), and â€Å"drew upon humanist and radical strands in Western thought† (Masselos, 122, 1972). Studying Western history and ideas would have made Ghandi see that many Western approaches and ideas were extremely effective – and British forces may have reacted more positively to a method of protest that came partly from their own culture. Exposure to Western culture also aided Ghandi in seeing that satyagraha would be a powerful means of protest in an economic context – Ghandi claimed that the application of satyagraha against the British administration â€Å"could so paralyse the economy that the country would become ungovernable† (Cowie, 43, 1994). Ghandi used an approach that he had developed partly from his exposure to Western education to cause trouble in a facet of society that he knew was essential to the British consolidation of power in India. At this time, and while the world was in the throes of World War One, the British were committing more acts to instigate resentment amongst Indians. India had a large part in World War One, with more than a million pounds sterling voted from Indian revenues towards the cost of the war (Cowie, 39, 1994). With this in mind, the Montagu Declaration was issued in 1917, promising ‘gradual’ and ‘progressive’ self-government for India. There was, however, much suspicion that this declaration meant nothing and that Britain had no intention of relinquishing control beyond simple aspects such as health services, agriculture and public works (Cowie, 39, 1994). This of course caused much resentment – autonomy was essentially being denied, and in a condescending manner after India’s sacrifice for the Empire in World War One. During the 1920s and 1930s the Indian nationalist movement continued with strength. Ghandi’s campaign for independence went on, with his encouragement of peaceful protest and criticism of British administration and taxes. In 1921, Ghandi called for all Indians to boycott paying taxes on farming tools to the British, a strategy to have a negative effect on the economy. His non-cooperation campaign, despite its nonviolent aims, periodically became violent, and Ghandi was imprisoned in 1922 for instigating the movement. He was released two years later. The movement, however, was quite successful in terms of uniting the country in a movement under one leader (Masselos, 138, 1972), joined by their resentment of British rule. While earlier in the century, the English language and European political principles gave rise to the Indian nationalist movement, these were the tools used to strengthen the movement and to create unity among the Indian people. Many individual events associated with Ghandi’s satyahara approach, such as the Salt March in 1930 which demonstrated defiance of the British monopoly on salt manufacturing, and Ghandi’s â€Å"Quit India† campaign that lasted throughout the 1920s and 1930s, led to the eventual independence of India in 1947. The one movement that underpinned singular acts of patriotism was the nationalist movement, led by ‘Mahatma’ Ghandi. Ghandi was â€Å"†¦shrewd enough to utilise the nature of British rule in India to win independence without too much bloodshed† (Masani, quoted in Wood, 32, 1989). This movement was made possible by the establishment of English as a unifying language and by acquainting Indians with European political principles, which led to Indian resentment of British nationalism and ultimately to the British loss of control over India. The effects of imperialism are both positive and negative. The positive effects are banning inhumane traditional practices such as sati and the dowry system, promoting widow remarriage and prohibiting child marriage. The negative effects are that Britain caused the traditional industries to crash. Also, poverty increased. British officials were paid out of the India treasury. THE GREAT IMPACT OF IMPERIALISM Fundamentally, the imperialism idea comes from the early modernization concept that began with the 16th century. Afterwards renaissance, catholic reformation and reconnaissance actions follow this concept in order. Then geographical explorations take place in history and in this sense a lightening period exists by the help of these agendas. This lightening period consists of many different ideologies. We see these ideologies’ changing and shaping time to time and one of these specific action-oriented ideas is seen as imperialism with its impact on some African and Asian part, in particular, the response of conquered areas to the â€Å"west† in late 19th century and early 20th century. In order to express what the imperialism is, it can be said that imperialism is an ideology to make good society by being rooted in a particular economic system, capitalism, and benefits a particular class, which Marxists call the bourgeoisie or ruling class. (Butterfield, 2002) In this sense, we see the colonization action of the â€Å"west† under the name of imperialism against the African and Asian part of the world in late 19th and early 20th century. In some countries we see the entire-colonization and in some of them there was semi-colonization according to some reasons that are related with their understanding of modernity and the way that they show their reactions. In general sense it can be implied that the reaction of Sub-Saharan Africa against the impact of â€Å"west imperialism† was more strict than the one in Central Asia; in terms of economic reasons, nationalism and religion. To begin with the economic perspective of imperialism, imperialist countries’ need of row material and market and the change in the meaning of imperialism seem to be the crucial point. Up to 17th century, imperialism was not related with capitalism because in these times land power was important. However in later period of time, especially in the late19th century the spread of industrialization in the world had achieved the point where international competition for markets was becoming profoundly. After the third threshold of industrial revolution, the new imperialist political ideologies became the state politics of European countries. In this sense colonization action of â€Å"west† powers takes place. As a provision, we see the strict; but at the same time invalid reaction of Africans. In Asian side, we don’t see such kind of strict reaction as it is seen in Africa. This is because of their preparations against the probable imperialistic action of â€Å"west†, that can be regarded as the extension of rapid modernization of â€Å"west†. Especially European countries could not entirely colonized South Central Asian countries such as Iran and India. For example England could not fight with India; because India was not so weak in terms of economy and because of its economical interdependence, India’s military modernization had been taken place in order to fight with any power. However the situation in Sub-Saharan Africa was not so pleasing. They were still living as tribal societies and they were ready to be treated as slave. First of all, by the investigations of the European missionaries, â€Å"west† were aware of the row material sources that were not used, such as cool and diamond. By the power in their hand, â€Å"west† took the region under control and made the people work for their benefit. They also made African pay taxes. Actually that led revolt against foreign occupation. Africans tried to kill the tax collectors as time goes by. For example in 1902 a tax collection exercise in Bailundo, in the center of what is now Angola, went badly wrong when local people rebelled violently, attacking tax collectors and traders (both European and African). This was the first time that Africans had rebelled against the Portuguese in Angola. (BBC WORLD SERVICE, no date) That shows how deeply they were affected from the power of â€Å"west†. Also we understand that the gloom of Africans did not result from leaving their sources to â€Å"west† power. The main point that made them revolt was being made pay taxes. Secondly in terms of nationalism, liberation struggles of colonized countries come next. Fundamentally, the idea of these struggles relies on the French Revolution and the nationalism idea that comes next. In this sense there are structured similarities between Asian and African independence struggles. However the only point that they differ from each other is the process of their struggles. It is because the Asian nations were more ready in terms of military concept by the qualified commanders that came from â€Å"west† in the colonization process. Thus their armies were trained professionally by the Europeans and they were ready to fight with the â€Å"west† by the technology that came from â€Å"west†. Actually, it can be regarded as a contradiction in terms of training the nation and then loss of the colonized land because of the liberation action of that nation. In African side the situation was same; but their liberation process was too long. At that point the lack of modernization agendas can be shown as a reason. One other point about liberation is the modern education concept in Africa and Asia that was supplied by Europeans. Thus we are faced with the same contradiction again. â€Å"West† was supplying the modern education as one of the prerequisite of imperialism and many scientists and thinkers were brought up. As time goes by these thinkers were affected by the ideologies such as nationalism. For example Indian national leader Gandhi was one of them and played a big role on gaining the independence of India after the 2nd World War. (Cody, 1990) In this example we see the specific show of the contradiction that is mentioned above. Lastly to mention about the perspective of religion, the eurocenteric aim of spreading the Christianity all over the world under the idea of imperialism should be discussed. At that point, we see the similarity between South Central Asia and Sub-Saharan Africa again as we saw in liberation concept. In 19th century most of the Asian and African nations were Muslim and this was a big obstacle for the â€Å"west† to achieve their aim. â€Å"West† tried to assimilate the Asia and Africa; but they both showed their reaction similarly against the â€Å"west†. (Pappas, no date) If it is needed to combine religion with nationalism there is something to think about. If the African and Asian nations had been Christian; may be the nationalism idea would loose its validity and its impact on gaining the independence. Moreover, may be the colonized countries would be still colonized under the power of â€Å"west†. So it is obvious that the religion diversity made colonized nations fight for their independent conceit. To sum up the agendas of the impact of imperialist â€Å"west†, the insufficiency in the process of modernization and because of this, being under the control of â€Å"west† can be expressed as a summary. In the above examples we see that the impact of â€Å"west† and the probable reaction of South Central Asia and Sub-Saharan Africa are based on some economical, ideological concepts and religion in the light of many specific processes. Also it was obvious that there were both similarities and diversities between Africa and Asia in the period of â€Å"west† imperialism and economical perspective was the most distinct one in terms of diversities. On the other hand in nationalism, liberation struggle, the hope of independence and independent conceit were the common points; although there was a little bit diversity in the sense of the process of these concepts. Positive: Ending Poor Traditions †¢During the process of colonialism, the controlling nation has the power to revise or abolish certain social traditions of the region. This provides a means to eliminate damaging social trends and older ideals. For instance, after India was colonized, the long-standing practice of Sati was finally abolished. Sati was the practice where the first wife of a deceased husband would throw herself, or be thrown, onto the funeral fire with her husband as a show of mourning. It was not until the colonization of India that the rest of the world learned about the practice and moved to outlaw it. Positive: Modernization †¢Colonialism brought modernization to regions that were technologically underdeveloped. Modernization projects included building railroads for open trade, needed medical advancements and schools providing a modern education. These advances helped underdeveloped nations improve their global status as centers for trade. The improvements to education provided an opportunity for colonized students to compete with foreign students in fields including literature, art, math and science. Read more: Positive & Negative Effects of Colonialism | eHow.com http://www.ehow.com/info_8505011_positive-negative-effects-colonialism.html#ixzz2MmpHwOQ6 Negative: Segregated Benefits †¢Many of the benefits of colonialism, such as education, were restricted to specific classes of individuals, usually based on skin color or ethnic origin. This segregation lead to a natural segregation throughout colonized countries and established the foundation for a racially segregated future. As an example, the extreme racial segregation in South Africa, known as the apartheid, is a partial result of African colonialism. The education segregation left an economic disparity in South Africa that resulted in continued segregation after the colonial period and a legacy of poor civil rights and human atrocity. Negative: Resource Drain †¢One of the primary goals of colonialism was the establishment of a resource-generating system through which natural resources from colonized regions were gathered and traded by the colonizing nation. This process reduced the availability of natural resources in the colonized nations, leading to times of hunger, poverty and need. Some colonies were heavily farmed, with food stores shipped to feed populations elsewhere while locals survived on less. Further, this created a system where a colonized country could be farmed for its natural wealth, but receive no monetary benefits. Read more: Positive & Negative Effects of Colonialism | eHow.com http://www.ehow.com/info_8505011_positive-negative-effects-colonialism.html#ixzz2MmpLOLoP Imperialism in India: Bad or Good? Imperialism has been both positive and negative in the eyes of the Indians. It has helped them, but has also left them with no responsibility in their government. The British called the empire the British Raj. The European colonizers provided many things and helped solve old problems. They brought parts of civilization that most Indians were not able to create by themselves. They built roads and other means of transportation as well as telegraphs. They have helped India become more modernized and built a government that is strong and efficient. â€Å"To sum up the whole, the British rule has been- morally, a great blessing; politically, peace and order..† (Dadabhai Naoroji). Imperialism has brought new standards of humanity, like when they stopped infanticide and the slave trade in India. It has also brought industrialization and improved sanitation. Imperialism has also affected the colonizers in a positive way. They get cheap raw materials and make a profit off of what they provide for the Indians. All of this they got from a system of mercantilism. There were, however, a few negative effects of Imperialism. â€Å"All they do is live off of Indian while they are here. When they go, they carry all they have gained.† (Naoroji). Naoroji also adds that the natives call the system â€Å"the knife of sugar.† Another problem that arose was how the Europeans occupy all of the higher places in the government. â€Å"For a hundred years you have done everything for us. You have given us no responsibility in our own government.† (Mohandas Gandhi). Many of the old Indian industries were broken up, causing unemployment and poverty. Some also feel that they are treated as being inferior to the colonizers In 1990, Stephen Covey published The 7 Habits of Highly Effective People. A business-oriented self-help book, the volume was a huge bestseller and is still in print today. During the same decade-and-a-half, the American economy grew hugely. A coincidence? Perhaps not. Let’s face it: our crusade to extend the benefits of Americanism to the rest of the world, especially the Middle East, has not been Effective. Now clearly it’s time to work Covey’s magic on Uncle Sam’s faltering imperial effort. Here’s what think-tank tigers need to know, the 7 Habits of Highly Effective Imperialists: 1. Be serious about your imperialism —the Great Game is not for dilettantes. Thrilling to accounts of the Battle of Plassey, savoring the Sykes-Picot agreement, taking in seminars at AEI—that’s not good enough. Here’s how the Los Angeles Times recently described Doug Feith, undersecretary of defense and leading neo-imperialist, in his home: â€Å"sitting in his library surrounded by stacks of Commentary magazines and books on the British empire and the Middle East.† In other words, an armchair warrior—literally. Is it any wonder Feith has been Ineffective? By contrast, the Highly Effective Imperialist gets off his fanny and â€Å"goes native.† We might consider, for example, Richard Francis Burton—now he was Effective. In the days before jets or mints on your hotel room pillow, Burton made his way across five continents. He helped discover the source of the Nile; he was one of the first Westerners to visit Mecca, disguised as an Afghan Muslim. Yet in addition to all his journeys, in addition to writing a half-dozen books and innumerable monographs on people and places, he also learned the local languages; he translated works from Arabic and Hindi, notably the Kama Sutra and The Arabian Nights. Not surprisingly, Burton saw little of England during his adult life—he died in Trieste in 1890—which is to say, Burton lived out the self-sacrificing injunction of Rudyard Kipling: â€Å"Take up the White Man’s burden/Send forth the best ye breed/Go bind your sons to exile/ To serve your captives’ need.† If Americans are serious about imperialism, they will make a massive commitment to teaching little Justin and Jennifer the tongues of their new realms: Arabic, Pashtu, Dari, Farsi, Urdu, etc. And then, even more important, they will steel their children for lifetimes of overseas service. Of course, Effective Imperialists must combine ethnic and linguistic â€Å"ground truth† with high Machiavellianism. To keep control of India, for example, the British cultivated the Sikhs as a ruling elite. Why? Because the Sikhs were a tiny minority. Once they were installed in the upper reaches of the Raj, the Sikhs were anxious for the Brits to stay, so as to preserve their top-dog status. That approach proved Effective for a century. By contrast, today, is there any American clever enough to see the wisdom of dividing Iraq into three parts, so as to make all three mini-states—Sunni, Shia, Kurd—dependent on the U.S. for border protection? Evidently not. And in any case, we’re still fighting two out of three of these groups 18 months after liberating them. Feith & Co. navigated by â€Å"moral clarity,† not by historical or political landmarks. According to an August report in Rolling Stone, one U.S. Army colonel, a veteran of Middle East work, fluent in Arabic, was interviewed by Feith for a possible job. During the session, Feith looked down at his rà ©sumà ©, â€Å"I see you speak Arabic,† Feith said. When the colonel nodded, Feith snapped, â€Å"too bad† and dismissed him. To make matters worse, the Feithians appointed their unskilled friends and relatives—Michael Fleischer (brother of Ari) and Simone Ledeen (daughter of Michael)—to prominent positions in the Coalition Provisional Authority. After a few months of sightseeing and war profiteering, such folks have mostly come home—not Effective. 2. Get the locals to like you. This is hard, I know. It’s counterintuitive to expect that the people you’re killing will give you their hearts and minds. In the words of Voltaire, â€Å"It would be easier to subjugate the entire universe through force of arms than the minds of a single village.† It took the British two difficult decades to subdue the Sudanese Muslims in the late 19th century, but by the mid-20th century, Sudan had gained its independence—and also great hostility to the West. Other British colonial non-success stories include Zimbabwe, which is one of the few countries where London is hated more than Washington. We might also recall that the British â€Å"liberated† Iraq twice in the last century, in 1917 and in 1941. And what do they have to show for the gravestones they left behind in Mesopotamia? Today, it’s the Americans’ turn to score low as colonizers. One poll taken this spring showed that 92 percent of Iraqis saw Americans as occupiers; just two percent saw them as liberators. As George W. Bush himself conceded on April 13, â€Å"I wouldn’t be happy if I were occupied either.† During the Athens Olympics, the Bush-Cheney campaign sought to make re-election hay out of the Iraq soccer team’s success; yet an Iraqi player cut the Rovers off at midfield, telling the Americans: â€Å"We want to live. Stop killing civilians. Help rebuild Iraq instead of destroying it.† We might call this Mission Not Accomplished. So what to do? Once again, the Effective Imperialist looks to what’s worked in the past. England and Scotland had fought each other for eons—â€Å"Braveheart† and all that—but they merged in 1603 when James VI of Scotland inherited the English crown and became James I of England. Four centuries later, the relationship still works. So today, if some rising young buck in the Bush dynasty went to Iraq, married a girl named Sistani, embraced Shia Islam, and brought the new Mrs. Bush home to social and political prominence, that would be the beginning of a beautiful transnational friendship. A future American president with a Shari’a-worthy beard might not please American neocons, but he would be Effective at earning Iraqi allegiance. 3. Be ruthless. If Habit #2 doesn’t work, then try Habit #3. We might consider, for example, the Effectiveness Lesson in the Book of Samuel. God said to Saul: â€Å"Now go and smite Amalek, and utterly destroy all that they have, and spare them not; but slay both man and woman, infant and suckling, ox and sheep, camel and ass.† But while Saul mostly followed the Lord’s commandment, he spared a few folks and critters. God was outraged at this insufficient ruthlessness. As future-king Samuel explained to soon-to-be-ex-king Saul, â€Å"Thou hast rejected the word of the Lord, and the Lord hath rejected thee from being king over Israel.† So Samuel had to mop up, completing the earth-scorching. Now that’s Effectiveness. Similarly, when the Romans wanted to be rid of troublesome Carthage once and for all, they flattened the city and plowed the leveled ground with salt. Carthago was truly delenda, and it hasn’t been heard from since. More recently, when white Americans and Australians wanted to Manifest their Destiny over their respective continents, they mostly massacred the aboriginal peoples, occasionally deigning to miscegenate with them. The Chinese are using equally Effective tactics in Tibet today. In geopolitics, possession-by-domination is nine-tenths of the law; demography is political destiny. In the meantime, after 213 years of attempted subjugation, the Russians are still Ineffective in Chechnya. Vladimir Putin might be asking himself, â€Å"WWSD† —What Would Stalin Do? And the answer to that question might well be: total wipeout, by any WMD necessary. Note to other countries dealing with uppity populations: it’s genocide, but it’s been proven Effective. 4. Got allies? You’ll need some. The Venetian Republic lasted for a thousand years because the doges were wily enough to use mercenaries and surrogates in their endless wars with their fellow Italians, then Byzantines, then Ottoman Turks. For their part, the British didn’t succeed in taking down Louis XIV, Napoleon, the Kaiser, and Hitler all by themselves. For centuries, London built balance-of-power coalitions that enabled Albion to preserve its sea power, while not getting bogged down in losing ground wars. Similarly, when the U.S. has had allies—from World War I to Gulf War I to Kosovo to Afghanistan—the fighting has generally been Effective. But America’s more unilateral wars, such as Vietnam and Gulf War II, have been Ineffective. Having allies helps in other ways, too—especially if you have an ogre for an ally. The American occupation of Germany and Japan was eased by the menacing specter of the Soviets, just across the Elbe and the East Sea. The message was clear: if the surrendered Germans and Japanese ever became too troublesome, the Americans would exit and the Red Army would enter. No wonder we were so Effective. In the case of occupied Iraq today, suppose Turkey or Iran had invaded the country at the same time as American forces. By now the American sector might well seem like paradise compared to the Turkish or Iranian sector. Plus those occupiers would be no-nonsense in their â€Å"pacification†Ã¢â‚¬â€see Habit #3, above. 5. Be realistic. Politics is the art of the possible, said Bismarck. In the same vein, the Effective Imperialist doesn’t over-promise. In 2003, the Carnegie Endowment for International Peace did a study of the 16 major â€Å"nation-building† efforts conducted by the U.S. and found that just four—Germany, Japan, Grenada in 1983, Panama in 1989—had been Effective. The other 12, stretched from Haiti to Nicaragua to South Vietnam, were Ineffective. The basic lesson is that culture matters most. The Germans, for example, proved capable of utter barbarism under Nazi rule, but after having lost eight million in the war—see Habit #3 again—they were ready, post-1945, to change their ways and resume being a â€Å"normal† European country again. So Germany proved peaceful and prosperous, just like its neighbors; the death of Hitler helped restore the nation to the generally upward trend line of its neighborhood. It was good news that the Germans blended back into their environment, but it was also not surprising—Europe is a civilization. Arab Islam is a civilization, too. And it’s not surprising that Iraq seems to be reverting to its neighborhood trend line, which, of course, is not auspicious for American dreams of a â€Å"democratic transformation† of Iraq. To put it another way, Islam is a tough nut to crack. Nowhere in the world, except maybe Attica prison, does a white minority rule successfully over a Muslim majority, which leads us to the Sixth Habit of Effective Imperialists. 6. Leave quickly—and set up a puppet government. In July 1958, President Dwight Eisenhower ordered 14,000 U.S. Marines to go ashore in Lebanon to prop up the U.S.-backed government. Three months later, having accomplished that mission, they all pulled out; exactly one American was killed by hostile fire. By contrast, when President Ronald Reagan ordered the Marines back into Lebanon in August 1982, he kept them there for 18 months—and 254 Leathernecks lost their lives amidst growing resistance. Today, we have been in Afghanistan for almost three years, and in Iraq for 18 months. It’s safe to say that we aren’t growing more popular in either place. Instead, the Effective Imperialist uses surrogates for long-term country-control. The Shah, for example, gave us 26 good years of sway in Iran, although admittedly the 25 years since his fall in 1979 have been disappointing. But the search for new tools—human tools—continues. And so on to Baghdad. In October 2002, the Israeli newspaper Ha’aretz reported that Rep. Tom Lantos, ranking Democrat on the House International Affairs Committee, had soothed a visiting Israeli politician with these assurances about the future of Iraq: â€Å"My dear Collette, don’t worry. You won’t have any problem with Saddam. We’ll be rid of the bastard soon enough. And in his place we’ll install a pro-Western dictator, who will be good for you and good for us.† Enter Ahmad Chalabi. Exit Ahmad Chalabi. And while Chalabi did not meet expectations, Iyad Allawi is showing he’s tough—tough on press freedom at least. And while it might not be prudent to write a life-insurance policy for the new Iraqi strongman, it’s possible that he will survive and thrive. But whether or not Allawi makes it, Americans on the home front should develop a taste for hummus and biryani. Just as curry and couscous are national dishes of Britain and France today, thanks to the recasting of their populations as a byproduct of conquest, Americans, too, should prepare for demographic and culinary transition. Today, the difference between the colonizer and the colonized isn’t just firepower—it’s birthrates. One way or another, lots of Iraqis are going to end up in the U.S.; Allawi himself may live and die in his homeland, but lots of his friends and relatives will find new homes—next door to the late Shah’s kin and cronies, maybe in Beverly Hills. Of course, not every Iraqi coming to the American â€Å"mother country† will be carrying a suitcase stuffed with cash. Some will be carrying other things in their bags, which brings us to the seventh and last point in our Effectiveness tutorial. 7. Brace yourself for tragedy. It’s coming. At the height of Roman Imperial Effectiveness, the poet Juvenal wrote plangently, â€Å"The country weeps for its victories.† A study by the Cato Institute counted 98 wars and military campaigns waged by the British from 1800 to 1906. Kipling, the bard of imperialism, poeticized the fate of many of his countrymen: â€Å"When you’re wounded and left on Afghanistan’s plains/And the women come out to cut up what remains/Jest roll to your rifle and blow out your brains/An’ go to your Gawd like a soldier.† Sometimes, the tragedy comes later to the Imperial Country. After the fall of the Bastille in 1789, the young minds of Europe were aflame with thoughts of revolutionary restructuring. Nowhere was enthusiasm for the Aufklà ¤rung greater than among German intellectuals. As the historian Isaiah Berlin observed, â€Å"Almost without exception, they began by welcoming the French Revolution rapturously, planting trees of liberty and denouncing as obsolete and brutally oppressive the rule of the three hundred German princes.† But then the dialectical wheel turned, as the French overplayed their hand. â€Å"Horrified by the Terror and wounded by the national humiliation of Germany by the armies of Revolutionary France and, still more, those of Napoleon,† those same Germans, Berlin continued, â€Å"turned into patriots, reactionaries and romantic irrationalists.† One such was Beethoven. Living at the time in Vienna, the young composer intended to dedicate his Third Symphony to Napoleon, but after the French leader crowned himself emperor in 1804, he tore up the â€Å"Eroica† dedication. Less than a decade later, Beethoven composed a celebratory piece entitled â€Å"Wellington’s Victory.† And so the fervent Francophiles of not-yet-Germany were transformed into even more fervent Francophobes. Most likely, Napoleon went to his grave in 1821 without thinking much about the deep geysers of sentiment he had helped uncork. But the unifying Germans thought deeply about their humiliation and insult; for half a century they brooded and plotted. And then in 1870, 1914, and 1940, they crossed the Rhine, each time wreaking horrible vengeance and violence. In contemporary Iraq, our brave troops might be holding up well, but they aren’t just filling up future pages of glorious American military history. They are also unintentionally collaborating in the composition of future sagas of Sunni and Shia martyrdom. Today, the fighting in Iraq is asymmetrical: our F-16s, their AK-47s. But tomorrow, the asymmetrical action could shift to America: their WMD, our cities. That’s called â€Å"blowback,† and it’s a darn nuisance. To date, Americans have been Effective at spending money in Iraq, and little else. But it’s not too late to learn the Seven Habits of Imperial Effectiveness. If Americans are prepared to live—indeed, to die—by those Habits, we can look forward, at least, to pacifying Fallujah.

Research Methods Essay Example | Topics and Well Written Essays - 500 words - 6

Research Methods - Essay Example Rather, they just have a general Facebook page of the company, with other regions of the world given their own Ford or Chrysler Facebook pages. Also, an article was found on the Automotive News website (â€Å"Cliques through clicks: How brands use Facebook†).4 This article details the Facebook marketing campaigns of Ford and FIAT respectively. First of all, the number of likes on a Facebook page can show how popular a certain brand is. For the FIAT USA Facebook page, the total number of likes is over half a million. But, compared to Ford, this is a small number. The Ford Motor Company Facebook page has more than 1.5 million likes. This is to be expected, however, because Ford is a long-established American company. For Chrysler though, the total number of likes was only 300,000. This tends to suggest that Chrysler was late to enter into Facebook marketing and that is why the number of likes is so low. All of these Facebook pages contain posts of new and upcoming models that are to be released into the American market. FIAT should focus on increasing its exposure on Facebook by getting more than one million likes. Facebook will continue to be a successful marketing tool for automobile companies, especially among young, male Facebook users. The Automotive news article states that Ford spends 25% of its marketing budget on social media such as Facebook. This is because Ford recognizes the true value that Facebook has in promoting new automobiles. One positive for FIAT is that it is giving away 10 new Fiat 500s for any of its Facebook users that have liked the Facebook page. Only those Facebook users that had a correct six digit code could have a chance to win one, but this marketing initiative did encourage Facebook users to like the Facebook page and then check to see if they had

Earned Value Management Research Paper Example | Topics and Well Written Essays - 750 words

Earned Value Management - Research Paper Example Due to features that allow Earned Value Management (EVM) to fuse scope, cost and schedule tools, it can accurately predict the project outcomes. Safe project forecasting allow for better planning ahead of time and to make necessary adjustments. Moreover, various studies show that project that use EVM techniques have a higher success rate than the projects that don’t use. In addition to these benefits, EVM has also proved useful in substantiating project disputes. Different project managers use EVM according to their specific project requirements; however certain features of EVM are considered essential and can be recognized as the defining criterion for EVM techniques. These implementation features are; The main difference between projects that use EVM and the ones that do not is quantifying processes and their performances. For instance, EVM projects set specific criteria to allocate numbers to any process and its relative performance. This helps in tracking and adjusting overall performance of the project. Usually at the end of each week, the project manager reviews the progress and adds together the planned values (PV) of each individual task to calculate the Earned Value (EV). This review can be done weekly, monthly, or according to the nature of the project. To understand the governing principles of EVM it would be helpful to know that every task of a project earns value. And translating these tasks into numbers helps in analyzing the performance and make appropriate adjustments. As a result, project managers can achieve better project forecasting. Project managers compare earned values with planned values and actual costs for reviewing performance. Such comparisons help project managers and the owners of the project to calculate their return on the money spent. Another feature of EVM that makes it convenient as well as efficient is its ability to measure physical performance in dollar amounts (Kidasa, 2005). This

Medical Essay Example | Topics and Well Written Essays - 750 words

Medical - Essay Example Hormones are like chemical messengers and they need to be present in the right amounts in order to effectively carry out their designated functions. Any upset in hormonal levels can result in symptoms. There are several tests which can be performed in order to diagnose abnormalities in hormonal functions. Firstly, in order to diagnose whether your blood sugar levels are within normal limits and whether your body is producing the right amounts of hormones needed to effectively utilize and store the sugars that we consume, there are a number of diagnostic tests. The first one is the fasting blood sugar. For this test you have to fast overnight (i.e. eat or drink nothing, except water, for about 8-12 hours) and give a blood sample. The level of sugar in your blood sample is compared against a reference range and if it is greater than 126 mg/dl on more than one occasion, it is diagnostic of diabetes (Encyclop?dia Britannica, 2011), which is an impairment in the body’s capacity to effectively utilize and store sugars. Another confirmatory test for diabetes is the glucose tolerance test, whereby you will be made to give two blood samples. To prepare for the test you have to eat a normal balanced diet for upto three days preceding the tests. Then, like for the fasting blood sugar test, you have to fast overnight, for duration of about 8 hours and the first blood sample is collected. After that you will be made to drink a liquid containing 75 grams of glucose and a second blood sample is taken 2 hours later (Encyclop?dia Britannica, 2011). The blood sugar values obtained are compared against normal standards and if the value of the blood sugar levels obtained 2 hours after the glucose drink exceeds 200 mg/dl, it is diagnostic of diabetes (Becker, 2001). One of the most important gland in our body is the pituitary gland, which releases various hormones required to stimulate all the other glands in our body to secrete their respective hormones. The pituitary gland in turn is stimulated by hormones secreted by the hypothalamus which is an important region in our brains. These together form the hypothalamic-pituitary axis. Inorder to evaluate the normal functioning of hypothalamic pituitary axis, the insulin tolerance test is carried out. The night prior to this test, you will be asked to fast, i.e. not eat or drink anything except water. The morning when the test is performed, you will be first injected with insulin, which is a substance which will lower your blood sugar. Our body’s normal response to low blood sugar levels is to secrete two hormones growth hormone (GH) and adrenocorticotropic hormone (ACTH), which in turn stimulates the secretion of another hormone called cortisol (National Institutes of Health (NIH), 2011). After the insulin injections timed blood samples will be taken and the levels of GH and cortisol will be checked and compared against the normal reference ranges to see whether the normal secretion of these substa nces in your body is present or not (National Institutes of Health (NIH), 2011). In order to evaluate the functioning of the thyroid gland, which is an important gland located in our neck, there are several tests. A complete panel of tests to assess proper functioning of the thyroid gland is termed as the thyroid function test. This panel includes levels of different form of thyroid hormones such as T3 and T4 which are different circulating forms of thyroid hormone in our bloodstream (American Thyroid Association, 2005). Moreover, this

Network Infrastructure Planning Research Paper Example | Topics and Well Written Essays - 750 words

Network Infrastructure Planning - Research Paper Example In a bid to reduce the cost of setting up new systems for each of the satellite branches, the company can opt to use New Technology File system (NTFS) permissions or Active Directory (AD) permissions (Abel, 2009). Whereas both permission systems would provide considerably reliable control of access of the files at the head office server, there are principle differences in their best use capabilities and modes of authentication control. Active Directory is a domain controller that authorizes and authenticates all computers and users in Windows domain type internetwork. It assigns and enforces security policies for computers and installs or updates software on remote computers from the server. For example, a user logs into a computer in the satellite branches that is part of the Windows domain, the Active Directory examines the passwords and usernames submitted to discern whether the user is a normal user or system administrator. Active Directory employs the use of LDAP-Lightweight Dir ectory Access Protocol (Computer Architecture Association, 2011). On the other hand, NTFS is a product of Microsoft Company that can be set to allow or deny users access to a particular data domain. Using NTFS, users have the capacity to add, move, delete, and modify files and their associated directories. They can as well Read & Execute, Read and Write. NTFS includes Traverse Folder/Execute File gives users permission to navigate through folders and files to gain access to files and other folders. Traverse Folder Permission only takes place when user or group lacks Bypass Traverse Checking right in the Group Policy snap-in (Bruce & Smith, 2011). NTFS has Everyone Group that has permission for Bypass Checking user right. These permission levels will enable the IT department at the head office of the fashion-ware company grant different degrees of access to computers and groups of various satellite branches. Computers and users identified to be of administrative role will have extens ive permission to perform delete, modify and add functions in their respective files and folders stored in the main office servers. The main need of the company is to operate in different countries from a central office. It needs to keep a good record of sales transactions for its fashion-ware all over its expanse market. The company will need to put in place application servers (servers designed and dedicated to running particular applications). The IT department will most specifically take great care in deciding which application server to consume the larger portion of ROM and RAM depending on its significance to the company. Windows Application Server and Appaserver are the application servers that are recommended for the use in the company (Bruce & Smith, 2011). These servers have an advantage of data and code security. Integrity of codes and data is imperative given the company centralizes all its business logic on small number of server machines or one server at the head offic e to serve the entire global market. The application servers also enable the company to centralize its configurations (Fredrich, 2011). The use of Windows server and Appserver would enable the company to monitor the security of its data as all the data is stored centrally. The total cost of ownership of the company becomes less as the company does not have to install hardware infrastructure all over the satellite branches to run its businesses. The major disadvantage with Windows application server