British Language And Culture Changing Customs In India History Essay

British Language And Culture Changing Customs In India History Essay This essay provides investigation of British colonization on India over time with a research question; To what extent British language and culture contributed in change of customs in India? In order to answer this question I have narrowed down my research into few subtopics in order to easily represent facts which were source of change of India and its results. The extent of British influence to India has been dealt with. The British influenced and changed the structure of India before the colonization and still affect it even if it is not always evident. This theme studied and researched in study branches as linguistics, history and law with the main sources for this investigation being anthropological and history books and study cases. Various articles and study cases from British media have been examined as well. Throughout the research, the influence of British colonization to India has generally been displayed more clearly from diachronic research, where in order to understand situation of India and Indians nowadays we have to go back in past and search the reason, source of situation which caused result, India as it is today. Manipulative skills of British were well known as their strategy to control colonised country not only their land but also their minds, the way of their thinking even after they had left. This British strategy/skill affected India most and it may not be seen at first when present India is being watched. However it may be seen and understood when India is studied through diachronically. This is why it may be said that there are no solid evidences of methods how the British influenced India. Seeing them depends on the angle we take. Table of Contents Bibliography 24 Introduction British colonization of India has attracted me since my childhood. Great Britain is a country which has always been taken as an example of a country with a great cultural heritage. On the other side there is India, a country with a great history, lot of religions, colours, music, food- a cradle of civilization. My research question has developed by reading about the books Gardens of Baldapur, Beneath a Marble Sky: A Love Story, India Passion, Diaries of Ana Delgado where the influence of the  [1]  British Raj on the India castes system and the behaviour of maharajahs are described. This essay will investigate how the British colonization influenced various aspects in India with. The follows research question; To what extent British language and culture contributed in change of customs in India? To answer it I have concentrated on a few sub topics. Firstly, I have the historical background has been explored to get a clear image of Britain and India of that time and present India. Secondly, subtopics which are evidences of British influence have been analyzed in depth. Historical background has been used to prove how British did influence India. Case studies with themes from sub topics have been examined. Books Colonialism and its forms of knowledge: the British in India!; Cultural Anthropology A Problem-Based Approach; Cultural Anthropology; History and culture of India; and Five Key Concepts in Anthropological Thinking. Study cases of Somini Sengupta, Indian women careers and British Colonialism and its influence on Indian society were examined. In order to answer my research question I have used encyclopaedias and essays from the internet, books and already done study cases. In essays and books critical overview of this issue is given. All above mentioned literature helped me to better know India as a country, then to examine the period of British colonization and finally to gather enough data to present influences of Britain to India. Historical background: The colonization of Asia by European countries carried diffusion, migration, and colonialism, which created European cultural influence. 2Britain colonized India after defeating Gurkha (1816.), Sindha (1843.) and Sikha (1849.). India is specific by its complicity and mixes of different religions, customs rituals, and languages, which were product of active history, revitalization movements and cultural ecology that were present on the Indian subcontinent. Presence of colonization, Britain (British East India Company) or later British Raj wanted revitalization movements where each religious and ethnic group had to change its rituals while cultural ecology wanted respect towards cultures. India was also attractive to Britain because of its resources and good geostrategic position. The industrial resources abundant of India are cotton, wool, tea, sugar, rice, silks, saltpetre, indigo, opium and metal. Geostrategic ally it was close to many thriving countries of that period and Europeans did not have a good trade with China where opium was illegal India had good relations with China. English language and Britain itself had a major influence in India where changing culture, customs, language, educational and society systems transformed. India may shortly be described by next two quotations; Mark Twain once said: India is the cradle of human race, the birth of speech, the mother of history, the grandmother of legend, and the great grandmother of tradition.  [3]   à ¢Ã¢â€š ¬Ã… ¾The culture of India has been shaped by the long history of India, its unique geography and the absorption of customs, traditions and ideas from some of its neighbours as well as by preserving its ancient heritages, which were formed during the Indus Valley Civilization and evolved further during the Vedic age, rise and decline of Buddhism, Golden age, Muslim conquests and European colonization. Indias great diversity of cultural practices, languages, customs, and traditions are examples of this unique co-mingling over the past five millennia. India is also the birth place of several religious systems such as Hinduism, Jainism, Buddhism, and Sikhism, some of which have had a large influence in other parts of the world.   [4]   British culture and Indian cultures have a great contrast between each other. British culture is simpler if compared to Indian culture. Hinduism is polytheistic religion of majority of the Indian population believe in. Indian lifestyle system is formed around castes abolished in 1949. but strongly encoded in the structure of society and the thoughts of people. The word  caste  is derived from the  Portuguese  word  casta, meaning  lineage,  breed  or  race. It is the agency which controls the structure of Hindu society. How did this change when the British colonized-came to India? Law System: The law system in India under the British colonial rule and after would be explained in this paragraph. Firstly, Britain affected the previous structure of the society of India, consisted of maharajas ones who had power over states which they owned composed of Muslims, Sikhs and Hinduists and their presence changed from region to region and maharajas were the ones who were controlling religion masses and deciding about peace. They were making structure of their states so it may function best for each religious group. Maharajas were kings which were core of society if the majority of population of one state were affiliated to one religious group for example Hinduisam then structure of state is going to be organized according to rules of that religion in this case caste system but the minority is also going to live according to their religion rules but also try to adapt to rules of majority. After being under the rule of British Empire since 1858. until 1947.structure of Indian society changed a lot. British are well known by their diplomacy and when they came to India they changed structure society in order to get benefits. Firstly, the maharajas were not kings anymore, they got lower position in the society and they became princes. The highest position had Queen Victoria and by this they were showing their power over Indians. Maharajas did not only lose their position but they also lost their power of ruling over their states and citizens, their each action had to be consulted and permitted by the British government. British allowed Indians to live their lives as they did before only to the extent that it did not violate British customs and law. British did not encourage close relationships between British and Indians. Maharajas were not allowed to visit foreign countries especially European countries without permission of British Raj. British not only controlled their lives as princes but also their personal lives example is when  [5]  Maharaja Sir  Jagatjit Singh Bahadur  of  Kapurthala  wanted to marry his fifth wife Anita Delgado which was Spanish had to take permission from British to be accepted as legal wife even if she was already his legal wife according to Sikhs laws and this marriage did not have permission of British and she never was allowed to participate in gatherings with core of British government. Another example with same maharaja is when he was going on his trip to Europe he had to ask permission for taking his second wife with him and he was not allowed to.  [6]   Indians have been following the British Legal system which made their business relations with British and other International industries easier. This is because Britain colonized more countries than other European countries did and by that structure of their society, governing system, language became used by most of colonized countries. This is reason why British Law System was used. Language and Education: India is country reach in languages the number of individual languages listed for India is 452, of those, 438 are living languages and 14 have no known speakers  [7]  . English has become one of the main languages in India, taught in schools and used widely in business transactions. In order to have easier communication between all parts of India, English and Hindu were chosen as two official languages. English was now a language of India as the whole country and it had broken the language barriers which were present before and also being one of the business languages of the world made and still makes trading much easier. The British knew psychology well; therefore they used it to influence mind and the way of thinking of children rather than trying to influence their parents who had already been mature. The first British schools in India- run by missionaries- were established around 1820, the number of British-education was growing. Indians had set up Hindu Colleges providing English education as well as mathematics, natural sciences and Western philosophy.  [8]   The aim of attending a British school was often the admission to the Indian civil service. The British education was financed by the EIC and later the government and they were neither touching nor supporting the institutions teaching Indian education. As mentioned above, education was the easiest way to get Indians think like the British, because if children of five spend the whole day in atmosphere and surrounding where English is spoken and through the books, then they start behaving as British people and they are becoming British in mind. This example easily may be seen in case of maharajas and their children who were educated in British schools in India or sent to Britain to improve their knowledge. After child grows up and returns to his homeland it does not know much about identity and tradition of India. They only think as they are thought and that is the only way as it is. Maharaja Sir  Jagatjit Singh Bahadur  of  Kapurthala  was one of the maharajas who sent their children to Britain for search of better education but later there arose a big conflict when his children grow up and get back to India, they questioned where they belong because they did not understand tradition of India and its complicity in comparison to Britain were they grew but again they were not accepted there also because they are the Indians. As soon as possible they would become princes they would change the laws which they thought are unimportant to everyone. But society could not function without those laws because maharaja was seeing his state as Britain and he never felt and tried to understand Indian multiculturalism and as society could not function without those laws and were reason of upcoming conflicts. An Indian would first go to a vernacular primary school then to Anglo- vernacular high schools and then after to colleges and few universities which were available in Calcutta, Madras and Bombay. British education produced class of intellectuals who were ready to change subcontinent India. Most of the students were Hindus and many of them Brahmins because Muslims rejected the British educational programs because of injustice which was done to them because of changing Muslim law system Sharia to British law system and before official Mughal emperors Persian language to English. But at the end they were those who lost chance for improving their education this was one of the reasons why conflicts could not be solved. The British rulers found the Muslims generally more suspicious also because considering them more responsible for the  [9]  Sepoy Mutiny in 1857- , led to an unbalanced distribution of British education. Because of higher degree of their education Indians had more power in politics than Muslims did. From this fact it may be seen that politicians were mostly Hindus actually Brahmins highest cast and know it was controlling the political circle and that is how language affected religion and then nationalism. Brahmins encouraged religious reforms as well as political ones. From this fact it may be said that Muslims actually had no relevant class which would represent their ideas and protect their interests so they had no chance for understanding the situation in which they were and this affected much them in periods of struggle for independence. Previously education was seen as boundary between all people on Indian subcontinent but later when they understood the meaning of freedom a nd democracy as well as other Western ideas and values their knowledge become as the basis for later struggle for independence and human rights. Today Indians are one of the best grammatically correct English speakers and they are owners of schools with high degrees and they today have a high percentage of people finished higher educational system. Religion: During their colonial presence the Protestant British had much religious influence on Indian society. Christianity firstly was introduced in 50 A.D. by coming of the Apostle Thomas in order to establish the Christian church.  [10]  Lately came also with Portuguese and British. One of the aims of British was to convert Indians to Christianity it may be seen from condition of independence which was made: Till India is leavened with Christianity she will be unfit for freedom.  [11]   They knew that converting of Indians to Christianity would not be easy because of influence and presence of Muslims. Hindus were very attractive to missionaries in sense that they have already inequality in their religion and imbalance which may be used as argument why they should convert to Christianity. This fact of cast system and untouchables worked because British would give everything what they need to untouchables as equality, education, freedom which they never had before. Missionaries were very successful in their converting and this was one of the reasons of  [12]  Sepoy Munity in 1857. Because soldiers had to fear that the Christian missionaries wanted them to be forced to touch polluted weaponry  [13]  in order to have them expelled from their caste and to convert them to Christianity.  [14]  Missionaries demanded that the government destroy the caste system because it is barrier in between Indian Christians and rest of society. But for British government is w as more important to get profit and then if it is possible convert Indians. Some of Hindus were acting that they converted in order to get benefits there are many examples how they were discovered while they children were going to school and talking about Hindu legends. So at the end there actually made Indian mosaic of cultures more complicated than before and base for nationalism in future. Sports: Cricket was introduced to Indians via British and firstly was played by higher classes and casts. It is now in India as traditional sport and their national team is being arguably the best in the world. Architecture and Transport: British also influenced Indian architecture and transport which was constructed mostly by maharajas which were raised in Britain. Firstly Britain made railways in India because of easier transport of cotton and other textiles. Railways not only were transport lines but they also brought fortune and misfortune to places and states where it was opened. Railways were passing through the land of maharajas so permission was asked and if there would be a railway in one state it would also mean that they are going to have strangers in their state mostly and that they are going to have to care about them. It was also issue while British representatives were coming or even passing special ceremony had to be made but that led to high costs and loses of state budget. As state is available to visitors it was also available to robbers and led to expand of infectious diseases. British introduced secular buildings in neo- classical and neo gothic styles. Their famous creations are Victoria Stationà ‚  [15]  which was made in honour of the British Empress of India. Edwin Lutyens architect planned cityscape in New Delhi.  [16]   Caste System: In the Indian social structure there are four varna or colours which are class categories in the Indian society. Castes are groups in which membership is given at birth and which is lifelong. They are divided in five major categories (varna). Each varna has sub- castes jati. People that belong in one caste, can only marry someone in their castes and this practice is called endogamy. If person form higher castes get in touch with lower castes he becomes impure and has to go and bath in scared river Gang. Also there is Sudras a caste which is the lowest class and they are untouchable because they are considered as nothing, just sand. They are not allowed to be educated and work in anyway except remove dead bodies of animals or repair water sinks which cannot be done by the higher castes. Higher castes were the Brahmins, priests whose life purpose is teaching, and under them were the Kshattriya castes whose members could work as soldiers, politicians, and administrators. There is sometimes a fifth varna untouchables called pariahs or dalit they are at the bottom of the class system. They work as low servants, doing jobs a Hindu is usually forbidden to do, e.g. burying bodies of animals and unclaimed dead humans. They are considered polluted by caste Hindus and these may not have contact with them and they are also called unseen because they work at night. Concept of purity is very important in Hinduism because amount of purity decides in which caste someone belongs. Hindu belief is when one of the higher four varna gets in touch with polluted thing or dalit is temporarily impure and impurity brings bed luck. The main difference between the British and the Indian social values and a central point of influence creating social structure was opposite of British individualism and Indian group behaviour and hierarchy. Structure of these two societies is completely different. In Hindu Society core of society is group and individuals around are struggling to fit in that group were bigger groups are consisting of smaller ones. In period of colonialism Indian side did not have individual identity they had a group identity. Western Society core is person as individual which may be part of group or not and their individualism was always placed above a social group. It is hard to say how strong the British individualistic influence actually was, through it seems to be very likely that it came indirectly to the people of India through the British education. Today is becoming more individualistic society and examples are going to be mentioned in further reading. Hierarchy Hierarchy is very important in Indian society and their hierarchical composition is not common and same as is other societies is. There are three main criteria: first is belonging to one religion group, second status according wealth and profession (materialistic), and then cast system further division also may be done with gender and race. Mostly their social hierarchy over history is formed around religion it may be seen from Moghul Empire and British colonization. There is a group hierarchy then hierarchy within a family age and gender. All these hierarchies are core of their society even today when cast system is forbidden it may be said that it transformed to rigid class system. While India was hierarchical society Britain and Europe were in process of Enlightenment. Queen Victoria announced a declaration of non- interference, constituting that Indian religions and customs would be left alone.  [17]   This statement had fundamental flaw: the British knowledge concerning Indian religion and customs was very limited. Educational programs, the British influenced the Indian society possibly the best way there is without force. The Indians had the chance to experience a more equal treatment and learned in British schools theoretically about it. Lower casts tried to act the behaviour of higher caste people. This act is called Sanskrititazion in order to get upward in class and caste. Sanskrititazion means that people of low status adopt the behaviours and attributes of castes of Brahminical status mentioned in religious texts in Sanskrit.  [18]  By coming of British this act is replaced by westernization were Indians imitate the prestigious Englishmen in order to more upward in the social hierarchy. The census officials were recording a statistical data about Indians they were doing questionnaires which include gender, living condition, nationality, race, tribe, religion and caste. By results of this research they could get whole picture of Indian society. Human rights: India is one of the countries in which this theme is spoken mostly. India has problems with nationalism, racism, gender inequality, death punishment. British rose awareness about human rights by educating Indians. Before and in nowadays still sati ritual is preformed in rural areas that is a ritual were a husband dies his family is allowed to bury his alive wife with him. Hindus are scarifying people for getting a grace of gods. Performance of these rituals is punishable for years but it is still present. Gender inequality also was present but in nowadays women have her freedom and right to chose what she wants and they allowed to work. In some cases permission of parents and husband is needed. Nationalism is present since British colonized India and took maharajas their power of ruling. These problems arose because of setting laws which are not applicable for this complex society and they are given by British. Conclusion To conclude this essay I will repeat the research question and try to answer it from here; To what extent British language and culture contributed in change of customs in India? The British are known for their skillful and strategical ways of fighting. During colonization, many powers invested a lot of money in building memorials and other architecture that resembled their style and culture and in this way they celebrated their accomplishements and made sure everyone knew that they were the ones that are ruling that region. The British, however, did not have that kind of an approach. They invested in colonizing the country (India) when they knew that they would have benefits from that. The British had more strategies and plans for the occupation of the colonized land. For example, the first phase was sending out missionaries that would convert the population of that region into Christians. This strategy was only possible for Sudan but not for India in which religion was the core of society and their attempts at converting were unsuccessful. Their next phase was investing money in building railways where they would be able to export the resources from India to Europe. In addition, they have also invested in education where they would attempt at influencing the Indians minds and their thinking. Because of all these reasons, it was very hard to say and find physical evidence that the British had an impact on India. If we research India today, it is difficult to say if the way India is today is because of the impact of globalization or because of British influence. 19Franz Boas researched movements of people from Europe to America and he said that parents who came from Europe differ from their children who were born in America by the way they act because they did not grow in the same environment, circumstances and family background. From anthropological ideology there have to be something changed through the years in India and even if it is not seen clearly. Also, we cannot find physical evidence of their psyhcological influence if we study and research the present. However, by studying India diachronically and holistically, we would be able to find evidences of British influence. After East India Company, Britsh Raj and all movements for independence final outcome was division of country according to their religion belonging to India Hindu believers and Pakistan Muslim believers. India chose to be a secular country. British made a base for nationalism which arose and made huge conflict between two major religious groups in India. British Raj fall affected India economically and still is affecting. It took a long time for the Indians to come out of poverty. The British looted many natural resources including cotton and wool. Poverty is also present because of huge changes in country their core of society is no more religion and their rules are made according to democracy and human rights. At end I may conclude that British had positive and negative influences on Indian subcontinent but without those influences India would not be what it is today.

Marketing Concept †Britvic Essay

Question 1 Identify three key characteristics of the marketing concept. ‘Marketing concept is a philosophy that an organisation should try to provide products and services that satisfy customer’s needs through a coordinated set of activities that also allows the organisation to achieve its goals’ (Dibb, 2012:18). According to marketing concept customers should be at the centre of all the organisations activities. Therefore all departments of organisation are responsible for customer satisfaction and only in that way organisation goals can be achieved. According to Drucker, the aim of marketing is to make selling superfluous, is to know and understand the customer so well that the product or service fits him/her and sells itself. Marketing puts customers in central of all business activities, finding out what customers wants, meeting customer needs, supplying them more efficiently and effectively and creating and maintaining profitable relationships. Putting the customer in the middle of all company’s operation allows Britvic to be one of the biggest branded soft drink businesses in UK. Britvic provides fresh, bottled fruit juices with source of Vitamin C. Question 2 Explain Btitvic’s micro and macro environment. Marco forces of marketing environment can affect all organisations operating in market. External marketing environment consists of six categories of forces: political, economical, social, technological, environmental and legal (Dibb, 2012:76). Those forces are uncontrollable and often called PEST or PESTEL. Generally, businesses can prepare for the unexpected by using PESTEL analysis. For example a new legislation of television advertising of food and drink to children has led to the use of non – television campaigns i.e. sponsorship and celebrity endorsement like Wimbledon or British pantomimes play an important role in Britvic’s marketing strategy. Micro environment factors are factors close to a business that have a direct impact on its operations and success. These factors include competitors, customers, distribution channels, suppliers, employees, media, shareholders and the general public. Businesses cannot always control micro environment factors but they should endeavour to manage them along with macro environment. Environmental forces are always dynamic and even though the  future is not very predictable, marketers can estimate what will happen and modify their marketing strategies to the new environmental circumstances. Britvic try to minimize their competitors by supplying their products to 200,000 outlets across UK, possessing the licensed distributor of PepsiCo brands in country, and becoming the number two branded soft drinks business in the UK. Question 3 Explain why market research and the information gathered are important to an organisation like Britvic. According to American Marketing Association ‘marketing research is the function that links consumer, customer, and public to the marketer through information used to identify and define marketing opportunities and problems, generate, refine, and evaluate marketing actions, monitor marketing performance, and improve understanding of marketing as a process’ (www.marketingpower.com). That information must be accurate, reliable, timely, relevant and affordable. There are five basic steps of planning marketing research: locating and defining problems or research issue, designing the research, collecting data, analyzing and interpreting findings, and reporting research findings (Dibb, 2012:264). Marketing research helps businesses like Britvic to identify consumer’s needs, competition, market segments and size of the market. They are also used to determinate company goals, pricing strategy or reduce risk of putting a new product onto the market. Question 4 Explain how Britvic might collect and use market research information. Britvic may collect for its purpose secondary (information compiled inside or outside the company) or primary (information gathered first hand) data, or both. Primary research can be classified as either Quantitative or Qualitative. Quantitative methods are used to discover something that can be measured. They ask questions such as: how many, where, when, what. These methods includes: survey (a method of questioning via post, Internet, telephone or personal interview), observation and experimentation. Qualitative research looking for the answers to the questions why or how people feel which is very difficult, if not impossible, to be found out through a survey or a questionnaire. This data is often called ‘soft’ as it is often difficult to quantify statistically. Methods include in-depth interviews or focus groups. For Britvic purpose, which is to find out about customers’ preferences, thoughts and feelings with regards to the new product (Tango Clear), more sufficient would be a personal interview (quantitative method) and a focus group (qualitative method). Question 5 Explain the process of market segmentation and targeting and benefits of segmentation and targeting to Britvic. Market segmentation is the process of grouping customers into smaller, more similar or homogeneous segments. It is the identification of target customer groups in which customers are formed into groups with similar requirements and buying characteristics (Dibb, 2012:212). Thus market segmentation is the process by which customers with different requirements can be grouped into smaller, more similar segments. One of the basic ways to consider segment is to segment the market by geography, demography, psychographic or socio – cultural factors. Britvic distinguishes between core brands and seed brands. Core brands are the central point of the business and include Pepsi, Robinsons, J2O, 7Up, Fruit Shoot and Tango. Seed brands are those that are believed to have potential for growth in the future and include Gatorade, V Water, Drench. Once segments have been identified, decision about which and how many customer groups to target can be made. There are several options to consider for companies like Britvic. The choice needs to be made between concentration on a single segment with one product and one marketing programme and offering one product and marketing programme to a number of segments (Dibb, 2012:215). By launching new ‘Tango Clear’ Britvic has targeted a slightly older market than traditionally. Business like Britvic by creating separate offers for each segment provides customers a better choice; retain customers who might switch to competing products and brands. Thus using market segmentation Britvic can reach customers more effectively and at a lower cost. List of references: American Marketing Association (2004) Definition of Marketing, available from www.marketingpower.com/aboutama/pages/definitionofmarketing.aspx (last seen on 29th December 2012) Dibb Sally, Simkin Lyndon, Pride William M., Ferrel O.C., (2012) Marketing Concepts and Strategies 6th edn, Hampshire: Cengage Learning EMEA

Kids, Work and Introduction for John Locke Essay Topics

Kids, Work and Introduction for John Locke Essay Topics All of human beings have the identical right and one does not require consent from different humans to decide on the apple, but there's a certain limit on how much one needs to acquire for oneself. To put it differently, an individual can conclude that his reasoning appears to be unambiguous. Notwithstanding, there are several instances when you could have inadequate time or even the writing skills required to compose a suitable piece. Below and evermorecomplex tactics to. He believed that children could have fun learning because of his theory that children hate learning and love playing since they must learn and they're not made to play. We'll deal with them, and for a sensible price, as we understand that students generally don't have plenty of money to spare. However, it's highly recommended that you stay alert to the many illegitimate websites that normally benefit from the fantastic demand for writing assistance like the teaching philosophy essay example. As a consequence, such students search for the best essay help to be certain that their project is going to be produced at the maximal level in agreement with all academic standards. What is Truly Going on with Introduction for John Locke Essay Topics In case you have any questions, you can get in touch with our friendly support team night and day and get immediate assistance. Today, a lot of people struggle to find out what news is real and what's fake. Whenever you choose to ask us for s killed guidance, don't hesitate to get in touch with our support managers. Choosing our service, you will understand that studying can be simple if you gain from the aid of competent experts. A seasoned professional will make an error-free assignment right away and can help you boost your grades. Our customer support will gladly tell you whether there are any special offers at the present time, in addition to make sure you are getting the very best service our business can deliver. Our business is known to possess all the essential resources alongside an able staff team that lets us offer you the very best services in regards to helping you come up with the very best paper. It is the best option for those who are looking for professional writing help. What to Expect From Introduction for John Locke Essay Topics? And, the time that it took to gather all this to find prepared for a trip. Students lead busy lives and frequently forget about a coming deadline. Detektiert ein roboter, below the global company and limit the previous few magi. The Debate Over Introduction for John Locke Essay Topics First of all, John Locke efficiently presents his thoughts and concept s as they are derived from immediate environment of the folks. For instance, in his attempt to define the concept of The Self', he presents his case in a manner that can be approved by anyone who understands its weight. He believed in any type of representative authorities such as a democracy. John Locke and Thomas Hobbes were two political philosophers who developed the theories about the essence of human beings and the sort of political systems utilised in the society to allow the people to satisfy their requirements. It's accurate, the line said you don't need to waste your life, there are a number of essential things that you need to finish in your life. Such documents are supposed to look at the ability of the leaders. Locke presents the notion that property of a man or woman is his own body and this individual is the sole one who has the rights to that body. As stated by the philosopher, somebody's right to be free can be regarded among the fundamental principles of the State of Nature. 1 ground Marx would desire to travel from our present authoritiess into communism is due to the disaffection of labour. For an authorities to work, thoughts want to get taken from everyone and put on the rights of each person. Locke sees the government for a body which makes certain that the rights of all individuals are guarded. Karl Marx also focuses just on the benefits of socialism which will be effective in replacing capitalism.

Sample Statistics Research Paper

Sample Statistics Research Paper is the type of the academic assignments the student conduct for the aim of coming to the roots of some social, economic, ecological or other problem and analyzing its scope of spreading for the time being. To launch this task, the learner needs to review the numerous credible resources and find the convincing factual evidence supporting the argument. The sample statistics research paper below is devoted to the quantitative assessment of the suicide frequency on the global scale and in the United States as well as its dependence on the age factor. The statistics shows that over 800 000 people commit suicide with a fatal outcome during the last year. The rate of people who attempt suicide is notably higher. Millions of individuals experience suicide bereavement annually. In consequence, suicide remains the second leading cause of mortality among adults in 2016. Therefore, it is necessary to reduce factors that increase risk of suicide commitment as soon as possible. With accordance to public health approach, prevention should be applied at all levels of society: from the individual, family, and local levels to the global social environment. Efficient prevention strategies require advancing awareness of suicide with the promotion of prevention, resilience, and commitment to social change. Suicide Rates by Age In 2016, the highest suicide pace is 19.3%. These indices are detected among the group of 85 years or older victims. The following highest rate is 19.2%. It relates primarily to the social group between 45 and 64 years of age. Adolescent groups have expectedly lower suicide rates than middle-aged and adults. In 2016, adolescents from 15 to 24 years have demonstarted the suicide rate of 11.6%. Suicide Methods In 2016, firearms remained the most prevalent method of suicidal death, considering a half of all suicide cases. To be precise, it has a 49.9% rate among the suicide ways. The second frequent method was suffocation. This method is characterised by 26.7% rate while poisoning reaches the level of 15.9% of all the occasions. Costs and Impact on Society Suicides cost society over $44.6 billion a year. These costs combine both medical and labor spendings. The average suicide takes $1,164,499 for government and community to lose from the budget. In particular, the preventive programs and the rehabilitation practices are the main sources the finance is distributed to solve the issue. Suicide Attempts There is no available report of suicide attempts in the U.S. Nevertheless, the CDC collects information from hospitals on the non-fatal incidents from self-harm. In this light, 494 169 people addressed a hospital for wounds due to self-violence. The problem here is that the process of gathering data remains imperfect. Specialists are not able to distinguish the intended suicide attempts from the non-intentional self-harm. Several suicides attempts remain unreported or untreated. Surveys confirm one million people in the U.S. engage in the purposely inflicted self-harm. Females commit suicide three times frequently than males. Besides, rates of attempted suicide differ considerably in range among demographic groups. The rate of suicide attempts in adolescence is about 25:1, compared to 4:1 in the elderly. Hence, statistics have a significance to understand the rates and the future tendency of suicides. There is no doubt that suicide is a global issue in all countries of the world as it is a leading cause of death alongside with cancer and heart disease. From this perspective, it seems vital to develop effective preventive approaches that will reduce the occurence of suicide worldwide. Likewise, some practical and evidence-based interventions are to be implemented to educate the general public about suicide and the methods to prevent it.

Comparing Shakespeare s Oedipus The King And Death...

COMPARING TRAGEDIES THROUGHOUT TIME By Daniel Konshak What is a tragedy? Merriam-Webster dictionary defines tragedy as a serious drama typically describing a conflict between the protagonist and a superior force, such as destiny, and having a sorrowful or disastrous conclusion that elicits pity or terror. Two such examples of literary tragedies are â€Å"Oedipus the King† by Sophocles and â€Å"Death of a Salesman† by Arthur Miller. Although written over 2000 years apart, there are many similarities between the two literary works, but with varying degrees of differences as well. Some of the key areas to be examined when making this comparison are: the social status of the main characters, the psychological mindsets the characters are in, their respective lack of self-awareness, whether their fate was deserved or not, and the main fatal flaw of each main character. Let’s begin by first examining the social status of the two main characters from each literary selection. In â€Å"Oedipus the Kin g† by Sophocles, the main character is, of course, Oedipus. As the story unfolds, we find that Oedipus has been plagued by the prophecy that said he â€Å"should lie with his own mother† and â€Å"be his father’s murderer† (Sophocles, 385). Oedipus, in trying to break this prophecy, flees from the city to escape this fate. However, unbeknownst to Oedipus, he was actually born in Thebes and not in the city of Corinth as he originally believed. So, instead of escaping the city and the fate of theShow MoreRelatedSeminar: Literary Theory Applied to H.P. Lovecraft-Notably â€Å"the Beast in the Cave†6821 Words   |  28 Pages(Lovecraft, H. P. Supernatural Horror in Literature). Even when wrote with such debatable simplicity, it is an excellent self-description of Lovecraft’s writing style and a backdrop to understanding his most re-occurring theme. Since the time of his death, over seventy-five years ago, H.P. Lovecraft has been criticized with iron teeth or not at all, yet his work continues to spread vast influence over a subculture and will continue to do so for years to come. I, being almost awestruck at the lack ofRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore

The Amber Spyglass Chapter 4 Ama And The Bats Free Essays

string(41) " patient woman seated at the cave mouth\." Ama, the herdsman’s daughter, carried the image of the sleeping girl in her memory: she could not stop thinking about her. She didn’t question for a moment the truth of what Mrs. Coulter had told her. We will write a custom essay sample on The Amber Spyglass Chapter 4 Ama And The Bats or any similar topic only for you Order Now Sorcerers existed, beyond a doubt, and it was only too likely that they would cast sleeping spells, and that a mother would care for her daughter in that fierce and tender way. Ama conceived an admiration amounting almost to worship for the beautiful woman in the cave and her enchanted daughter. She went as often as she could to the little valley, to run errands for the woman or simply to chatter and listen, for the woman had wonderful tales to tell. Again and again she hoped for a glimpse of the sleeper, but it had only happened once, and she accepted that it would probably never be allowed again. And during the time she spent milking the sheep, or carding and spinning their wool, or grinding barley to make bread, she thought incessantly about the spell that must have been cast, and about why it had happened. Mrs. Coulter had never told her, so Ama was free to imagine. One day she took some flat bread sweetened with honey; walked the three-hour journey along the trail to Cho-Lung Se, where there was a monastery. By wheedling and patience and by bribing the porter with some of the honey bread, managed to gain an audience with the great healer Pagdzin tulku, who had cured an outbreak of the white fever only the year before, and who was immensely wise. Ama entered the great man’s cell, bowing very low and offering her remaining honey bread with all the humility she could muster. The monk’s bat daemon swooped and darted around her, frightening her own daemon, Kulang, who crept into her hair to hide, but Ama tried to remain still and silent until Pagdzin tulku spoke. â€Å"Yes, child? Be quick, be quick,† he said, his long gray beard wagging with every word. In the dimness the beard and his brilliant eyes were most of what she could see of him. His daemon settled on the beam above him, hanging still at last, so she said, â€Å"Please, Pagdzin tulku, I want to gain wisdom. I would like to know how to make spells and enchantments. Can you teach me?† â€Å"No,† he said. She was expecting that. â€Å"Well, could you tell me just one remedy?† she asked humbly. â€Å"Maybe. But I won’t tell you what it is. I can give you the medicine, not tell you the secret.† â€Å"All right, thank you, that is a great blessing,† she said, bowing several times. â€Å"What is the disease, and who has it?† the old man said. â€Å"It’s a sleeping sickness,† Ama explained. â€Å"It’s come upon the son of my father’s cousin.† She was being extra clever, she knew, changing the sex of the sufferer, just in case the healer had heard of the woman in the cave. â€Å"And how old is this boy?† â€Å"Three years older than me, Pagdzin tulku,† she guessed, â€Å"so he is twelve years old. He sleeps and sleeps and can’t wake up.† â€Å"Why haven’t his parents come to me? Why did they send you?† â€Å"Because they live far on the other side of my village and they are very poor, Pagdzin tulku. I only heard of my kinsman’s illness yesterday and I came at once to seek your advice.† â€Å"I should see the patient and examine him thoroughly, and inquire into the positions of the planets at the hour when he fell asleep. These things can’t be done in a hurry.† â€Å"Is there no medicine you can give me to take back?† The bat daemon fell off her beam and fluttered blackly aside before she hit the floor, darting silently across the room again and again, too quickly for Ama to follow; but the bright eyes of the healer saw exactly where she went, and when she had hung once more upside down on her beam and folded her dark wings around herself, the old man got up and moved around from shelf to shelf and jar to jar and box to box, here tapping out a spoonful of powder, there adding a pinch of herbs, in the order in which the daemon had visited them. He tipped all the ingredients into a mortar and ground them up together, muttering a spell as he did so. Then he tapped the pestle on the ringing edge of the mortar, dislodging the final grains, and took a brush and ink and wrote some characters on a sheet of paper. When the ink had dried, he tipped all the powder onto the inscription and folded the paper swiftly into a little square package. â€Å"Let them brush this powder into the nostrils of the sleeping child a little at a time as he breathes in,† he told her, â€Å"and he will wake up. It has to be done with great caution. Too much at once and he will choke. Use the softest of brushes.† â€Å"Thank you, Pagdzin tulku,† said Ama, taking the package and placing it in the pocket of her innermost shirt. â€Å"I wish I had another honey bread to give you.† â€Å"One is enough,† said the healer. â€Å"Now go, and next time you come, tell me the whole truth, not part of it.† The girl was abashed, and bowed very low to hide her confusion. She hoped she hadn’t given too much away. Next evening she hurried to the valley as soon as she could, carrying some sweet rice wrapped in a heart-fruit leaf. She was bursting to tell the woman what she had done, and to give her the medicine and receive her praise and thanks, and eager most of all for the enchanted sleeper to wake and talk to her. They could be friends! But as she turned the corner of the path and looked upward, she saw no golden monkey, no patient woman seated at the cave mouth. You read "The Amber Spyglass Chapter 4 Ama And The Bats" in category "Essay examples" The place was empty. She ran the last few yards, afraid they had gone forever – but there was the chair the woman sat in, and the cooking equipment, and everything else. Ama looked into the darkness farther back in the cave, her heart beating fast. Surely the sleeper hadn’t woken already: in the dimness Ama could make out the shape of the sleeping bag, the lighter patch that was the girl’s hair, and the curve of her sleeping daemon. She crept a little closer. There was no doubt about it – they had gone out and left the enchanted girl alone. A thought struck Ama like a musical note: suppose she woke her before the woman returned†¦ But she had hardly time to feel the thrill of that idea before she heard sounds on the path outside, and in a shiver of guilt she and her daemon darted behind a ridge of rock at the side of the cave. She shouldn’t be here. She was spying. It was wrong. And now that golden monkey was squatting in the entrance, sniffing and turning his head this way and that. Ama saw him bare his sharp teeth, and felt her own daemon burrow into her clothes, mouse-formed and trembling. â€Å"What is it?† said the woman’s voice, speaking to the monkey, and then the cave darkened as her form came into the entrance. â€Å"Has the girl been? Yes – there’s the food she left. She shouldn’t come in, though. We must arrange a spot on the path for her to leave the food at.† Without a glance at the sleeper, the woman stooped to bring the fire to life, and set a pan of water to heat while her daemon crouched nearby watching over the path. From time to time he got up and looked around the cave, and Ama, getting cramped and uncomfortable in her narrow hiding place, wished ardently that she’d waited outside and not gone in. How long was she going to be trapped? The woman was mixing some herbs and powders into the heating water. Ama could smell the astringent flavors as they drifted out with the steam. Then came a sound from the back of the cave: the girl was murmuring and stirring. Ama turned her head: she could see the enchanted sleeper moving, tossing from side to side, throwing an arm across her eyes. She was waking! And the woman took no notice! She heard all right, because she looked up briefly, but she soon turned back to her herbs and the boiling water. She poured the decoction into a beaker and let it stand, and only then turned her full attention to the waking girl. Ama could understand none of these words, but she heard them with increasing wonder and suspicion: â€Å"Hush, dear,† the woman said. â€Å"Don’t worry yourself. You’re safe.† â€Å"Roger,† the girl murmured, half-awake. â€Å"Serafina! Where’s Roger gone†¦ Where is he?† â€Å"No one here but us,† her mother said, in a singsong voice, half-crooning. â€Å"Lift yourself and let Mama wash you†¦ Up you come, my love†¦Ã¢â‚¬  Ama watched as the girl, moaning, struggling into wakefulness, tried to push her mother away; and the woman dipped a sponge into the bowl of water and mopped at her daughter’s face and body before patting her dry. By this time the girl was nearly awake, and the woman had to move more quickly. â€Å"Where’s Serafina? And Will? Help me, help me! I don’t want to sleep – No, no! I won’t! No!† The woman was holding the beaker in one steely-firm hand while her other was trying to lift Lyra’s head. â€Å"Be still, dear – be calm – hush now – drink your tea – â€Å" But the girl lashed out and nearly spilled the drink, and cried louder: â€Å"Leave me alone! I want to go! Let me go! Will, Will, help me – oh, help me – â€Å" The woman was gripping her hair tightly, forcing her head back, cramming the beaker against her mouth. â€Å"I won’t! You dare touch me, and Iorek will tear your head off! Oh, Iorek, where are you? Iorek Byrnison! Help me, Iorek! I won’t – I won’t – â€Å" Then, at a word from the woman, the golden monkey sprang on Lyra’s daemon, gripping him with hard black fingers. The daemon flicked from shape to shape more quickly than Ama had ever seen a daemon change before: cat-snake-rat-fox-bird-wolf-cheetah-lizard-polecat- But the monkey’s grip never slackened; and then Pantalaimon became a porcupine. The monkey screeched and let go. Three long quills were stuck shivering in his paw. Mrs. Coulter snarled and with her free hand slapped Lyra hard across the face, a vicious backhand crack that threw her flat; and before Lyra could gather her wits, the beaker was at her mouth and she had to swallow or choke. Ama wished she could shut her ears: the gulping, crying, coughing, sobbing, pleading, retching was almost too much to hear. But little by little it died away, and only a shaky sob or two came from the girl, who was now sinking once more into sleep – enchanted sleep? Poisoned sleep! Drugged, deceitful sleep! Ama saw a streak of white materialize at the girl’s throat as her daemon effortfully changed into a long, sinuous, snowy-furred creature with brilliant black eyes and black-tipped tail, and laid himself alongside her neck. And the woman was singing softly, crooning baby songs, smoothing the hair off the girl’s brow, patting her hot face dry, humming songs to which even Ama could tell she didn’t know the words, because all she could sing was a string of nonsense syllables, la-la-la, ba-ba-boo-boo, her sweet voice mouthing gibberish. Eventually that stopped, and then the woman did a curious thing: she took a pair of scissors and trimmed the girl’s hair, holding her sleeping head this way and that to see the best effect. She took one dark blond curl and put it in a little gold locket she had around her own neck. Ama could tell why: she was going to work some further magic with it. But the woman held it to her lips first†¦ Oh, this was strange. The golden monkey drew out the last of the porcupine quills and said something to the woman, who reached up to snatch a roosting bat from the cave ceiling. The little black thing flapped and squealed in a needle-thin voice that pierced Ama from one ear to the other, and then she saw the woman hand the bat to her daemon, and she saw the daemon pull one of the black wings out and out and out till it snapped and broke and hung from a white string of sinew, while the dying bat screamed and its fellows flapped around in anguished puzzlement. Crack – crack – snap – as the golden monkey pulled the little thing apart limb by limb, and the woman lay moodily on her sleeping bag by the fire and slowly ate a bar of chocolate. Time passed. Light faded and the moon rose, and the woman and her daemon fell asleep. Ama, stiff and painful, crept up from her hiding place and tiptoed out past the sleepers, and didn’t make a sound till she was halfway down the path. With fear giving her speed, she ran along the narrow trail, her daemon as an owl on silent wings beside her. The clean cold air, the constant motion of the treetops, the brilliance of the moon-painted clouds in the dark sky, and the millions of stars all calmed her a little. She stopped in sight of the little huddle of stone houses and her daemon perched on her fist. â€Å"She lied!† Ama said. â€Å"She lied to us! What can we do, Kulang? Can we tell Dada? What can we do?† â€Å"Don’t tell,† said her daemon. â€Å"More trouble. We’ve got the medicine. We can wake her. We can go there when the woman’s away again, and wake the girl up, and take her away.† The thought filled them both with fear. But it had been said, and the little paper package was safe in Ama’s pocket, and they knew how to use it. wake up, I can’t see her – I think she’s close by – she’s hurt me – â€Å" â€Å"Oh, Lyra, don’t be frightened! If you’re frightened, too, I’ll go mad – â€Å" They tried to hold each other tight, but their arms passed through the empty air. Lyra tried to say what she meant, whispering close to his little pale face in the darkness: â€Å"I’m just trying to wake up – I’m so afraid of sleeping all my life and then dying – I want to wake up first! I wouldn’t care if it was just for an hour, as long as I was properly alive and awake. I don’t know if this is real or not, even – but I will help you, Roger! I swear I will!† â€Å"But if you’re dreaming, Lyra, you might not believe it when you wake up. That’s what I’d do, I’d just think it was only a dream.† â€Å"No!† she said fiercely, and stamped her foot so hard it even hurt in her dream. How to cite The Amber Spyglass Chapter 4 Ama And The Bats, Essay examples

Confucianism and the Rise of Industrialism in East Essay Example For Students

Confucianism and the Rise of Industrialism in East Essay Asia Many factors helped aid in the dynamic growth that occurred in Japan and the four little dragons during the post-World War 2 period. Some of these factors were situational factors unique to the time but some of the factors were cultural. The legacy of Confucianism in Japan and the four little dragons helped to further the goals of industrialization that these nations had. The traditions of Confucianism provided for Japan and the four little dragons both a pliant public and a model for choosing competent leaders. Confucian traditions placed an emphasis on the values of the group over the individual. This helped industrialism by creating a pliant populace who were willing to accept long hours and low wages and not question government policies. The traditions of Confucianism taught workers not to question authority. These traditions carried over into the post war period and allowed authoritarian regimes in the four little dragons to go unquestioned by the public. This lack of dissent allowed the four little dragons to have stable governments which were critical to investment and industrialization. The stability of these nations was a direct result of Confucian values being indoctrinated into the population. Confucian placement of the group over the individual and strong belief in filial piety also caused families and local communities to accept social responsibility for members of their community. This safety net that was provided by communities and families allowed the government to limit its spending on social welfare programs and thus channel more funds into infrastructure and industry. Confucianism also placed an emphasis on self-cultivation which has helped East Asian Countries to have a skilled and ambitious work force. The tradition of self-cultivation like the work ethic that Max Weber credited Protestantism of producing lead people to strive to acquire new skills, speak foreign languages, and in the offices and businesses of Japan, drive workers to strive with in their firms to improve group performance. Confucian traditions also placed emphasis on the creation of a meritocratic elite and the use of entrance exams. These traditions were in place before World War 2 in the East Asian countries but they helped aid in the carrying out of the industrial policies of the post-war government of Japan and the little Dragons. The traditional system of a meritocratic elite was adopted in the post war years in the form of meritocraticly chosen bureaucracy that made and carried out many government policies. This elite was free from many of the strains of politics and thus was able to carry out policies that democratically elected leaders might not be able to pursue do to the changing feelings of the electorate. Also these bureaucrats because they were meritocraticly chosen were the most able members of society and thus very skilled at handling industrial policies. The system of entrance exams in Asia countries helped to create skilled and proficient workers for industry. The entrance exams were able to target the most able young people and channel them into higher learning, and the entrance exam system was also able to create intense competition among young people spurring students to both acquire knowledge and disciplined work habits. These disciplined and knowledgeable workers were critical in providing the workers that made East Asian Industries successful. Confucian traditions were not the sole cause of industrialization in Japan and the four little dragons. An analysis of other Asian nations such as Thailand, China, Vietnam, Burma, and Laos show that many nations with the same shared history of a Confucian values have not yet industrialized. Confucianism along with other circumstances such as situational factors, timing, domestic industrial policy and luck played key roles in allowing Japan and the four little dragons to industrialize. Some of the situational factors were the presence of U.S. aid and leadership which gave many nations such as Japan a jump start on industrialism, the feeling of urgency among countries such as Taiwan and South Korea who felt that if they were not able to build up their economies they would be over ridden by the communists, the presence of the Japanese model of industrialization which aided Taiwan and South Korea in what types of economic .