Rita Hayworth and Shawshank Redemption free essay sample

When comparing the novel and the film of Rita Hayworth and Shawshank Redemption by Steven King there are many similarities. The film follows the novel plot very closely in many aspects of the book. The similarities found in the film and novel is character portrayals, key scenes and overall messages. The film accurately captures the essence of the novel. In both the film and the novel, Rita Hayworth and Shawshank Redemption, the characters are portrayed in a very similar manner. The first character that was well represented was Andy Dufresne. I could see why some of the boys took him for snobby. He had a quiet way about him, a walk and a talk that just wasn’t normal around here. He strolled like a man in a park without a care or a worry in the world. Like he had an invisible coat that would shield him from this place. We will write a custom essay sample on Rita Hayworth and Shawshank Redemption or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † In both the film and the novel, this was how Andy’s fellow prison mates perceived him as. In addition, Hadley was portrayed as a very harsh and strict man. â€Å"Your only problem is going to be how many bones you still got unbroken. You can count them in infirmary†¦ We’re throwing this sucker over the side. (King, 45) In the film he was also portrayed as the same character with the same characteristics. â€Å"You eat when we say you eat. You shit when we say you shit. And you piss when we say you piss! † Likewise, Sam Norton was a â€Å"biblical man† who was also cold and stern. â€Å"No one had ever seen him crack a smile. He had a thirty year pin from the Baptist Advent Church of Eliot†¦ made sure that each incoming prisoner had a New Testament. † (King, 56) In the film, his characteristics were exactly the same as the book. â€Å"I believe in two things: Discipline and the Bible. † All in all, the characters in the novel and film were portrayed in the same way. Secondly, the main messages in both the film and novel were captured in the same way. The first theme that is apparent in the film and novel is imprisonment and isolation. â€Å"These walls are kind of funny. First you hate ‘em, then you get used to ‘em. Enough time passes, gets you to depend on them. That’s institutionalized. † This was an apparent theme because most of the prisoners in Shawshank became so dependent on the daily structure within the prison that most of them were scared of the outside. â€Å"Twenty days on the grain and drain train for Andy down there in solitary. † King, 67) Solitary was a form of punishment frequently used in both the novel and film. On the other hand, hope was the most prominent message portrayed in the novel and film. â€Å"†¦I hope† (King, 107) hope was found in many various parts of Rita Hayworth and Shawshank Redemption, such as, the hope to be free, hope to survive and so on. â€Å"Hope is a good thing, maybe the best of things, and no good thing ever dies. † Another theme that is very obvious in Rita Hayworth and Shawshank Redemption is crime. Crime is found all throughout the film and novel because the setting takes place in a prison. Tommy Williams came to Shawshank in 1965†¦ Cops caught him sneaking TV sets out the back door of a JC Penney. † Every crime that was committed in the novel and film stuck to the same details and explanation, making both the novel and film very similar. â€Å"I committed murder. I put a large insurance policy on my wife†¦ then I fixed the brakes of the Chevrolet coupe. † (King, 15) Given these points, the director of the movie included all of the same messages and themes that were in the novel. Furthermore, the film was so similar to the novel that most key scenes were word for word. One key scene, being Andy’s murder trial, seemed to be directly taken out of the novel. â€Å"Since I am innocent of this crime, I find it decidedly inconvenient that the gun was never found. † In this scene, the dialect is the same for both the novel and the film, for example, â€Å"It’s neither convenient nor inconvenient. Only the truth. † (King, 24) Equally important, Andy’s escape scene was captured similarly in the film when compared to the novel. â€Å"Geology is the study of pressure and time. That’s all it takes really†¦ pressure†¦ and time†¦That, and a big goddamn poster. Andy spent years on end working away at his escape hole in the novel and the film; Andy knew what it took because of his knowledge in geology. â€Å"Ripped the poster from the wall†¦ and revealed the gaping, crumbled hole in the concrete behind it. † (King, 87) Lastly, when Andy meets tommy, tommy realizes that Andy is innocent and he kn ows who actually committed the murders. This is another scene that plays out the same in both the novel and the film. â€Å"It’s my life. Don’t you understand? IT’S MY LIFE! † in the film Andy begs Warden Norton to understand his situation and pleads that he is innocent. He began refreshing Norton on the details of the crime he had been imprisoned for. Then he told the warden exactly what Tommy Williams had told him. † (King, 64-65) in the novel Andy hopes that Norton will listen to the information he has heard and that Norton will be understanding, but instead Norton shut him down. As shown above, the key scenes in the novel and film have the same details and context. In conclusion, the film Rita Hayworth and Shawshank Redemption by Steven King portrayed the novel in a very similar way. It does so by portraying the characters, key scenes and messages in similar ways in both the novel and film.

ELLIS Surname Meaning and Family History

ELLIS Surname Meaning and Family History One of several popular names in medieval England derived from the Hebrew personal name Elijah, or the Greek Elias (Hebrew Eliyyahu),  meaning my God is Yahweh. In Old English the name was often spelled Elis or Elys. In Wales the Ellis surname derived from the Welsh personal name Elisedd, a derivative of elus, meaning kindly, benevolent. Surname Origin:  English, Welsh Alternate Surname Spellings: ELIS, ELYS, ELIES,  ELLISS, ELIX, ELICE, ELLICE, ELIAS, ELS, ELES, ALCE, ALES, ALIS, ALLACE, ALLES, ALLESS, ALLIS, ALLISS Famous People With the ELLIS Surname Albert Ellis - American psychologistAlton Ellis - Jamaican singer-songwriterNelsan Ellis - American theater and television actorPerry Ellis - American fashion designerC. P. (Claiborne Paul) Ellis -  American Ku Klux Klan leader turned civil rights activistDonald Johnson Don Ellis -  American jazz trumpeter, drummer, composer and bandleaderGeorge James Welbore Agar-Ellis - 1st Baron Dover; British politicianWilliam Ellis -  English  missionary and author Where Is the ELLIS  Last Name Most Common? Ellis, according to surname data from Forebears, is the 1,446th  most common surname in the world. It is most prevalent in the United States, where it ranks 113th, but it is used by a greater percentage of the population in Wales (45th), England (75th), and Jamaica (66th). Within Wales, the Ellis surname is found most frequently in the North, especially Flintshire (where it ranks 12th), Denbigshire (14th) and Caernarfonshire (16th). In England, it is most common in Devon (17th). WorldNames PublicProfiler has the Ellis surname as most commonly found in the United Kingdom, with the greatest numbers of individuals clustered in northern Wales and Yorkshire and Humberside, England. Genealogy Resources for the Surname ELLIS English Surname Meanings and OriginsUncover the meaning of your English last name with this guide to English surname meanings and origins. How to Research English  AncestryLearn how to research your English family tree with this guide to genealogical records in England and Wales, including birth, marriage, death, census, military and church records. Ellis Surname DNA ProjectA central site for individuals with the Ellis or variant surname  who want to participate in Family Tree DNA testing to learn about their Ellis ancestors and where and who they came from. Ellis  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as an Ellis  family crest or coat of arms for the Ellis surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted. ELLIS Family Genealogy ForumFree message board is focused on descendants of Ellis ancestors around the world. FamilySearch - ELLIS  GenealogyExplore over 4.5  million  historical records which mention individuals with the Ellis surname, as well as online Ellis family trees on this free website hosted by the Church of Jesus Christ of Latter-day Saints. ELLIS Surname Mailing ListFree mailing list for researchers of the Ellis surname and its variations includes subscription details and a searchable archives of past messages. GeneaNet - Ellis  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Ellis  surname, with a concentration on records and families from France and other European countries. The Ellis  Genealogy and Family Tree PageBrowse family trees and links to genealogical and historical records for individuals with the last name Ellis  from the website of Genealogy Today. References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. https://www.thoughtco.com/surname-meanings-and-origins-s2-1422408

Bacteria produce gold by digesting toxic metals

Bacteria produce gold by digesting toxic metals High concentrations of heavy metals like copper and gold are found to be toxic for most of the organisms. But scientists have discovered a modern alchemist that can extract valuable trace elements from a compound of toxic metals without poisoning itself. One of the interesting side effects is the production of gold nuggets. This microbial magician, C. metallidurans, when placed in a minilab full of gold chloride converts it to 24-carat gold in a week’s time, a process that this bacterium is thought to carry out regularly in nature. This finding by Kazem Kashefi and Adam Brown has been exhibited as an art instalment called â€Å"The Great Work of the Metal Lover†. The art work consists of a portable lab which consists of a glass bioreactor containing the bacteria. While Kashefi calls this as microbial alchemy, Brown calls it as neo-alchemy which is a cross between modern microbiology and alchemy. This artwork received an honourable, mentioned in the world renowned cyber art competition, Prix Ars Electronica, held in Austria. Producing pure gold from bacterium seems to be a boon at a time when the price of gold has reached an all-time high. But, does this mean that the scientists have got the answer to the international debt crises? Although this bacterium can produce the 24-carat pure gold, but it has been said that it will be cost prohibitive to carry out this experiment at a larger scale. So, one should not see this as a golden investment in economic crisis. But, this discovery has surely created a debate over the use of science and technology, the greed and other economic and environmental impacts associated with it. This work can be used to address questions regarding the ethics related to science and the magnificent engineering of nature. When discovered, the bacterium was initially found to be resistant to cadmium but subsequent studies identified that this strain is multi-metal resistant and has two plasmids pMOL28 and pMOL30 which harbour multiple loci for metal resistance. The bacterium’s ability to thrive in toxic environments with a high number of heavy metal resistant genes makes it an excellent model organism to study the means by which microbes deal with heavy metal stress. Such unique ability of this extremophile to metabolize toxic substances might also provide an insight into understanding the origin of life. When too much copper has accumulated inside the bacteria, it is normally pumped out by the enzyme CupA. However, when gold compounds are also present, the enzyme is suppressed and the toxic copper and gold compounds remain inside the cell. Copper and gold combined are actually more toxic than when they appear on their own, says Dietrich H. Nies. To solve this problem, the bacteria activate another enzyme CopA. This enzyme transforms the copper and gold compounds into their originally difficult to absorb forms. This assures that fewer copper and gold compounds enter the cellular interior. The bacterium is poisoned less and the enzyme that pumps out the copper can dispose of the excess copper unimpeded. Another consequence is that the gold compounds that are difficult to absorb transform in the outer area of the cell into harmless gold nuggets only a few nanometres in size, says Nies. In nature, C. metallidurans plays a key role in the formation of so-called secondary gold, which emerges following the breakdown of primary, geologically created, ancient gold ores. It transforms the toxic gold particles formed by the weathering process into harmless gold particles, thereby producing gold nuggets. The study conducted by the joint German-Australian research team provides important insights into the second half of the bio-geochemical gold cycle. Here primary gold metal is transformed by other bacteria into mobile, toxic gold compounds, which is transformed back into secondary metallic gold in the second half of the cycle. Once the entire cycle is understood, gold can also be produced from ores containing only a small percentage of gold without requiring toxic mercury bonds as was previously the case.

Observation 3 Essay Example | Topics and Well Written Essays - 500 words

Observation 3 - Essay Example The children were supposed to count the digits that appeared on rolling a dice. The activity was meant to check and enhance the counting skills of the students. The teacher had used this activity to achieve this because the children had expressed interest in learning the counting this way a day before. Each of the five students was required to roll the dice on his/her turn three times, and sum up the digits that appeared on rolling the dice each time, so that the final number would be the sum of the digits appearing in three different attempts. The children seemed very happy doing this activity. The teacher organized the activity in the form of groups. This not only provided the teacher with a greater control over the activity, but was also very convenient for the low-achieving students as they had got a chance to work with the high-achieving students. The activity in the form of group was also very useful since there were just 5 teddy bears. Had the teacher decided to conduct the activity in a disintegrated manner or had there been no groups, it would have been hard for the teacher to make sure that every student has had at least one chance of playing with the teddy bear. As the children conducted the activity, the teacher moved over to the groups one after another to extend her hand of help to any group that might be in need of it. The group activity was no less useful for the high-achieving students as they had been provided with a chance to teach others the concepts that they felt hard understanding otherwise. I frequently noticed the high-achieving students helping the others. They felt nice since this was a unique opportunity for them. Last but not the least, the activity taught the children group skills. While the students conducted the math activity in groups, the teacher hovered over them so as to make sure that in each group, each student was participating equally and that all students were

Do the UK opt-out from the Euro and EU enlargement make Britain less Essay

Do the UK opt-out from the Euro and EU enlargement make Britain less attractive for foreign investors - Essay Example Most importantly, the single currency i.e. the Euro is managed by the European Central Bank and is so far adopted by 12 of the 25 member states (Wikipedia, 2006). Initially, the primary purpose of liaison between the European countries was to avoid catastrophes such as the world wars which started in Europe and engulfed the world with time. However, the economic benefits also have to be considered because the European Economic Council and then the European Union have emerged as the world’s single largest developed market with a total population that is over 450 million. It also has the highest GDP i.e. more than six trillion British pounds (Wikipedia, 2006). The EU is certainly not resting on its laurels and is in the process of expanding its member base (27 countries by 2007). This expansion process makes the group more attractive to foreign investors since membership of the group signifies common laws, the advantages of uniform policies in a single market, the relatively free movement of goods and services, unhindered movement of skilled labour with similar employment and social policy between countries. For the financial and industrial sectors, the EU brings free movement of capital, uniform industrial and intellectual property rights, a liberalized energy market and uniform consumer protection policies. As a final step towards the union, European countries are adopting the single currency, Euro. There are numerous benefits of joining the Eurozone as discussed by Huhne (2004), adopting the single currency provides a better deal for consumers owing to competition and would also help in pension income, especially when the risk would be spread around the wider euro maket. UK will be able to focus on real monetary and economic environment instead of using interest rates to maintain over valuation of Pound Sterling. Alignment of interest rates will also lead to

Assessing Corporate Culture Essay Example for Free

Assessing Corporate Culture Essay 1. Scheins approach to assessing organizational culture a. Strengths of scheins approach to assessing organizational culture Schein defines and describes culture as any one of many elements of organizational culture. The culture of an organization can be viewed and treated like other structures within an organization. Certain organizations such as by-laws, committees, and chain of command flow charts, may serve to answer basic questions such as â€Å"how do we interact with the external environment?† and â€Å"how do we order ourselves internally?† As an organization responds to these questions, the responses become core assumptions. These core assumptions become the frames through which the organization interprets the world round it. In place of questionnaire or instrument that utilizes typologies, Schein prefers clinical research model of assessing organizational culture. In this model of organizational culture investigation, the researcher gets much more directly involved within the organization by acting as participant observer or ethnographer. He suggests that members of the organization will more openly respond to the researcher and the investigation because the members of the organization think they have something to gain by collaborating with the researcher. Schein believes that valid data on the culture of the organization will only be collected when the researcher is perceived as the consultant who is seeking to help the organization and has the best interest of the organization in mind. Schein admits that the clinical model of evaluating organizational culture assumes that the researcher intervenes in the culture of the organization. If the organization perceives that the researcher is helping to make changes that will benefit the organization, then the research will accurately yield the cultural dynamics of the organization. b. Weaknesses of Schein approach to assessing organizational culture The results gained from qualitative result are limited to specific cases under investigation. Direct comparison cannot be made between the results from other studies unless the research is specifically designed in that manner. Furthermore, results cannot be generalized to other settings and links to organization’s performance are rarely explored. One significant weakness to Schein’s approach (qualitative method) is the time needed for data collection and analysis which makes the research more costly and time consuming 2. Cameron and Quinn approach a. Strengths of Cameron and Quinn approach to assessing organizational culture Cameron and Quinn provide an evaluation tool called the organizational culture assessment inventory (OCAL). The OCAI is a survey instrument established on a theoretical model called the competing value framework. This framework is valuable for organizing and interpreting various phenomena within an organization. The competing values framework refers to whether an organization strives for flexibility and individuality or stability and control, whether or not an organization is focused externally or internally. The purpose of the OCAI is to discern the relative strengths of these culture types within a given organization. Used over time, the OCAI can measure culture changes within the organization. Cameron and Quinn observe many cases in the business world where culture change is the key to increasing organizational effectiveness. The four major culture types proposed by Cameron and Quinn embody these competing values: clan-internal/control; adhocracy-external/flexible; market-external/control; hierarchy-internal/control. In fact pure control (hierarchy), compete (market), collaborate (clan), or create (adhocracy) are extremely rare. Most of the company cultures that have been diagnosed using Cameron and Quinn’s organization culture instrument indeed have a strong secondary component. Cameron and Quinn identify the cultural and organizational competencies that give rise to value creation. It explains how cultural and leadership competencies can be profiled which, in turn, can lead to a diagnosis of culture gaps, cultural congruency and cultural strength. 3. London first united church Cameron and Quinn’s model is appropriate for this church. This approach is built around clan, adhocracy, market and hierarchy. These four maps themes were also used in the analysis of how organizational culture of London first united Methodist church chances with structural inventions. The church is both an organization and an organism. As such, the church has a lifecycle development built into it: birth, growth, reproduction, decline, and death. The church itself historically has through several changes. Change as renewal is a major aspect of the Methodist movement. Much of the rise and fall of the Methodism can be traced to how the church was willing, or not, to change. Oftentimes, organizations experience growth and/or renewal because of structural changes within the organization. The four maps themes therefore fit this church.

Mans best friend Essay -- essays research papers fc

Man’s Best Friend   Ã‚  Ã‚  Ã‚  Ã‚  Who do you consider your best friend? Is it the person you grew up with? Is it your husband or wife? For many it is someone that is always they’re for them when sad or lonely, or when one needs to talk, cry, or laugh. However, thousands of Americans are turning to their dogs for a favorite companion. This paper will explore the enduring phrase â€Å"Man’s Best Friend† and the loyalty, faithfulness, intelligence, and companionship shared by dogs and masters that make this statement true.   Ã‚  Ã‚  Ã‚  Ã‚  Some might ask, why would anyone consider a dog their best friend? For many dog owners the answer would be loyalty. In a story from the Christian Science Monitor author William H. Carlile wrote, â€Å"There is a hero on West Eunice Street just outside the suburb of Tucson: a two-year-old female English Springer Spaniel named Brandy. She is credited by law-enforcement officials with attacking and chasing off an intruder last year at the home of her owners, Jerry and Kendal Plank, despite having been shot five times by a 9mm semiautomatic machine gun.†(11) This story is an excellent example of the loyalty a dog can acquire towards its masters, to be able to protect and even save lives. Loyalty is a very common trait given to dogs by their owners. Many of those who talk of the loyalty their dogs have for them will also have an incredible story to back up their beliefs. In an article in The Australian, an experienced hunter fell into a ravine and was unable to get out. He was there for five days before rescuers found him; they reported that temperatures fell below freezing at night and it rained three of the five night’s (007). His dog Bee, was able to get out of the ravine but decided to stay with his masters. Searcher Brent Keightley said, â€Å"If it wasn’t for the dog, Des wouldn’t have survived.† The article tells of how the dog slept with him to keep him warm during the freezing nights (007). This story not only demonstrates loyalty but also the faithfulness that a dog and master often share.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Man’s Best Friend† is often considered a household phrase. Many people think of the loyalty of a dog when they here this saying, but for some it is also the loyalty of the owner and the friendship that builds between them. For an old baseball coach of mine it is not only a household s... ... seem to provide pure enjoyment and entertainment through their intelligence and friendliness. This statement, â€Å"Man’s Best Friend†, will continue to prove itself true for years to come, with new exciting and fun stories for everyone to enjoy. Works Cited Bankston, John. â€Å"Augusta, Ga., Bakery Caters to Man’s Best Friend.†   Ã‚  Ã‚  Ã‚  Ã‚  Augusta Chronicle 23 Nov. 2001 Carlile, William H. â€Å"’Man’s Best Friend’ is also Lifesaving Hero and Protector.†   Ã‚  Ã‚  Ã‚  Ã‚  Christian Science Monitor 23 Oct. 1997, Vol. 89 Issue 230, p11, 1c Hadnot, Ira J. â€Å"Man’s Best Friend Understands Us Better than We Think, Researcher   Ã‚  Ã‚  Ã‚  Ã‚  Suggests.† Dallas Morning News 8 Sep. 2000 Mosley, Ray. â€Å"For Our Best Friends, a New French Perfume That Smells Like Puppies.†   Ã‚  Ã‚  Ã‚  Ã‚  Chicago Tribune 22 Dec. 2000 N. A. â€Å"Courtroom ‘Eulogy for a Dog’ was Phrase’s Origin, Exhibit says With FEA-   Ã‚  Ã‚  Ã‚  Ã‚  Man’s Best Friend-Eulogy.† AP Worldstream 15 May. 2001 N.A. â€Å"This Man’s Best Friend Kept Him Alive for Five Days.†   Ã‚  Ã‚  Ã‚  Ã‚  Australian 15 Aug. 2001 ed.: 1. Section: World, pg. 007

How Class and Classicism in America Shaped and Defined American Politics and Government Essay

Class and Classism is a significant dilemma in several parts of the world. Classism was initially created by Servius Tullius in one of the six orders that he used to divide the Roman people for taxation purposes. Classism represents a discriminatory attitude based on the distinctions derived from economic or social classes. Perhaps, the most elusive socio-economic and political ills confronting U.S today is the issue of class. The concerns and problems of class struggle cut across the social dimensions of ethnicity, race, and political affiliation, and educational background, national and geographic origin. Domhoff, (1977) defined class as the status a group, or an individual achieves by virtue of its economic strength, the power to affect change and the influence of other groups in its community of choice. Therefore, the issues surrounding class and classism through hierarchy of â€Å"Haves† and the â€Å"Have nots†, the promise, myth, and dogma of individualism in U.S , and the systematic oppression of subordinate societies have brought myriad changes in the politics and governance of United States. Domhoff, (1977) argues that class is not a new phenomenon. Nor class within the policy. Thus, class within the American society has existed for centuries. Since the beginning of men, you have always had the have and have nots. Association of class within the United States was in existence prior to the creation of the Declaration of Independence, United States Constitution and U.S. Federal Bureaucracy. It started when the British Monarchy set up their government and society structures their colonies.This paper will discuss and review how the Founding Fathers being the lesser member of the smaller group, which for the purpose of the paper are defined as the ruling class, were able to collectively shape and develop social and political agendas through collective action, and as a result, disenfranchised the greater members of society. Furthermore, this pa per explores how the Collective Action of Groups Theory (Olson, 1979) helped to shape the discourse and thoughts of the Founding Fathers on social and political ideologies, which in turn, played a critical role in the creation of the United States. Moreover, more importantly, how the Founding Father’s ideologies on class impacted individuals within particular classes views on their own political affiliations and the United States Government. Defining Class in America’s Society When questioned about the needs of the working class individuals during 1988 presidential campaign, George Bush insisted that class was a â€Å"European thing† and that the Americans would never be divided by class. Although the critic, that views America as a dominant culture, observes that it is a classless society, most Americans recognize that deep class separates and divides them. The structure of class has been interwoven with the culture of the United States and its political system for well over two centuries, and has shaped the way in which people view their place in society and make their political decisions. The leading Founders thoughts and ideas have played a significant role for this to occur. The Founding Fathers were the ruling class at the time of the when the Declaration of Independence was written, the American Revolution was fought, the enactment of the U.S. Constitution and the development U.S. Federal Bureaucracy. The ruling class is defined as a social c lass of a given society that decides upon and sets that society’s political policy by mandating that there is one such particular class in the given society, and then appointing itself as that class (Domhoff, 1977). Karl Marx in his writings defined these men as distinguished and the educated who were dominant in their communities and states, and also prominent in national affairs (Oliver, 1984). This would explain why as a collective group, these men were able to achieve a certain level of success and in turn dominate society. One of the most well documented correlations in social science are the positive correlation between socioeconomic status and all forms of political and organizational participation (Oliver, 1984). This also explains why the Founding Fathers voted only to allow white male property owners the right to vote, whom at the time made up 10 to 16 percent of the nation’s population (Rowen, 2014). Their decision to not allow poor white men, women, and min orities the right to vote aligns with Olson’s Collective Action Theory. As the small group, they made a decision to block a public right from the majority. Voting in most terms would be considered a non-rivalrous public good (Olson, 1971). Rosenberg, (2008) writes that in economics, rivalry is a characteristic of a good. A good can be placed along a continuum ranging from rivalrous (rival) to non-rival. The range is based on consumption and the price to produce the good. Since voting like the air was a considered a freedom, they should have quickly decided to make it a non-rivalrous public good. However, by blocking the right to vote from 90 percent of the people in the country the Founding Fathers made it rivalries (Zweig, 2000). Whereas, they placed a cost on voting that owned land.These men may have disagreed and to an extent attempted to disassociate their ideologies and politics from the British Monarchy, but their actions and thoughts conveyed a strong similarity. By disenfranchising 90 percent of society, they cast themselves and their peers as th e ruling and dominating class. However, Zweig (2000) observes that in terms of experiences with other cultures, this is all they knew. Dr. Morris Massey, head of the psychiatry department at a Texas university, defines this behavior as â€Å"You Are What You Were When You Were Then† (Massey & Magnetic Video Corporation, 1976). Massey’s theory is that identity is primarily determined by the things that affect life up to the age of 10. Their behavior and how they made their decisions as a collective group also aligns with Henri Tajfel’s Social Identity Theory that states a person’s sense of who they are based on their group membership(s). Tajfel, (1979) proposed that the groups (e.g. social class, family, football team, etc.), which people belonged to, was an important source of pride and self-esteem. Groups give us a sense of social identity: a sense of belonging to the social world. Since these men experienced the rule of British Monchary that was entrenc hed in class for a vast majority of their life, it is highly probable they would create a system that placed individuals within a class. This would explain why these men used land as the defining factor. This provided them with a determining factor to define a class among all people.You would also wonder how these men could function in such a myopic way as it related to freedom and the rights of others? How could they outwardly caste others in a system that they so disliked? Their behavior at the time could be attributed to their socialization. Arnet, (1995) describes socialization as the process in which people acquire the behaviors and beliefs of the social world that are culture in which they live. Culturally, these men were accustomed to women being in subservient roles, minorities being used as slaves, and poor white people being indentured servants. Thomas Jefferson stated â€Å"The appointment of a woman to office is an innovation for which the public is not prepared, nor Ià ¢â‚¬  (Arnet, 1995). His sentiments at the time were most likely not an anomaly, but the norm. These men were socialized to believe their rights were above others (except for the ruling class of Britan). A similar message was conveyed in James Madision’s Federalist 10. Madison observed that the diversity in the faculties of men, from which the rights of property originate, is not less an insuperable obstacle to a uniformity of interests (Arnet, 1995). The protection of these faculties is the first object of government. From the protection of different and unequal faculties of acquiring property, the possession of different degrees and kinds of property immediately results; and from the influence of these on the sentiments and views of the respective proprietors, ensues a division of the society into different interests and parties (Massey, 1976). However, most common and durable source of factions has been the various and unequal distribution of property. Those who hold and those who are without property have ever formed distinct interests in society. Those who are creditors, and those who are debtors, fall under a like discrimination. A landed interest, a manufacturing interest, a mercantile interest, a moneyed interest, with many lesser interests, grow up of necessity in civilized nations, and divide them into different classes, actuated by different sentiments and views. The regulation of these various and interfering interests forms the principal task of modern legislation and involves the spirit of party and faction in the necessary and ordinary operations of the government (Massey, 1976). In his writings, Madison is acknowledging and justifying a class system based on assets and wealth. He is very clear on his position, in which the government is set-up to protect the owners of property and in turn, their wealth, which is interesting because this is counter opposite to Paine’s opinion on non-equalizers (family, land, and money) (Massey, 1976).Jefferson and Madisions behavior at the time align with Arnett’s definition of narrow socialization. Arnett defines narrow socialization as holding obedience and conformity to the highest values and discourage deviation from cultural expectations—again, not just through family socialization but through other sources of socialization as well. Based on the behavior of the Founding Fathers they seem more committed to conformity and obedience rather than challenging and open thinking environment. The creation of the U.S. Constitution is a perfect example. In creating the U.S. Constitution, the Founders sought to limit the power of the federal government and to protect (not grant) the natural rights of life, liberty, and the pursuit of happiness. Their focus and behavior were all based on their past experiences with the British Monarchy (Zinn, 2003). In reality, they were rebelling against a system that controlled and disenfranchised them, but they went forth in constructing a system that disenfranchised almost 90 percent of its citizens and empowered 10 percent (based on the voting law). Ideology of Classism Kadi, (1996) defined classism as a prejudice or discrimination on the basis of social class. It includes individual attitudes, behaviors, systems of policies, and practices that are set up to benefit the upper class at the expense of the lower class. A person’s economic class is neither real bad. It is just a reality. However, what is of interests is how individuals within their class act and behave as it relates to their class standing. Iwith reference to Olson’s theory of the Founding Fathers, it is apparent their small group over several years acted to further their interest (Kadi, 996). This has been clearly documented prior to, during, and after the American Revolutionary War. This was accomplished by strategically defining and casting people within certain classes, and using the government structure along with political and cultural strategies to achieve their objectives. This behavior aligns with Olson and his thoughts on the ability of smaller groups to manipula te larger groups. And through this manipulation the larger group would bear a disproportionate share of the burden (Barrow, 2014).According to Horowitz (2003), the Founding Fathers of the United States were clearly influenced by the British Monarchy, and their caste system. Class was a staple part of the British way of life. The British society was divided into three main groups of classes: upper class, middle class, and the lower or working class. The upper classes consisted of people with inherited wealth and include some of the oldest families, with many of them being titled aristocrats. The upper classes were defined by their title, but also by their education, and their pastimes which included the traditional sporting life involving hunting, shooting and fishing, as well as a great deal of horse riding for both leisure and as a competitive pursuit. The middle classes were the majority of the population and included industrialists, professionals, businesspeople and shop owners. And, the working class people were mostly agricultural, mine and factory workers (Barrow 2014).Because of the British Monarchy role in the history of the United States, it was a natural evolution for the Founding Fathers to borrow and blend new and old concepts pertaining to class (Daniel Carpenter). This is not to say that some of the Founding Fathers were not against the concept of class. Rather, it clearly highlighted in the writings of Thomas Paine. Thomas Paine published his book Rights of Man, in 1791, and stated that all men were equal and any non-equalizer such as money, power, prestige or titles, were wrong. Paine, (1791) felt that governments should reflect social equality; however, it was clear in the creation of the U. S. Federal Bureaucracy that the equalizers that Paine and others were against became and still exists in the United States politics and government.The Influence of Class in America’s HistoryZinn, (2003) asserts that the review of American history pr ovides insights on why the nation is obsessed with wealth and class. The Founding Fathers served as an example for the lower class on how they used their Collective Action as a group to gain benefits and control over the country. The Founding Fathers clearly knew what they represented to the general public. Therefore, they used their wealth and class to manipulate and gain more power (Zinn, 2003). This manipulation of power was happening prior, during and after the revolutionary war. Zinn in his book â€Å"History is a Weapon† inscribes tha the individual that initially got recruited to the colonial militia were overall â€Å"hallmarks of respectability or at least of full citizenship† in their communities (Zinn, 2003). However, desperation resulted to recruiting fewer whites that were respectable in the society. According to Kim and National Bureau of Economic Research, (2007) the study of Massachusetts and Virginia provided for drafting â€Å"strollers† (vagra nts) into the colonial militia. Indeed, observations by Kim et al. (2007) concludes that the military became a place of promise for the powerless and subordinate individuals, which might rise to the rank, get financial rewards and alter their social status. The behavior of the Founding Fathers also aligns with cultural hegemony theory that describes the domination of a culturally diverse society by the ruling class, who manipulate the culture of that society, the beliefs, explanations, perceptions, values, and mores, so that their ruling-class worldview becomes the worldview that is imposed and accepted as the cultural norm; as the universally valid dominant ideology that justifies the social, political, and economic status quo as natural, inevitable, perpetual and beneficial for everyone, rather than as artificial social constructs that benefit only the ruling class (National Archives, 2014). This ability to control and dupe the working and lower class was not by accident. The imagery of freedom, opportunity and wealth is a strong influence that has been used for centuries to induce the poor into submission. This was clearly the case during the Revolutionary War. Zinn documents a soldier’s response to why he joins the war. â€Å"I was a Shoemaker, & got my living by my Labor. When this Rebellion came on, I saw some of my Neighbors got into Commission, who were no better than myself. I was very ambitious, & did not like to see those Men above me. T was asked to enlist, as a private Soldier †¦ I offered to enlist upon having a Lieutenants Commission; which was granted. I imagined myself now in a way of Promotion: if I was killed in Battle, there would be an end of me, but if any Captain was killed, I should rise in Rank, & should still have a Chance to rise higher. These Sir! were the only Motives of my entering into the Service; for as to the Dispute between Great Britain & the Colonies, I know nothing of it †¦,† (Zinn, 2003). The question could be asked if this man were an anomaly. However, it is hard to dispute when you have Founding Fathers writing about the lack of commitment and passion from the soldiers. At the time, Alexander Hamilton was an aide to George Washington when he wrote:†. . . our countrymen have all the folly of the ass and all the passiveness of the sheep†¦. They are determined not to be free†¦. If we are saved, France and Spain must save us† (Hamilton, 2003).It was obvious the passion and commitment for change were not as significant for the poor and underclass. The soldiers were consistently quitting. Founding father John Adams’ estimated a third opposed, a third in support, a third neutral. So the nation was not squarely behind the decisions being made by the elite ruling class (Horowitz, 2003). So early in the history of this country’s history the various category/ groups had differing opinions on the directions of the country. One of the ways tha t the power owners or the ruling class addressed this issue was interesting, and also shows how the ruling class was committed to cultural hegemony as a collective group. Zinn, (2003) indicates that military conflict, by dominating everything in its time, made individuals take sides, lessened other issues, and forced people onto the revolution regime whose independence interests were very unclear. Additionally, Zinn believed that the political elites that handles power learned through the generations-consciously or not-that war provides them security against interior trouble (Cone, 1991). This mindset of the Founding Fathers during the revolutionary war is an example of how the Constructivist Theory works. According to him, the Constructivist Theory provides that the mechanism of learning is an active process characterized by the creation of meaning from diverse familiarities (Cone, 1991). Through their early experience with the war, it was clear that all of the white men were not functioning as a collective group. As the Collective Action Theory states, some individuals will support an initiative, some will sit on the fence, and some will not support it all. And, through rethinking how to get the non-participants involved through constructivist thinking the Founding Fathers begin to implement new tactics, such as force of serving in the military.Through military force prepara tion, power owners of the high class found a procedure of pushing neutral people into the periphery. For instance, in Connecticut, Cone (1991) observes, a law was passed that required military service of all males between sixteen and sixty. This he reports omitted certain Yale students and faculty, Negroes, government officials, Indians, ministers, and mulattos. Therefore, when an individual was put on duty, he or she could provide a substitute or get fined 5 pounds to abscond the duty. Consequently, when a total of eighteen men failed to report to military duty, they got jailed. However, they could only be released after pledging to fight in the war. Perhaps what appeared like military force democratization in modern times shows up as a completely different issue (Cone, 1991). That is, an approach of forcing massive defiant individuals to associate themselves with the national cause, and finally believe in it.The Constitutionalization and Classism in AmericaJensen, (2012) writes th at during the United States Bicentennial Constitution, it is accurate to argue on the political and economic wisdom of the United States Founding Fathers. Historically, there is no constitution in the world that established successful and durable economic democracy than the United States. However, economy is presented in the political inclinations, and the enormous success of the economy of the United States was independent of the political system. Indeed, the current economic issues in the United States might as a result of the failure of the political wisdom to follow the guides of the founding fathers based on the concept of class. Jensen, (2012) further elaborates that the American Founding Fathers developed the constitution in order to serve the economic interest of a specific class of individuals, which are the capitalists. According to him, the Constitution documented by the founding fathers was based on the concept of class as it protected the economic rights of the capitali sts. Multiple aspects of the constitution mention aspects of economic and financial matters that were put in place to secure economic functioning that would benefit the investors (Jensen, 2012).Furthermore, the Founding Fathers wrote the Constitution to provide a favorable national economic environment in which businesses could thrive. To counter this, a central authority, the United States Congress, were authorized to control the foreign commerce and interstate, the coinage of money, federal tax collection, patents and copyrights and the defense of states. Besides, the constitution supported sanctity of contracts, property rights and the due process of law. Illustratively, the Supreme Court decisions, for instance, Dartmouth v. Woodward (1819) provided that the judiciary supported a business friendly environment (Jensen, 2012). Although the United States Constitution assisted in easing the concern of the business majority, it did not provide complete economic issues of the United S tates. Therefore, a national monetary system was founded to control the issues of debts. As such, the capitalists were provided with a favorable environment for conducting business that developed power over the subordinate society.In the modern society, Bishaw and Semega (2008) observes, the political campaigns provide a significant problem of financial resources. The technological changes have demanded that the politicians raise lots and lots of money. Not surprisingly, Young (2000) further writes that a system that heavily relies on financial contributions has tilted towards organizations and individuals that can give big. As such, the politicians get linked to the wealthy individuals or the capitalists in the society to provide financial sponsorship of their candidature. In turn, the politicians pass bills and laws that suit the interest of the few wealthy dignitaries in the American society. Indeed, politics in U.S has followed the footsteps of the constitution that protects the economic rights of few high-class individuals in the society that in turn fund politicians. As such, class in the American society continues to emerge with discrimination observable in the political interests and representations (Young, 2000). The issue of class has made America a nation where politicians serve the interest of the capitalist that forms the minority of the population hence ignoring 90 percent of the electorate. Furthermore, Arcs and Zimmerman, (2008) indicates that excessive reliance on the electorate system on financial capital also determines what kind of interests gets heard and what kind of policies are passed. Classism according to Arcs et al. (2008) appears to control politics in America with the capitalists funding politicians. Therefore, as money controls politics, the low social class hardly influences politics by voting or contacting their legislators that later amplifies the capitalist influences. Domhoff, (1977) highlights that the Commerce Clause of the Supreme Court provides opinion reflecting an apparent effort to modernize and rationalize the analytical framework for delineating the implied constraints imposed by the state legislation. According to him, the constitution articulated a set of coherent criteria controlling the validity of the state taxes on interstate commerce. Furthermore, the constitution discarded inconsistent doctrine with the set standards. In the context of state regulation, the constitution enunciated meaningful decisional principles governing commerce. According to the US Constitution, the commerce clause is a power granted by Congress, but not an express limitation on the state’s power to regulate the economy. However, the wealthy individuals often have the final say in the taxation policies that favors their business interests (Domhoff, 1977). As such, classism has made the wealthy individuals get heard in making policies such as taxation policies that altogether re-shapes the governance and polit ics of America. Therefore, the constitutional wisdom of the Founding Fathers is present today, and it has promoted classism that in turn affects the politics and governance in America. Class Today in America The primary institutionalization basis of classism is the economic system, Gilbert and Kahl (1993) indicates. Capitalism, Gilbert, and colleague, observes get structured based on classes that in turn influence the politics and governance of America. According to Gilbert et al. (1993), the three key institutions, that generate classes, are hierarchical organizations, private ownership, and capitalist division of labor. These institutions produce class-based systems of political dominion and subordination between the managers and the managed, the owners and those who do not own, and the professionals and these without professional credentials. Thus, the political dominion by these dominant groups means that the politicians must serve their economic interest in order to achieve their financial support. The economic production of the dominant groups requires government policies that emphasize on security and good governance to enable them reproduce their modes of production and distribut ion.Fast forward 239 years, and Americans are still grappling with class as it relates to all areas of society. It is still a challenge to address and discuss class as it relates to government, politics, and race within the country. This challenge can partly be laid at the hands of the Founding Fathers. Through cultural hegemony, they manipulated society to believe that â€Å"all† citizens were created equally and had a voice in the decisions being made within government (Gilbert and Kahl, 1993). But, within the same space they systematically defined what voices mattered by only allowing landowners the right to vote. This simplistic move set forth and defined the influence of class in the terms of money, assets, and influence. This also sets up the environment of social exclusion. Social exclusion, according to Hess (2006), is the process where individuals or a community are systematically partially or fully blocked from various opportunities, rights, and resources customaril y available to the society, and which is fundamental to social integration within that specific group (Hess, 2006). By excluding poor white men from voting, they intentionally manipulated the government structure to support their desires and interests at the cost of the 90 percent. Fast forward well over 239 years later, we have a new movement with protests being conducted across the country about the 1 percent ruling class (Paine, 1999). In direct approach, the phrase refers to income and wealth concentration among the top earning representing 1 percent and as well as a reflection of an opinion that 99 percent are paying heavily for the mistakes of a small minority within the upper class (Paine, 1999).Some may argue and contend that the law for non-votes was in existence for less than 60 years, and by 1850 allowed all white males were given the right to vote. However, scholars still questions on the number of generations that got impacted by the decision. Secondly it raises concern s about the influences it has in the current American society. Undeniably, Rowen, (2014) indicates that the United States of America is the world oldest and most esteemed democracy. However, the impacts of class according to him, in the society have led to pervasive and serious problems in its politics and government. The concept of classism, Rowen (2014) writes, has for the last half century promoted disgust among the Americans. Classism has reduced the trust of the public in the political institutions, elected officials, and increasingly becoming indifferent to democratic participation. Classism in America has reduced the levels of civic engagement and trust in government. David et al. (2009) highlights that activity such as voting, working on campaigns, contacting elected officials that depend upon democracy has significantly reduced over the past two generations. By virtue of class, the elected officials are considered a representative of few individuals rather than the electorate. Most Americans believe that politicians lie and pander to serve their political interests and that of the rich individuals or the high class (David & Weimer, 2009).The Generational Impact of Social Exclusion Based on ClassResearch shows that social exclusion creates a host of long lasting issues and challenges to th e individuals or groups that have been excluded. This is clearly evident with the recent 99 percent protesters. This long lasting impact is clearly seen in the actions of the Founding Fathers. One of the biggest issues that helped to launch the American Revolution was the argument about taxation without representation (Young, 2000). Of course, the group with the biggest argument was the Founding Fathers. Most of these men were wealthy, upper middle class, and the educated. With all their wealth and education they still had to contend with a society that limited their social mobility were woven into the fabric of the state, which meant they were excluded from the higher echelons of politics and government (Rosenberg, 2008). This exclusion had to be a constant reminder to these men that in reality, they had no voice. Anytime group is excluded from a process it is oppression, and oppression of any kind creates repercussions for all.Research by Iris Marion Young documents that there are five â€Å"faces† of oppression: exploitation, violence, powerlessness, marginalization, and cultural imperialism (Young, 2000). Reading from the concept of the Founding Fathers of America, most likely, they felt powerless, marginalized, and culturally imperialized. By having to pay taxes, and no say in the direction of the government, and the lack representation would surely touch on several types of oppression that Iris Young has identified. Likewise, reports from media titled â€Å"Classism Does NOT Go Both Ways† (2014) provides that that that people and groups who have experienced social exclusion attempt to reconnect at some point. This reconnection can take the form of (a) ingratiating social behavior, (b) attention toward and sensitivity to social cues, and (c) the activation, exaggeration, and even the invention of perceived relationships to important individuals or groups. It is significant to acknowledge and remember this point since it relates to classicism among white males in the United States.After the revolution, it is clear that the Founding Fathers adopted some of the same thoughts and ideas of their perceived oppressors in how they viewed and treated poor whites. Data shows that poor White males were in a challenging situation. Their plight could almost be compared to minority males over the centuries in the United States. Thomas, (2014) writes about the national situation in the post-war mid-1780s. He further documents that the merchants and coastal wholesalers made several efforts to re-establish large-scale trade with the Great Britain. However, the British merchants ceased from offering credit and instead demanded cash (â€Å"specie†). As a result, the wholesale traders insisted on the use of hard money from shopkeepers. Likewise, the shopkeepers saw it wise that the farmers repay their loans in cash with immediate effect (Thomas, 2014). The American farmers had previously been used for loan settling for goods, crops , and labor. Unexpectedly, farmers were matched into debtor courts leading to the seizure of their properties such as land and goods when they couldn’t pay or get confined for unpaid debts. For instance, Thomas (2014) provides that in the farming community of Hampshire County Massachusetts from 1784 to 1786 32.4 percent of the county’s men over sixteen were hauled into court, and many were thrown into jail. The conditions of the jail were deplorable. Prisoners were stockpiled into one cell and were held without proper food, ventilation, many got sick and some died.The Founding Fathers in a quick turn of circumstances went from being the oppressed to the oppressor by determining and controlling who could vote. In turn, poor white men, who fought for liberty to pursue freedom, were given limited freedom. It seems this one historical fact, has been overlooked. The studies that address or discuss the effects of social exclusion of poor white people are significant because it explains the cultural beliefs and ideas as it relates to poor white people in rural and southern areas in the United States (Zweig, 2000). This would also explain how poor whites tend to identify collectively with political referendum that doesn’t support their own economic plight. According to Zweig, (2000), the observations of Molden and Mane that discusses the impacts of social exclusion that makes the excluded find ways to ingratiate themselves with their oppressor; along with paying close attention to social clues; and, the creation of an exaggerated connection. This is clearly the case with poor whites as a collective group.The ruling class has established certain symbolic meanings for being an American, and by following those meanings, you are closely aligned with them. Cone, (1991) writes that from saluting the flag, singing the national anthem, prayers in school, and so forth, the ruling class has established certain social norms that most poor whites can identify and follow. Besides setting up symbolic meanings, the early ruling class defined and created a structure to provide privilege to those they deemed worthy. This was successfully done through government, organizations, and social settings. This aligns with MSS research in which they highlight that the rights and privileges are supported and defined through rules, laws, individual strength and conventions. According to the research, rules and laws are political power instruments the government and politically affluent uses to determine the social structure (Cone, 1991). For instance, gift properties and selling rights that support the privileges of the property-owning class. Furthermore, conventions and customs provides social determinants of structure, for example, Cone (1991) provides that the privilege on the basis of religion, caste, or economic class, personality strength and individual capacity, he observes, are also elements that defines social privilege, for instance, the righ ts accumulating to the wisest most skillful, strongest, or most courageous personalities. According to the research, these rules, conventions, laws, and customs, which support and define privileges and rights of power owners, besides, perpetuate the denial of rights to the section of the community that is underprivileged or unprivileged. As such, the structure developed by the political affluent to foster societal development based on greater functional efficiency, also acts as a barrier that positively eliminates a part of the society from benefiting from the accruing development (Cone, 1991).ConclusionClass affects people from emotional, economic, political, and social level. The attitude of the classists has caused great pain in American politics and governance by dividing the subordinate group members from one another as well as suppressing individual means for personal fulfillment. The impact of class that has resulted in the usual level of collusion between the dominant group members and the subordinate group member has led to means of survival by gaining access to the resources retained by the dominant group. Indeed, class is more than just economics and social dynamics of classism. The patterns of behavior and thinking of classists at personal level promotes classism that results into politics of self-interest and that of the wealthy individuals. While the founding fathers believed that economic and political freedom are twin pillars of democracy, it has promoted a high degree of classism in America. This has led to politics of oppression and personal gains.The founding father of the United States adopted the first written constitution that protected the economy of the country by protecting businesses, personal property, rights of speech and authorizing the Congress to control the commerce of the country. While their contribution cannot be ignored nor disputed, it led to elements of classism that continues to influence the politics and governance of Am erica. In a nutshell, the freedom of classism requires a reversing conditioning process through healing of the class and political oppression wounds, reclaiming the past and present class experiences and sorting present classism to enable the country shape its political identities and foster positive relationships and cohesion among the Americans. References Alvez, J., Duarte, S., & Timney, M. (2008). Human rights theory as a means for incorporating social equity into the public administration curriculum. Journal Of Public Affairs Education, 14(1), 51–66. Arnett, J. (1995).Broad and Narrow Socialization: The Family in the Context of a Cultural Theory. Journal of Marriage and the Family , 57 ( 3 ) , , 617 – 628 Barrow, M. (December, 2014). British Life and Culture. http://resources.woodlands-junior.kent.sch.uk/customs/questions/class.htm. Cone, J. H. (1991). Martin & Malcolm & America: A dream or a nightmare. Maryknoll, N.Y: Orbis Books. David L. & Weimer; A. (2009). Policy Analysis: Concepts and Practice. Pearson: Domhoff, G. W. (1977). The ruling class in America. New York: Psychology today. Gilbert, D. & Kahl, A. (1993). The American Class Structure: A New Synthesis. Belmont: Wadsworth Publishing Co. Hamilton, A., Madison, J., Jay, J., & Ball, T. (2003). The Federalist. Cambridge, U.K: Cambridge University Press. Hess, C. (2006). Introduction. C. Hess, E. Ostrom, eds. Understanding Horowitz, D. A. (2003). America’s political class under fire: Twentieth century social guardians as strangers. New York: Routledge. Jensen, B. (2012). Reading classes: On culture and classism in America. Ithaca: ILR Press. Kadi, J. (1996). Thinking class: sketches from a cultural workers. South End Press: MI Kim, S., & National Bureau of Economic Research. (2007). Institutions and U.S. regional development: A study of Massachusetts and Virginia. Cambridge, Mass: National Bureau of Economic Research. Knowledge as a Commons: From Theory to Practice. The MIT Press, Cambridge, Massachusetts Massey, M. E., & Magnetic Video Corporation. (1976). What you are is where you were when–. Farmington Hills, Mich: Magnetic Video Corp. National Archives. (December, 2014). The charters of freedom. A New World at Hand. Olson, M. (1971). The logic of collective action. Harvard University Press Oxford : MA Paine, T. (1999). Rights of Man: Courier Corporation Mineloa: NY Prentice Hall. p. 72.Rosenberg, N. (2008). The Hollow Hope: Can Courts Bring About Social Change? Chicago: University of Chicago Press. Chapters 1, 12.Rowen, B. (December, 2014). US Voting Rights. Information Please.T, â€Å"Classism Does NOT â€Å"Go Both Ways†Ã¢â‚¬ . www.gradientlair.com. (September, 2014) Thomas, J. (December, 2014). Women’s Rights. The Curse of 1920. Young, I. M. (2000). Inclusion and democracy. Oxford: Oxford University Press. Zinn, H. (2003). A people’s history of the United States: 1492-2001. Zweig, M. (2000).The Working Class Majority: America’s Best Kept Secret. Ithaca, NY: Cornell University Press Source document

How do writings stand the test of time? Essay

What people write and read depends upon what they are thinking and what they are doing. The literature of the period reflects varieties of interests. One of the offices of literature is to take the reader away from the duties that fill the day. But great literature does more than this: great literature enlarges the reader’s world. The short story must always be literary entertainment: it must be always interesting, attention-compelling, and diverting (Perez 13). But real value of short story lies in its significant statement or question about human beings, the world they live in, the rules and custom that govern their actions. Most of the great short stories of the twentieth century fall outside the category of escape literature. There are stories which studies in personality and character, pictures of diverse social conditions, considerations of the validity of social institutions, and presentation of moral problems – all against a background of ordinary events (Perez 18). This paper takes off from the idea of famous critic Samuel Johnson, that literature can only endure the test of time – if and only if it show and deal with situations and characters that are identifiable, which is somehow a part of us, that individuals to individuals commonly share across boundaries of time and place. This essay will therefore examine the particular works of Washington Irving (The Legend of Sleepy Hollow), O. Henry also known as William Henry Porter (The Third Ingredient) and Edgard Allan Poe (The Cask of Amontillado). To juxtapose the significance of these three essays in literature, all three short essays will be explore from the premise of literary critic Samuel Johnson; its quality to be regard as ‘just representation of general nature vis-a-vis least representation of commonly experience. Washington Irving’s stands out as one of the very first American storytellers and humorists. Customs, manners, traditions and legends are the materials of his works. Washington Irving wrote about people. His famous work such as ‘The Legend of Sleepy Hollow’ will carry the reader back where there is no great bridges which spanned the Hudson River, no highways followed the contours of its majestic curves, and no steamboats plied up and down its broad waters. â€Å"From the listless repose of the place, and the peculiar character of its inhabitants, who are descendants from the original Dutch settlers, this sequestered glen has long been known by the name of SLEEPY HALLOW, and its rustic lads are called the Sleepy Hollow Boys throughout the neighboring country (Delgado 12). † Irving introduce the reader to the early Dutch settlers on the banks of the Hudson, immediate descendants of the people who built the first homes, the first villages, who established the first churches and the first schools, in short, the people who began the transformation of a wilderness into the settled and civilized country we know today. â€Å"His schoolhouse was a low building of one large room, rudely constructed of logs: the windows partly glazed, and partly patched with leaves of old copybooks (Delgado 14). † Much of that Irving has written about early life on the Hudson is true: the social life of the wealthy Dutch farmer, the role of the schoolmaster as teacher and local sage, life in the schoolroom – these can be verified by research. Thus Irving’s main interest was not in an accurate representations of the society of time does not detract from the charm and value of his work for modern readers. He represents a halfway point between writers who strove to beguile their American readers with elegant stories laid in Europe and later writers who found in the American scene and the common people of America sufficient beauty and strength for literary material. However, Irving had not entirely escaped from the traditional romanticism of his day is shown by his decorative treatment of Dutch village life on Hudson and his inclusion of the legend of the Headless Horseman. â€Å"Such general purport of this legendary superstition, which has furnished materials for many a wild story in that region of shadows; and the specter is known, at all the country firesides, by the name of the Headless Horseman of Sleepy Hollow (Delgado 13). † On the one hand, ‘The Third Ingredient’ written by O. Henry, who was also one of the most admired short story writers for years and his pattern for short story was imitated by many other writers. Most of his short story is about ordinary American characters doing things that are typical of our ways of life. â€Å"At six o’clock one afternoon Hetty Pepper came back to her third-floor rear $3. 50 room in the Vallambrosa with her nose and chin more sharply pointed that usual. To be discharged from the department store where you have been working four years, and with only fifteen cents in your purse, does have a tendency to make your features appear more finely chiseled (Ramon 46)† The story reveals how a typical individual spends his/her day. It is so cliche that every individual can somehow relate to the story. The pattern of O. Henry story is this: background, characters, time, place and tone – is deftly and vividly sketched. And event occurs that creates a problem. The action that arises from the problem and the background is built up to the climax. The story is concluded with a twist and snaps that is often a surprise – but never a surprise that has not been carefully prepared for in the story. â€Å"After he had tapped at the door and entered. Hetty begun to peel and wash the onion at the sink. She gave a gray look at the gray roofs outside and the smile on her face vanished by little jerks and twitches (Ramon 53). † Edgard Allan Poe is famous for his impressionistic stories of terror and horror. He once said that the end of the story must be in the writer’s mind at the very beginning and that the first paragraph, the first sentence, must be a part of the preparation for the culmination. His impressionistic stories are famous for their predominant mood of terror and horror. â€Å"At length I would be avenged; this was a point definitely settled – but the very definitiveness with which it was resolved precluded the idea of risk. I must not only punish but punish with impunity (Perez 102). † He wrote horror stories and created the detective story. He is not concerned with moral lesson – the horror stories which he created. Poe created a single effect, of terror or horror; while in his detective stories he presents cold and scientific solutions of crimes, not moral judgment on the criminals. Poe believed that there are three essentials for good short story. First: the story should be short enough to be read at one sitting. Next: plot, characters and setting should contribute to a single impression, oneness of effect. Third: nothing should be included which is not positive value in creating the oneness of effect. When you read the stories that follow notice that only those details which are important to the creating of the single effect are presented. â€Å"A succession of loud and shell screams, bursting suddenly from the throat of the chained form, seemed to thrust me violently back. For a brief moment I hesitated – I trembled. Unsheathing my rapier, I began to grope with it about the recess; but the thought of an instant reassured me. I placed my hand upon the solid of the catacombs and felt satisfied. I re-approached the wall. I replied to the yells of him who clamored. I reechoed – I aided – I surpassed them in volume and in strength. I did this, and the clamorer grew still (Perez 104). † I believe that Poe is an effective writer and poet nonetheless, his impressionistic style can somehow affect the quality of the story to be considered as ‘just representation of general nature. ’ However, the typicality of his short story ‘The Cask of Amontillado’ does not necessarily mean it is less effective – the tale conforms to the laws of the three unities: unities of time, place and interest. The story needed a short time to complete the action of the story. And also the way every detail and every word contributed to its general effect. Reference Cited Delgado, Frank. Literature for Philippine High School. Philippines: Punlad Publishing House, 1989. Perez, Salvacion. Literature a Series of Anthologies. Philippines: St. Scholastica, 1995. Ramon, Antonio. Heritage of World Literature. Philippines: Punlad Publishing House, 1992.

Working with an Editor

Working with an Editor Working with an Editor Working with an Editor By Mark Nichol Anyone can publish without an editor. Some people can even publish very well-written content without any editorial assistance. But most can’t, and guessing that you’re in the smaller category is a great risk. Why not hire an editor? What does an editor do? There are many types of editors, with distinct skill sets and responsibilities, but generally, editors exist to help writers produce the best work possible. Unfortunately, editorial assistance is a significant investment. Depending on the size of the project (and depending on how many editors you need, from a developmental editor to a copy editor to a proofreader), editing may cost as much as several thousand dollars. In the old days, writers generally could rely on staff editors to help them craft their content, without any out-of-pocket expenses, but now, with print and online self-publishing the norm, many writers find they must hire their own editorial support. Even writers who wish to submit a manuscript to a book publisher are advised to hire an editor (or more than one) before doing so, not only to improve the chance that the manuscript will be accepted but also because many publishing companies are unable or unwilling to devote time, effort, and cost to various editorial tasks. However, many writers are averse to hiring an editor. Regrettably, some people associate editing with seemingly humiliating or vindictive critiques by teachers during their academic career. Others have had unfortunate experiences with editors who seemed heavy-handed or introduced errors or acted unprofessionally, and are disinclined to repeat the ordeal. Certainly, there are incompetent editors and, certainly, good editors make mistakes sometimes. But editors almost invariably improve your work. And be honest with yourself as I mentioned before, it’s a rare writer who can produce impeccable (or even nearly impeccable) content without assistance. In my editing experience thirty-five years of it I’ve learned that often (not always, but almost always), the more vehement a writer is about how editors are not helpful, the shoddier the writer’s work; inversely, the best writers are the most appreciative of the assistance in making their prose the best it can be. Soon, I’ll share tips about how to have a productive relationship with an editor. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:Is She a "Lady" or a "Woman"?10 Colloquial Terms and Their Meanings40 Words Beginning with "Para-"

Linguistic Assignment Example | Topics and Well Written Essays - 500 words - 2

Linguistic - Assignment Example In most cases, nouns and pronouns perform the grammatical functions of subject. Because of this, nouns and pronouns should appear at the beginning of a sentence (Lyons, 75). Again, the same rules apply to the use of adjectives, since adjectives or adjectival phrases may also perform the grammatical function of a subject. Because of this, it is expedient to have a preposition or a prepositional phrase coming after the adjectival phrase functioning as the subject. It is for this reason that the sentence below may be correct. The converse of the foregoing is also true that in most cases, content words do not only serve as the subject, but also as the object. Since the object appears at the ultimate position of an active sentence, it is sound that a sentence is completed with a noun, a pronoun or an adjective. For this reason, it may be grammatically correct to say: In a different wavelength, Winston Churchill’s sentence: This is something up with which I will not put is wrong because it splits the to-infinitive. Prepositions are always combined with verbs to form the to-infinitive. Therefore, splitting the to-infinitive may make understanding the sentence difficult because it ignores the short-dependency that the to-infinitive put-up should

Rationalism and Empiricism Essay Example | Topics and Well Written Essays - 750 words

Rationalism and Empiricism - Essay Example Empiricism after Hume’s philosophy, however, requires an a posteriori knowledge apart from analytical endeavor for such theory posits that matters of fact in the world may only be ascertained by perceiving through the senses. In the light of an empirical attempt for one to obtain certainty with truths that may be contingent, Hume necessitates engagement with observations wherein an observer becomes capable of designating philosophical connections with contiguity and identity of objects [2]. _____________________ 1. â€Å"Rationalism – Rene Descartes.† 2012. Web. http://science.jrank.org/pages/10983/Rationalism-Ren-Descartes.html. 2. Harrison-Barbet, Anthony. â€Å"Philosophical Connections: Hume (1711-76).† 2011. Web. http://www.philosophos.com/philosophical_connections/profile_068.html. A rationalist like Descartes proposes that the knowledge we may acquire is derived from the ideas that are intrinsic by nature. As such, the mathematical knowledge that th e sum of all three angles in any triangle is always equal to 180 degrees is an innate conception that is part of a universal set of absolute truths the discovery of which is made by reasoning. It is believed under the argument of Descartes that since genuine knowledge is inborn, God has created the natural laws for this knowledge to constitute our mental faculties inherently. The rationalist thereby goes on to state – â€Å"there is no single one we cannot understand if our mind proceeds to consider it† for the things conceived already exist as they are and are brought to cognition only to reveal their proofs yet to be unfolded in the absence of regard for senses [3]. On the contrary, nevertheless, an empiricist like Hume maintains that beliefs regarding matters of fact, hence, determine genuine progress for explicating that no self-evident relation exists when ideas bear apparent distinctions and separability within their number. For Hume, we possess no knowledge of s uch factual matters since connections in beliefs presupposed by cause and effect can only be yielded at after experiencing cases with similar characteristics that not even inferential validity of previous encounters would do alone to make adequate explications of these same beliefs [4]. What –ism seems to be stronger   in your mind and why? What are the arguments for and against Rationalism and Empiricism? Descartes is suspicious of the senses because for him, in order to fathom a significant truth, one must doubt all perceived knowledge. Since preconceptions are normally acquired by _________________ 3. â€Å"Descartes – The Rationalist.† 2012. Web. http://www.creatorix.com.au/philosophy/11/11f09.html. 4. Kemerling, Garth. â€Å"Hume: Empiricist Naturalism.† 12 Nov 2011. Web. http://www.philosophypages.com/dy/a5.htm#a-pr. the senses then these senses should be subject to scepticism as well. Once the intellect has been purged of its old content with the attached senses by the method of doubt, only then can scepticism be defeated on its own ground in the process of rebuilding knowledge upon pure cognition that enables a rational person to yield to clarity and distinction of ideas. On the other hand, Hume suspects reasoning on the