Ida Tarbell essays

Ida Tarbell essays Ida Tarbell was a woman far ahead of her time. Tarbell was an extraordinary woman whose work influenced the lives of others all over. She helped transform journalism by introducing what is called today investigative journalism. Through her achievements she not only helped to expand the role of the newspaper in modern society and stimulate the Progressive reform movement, but she also became a role model for women wishing to become professional journalists. Ida Minerva Tarbell, the first child of Franklin Sumner and Elizabeth McCullough Tarbell, was born November 5, 1857 in the log home of her maternal grandfather, Walter Raleigh McCullough. His farm was located in Hatch Hollow, near Wattsburg in northwest Pennsylvania. Both of her parents were teachers by profession, though her father was a carpenter and joiner by trade. Two of her brothers knew Abraham Lincoln, and her father was forced out of business by John D. Rockefeller and the South Improvement Company scheme, predecessor to his Standard Oil empire. These connections would prove influential in her later career. In 1860, when Ida was three years old, Franklin Tarbell, like so many others, rushed to the oil region. He moved his family to Cherry Run in Rouseville, where he began building wooden oil storage tanks. Ida spent her days playing among oil derricks on slippery, oil-soaked soil. In an article entitled "Pioneer Women of the Oil Industry," written by Ida Tarbell in 1934 , she tells of her life in Rouseville-attending Mrs. Rice's home school-and the problems her mother had bringing children up among the oil derricks. While still living in Rouseville, Ida's father extended his business to Pithole during its boom of 1865. With the decline of Pithole, however, the Tarbells moved to Titusville. The church and school were there-both institutions for a good living. In 1870, when Ida was thirteen years old, her father bought the Bonta House, a hotel in Pithole, for six hundred...

Major General Carl Schurz in the Civil War

Major General Carl Schurz in the Civil War Carl Schurz - Early Life Career: Born March 2, 1829 near Cologne, Rhenish Prussia (Germany), Carl Schurz was the son of Christian and Marianne Schurz.   The product of a schoolteacher and a journalist, Schurz initially attended the Jesuit Gymnasium of Cologne but was forced leave a year before graduation due to his familys financial problems.   Despite this setback, he secured his diploma via a special exam and commenced study at the University of Bonn.   Developing a close friendship with Professor Gottfried Kinkel, Schurz became engaged in the revolutionary liberal movement that was sweeping through Germany in 1848.   Taking up arms in support of this cause, he met future fellow Union generals Franz Sigel and Alexander Schimmelfennig.   Serving as a staff officer in the revolutionary forces, Schurz was captured by the Prussians in 1849 when the fortress of Rastatt fell.   Escaping, he traveled south to safety in Switzerland.   Learning that his mentor Kinkel was being held at Spandau prison in Berlin, Schurz slipped into Prussia in late 1850 and facilitated his escape.   After a brief stay in France, Schurz moved to London in 1851.   While there, he married Margarethe Meyer, an early advocate of the kindergarten system.   Shortly afterwards, the couple departed for the United States and arrived in August 1852.   Initially living in Philadelphia, they soon moved west to Watertown, WI.   Ã‚   Carl Schurz - Political Rise: Improving his English, Schurz quickly became active in politics through the newly-formed Republican Party.   Speaking out against slavery, he gained a following among the immigrant communities in Wisconsin and was an unsuccessful candidate for lieutenant governor in 1857.   Traveling south the following year, Schurz spoke to German-American communities on behalf of Abraham Lincolns campaign for US Senate in Illinois.   Passing the bar exam in 1858, he commenced practicing law in Milwaukee and increasingly became a national voice for the party due to his appeal to immigrant voters.   Attending the 1860 Republican National Convention in Chicago, Schurz served as the  spokesman of the delegation from Wisconsin. Carl Schurz - The Civil War Begins: With the election of Lincoln that fall, Schurz received an appointment to serve as US Ambassador to Spain.   Assuming the post in July 1861, shortly after the start of the Civil War, he worked to ensure that Spain remained neutral and did not provide aid to the Confederacy.   Eager to be part of the events unfolding at home, Schurz left his post in December and returned to the United States in January 1862.   Immediately traveling to Washington, he pressed Lincoln to advance the issue of emancipation as well as give him a military commission.   Though the president resisted the latter, he ultimately appointed Schurz a brigadier general on April 15.   A purely political move, Lincoln hoped to win additional support in German-American communities. Carl Schurz - Into Battle: Given command of a division in Major General John C. Frà ©monts forces in the Shenandoah Valley in June, Schurzs men then moved east to join Major General John Popes newly-created Army of Virginia.   Serving in Sigels I Corps, he made his combat debut at Freemans Ford in late August.   Performing poorly, Schurz saw one of his brigades suffer heavy losses.   Recovering from this outing, he showed better on August 29 when his men mounted determined, but unsuccessful assaults against Major General A.P. Hills division at the Second Battle of Manassas.   That fall, Sigels corps was re-designated XI Corps and remained on the defensive in front of Washington, DC.   As a result, it did not take part in the Battles of Antietam or Fredericksburg.   In early 1863, command of the corps passed to Major General Oliver O. Howard as Sigel departed due to a dispute with new army commander Major General Joseph Hooker.   Ã‚      Carl Schurz - Chancellorsville Gettysburg: In March 1863, Schurz received a promotion to major general.   This caused some ire in the Union ranks due to its political nature and his performance relative to his peers.   In early May, Schurzs men were positioned along the Orange Turnpike facing south as Hooker conducted the opening moves of the Battle of Chancellorsville.   To Schurzs right, the division of Brigadier General Charles Devens, Jr. represented the right flank of the army.   Not anchored on any type of natural obstacle, this force was preparing for dinner around 5:30 PM on May 2 when it was surprised attacked by Lieutenant General Thomas Stonewall Jacksons corps.   As Devens men fled east, Schurz was able to realign his men to meet the threat.   Badly outnumbered, his division was overwhelmed and he was forced to order a retreat around 6:30 PM.   Falling back, his division played little role in the rest of the battle.   Carl Schurz - Gettysburg: The following month, Schurzs division and the rest of XI Corps moved north as the Army of the Potomac pursued General Robert E. Lees Army of Northern Virginia towards Pennsylvania.   Though a diligent officer, Schurz became increasingly overbearing during this time leading Howard to correctly guess that his subordinate was lobbying Lincoln to have Sigel returned to XI Corps.   Despite the tension between the two men, Schurz moved quickly on July 1 when Howard sent him a dispatch stating that Major General John Reynolds I Corps was engaged at Gettysburg.   Riding ahead he met with Howard on Cemetery Hill around 10:30 AM.   Informed that Reynolds was dead, Schurz assumed command of XI Corps as Howard took overall control of Union forces on the field. Directed to deploy his men north of town to the right of I Corps, Schurz ordered his division (now led by  Schimmelfennig) to secure Oak Hill.   Finding it occupied by Confederate forces, he also saw the XI Corps division of Brigadier General Francis Barlow arrive and form too far forward of Schimmelfennigs right.   Before Schurz could address this gap, the two XI Corps divisions came under attack from the divisions of Major General Robert Rodes and Jubal A. Early.   Though he showed energy in organizing a defense, Schurzs men were overwhelmed and driven back through the town with around 50% losses.   Re-forming on Cemetery Hill, he resumed command of his division and aided in repelling a Confederate attack against the heights the next day.      Carl Schurz - Ordered West:       In September 1863, XI and XII Corps were ordered west to aid the beleaguered Army of the Cumberland after its defeat at the Battle of Chickamauga.   Under the leadership of Hooker, the two corps reached Tennessee and took part in Major General Ulysses S. Grants campaign to lift the siege of Chattanooga.   During the resulting Battle of Chattanooga in late November, Schurzs division operated on the Union left in support of Major General William T. Shermans forces.   In April 1864, XI and XII Corps were combined into XX Corps.   As part of this reorganization, Schurz left his division to oversee a Corps of Instruction in Nashville. In this post briefly, Schurz took leave to serve as an orator on behalf of Lincolns reelection campaign.   Seeking to return to active duty following the election that fall, he had difficulty securing a command.   Finally obtaining a post as chief of staff in Major General Henry Slocums Army of Georgia, Schurz saw service in the Carolinas during the final months of the war.   With the end of hostilities, he was tasked by President Andrew Johnson with conducting a tour of the South to assess conditions throughout the region.   Returning to private life, Schurz operated a newspaper in Detroit before moving to St. Louis. Carl Schurz - Politician: Elected to the US Senate in 1868, Schurz advocated fiscal responsibility and anti-imperialism.   Breaking with the Grant Administration in 1870, he helped start the Liberal Republican movement.   Overseeing the partys convention two years later, Schurz campaigned for its presidential nominee, Horace Greeley.   Defeated in 1874, Schurz returned to newspapers until appointed Secretary of the Interior by President Rutherford B. Hayes three years later.   In this role, he worked to reduce racism towards Native Americans on the frontier, fought to keep the Office of Indian Affairs in his department, and advocated for a merit-based system of advancement in the civil service. Leaving office in 1881, Schurz settled in New York City and aided in overseeing several newspapers.   After serving as a representative of the Hamburg American Steamship Company from 1888 to 1892, he accepted a position as president of the National Civil Service Reform League. Active in attempts to modernize the civil service, he remained an outspoken anti-imperialist.   This saw him speak out against the Spanish-American War and lobby President William McKinley against annexing land taken during the conflict.   Remaining engaged in politics into the early 20th century, Schurz died in New York City on May 14, 1906.   His remains were interred at Sleepy Hollow Cemetery in Sleepy Hollow, NY.           Ã‚     Ã‚   Selected Sources Historical Society of Pennsylvania: Carl SchurzGettysburg: Major General Carl SchurzMr. Lincolns White House: Carl Schurz

Is Work life balance an unrealistic dream or something that Essay

Is Work life balance an unrealistic dream or something that organisations should pay attention to - Essay Example A work life balance is important because work life and life systems, although very different, are intertwined together in a firm manner. It has been proven through current theories that emotional spillovers from one side can affect the other. Such that, a disappointment at the job may translate in to a disappointment at the family level, and vice versa. One of the theories that are used to explain the relationship between the balance of work and life is the Work/family border theory. Border Theory The border theory divests upon the interactions between the life and work of an individual and how he may attempt to balance them (Poelmans 2005). According to the theory, as Clark (2000) relates, the primary connection between the work and family systems is not emotional but it is human. So ‘people’ in the theory are regarded as daily border-crossers who have to make daily transitions between the two worlds- the world of work and the world of family. People are important here because they are considered responsible for shaping the worlds, for defining the borders between the two worlds and for determining their relation to each of the worlds. Although people are the primary agents at work here, to change the environments, they can themselves be affected in turn, giving rise to a work-family spillover (Hislop 2008). It is this concept that makes keeping a balance between the two worlds the most challenging thing. The border theory seeks to explain the complex interaction between the border crossers and their work and family systems and henceforth, attempts to attain a certain degree of balance between life and work. Psychological contract The psychological contract is also an important concept when it comes to the study of work/life studies and refers to the exchange occurring between the employee and the employer (Andrae 2008). Through the psychological contract, one can attempt to understand what employees and employers expect from a job and work enviro nment. According to Smithson & Lewis (2000), these expectations may not just be confined to tenures or promotions, but, may also include other things like a sense of entitlement to work/ life benefits and flexible working hours. It has been argued recently that a better integration of the worlds of ‘work’ and ‘life’ lead to a positive psychological contract. The psychological contract explains that meeting or breaking of promises has a greater influence than practices and policies (Cooper, Quick & Schabracq 2009). According to Roehling, Roehling and Moen (2001), work/life policies, such as the flexible working hours and informal support, are directly linked to employee satisfaction and loyalty which get translated in the form of a positive psychological contract. The met and unmet expectations have a significant impact on the attitudes and behaviours of the employees (Naswall, Hellgren & Sverke 2008). Recent research in UK also shows that employees tend to look for the awards that their psychological contract promises to deliver and to consider it their right to have an entitlement of flexible working hours, the lack of which is believed to be a violation of the psychological contract (Leat 2007). The psychological contract is an important tool because it considers the individual expectations of employees and employers. The approach is also important to shift the focus from policies and instead concentrate on the different settings of work and life systems for both the employees and emp

Why people should see or read A Raisin in the Sun by Lorraine Essay

Why people should see or read A Raisin in the Sun by Lorraine Hansberry - Essay Example It can help them in identifying how they should develop their artistic and literary pieces. Media students need to realize that they can only sell their creative pieces if their creative pieces contain something or some elements with which their audience can connect. The way a creative individual allows his/her piece of creativity to connect with the audience is something that can be learned from the play. The play is about the dreams and the issues of the majority members of the society who either belong to the lower income or middle income earning families. Due to this the dreams that have been depicted in the book are quite related to the dreams that every common man experiences in their daily lives. The depiction of these dreams allows the audience to relate themselves with the characters of the play. Similarly, when students of media are creating their creative pieces they should ensure that their audience connects with the content and the characters of their creative pieces and that is only the way how audience attention can be

Block Versus Traditional Scheduling Essay Example for Free

Block Versus Traditional Scheduling Essay This is a proposal to the study to investigate the affect of school scheduling on the student body. The short introduction will establish a purpose to view the students’ reaction to the block or traditional class schedule as the cornerstone of their success in their learning endeavor. Such study will promise to learn what has to be done to improve the student morale and to increase their effectiveness as learners, that is which specific scheduling type is instrumental in doing so. Since this is just a proposal to the study, and no actual study has been done, the readers will find no actual data sets yet. Introduction Intensive or short-term classes, also known as block scheduling have risen out of search for alternative ways to the traditional scheduling. Such classes are presented in segregated units and might have a different construction from a high school to college. Students might be exposed to six specific classes, two hours each for the duration of a quarter with another set of six classes following the next quarter. Daniels (2000) and Queen (2000) presented a study in which she objectified the contrast between block and traditional schedules. She confirmed that block scheduling became common on high school and college levels during the last decade. Post high school institutions explain infiltration of the block scheduling by incoming in a large numbers of non-traditional students. To serve such students better and to adapt to their schedules, the post secondary institutions initiated time-shortened courses, however more intensive, fitting two sets of class load in one semester. Per Daniels’ research, half of surveyed post secondary institutions have been using some sort of block scheduling (also see Stodden, Galloway, L. , Stodden, 2003). In the surveyed institutions the block schedule did not have a unified formation, either. Some moved to so-called quarter hours in which each student would take several classes for each quarter (three months) four quarters a year including a summer session(s). Other institutions provided scheduling that formed even more intensive course load. Marric College in Sacramento, California, in particular has students enroll into two courses lasting six weeks. Each class would last four hours and be offered once a week. Justification of study Such tendency became widespread and included many Nation’s high schools. Many educators Mcleskey Welle (2000) expressed a concern that a lack of uniformity among the schools and at times controversial findings might jeopardize the quality of instructional delivery. Some evidence suggests that the instruction must me at least 10 to 12 weeks short and presented a few times during the week in order to provide some significant impact on learning. It does appear that high school and postsecondary institutions are more concerned of quantity of classes being offered rather than the quality of the instruction. After all, the argument that acceleration of the course load provides mode intense study opportunity is limited in that there is not enough time to study the subject matter deeper. Purpose There is no doubt that such diversity of schedule types in many different schools does not benefit uniformity of the instruction (Jenkins, Queen Algozzine, 2002). The very fact that different schools, even within the same district, may exercise different type of scheduling appears to be disturbing. Despite the fact that a number of researchers offered study-type investigations into the dilemma, it is still very difficult to find the concrete results based on two high schools within the same school district: one with block scheduling and another with traditional. Even when found there was no study available to test the students’ comfort level and presence or absence of stress when subjected to either block or traditional scheduling. Hence, the purpose of this study is to attempt to derive more narrow and directed conclusions with the following Null Hypothesis: HO: Participants did not experience any stress level or discomfort when subjected to one quarter of block scheduling HA: Participants experienced significant (p. 5) manifestation of discomfort and/or stress when exposed to block scheduling. To provide the quantitative opportunity, this researcher suggests devising a scale that would quantify the participants’ stress reaction to the stimuli. For example: 1 – No physiological/biological/psychological symptoms experienced during or after one block of classes is given. 2 – Some symptoms are experienced but do not produce any noticeable symptoms. 3 – Symptoms cause some psychological or physical manifestations that can be observed and recorded (non-natural posture, felt awkwardness, feeling/being clumsy, to some degree irritated). 4 – Extreme nervousness, body perspiration, observable irritation presentation, failing classes, cutting classes, feeling ill often. Definition of Theoretical Constructs and Research Design The research will measure levels of stress during and/or after attending classes in the students in block scheduling versus the students in traditional scheduling. There are plenty of stated theories under the guise of stress research, however, this researcher found none that would examine the psychological state of students in and under block schedule versus their peers who are in the traditional scheduling. 1) degree of the schedule control/pressure on the students 2) degree and specific direction of initial reaction of students. 3) the degree of the school homeostatic reaction in its attempt to maintain status quo Negative attitude toward scheduling can be viewed as following states-of-being: a) self-pity b) helplessness c) low self-afficacy d) irritation 5) increased clumsiness The degree of school control/pressure can be quantified on nominal scale: 1 – feel no pressure/stress. Like classes and attend them with pleasure. Feel free to manifest my creativity. Am aware that every of my creative ideas are manifested in the productive process of my education. 2 – freedoms of creativity somewhat limited. There is a limited time to express myself. Some of my ideas/concepts are not heard/considered. Small degree of the schedule influence on my life outside the school is felt at times (more homework). 3 – feel pressure from the higher pressure of scheduling. My ideas/concepts are not considered most of the times. Feeling that sharing my ideas can lead me in to trouble. Feeling not important to the school (or my class). Feeling not appreciated. 4 – feel constant (daily) pressure from the scheduling. Feeling being controlled (puppet-like state) by the scheduling. No ideas are being considered (or no time at all to share). Feel invisible. Perceive the message from teachers, â€Å"You are the small nut in the big mechanism. You must do your part consistently and efficiently, without aberration. † Feeling trapped, depressed, and unhappy. Missing days of school due to â€Å"illness. † The degree of initial reaction to the scheduling type can be quantified as follows. A – Absence of any stress. Study duties seem easy and comfortable to perform. No anger or any negative feelings toward the teachers. B – Minimum stress level. Most days are comfortable and pleasant. Occasional and minimum negative reaction toward the teachers. C – Moderate stress. Three out of five school days are not comfortable and are stressful. Being critical to the teachers. Often complaining and/or expressing negative feelings to other students. Fear of negative opinion of the teachers. D – Daily stress. Not comfortable performing schoolwork. Feeling of constantly being watched. Covert and at times overt feelings of hostility toward teachers. Strong urge to become instrumental in changing things around or drop out. Complain with open hostility. The degree of the organizational homeostatic reaction in its attempt to maintain status quo can be quantified as follows (in case if the participants answered 3/4 or C/D in previous scales): i) No events occur. Nothing to make stressed situation more stressful. ii) Some events do occur. All events, however, are under control and none are long-lasting. iii) Events that occur are unpleasant and might be somewhat threatening in nature. Most bear unpleasant conversations/explanations with teachers. Most â€Å"fire† can be put down but require some effort. Some have the potential to become cause for administrative actions and other sanctions. iv) Events are very serious in nature. Most are felt like the cause of a complete failure or even drop out. May have the potential of causing disturbance in classes. Very difficult for the â€Å"fire† to be put down and requires a significant amount of effort. v) Events result in separation from the school: suspension. This researcher proposes to use p . 05 as the probability value. He will solicit two randomly selected groups with 30 students in each: one would be under the current block schedule and another under traditional one within the same school. Mitchel Jolley (2004) suggested an effective randomizer that might work well in this scenario. The fact that two very different by nature of business schedules should cause different reactions from students and will contribute to more complete understanding of the schedule affect on the student body. The survey (pre-test) will be administered to all 60 participants in both groups. The data will be tabulated to form the initial quantity (starting point) from which this researcher will operate. The purpose of the survey is to find out (to quantify) the initial psychological state of each student in two groups. The same survey will be administered in the midterm (six weeks later) and at the conclusion of 12-week research period. Data will ve compared, contrasted, and tabulated. Contributions This researcher believes that this study will provide a new and fresh approach to the study of scheduling influence on the students. If allowed to experiment the school’s administration will have an opportunity to learn how each type of scheduling will affect students and to develop the student body with the least amount and manifestation of stress and with the highest possible morale and study ethics. As the result, the study productivity will increase and the quality of the learning will improve 100 fold. References Daniel, E. L. (2000). A Review of Time-Shortened Courses across Disciplines. College Student Journal, 34(2), 298. Retrieved May 15, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5001760249 Jenkins, E. , Queen, A. , Algozzine, B. (2002). To Block or Not to Block: Thats Not the Question. The Journal of Educational Research, 95(4), 196+. Retrieved May 15, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5000642089 Mitchell, M. L. , Jolley, J. M. (2007). Research design explained (6th ed. ). Belmont, CA: Wadsworth/Thomson Queen, J. A. (2000). Block Scheduling Revisited. Phi Delta Kappan, 82(3), 214. Retrieved May 15, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5001115634 Stodden, R. A. , Galloway, L. , Stodden, N. J. (2003). Secondary School Curricula Issues: Impact on Postsecondary Students with Disabilities. Exceptional Children, 70(1), 9+. Retrieved May 15, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5002033905 Weller, D. R. , Mcleskey, J. (2000). Block Scheduling and Inclusion in a High School. Remedial and Special Education, 21(4), 209. Retrieved May 15, 2007, from Questia database: http://www. questia. com/PM. qst? a=od=5001073229

The Struggle for National Identity in the Countries of Latin America Es

Following an independence revolution a nation tends to proceed into a period where they learn independence and can function on their own with their own identity. They learn to respect the rights of its citizens, provide national security, instill a sense of patriotism, and learn to handle economic endeavors in a way to benefit the nation as a whole. After their revolutions for independence, the countries of Latin America did not achieve many of these milestones. The countries of did not show any signs of becoming anything close to independent after their revolutions. They allowed Great Britain and the U.S. to come in and dictate their economic infrastructure by exploiting the masses and allowing only a few individuals to enjoy wealth. This in return led to brutal political dictators, a large number of landless farm workers, a low literacy rate, and worker repression. Latin America is a rich land with poor people as its inhabitants because leaders of each country have failed to recognize how to effectively create an independent nation. After most of the Latin American countries achieved independence from Spain in the late 19th century the issue of what type of government the countries would adopt and who would oversee them arose. Many wanted to maintain the Spanish American tradition of a monarch ruling; while others were intrigued by the teachings and doctrines of the Enlightenment and admirers of the American success and wanted to start fresh as a republic. The federalist and centralist factions became aligned with two main political currents that dominated Latin American politics during the nineteenth century: liberalism and conservatism. Generally, liberals viewed the United States as a model whereas, conservatives ... ...ndividuals in power were too selfish to worry about the nation as a whole. Their only concerns were to make themselves as rich as possible regardless of the well-being of others. In a sense, Latin America is not â€Å"detached† from Spain. The core of Colonial Spanish America was to exploit the masses and to restrict power and wealth amongst the elite. This notion has been prevalent throughout Latin American History. Until Latin American countries can break away from exploitation and the involvement of foreign powers in their economy they will never be able to ha[-]. The United States partook a large role in the lack of progessiveness in Latin American following the nineteenth century. Anything that challenged business interests of the United States in Latin America led to a radical reaction by the United States. These radical reactions put fear into many citizens. â€Æ'

Choice of University and Choice of Course in Australia Essay

After the Bradley report which was written following the review of higher education system in 2008, the Australian government has introduced many policies and financial assistance for this demographic in hope of increasing the participation rates to 20 per cent by 2020 (Department of Education, Employment, and Workplace Relations, 2008, p. xiv). However, despite steady increases in overall tertiary participation, the inequalities still remain. People with low socio-economic status are not as successful in applying or gaining access to more prestigious institutions as those with medium or high socio-economic status are (James, 2007, p. ). It is not only participation at university level that is affected with this imbalance. Significant social differences can be seen across different universities as well as different fields of study (Reay et al. 2001, p. 858). Study by Ferguson and Simpson (2011) has found, and James (2007) agrees, that students with low socio-economic background are n ot so successful in gaining entry into the courses with more competitive entry requirements like medicine, law or architecture. These students were more concentrated in courses such as education, nursing, IT and business (James, 2007, p. 7). James (2007, p. 7) believes that the same is true for the high demand universities, where low socio-economic status students hold a share of only 11 per cent of all places. These differences can be somewhat accredited to the geographical location of these more prestigious universities as they are mainly situated in the metropolitan areas. However, there are other factors that contribute to this imbalance more so. Some experts believe that students who come from disadvantaged backgrounds may not aspire to attend these universities believing that it is not an achievable goal, or they may not perform academically well enough for more competitive courses. Other studies indicate that it is in fact the psychological factors which create socioeconomic imbalances in higher education participation. This paper will look at rates of participation, aspirations, ability and psychological factors and their affect on the decision making process of low socio-economic status students when it comes to higher education. It will argue that there is enough supporting evidence to conclude that this demographic does not have a lot of impact on university participation, choice of university or choice of course. While overall higher education participation rates have improved, socio-economically disadvantaged people are least represented group in Australian higher education. James (2007, p. 2) states that ‘social class is the single most reliable predictor of the likelihood that individuals will participate in higher education at some stage in their lives’. Undergraduate Applications, Offers and Acceptances Report from the Department of Education, Employment and Work Relations, states that in 2011, 18. 6 per cent of all applicants were from low socio-economic backgrounds, compared to 30. 6 per cent of applicants from high socio-economic group (DEEWR, 2011, p. 15). It also reports that even though applications by low socio-economic status applicants were up by 3. 4 per cent they were less likely to result in an offer. Low socio-economic status applicants had an offer rate of 79. per cent compared to 83. 5 per cent for applications from high socio-economic status applicants (DEEWR, 2011, p. 15). Even though the rates for applications and offers to higher education for low socio-economic demographic have slightly increased, according to DEEWR (2011), this demographic continues to be the least represented at university level. One of the reasons that could explain the current higher education participation numbers by people from low socio-ec onomic background is aspiration. It has to be considered as one of the principal issues in student’s decision making process. According to the English dictionary, to aspire, it means to have a strong desire to achieve something. Consequently, to attend university, an individual needs to aspire to do so. Bowden and Doughney (2010), in their study of secondary students in the western suburbs of Melbourne, have found that those with lower socio-economic status have fewer aspirations to attend university. Instead, they aspire to attend a vocational training institution or gain employment. Difference in spirations among different demographics is mainly influenced by individual’s social systems, such as class, ethnicity, gender, customs and religion (Bowden & Doughney, 2010, p. 119). Furthermore, in his research for the Department of Education, Science and Training, James has found that there is a strong relationship between parental education levels and young people’s educational aspirations (DES T, 2002, p. 51). Bowden and Doughney’s study results are consistent with James’ findings, as well as Bourdieu’s concept of ‘cultural capital’, which Harker et al. (cited in Webb et al. 002, p. 22) defined as ‘culturally valued taste and consumption pattern’. Therefore, it can be said that those who come from low socio-economic background are at a disadvantage when it comes to entering higher education due to the fact that they were not brought up with the idea of attending university. Academic achievement or student’s ability is seen as another important factor that needs to be considered when studying inequalities in higher education. This is because in Australia, university enrolment process relies heavily on individual’s academic achievement. Student’s academic record is seen as a main way of entry into the university and acquiring all the benefits that come with having a degree. Teese (cited in Ferguson & Simpson, 2011, p. 33) proposed that almost half of low socio-economic status students obtain scores in the lowest academic bands and that only small number of these students receives high academic scores. Ferguson and Simpson conclude that this is due to fewer resources, such as educational, cultural, social and financial, that are available for this group of students, rather than lack of ability. Cardak and Ryan (2009) have come to the similar conclusion. They have found that academic scores of low socio-economic status students are lower due to the fact that their early educational achievements are also lower in comparison to the more advantaged students and their achievements (Cardak & Ryan, 2009, p. 444). Both Ferguson and Simpson’s and Cardak and Ryan’s studies agree that students with same ability and same academic scores have the same likelihood of attending university regardless of their socio-economic status. They also agree that the quality of academic results rises with the status. Thus, as they don’t have access to as many resources as their more privileged peers, low socio-economic status students are at a disadvantage when it comes to securing a place at university. Although aspirations and academic ability are very important factors in higher education inequality, it could be said that the psychological factors have most of the influence on person’s decision to attend university. Students from low socio-economic background are more conscious of the existence of barriers to their entering higher education (Harris, 2005, p. 4) and are not likely to encounter diverse influences that might persuade them to participate in higher education (DEST, 2002, p. 50). James believes that students from this demographic are more likely to be doubtful about their academic ability and achievement and they would possibly be lacking financial support (DEST, 2002, p. 50). He also states that they have less confidence in parental support and a stronger interest in earning an income as soon as they leave school. ‘The perceptions and beliefs held by people with low socio-economic status can all be regarded as habitus, which is described as ‘embodied predispositions that are learned early in the life of a young person’ (Harris, 2005, p. 4). As they lack role models, it is very difficult for these young people to see university participation as something that is relevant to them or something they could achieve (Harris, 2005, p. ). In their UK based study of working class secondary students, Reay et al. (2001, p. 865) have found that this group of students were choosing universities where they were most likely to fit in, as they felt more comfortable attending such university and where they could find ‘intellectual and social peers’. Psychological factors play an important role in the decision making process due to the emotio ns attached to them. Low socio-economic status students seem to have a lot more to consider when deciding on their higher education pathway. As the evidence would suggest, students from low socio-economic background, have very little impact on university participation, choice of university or choice of course at present time. According to the government reports, students from disadvantaged backgrounds are highly under-represented at university level. Thus, higher education in Australia is far from being level playing field for some demographics. The most current review of higher education shows that the participation rates at university in general, as well as different courses and institutions are considerably lower for those ith low socio-economic status. The difference between low and high socio-economic status groups is quite significant, despite the government’s efforts to improve these numbers by implementing new policies and strategies. As discussed in this paper, the reasons for inequality are varied and complex. However, most of the researchers agree that it is the family attitudes that are at the core of t he problem. These attitudes have enormous influence on student’s decision making process. However, there is always a possibility for change. Australian universities, in conjunction with schools and government’s help, need to focus on developing new social networks and transforming set beliefs of disadvantaged students. These changes could be achieved through the use of early interventions and positive role models during middle schooling. Only with successful attitude changes will the higher education participation numbers improve for this particular demographic. References Bowden, MP & Doughney, J 2010, ‘Socio-economic status, cultural diversity and the aspirations of secondary students in the western suburbs of Melbourne, Australia’, High Education, vol. 9, no. 1, pp. 115-129, SpringerLink, viewed 2 October 2012. Cardak, BA & Ryan, C 2009, ‘Participation in higher education in Australia: equity and access’, Economic Record, vol. 85, no. 4, pp. 433-448, Wiley Online Library 2012 Full Collection, viewed 25 September 2012. Centre for the Study of Higher Education 2008, ‘Partici pation and Equity: A Review of the participation in higher education of people from lower socioeconomic backgrounds and Indigenous people’, Universities Australia and the Centre for the Study of Higher Education (CSHE), University of Melbourne, viewed 4 October 2012, <http://www. niversitiesaustralia. edu. au/resources/271/290> Department of Education, Employment, and Workplace Relations 2008, ‘Review of Australian higher education – Executive summary’ report prepared by D Bradley, H Noonan & B Scales, Department of Education, Employment, and Workplace Relations (DEEWR), Canberra, pp. xi-xviii, viewed 25 September 2012, <http://www. innovation. gov. au/HigherEducation/Documents/Review/PDF/Hig

Red Scare

It was November 18, 1918, the day WWI had officially ended. The last cry of help had been heard and peace was supposedly coming to the United States or it had seemed. An ideological war which prompted mass paranoia had caused, among many other things, what would be known as the Red Scare (****). The Red Scare was the label given to the actions of legislation, the race riots, and the hatred and persecution of â€Å"subversives† and conscientious objectors during that period of time.The purpose of this research is to explore the threat that plagued the United States in its’ time of great panic and anxiety, during the â€Å"first† Red Scare which lasted between 1919 to 1921. This powerful threat turned out to be Communism and it was greatly feared by almost every U. S. citizen. Communism is â€Å"system of social and economic organization in which property is owned by the state group, to be shared in common or to be disturbed among members of the community equally or in proportion to their respective needs.In 1919, no more than one-tenth of the adult American population belonged to the newly formed communist movement, and even this small percentage were greatly persecuted. After the real war ended in 1918, the ideological war, turned against conscientious objectors and other radical minorities such as Wobblies, who were members of the Industrial Workers of the World (IWW), and also Socialists. It was thought that the Wobblies and the Socialists were trying to overthrow the United States government. Wobblies, were persecuted against for speaking out against the capitalist system.Most of what they said, was only to attract attention, but it was taken seriously by the government. From the very beginning of the Red Scare, the Wobblies were attacked by the government because they were a symbol of radicalism. The government placed legislation not only against the Wobblies but also against Socialists and Communists. In 1917, the US government made a law which gave the Secretary of Labor the power to arrest or deport any alien advocating or teaching destruction of property or the overthrow of government by force. The government used deportation as a cure for the antigovernment views of its enemies.The unfair legislation passed by the government, everything was soon to become a disaster. All that everyone needed was for someone to take advantage of the anti-radical legislation and that is what Attorney General A. Mitchell Palmer did in the years 1919-1920. Palmer deported members of the IWW. His Palmer raids had two main targets, which were the Communist Party and the Communist Labor Party. These two groups grew out of the IWW and the largest of the three, the Socialist Party of America, had split because of a dilemma over World War I.The Palmer Raids were attempts by the United States Department of Justice to arrest and deport radical leftists, especially anarchists, from the United States. The raids and arrests occurred in Nov ember 1919 and January 1920 under the leadership of Attorney General A. Mitchell Palmer. Though more than 500 foreign citizens were deported, including a number of prominent leftist leaders, Palmer's efforts were largely frustrated by officials at the U. S. Department of Labor who had responsibility for deportations and who objected to Palmer's methods.Once Europe entered the war, the split occurred; this break up hurt the Socialist party and many who were not Socialists opposed the draft, but the party was the point of opposition. These people became targets for attack by American nationalists and the American government; members were lynched and important Socialist documents were burned. One Friday, January 2, 1920 to be exact, agents from the Department of Justice raided a Communist hideout and began arresting thousands of people in major American cities throughout the nation. They raided people who stayed in private homes, clubs, pool halls and coffee shops.The raiding got so he ctic that in many places that they started arresting citizens and aliens, Communists and non-Communists. Destruction of meeting halls and property began as well and along with putting their victims in prison, agents held them without an attorney and interrogated them. Prisoners were released a few days later unless they were members of the Communist Party or the Communist Labor Party. These two groups were formed from the American Communist movement and in only two days nearly five thousand people were arrested. Nearly five thousand were seized in the cleaning up that followed during the next two weeks.The arrests were carried out with total disregard for the rights of the prisoners. At this point and time Americans during this time were continuously on the verge of attacking anyone who wasn’t â€Å"American†. These people were extremely patriotic and ready to rid their nation of any intruder that seemed to threaten them, mainly the minorities whom they were very hosti le with. Palmer wasn't the cruelest or the most extreme of these anti-radicals. Senator Kenneth McKellen of Tennessee went so far as to propose sending all native-born radicals to a special penal colony on the island of Guam.Liberal journalist tried to mock Palmer in many different ways. In some occasions they would compare his actions to the shaving of a dogs hair and how by this it would promote growth in the society. Palmer ignored the journalist, and frankly he didn't care what they said about him and his actions. He still went on with all his raids. On December 27, around 250 deportees sailed for Russia from New York ion the U. S. S. Buford. On Friday, January 2, 1920, agents of the Justice department raided a Communist headquarters and began to arrest thousands of people all throughout the cities.In a period of two days, 5000 people were arrested and 1000 jailed. There was no reason for this doing and the treatment the prisoners got was unacceptable. The peace and security of the American nation was now being destroyed by the Wobblies and Socialists. The attacks were now focused on them, not anymore on the objectors. They were targeted by the use of the Espionage Act of 1918. â€Å"This act penalized anyone who obstructed the operation of the armed forces, or displayed disloyalty within the forces. The Justice Department convicted more than 1000 people.Surely among this number were a large number of Socialists and Wobblies. The Espionage Act was not the only law that was made by legislators to discriminate against antiwar groups. In October 1918, Congress passed the Alien Act, which gave the Secretary of Labor the power to deport any alien who, at any time after entering the United States, is found to have been at the time of entry, or to have become thereafter a member of any anarchist organization. This gave Palmer the authority to conduct his raids, during which thousands of people were arrested and detained without actually having been charged.Many tries to repeal the legislation, many Socialists became prominent figures due to their attempts to gain release for their imprisoned friends. The government had formulated and put into effect their plan to rid the country of unwanted foreign radicals, but the problem remained as what to do with those radicals were citizens of the United States. This was not to go unanswered for long, however. America was now in a state of disturbed peace and could not calm down until it rids its country of its disruptions.In the Fall of 1918, The Russian Revolution occurred and may also contribute to America's unrest. Out of nowhere in an extremely violent manner, the Communists citizens took control of the Russian government and murdered the Tsar and his entire family along with thousands of â€Å"nonconforming† Russians. Communism was established on the political philosophy of Karl Marx and was dedicated to establishing a society where there is no private ownership of property and where the government would control the making and distribution of all goods.Karl Heinrich Marx (German pronunciation: [ka l ? ha? n c ? ma ks], 5 May 1818 – 14 March 1883) was aPrussian-German philosopher and revolutionary socialist. His ideas played a significant role in the establishment of the social sciences and the development of the socialist movement. Marx's work in economics laid the basis for our understanding of labor and its relation to capital, and has influenced much of subsequent economic thought. [4][5][6][7] He published numerous books during his lifetime, the most notable being The Communist Manifesto (1848) and Capital (1867–1894).Due to the horrible misconduct and the overthrow of government, Americans began to panic. If it could happen in Russia, why couldn't it happen here? No plot to overthrow the government was ever uncovered. Yet, it was the paranoid fear of Communists that drove many Americans to violence. Another reason for the Red Scare was the strike held by mine workers. They were thought to be making threats against the Capitalist system through subversive Socialist organizations. These strikes were part of a series of events which took place in 1919.This strike, which occurred in February, was of 60,000 coal mine workers. In that September, steel workers attacked. Of course the blame was put upon the American Communists, although many communists tried to oppose this strike. Nationalist Americans called for the stop of the Bolshevik Revolution that was taking place in America. This panic traveling through the United States, made a series of bombs occur. Immediately the Socialist were accused. Attorney General Palmer took advantage of the panic of the public and asked Congress for fund appropriations to help avoid further danger.Congress not only supplied funds, but made sure that all foreign radicals were deported. This plan went very well, but then the government didn't know what to do when the radicals were US citizens. Dur ing my research of this this topic, I have learned a number of things. First of all, America was caught in a web of fear and conspiracy. No one could trust his neighbor or his father for fear that he was involved in the Communist movement. Americans were not happy with their government at this time, but this didn't mean that they wanted Communism as an option.Hyphenated Americans were particularly suspected. I have also learned that although Communism might have caused a lot of panic, no plot of Communism was ever found to be true. However, just because nothing was found doesn't mean that there wasn't anything to be found. America was extremely prejudiced toward anyone who wasn't a â€Å"pure American†. The Red Scare provided Americans with a scapegoat, now that we were no longer fighting the Germans. People really believed that Communists were everywhere and were plotting to overthrow the government.Citizens were now being treated like the women who were accused of being wit ches in the Salem Witch Trials. It didn't matter if you were or we’re not a Communist if someone accused you of being one. You were branded for most of your life. The biggest fear on people's minds was a communism takeover. People thought that Russia was going to cause an internal revolution within the US that would eventually end up removing the democratic government and replacing it with a dictator and communist government. The thought of Russia even attempting to do an attack was foolish from the beginning.America was also happy with its democratic government and was sure that they would have defeated the revolution. This is why America never had any true reason to fear a communist takeover occurring in the United States. The entire Red Scare was meant to keep communism out, and the main reason they wanted to do that is so they could remain free. â€Å"On the evening of Monday, December 29,1919, members of the Central Executive Committee of Buffalo's Communist party gathe red for a meeting in party headquarters in the second floor of the Teck Theater on Main Street.At about 9:30 p. m. , thirty police officers climbed the building's front and rear staircases, and the fire escape, forced open the doors of the meeting hall and burst in. As the party members stood quietly and watched, the police confiscated party records, including a membership list, communist pamphlets, hundreds of copies of the manifesto of the Communist party of America, a small printing press, a mimeograph machine and two typewriters. Then the police arrested twenty-two party members and locked most of them up in the third precinct police station on Pearl Street. Working through the night, police raided the homes of other party leaders, picking up George Till at 1:00 a. m. , and Christopher Keegan at 2:00 a. m. Raiders aroused Franklin Brill from sleep at his Williamsville home and brought him before District Attorney Guy Moore at 3:00 a. m. † The Committee commonly known as th e Lusk Committee, after its chairman State Senator Clayton R. Lusk of Cortland—had been established in March 1919 to investigate individuals and organizations suspected or promoting the overthrow of the United States government.The raids in November, December, and early January were the culmination of months of activity that had left the country in general, and Buffalo in particular, in a state of panic. On April 28, there was a bomb found in the mail of Seattle's outspoken mayor, Ole Hanson. Another bomb was found, exploded and blew the hands off a Georgia senator's maid. One time a New York postal clerk found sixteen more bombs that had not been sent due to a plethora of insufficient postage. Not even a month later after the April 28th bomb scare, another bomb destroyed the front of the home of Attorney General A.Mitchell Palmer in Washington. May Day riots occurred in several major U. S. cities, summer race riots in others and even rhe the Boston Police strike in September , followed by the nationwide steel strike and coal strike heightened animosity against socialists and radicals who were already held to be pariahs because of their pacifist stance during World War I. In June 1919, New York state officials raided the Rand School of Social Science in New York, as well as the headquarters of the I. W. W. along with the Socialists.This raids were created by the New York legislature action that created the Lusk Committee. The idea behind this committee was anit-radical, and it's tactics spread nationwide very quickly. Even with the legislation in place, Attorney General Palmer complained that not enough was being done to deportees. Even though after the Red Scare, he argued for the release of a Socialist that was imprisoned during the Scare and during it he helped convict many. In August of 1919, Palmer created an intelligence department to deal with problems that originated with anarchists.He appointed J. Edgar Hoover to lead the new agency. One of the first assignments of this agency was to raid The Union of Russian Workers in New York. The Red Scare finally came to an end after a series of actions by high government officials. Assistant Secretary of Labor Louis F. Post began to reject most of the immigrant related cases that were brought to him. Even the Secretary of Labor himself, William B. Wilson turned against Palmer. Out of 6,000 warrants issued during the raids, less than 1,000 resulted in deportations.Even though everyone opposed his actions, he still had the dream of running for president. But He was never nominated. By 1920, the Red Scare, was disappearing and by 1921 it was virtually gone. The hysterical anti-radical outbreak in 1919 and 1920 was relatively short-lived but that it left its mark on immigration policy, labor relations, and Constitutional liberties that lasted for generations. Higham argues that the Scare grew out of a fear that a huge part of the American population during World War I derived from enemy territory

buy custom Laptops and Netbooks Review essay

buy custom Laptops and Netbooks Review essay Technology has allowed computer companies to design cheaper computers to cater for the low end of the market. The cheap computers come with limited capability as some of the technological advances present in expensive computers lack in them. Hp is a key player in the computer business and produces a wide variety of product to cover the segmented market. This review will cover one of their cheapest products in the market which is the hp 620. The product that retails for around 479.99$ is among the cheapest 15.5 computers on the market (Bentley, 2010). Alex Bentley reviews the product by giving its strengths and weaknesses in the market (Bentley, 2010). The product hp 620 may be a good product but not a perfect product. Contrary to the great product the hp 620 as per Alexs opinion, the laptop is experiencing some technical problems that need rectification. The issue of the bluetooth device needs to be rectified for the product to fit this description. The computers bluetooth device seems to be lacking from the device, this is a deviation from the review that states that the product has a bluetooth device. Connection to other devises is problematic and troubleshooting of the device does not help the issue. Although the laptop is compact in size, carrying the product around requires a bigger bag compared to 14 laptops. The computer is not relatively light as the 2.5 kilos may have an effect on young customers. The top has a sleek design which is the highlight of the computer; the back however, lacks the aesthetic value to attract the customer. The design of the audio jack is not appealing. The jacks have been installed facing the user, a point that Bentley supports regardless of the fact that the user interferes with the cables while using the computer. A better design would consider locating the audio jacks to the computers rear (Bentley, 2010). The review focuses on the key factors that the original review omits in the evaluation of the product. The opposing review may appeal to the other customers that own the product as they experience the problems highlighted in the opposing review. Buy custom Laptops and Netbooks Review essay

Rates of Reaction Example Problem

Rates of Reaction Example Problem This example problem demonstrates how to use reaction rates to determine the coefficients of a balanced chemical equation. Problem The following reaction is observed:2A bB → cC dDAs the reaction progressed, the concentrations changed by these ratesrateA 0.050 mol/LÂ ·srateB 0.150 mol/LÂ ·srateC 0.075 mol/LÂ ·srateD 0.025 mol/LÂ ·sWhat are the values for the coefficients b, c, and d? Solution Chemical reaction rates measure the change in concentration of the substance per unit time.The coefficient of the chemical equation shows the whole number ratio of materials needed or products produced by the reaction. This means they also show the relative reaction rates.Step 1:Â  Find brateB/rateA b/coefficient of Ab coefficient of A x rateB/rateAb 2 x 0.150/0.050b 2 x 3b 6For every 2 moles of A, 6 moles of B are needed to complete the reactionStep 2:Â  Find crateB/rateA c/coefficient of Ac coefficient of A x rateC/rateAc 2 x 0.075/0.050c 2 x 1.5c 3For every 2 moles of A, 3 moles of C are producedStep 3:Â  Find drateD/rateA c/coefficient of Ad coefficient of A x rateD/rateAd 2 x 0.025/0.050d 2 x 0.5d 1For every 2 moles of A, 1 mole of D is produced Answer The missing coefficients for the 2A bB → cC dD reaction are b6, c3, and d1.The balanced equation is 2A 6B → 3C D

Developments in the 19th Century that Drove the Shifts in Imperial Research Paper

Developments in the 19th Century that Drove the Shifts in Imperial Policies and Practices of European Empires during New Imperia - Research Paper Example Amongst others, these shifts included the moving away from the economic doctrine of mercantilism that focused on the expansion of trade and markets through strategic control of ports towards the establishment of large scale, formal empires by way of aggressive internal penetration of territory and the exercising of control over the geography and population in those territories. We need only a glimpse at a few statistics to see that these shifts had remarkable consequences. According to Daniel R. Headrick- professor of social sciences at Roosevelt University and author of The Tools of Empire- â€Å"in the year 1800 Europeans occupied or controlled thirty-five percent of the land surface of the world; by 1878 this figure had risen to sixty-seven percent, and by 1914 over eighty-four percent of the world’s land area was European-dominated. ‘The British Empire alone,† Headrick continues, â€Å"already formidable in 1800†¦ increased it’s land area sevenfol d and its population twentyfold in the following hundred years†.1 However, these shifts were not simply coincidental. In fact, the changes in the imperial policies of the Europeans during the era of â€Å"New Imperialism† were driven by two major nineteenth century developments: the second industrial revolution, and the emergence of a pack of European nation states. Main Body Imperialism, as defined by the Merriam-Webster Dictionary, is â€Å"the policy, practice, or advocacy of extending the power and dominion of a nation†¦ over the political or economic life of other areas†2 To put this in simple terms, imperialism is the acquisition and buildup of territory and capital. However, the Merriam-Webster definition does not quite pin the proverbial tail on the donkey, for it lacks one key component of imperialism: what is the justification for this said extension of power? According to Edward Said- former professor of English and comparative literature at Colum bia University and author of Culture and Imperialism- the acts â€Å"of accumulation and acquisition†¦ are supported and perhaps even impelled by impressive ideological formations that include notions that certain territories and people require and beseech domination, as well as forms of knowledge associated with domination†.3 Thus, the working definition for Imperialism from here on out is the combination of two previous definitions, which goes as follows: the policy, practice, or advocacy of extending the power and dominion of a nation†¦ over the political or economic life others, which is supported and perhaps even impelled by impressive ideological formations that include notions that certain territories and people require and beseech domination, as well as forms of knowledge associated with domination.   New imperialism cannot be said to be only the policies of the elite because it was greatly supported by the lower classes in Europe. The main aspect of the c ulture of imperialism was the feeling of superiority amongst white Europeans. Many people had such perceptions because of being bound by Christianity and they believed that there was nothing wrong in forcibly Christianizing the conquered societies, which they believed was the main motive of imperial missions. Some viewed imperialistic aspirations from a secular perspective, while some followed Darwinian concepts in upholding their

- Art and Music Appreciation Essay Example | Topics and Well Written Essays - 250 words - 4

- Art and Music Appreciation - Essay Example Perhaps she is Lady Macbeth. The style is neo-classical but later than Goya. If I cover the dagger with my finger, the painting suddenly changes and could be a placid, ordinary portrait of a beautiful young girl with no malevolence evident on her face. C. I know that this is by controversial sculptor Daniel Edwards, who makes statements about social polemics such as alcoholism and public nursing of babies. Because of the black background this is probably installed in an exhibition. It looks as if the clay is fresh and wet: so the idea has ‘just occurred’ to the artist - but the tiaras on both the dog and the woman, and her careful hairstyle suggest a long consideration of the subject, which at first looks beautiful, but is then confronting because of her position. D. This is a chocolate box top. It is a pretty scene: very bland and without statement. It is photographically correct, and although there is contrast between the church steeple in the background that is bathed in light and the dark shack in the foreground, there is lack of meaning. Paintings without people such as this landscape can be hung quite high on a wall because they are not intimate. E. This immediately says ‘Dali’ - the recognizable moustache makes it a portrait of that famous surrealist. But it is signed Merello, so it is by Jose Merello, the modern Spanish expressionist. But even if I did not know this, I would expect the painting to be hung in a colorful room full of other modern paintings. The various shapes, objects and words around the figure make it interesting, making the viewer want to approach and inspect every detail. Mozart alternates very fast stretches with slow ones in this symphony. It makes you feel that the composer was in a furious hurry to put down the notes before someone interrupted his muse. His character is fully in the music, like the speech of a very precocious child: fast and