What to Expect From Samples of Personal Essay for College?

What to Expect From Samples of Personal Essay for College? The War Against Samples of Personal Essay for College Realize that's a couple of private mission is my college. My purpose is to make a Bachelor's degree. My goal to go for a career in the sphere of education has been a portion of my plans since my early teen years. Although each facet of your college application is vital, a strong college admission essay is just one of the main elements of the application. A strong essay can provide you the ideal opportunity to get in the school that you dream about. Once you've located a couple examples of college admission essays, you want to examine them thoroughly in order to be sure they're worth of your attention. Academic personal statement research assistance from the college essays want to find college essays getting started. Expressing yourself with written words is a real art. Lastly, the detail of real speech makes the scene pop. 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The Great Gatsby Symbolism Essay - 948 Words

Amy Chen May 3, 2012 Block E Gatsbys Symbolic House In literature, symbols are used to add deeper meaning to the story or hint at an emotion or attitude towards something without directly stating it. Sometimes they are obvious while other times sometimes they are hidden, regardless, they are used to enhance the story. In The Great Gatsby by F. Scott Fitzgerald, Fitzgerald uses symbolism to create a more realistic story for the reader. Although, many symbols are present throughout the story, Gatsbys house represents something more than just a luxurious building; his house reveals Gatsbys true character, love for Daisy and his struggle to maintain it. Gatsbys lavish mansion is described early on in the story which illustrates†¦show more content†¦Gatsby spends years trying to find Daisy (S). When he finally does, he decides to hold lavish parties every Saturday to attract Daisy (CX). One evening, â€Å"There was music from my neighbors house and through the summer lights... men and girls came and went like moths among the whispering and the champagne and stars† (Fitzgerald 39). This reveals Gatsbys true feelings towards his parties; the smiles, the laughter, the people- all have no significance in his heart. To him, none of this matters, unless Daisy is there. Gatsby is not even aware of whom attends his parties, â€Å"Sometimes they came and went without having met Gatsby at all† (Fitzgerald 41). As soon as his discovers the relationship between Nick and Daisy, he pulls Jordan aside to ask Nick invite Daisy to Nicks house, so he can coincidently drop by. Gatsbys willingness to host parties every week, shows his perseverance and sincerity towards Daisy. It is at Gatsbys house where the two finally reunite. Even the darkest, coldest place is enlightened when they are together. Before entering the house, Daisy sees the house as vacant, but when they were in the cellar, â€Å"the gray windows disappeared as the house glowed full of light† (Fitzgerald 94). To Gatsby, everything seems perfect and nothing seems to matter as long as Daisy is his side. After their reunion, Daisy begins to visit Gatsbys house more frequently; this leads to his ultimate decision to fireShow MoreRelated Symbolism in The Great Gatsby Essay867 Words   |  4 PagesGatsby Essay Symbols are objects, characters, figures, or colors used to represent abstract ideas or concepts. For example, a dove is usually used to represent peace. In the novel The Great Gatsby, written by F. Scott Fitzgerald, Fitzgerald uses a lot of symbolism to connect the characters with each other or to other objects. Fitzgerald’s use of symbolism helps advance his thematic interest in his novel of The Great Gatsby. In the Great Gatsby, F. Scott Fitzgerald uses various colors, objectsRead MoreSymbolism in The Great Gatsby Essays790 Words   |  4 PagesSymbolism The Great Gatsby by F. Scott Fitzgerald is bursting with symbols and motifs. Looking deeper into these symbols will uncover the abstract and intangible themes and messages portrayed throughout the novel. The green light at the end of Daisy’s dock as well as T.J Eckleburg’s eyes overlooking the Valley of Ashes and the discrepancy between not only the characters of East and West Egg but the social class and standard of living they abide by. By uncovering all of these symbols and exposingRead MoreEssay Symbolism in The Great Gatsby864 Words   |  4 PagesIn the novel, The Great Gatsby, there is lots of reflection on symbolism, and especially colored symbolism. In this novel symbolism is a very important factor, it shows the difference between the different characters and scenes in the novel. The color green influences the story a lot. Green shows many thoughts, ideas, attitudes, and choices that Gatsby has throughout the story. White too plays an even more important ro le in the novel as it is used to represent some of the characters, it also talksRead More Symbolism in The Great Gatsby Essay551 Words   |  3 PagesThe Great Gatsby Symbols Throughout the book the Great Gatsby, by F. Scott Fitzgerald, there are many examples of very simple things that have a deeper meaning or represent more than meets the eye. The book is narrated by Nick Carraway, and is about a man named Gatsby who throws huge parties where he doesn’t even make an appearance, all in an attempt to win back his lost lover Daisy who is married to Tom Buchanan. Gatsby is a big figure in the book and he uses many objects around him to representRead MoreEssay on Symbolism on the Great Gatsby1179 Words   |  5 Pagescomplex than it seems. Whereas a symbol as complicated as the â€Å"eye† can mean more than it’s suggested for. Throughout The Great Gatsby symbolism represent color, the existence of eyes and money. The color symbolism is repetitive throughout the novel. The colors represent the different characters personality and their actions. An important symbolic color in The Great Gatsby is the green light. The color green itself is associated with spring, money, hope and youth. The green light stands for somethingRead MoreThe Great Gatsby Symbolism Essay1321 Words   |  6 Pagesdaily basis. Cars are a major expense and luxury for adults presently. For many, these cars are symbolic of their success in achieving their American Dream having money. The American Dream during the ‘roaring ‘20s’ is a major topic in the story The Great Gatsby by F. Scott Fitzgerald. The troubles Tom and Daisy Buchanan, an upper class couple, are experiencing lead the narrator, Nick Carraway, into many sticky situations. Soon after Nick moved into his modest home amongst some of the most lavish in NewRead MoreEssay On Symbolism In The Great Gatsby918 Words   |  4 PagesGood Morning Mr Pein ke and 11A today I will be discussing how F. Scott Fitzgerald, author of The Great Gatsby, uses the techniques of symbolism and characterisation to position readers to view the George and Myrtle Wilson, a married couple living in the Valley of Ashes during the 1920’s. While the 20’s were a great time of optimism, Fitzgerald portrays the much bleaker side of the revelry by focusing on its indulgence, two-facedness, shallow recklessness. While we don’t know a lot about Myrtle andRead MoreEssay On Symbolism In The Great Gatsby1068 Words   |  5 PagesAmerica. In the novel, The Great Gatsby, the theme wealth creates a pathway to the corruption of morals is evident through the decisions and thoughts of the Buchanans and Gatsby who are influenced by the eyes of T.J Eckleburg. Characters such as Tom and Daisy Buchanan can be seen as highly materialistic and driven by their hunger for money. As a woman of high-class, Daisy has no desire to break her marriage with Tom and abandons her status in society to be with Gatsby. This is illustrated whenRead More Symbols, Symbolism, and Metaphor in The Great Gatsby Essay796 Words   |  4 Pages Metaphors and Symbolisms in The Great Gatsby nbsp; In the novel The Great Gatsby, F. Scott Fitzgerald uses many different metaphors and symbolisms to express his point.nbsp; In this essay the point that I wish to make is how Fitzgerald uses colors to develop image, feelings, and scenery depiction to let the reader feel the emotions and other aspects being portrayed in that particular part in the book.nbsp;nbsp;nbsp; Like every other essay one must address the major pointsRead MoreEssay on Analyse the symbolism of colour in The Great Gatsby.492 Words   |  2 PagesAnalyse the symbolism of colour in The Great Gatsby. In F. Scott Fitzgerald’s novel â€Å"the Great Gatsby† he uses many literary devices. One of the most obvious is colour, and in this essay I will explore how Fitzgerald uses colours like white, green and yellow to help convey 1920’s America and Gatsby’s struggle for Daisy Buchanan. White features most strongly in the novel and becomes a way for people to hide behind false facades. In â€Å"The Great Gatsby† white symbolises royalty innocence

Website Design Document Web Page & Multimedia Design

Question: Format of the website design document Each student is required to prepare a design document, in the format of a report. A report generally consists of a number of pages with section headings and sub-headings. Page numbers are required on every page except the cover page. For ease of reading and marking it is suggested you also provide a Table of Contents with working links to the individual sections of the report. Use the following table as a guide or checklist for the creation of your design document. Your report MUST have the structure as indicated in the first column of the table. Before handing in your assignment, make sure that all sections are present and that they contain the information required. 1. Topic Name Description Write this as a summary of the entire website, NOT as an essay-type introduction to the assignment! 1.1. Name As it will appear on your websites homepage 1.2. Description Detailed description and purpose of the site. 2. Target Audience The type of people who will want to view your website 2.1. Demographics Discuss targets Age, Gender, Education, and Interests. And possibly their Background,Race, Disabilities, Employment Status, and Location if needed 2.2. Justification Why the specified target audience and not others? 3. Storyboards (Early sketches) 3.1. Basic sketches Initial sketches of each significantly different page. Example: Home layout, Gallery layout, and one that shows the general layout of all other pages. If you design other layouts for specific pages include them also. 4. Competitive Analysis Four (4) websites that are similar to the one you will be creating (eg. Personal Websites!) In your analysis you need to identify why you chose the websites you have analysed 4.1. Analysis of good sites (2) Use the evaluation sheet from the lab session 4.2. Analysis of bad sites (2) Use the evaluation sheet from the lab session 4.3. Summary of good and bad points Short summary of elements you are considering using in your website and those to avoid. 5. Content Requirements The Content Requirements section needs to read like an inventory of all items of information required to make the website functional; this is an unformatted section in that it requires you to note all elements needed BY NAME ONLY., The way the content is presented is to be detailed in Section 8 of the document 5.1. Content Inventory Simple list of keywords identifying ALL CONTENT for each page. Example of the Education page: Text-University of Ballarat (2013), Image-University of Ballarat, Text-Federation University (2014), Image-Federation University, Image-Myself at University, Text-ITECH2106 Information, etc. Masters students (ITECH6106) also need to identify the content inventory for the contact page. 5.2. Categories Labels See the WEBSITE OVERALL REQUIREMENTS document and organise the pages into groups. Example the two gallery pages could fall under one category affecting the way you would plan your navigation to those pages (they are still 2 pages which you will label under the one category). For further info on categories and labels, see Lecture 2. 5.3. Functional Requirements MASTERS STUDENTS (ITECH6106) ONLY You will need to detail where your forms will be located, how they function (such as JavaScript and HTML) and what will happen with the information (such as data validation and user feedback). This includes the required contact page with 4 elements and the password protected page functionality. 6. Information Architecture 6.1. Site map Graphical representation of the pages in the website, such as a hierarchical diagram; must have identifying labels and show relationship between the pages. Masters students (ITECH6106) should also indicate which page is password protected, and dont forget the contact page in the sitemap! 6.2. Wire frames Digitally-created wire frames for each significantly different page in the website (based on the Storyboard sketches) lab 4 contains directions for these. 7. Navigation scheme Identify how users will navigate the website, including the navigation from section to section, internal page to internal page, and internal page to external site. 7.1. Global navigation Description of how users will navigate the entire site. Include details of any primary and secondary navigation. 7.2. Local navigation Description of how users will navigate the pages within a category. Items you categorised together under one category (the two galleries for example), may need a drop-down menu or navigation within that category 7.3. Footer Description of the navigation available in the footer. On such a small website, include the sitemap link. 8. Content Design Full marks will only be given for the detailed description of each page within the site; 8.1. Content Layout for each page Detailed, short description of the content for all pages in the website. NOTE: description not the actual content. 8.1.1. Name of page 8.1.2. Layout of page Self-explanatory Type of media, content and layout, size of display area. Example: Type: Textbox. Content: this text contains information regarding my passion for my career, located under the navigation, spanning the width of the webpage. Size: 960px width x 200px height. Do this for each required element on each page in your website. (will continue with 8.1.3, 8.1.4, etc until each page has been discussed) Masters students (ITECH6106) also need to identify the content layout for the contact page, as well as identify what happens on the selected password protected page. 9. Visual design 9.1. Description justification of the chosen design Describe the visual design and explain why the chosen design is suitable for the website. 9.2. Description of colour scheme/ fonts chosen Description and justification for the colour scheme chosen. Identification of the main colours used in hexadecimal notation. e.g. Background dark-grey #272727; text heading #6f71fd; body text #ffffff; identify and justify each different font face you will be using. 9.3. Mock-ups of every different page This is a visualisation of the wire-frames with elements in their proper position but without any real content, other than visible navigation elements. Mock-ups should clearly show the navigation, the colour scheme chosen, as well as how content will be treated. 10. Appendix Any other information for which there is no sub-heading 10.1.Raw data collection References to the materials from which you will develop the website must be present, such as any text, images and media you will use on your website. Images can be inserted into this section or provide exact links to its location. Textual content you will use may contain links to related content; for example you may provide a link to your Federation University courses for the education page. Remember that these will need to be reworked for Assignment 2 according to the rules of writing for the web. HOWEVER do not rework the information now, keep them in their raw format! 10.2.References URL of webpages and/or references for documents from which you will use any content to be placed on the website you are developing. Answer 1. Topic and Description 1.1. Topic: PropertyGrounds 1.2. Description: In conjunction with its study to evaluate the achievability of building a Property Sales site, EPA met with potential purchasers and merchants of Propertygrounds, and other national and nearby stakeholders, to request their thoughts and recommendations about how to work such a site to best serve their needs. By and large, numerous property managers give off an impression of being ready to give data about their properties, yet fail to offer the assets needed to gather and amass extensive data and overhaul it routinely. Then again, prospective purchasers of Propertygrounds yearning however much data as could be expected to upgrade their capacity to screen properties and distinguish the properties that best meet the purchasers' criteria. On the premise of its talk with brownfields stakeholders, perceptions of data that is presently gathered about Propertygrounds, and data that is accessible to the overall population about postings of Propertygrounds, EPA is giving a recommended least set of data things that ought to be introduce for a property keeping in mind the end goal to incorporate that property in a site that rundowns Propertygrounds available to be purchased. Site administrators may need to strike a parity in characterizing least data things for theirframeworks. 2. Target Audience 2.1 Demographics: the website is intended for age groups higher than regular teens (16+) as the website would be catering the services of property so the age group above 16 can buy, rent or sale according to their basic needs. 2.2 Justification: Any audience below 16 would not be eligible as they ant legally allowed to sell, rent or buy the property hence the age group would be 16+ only. 3. Story Boards 4. Competitive Analysis 4.1 Analysis of good Sites: 4.1.1 Zillow.com.com: 4.1.2Realtor.com: 4.2 Analysis of bad sites 4.3 Summary 5. Content Requirements 5.1 Content Inventory: 5.1.1.Property Information Page: Property Image Property Name Property Address Property Location Map Property Owner Details Property Status 5.1.1.1. Home Page: Property Images (Random) Property Samples Recent Sales Search Bar with different selectable options 5.2. Categories and Labels: 5.2.1 Galleries 5.2.2 Property locations 5.2.3 Property Management 5.2.4 Content Management (6). Information Architecture 6.1 Site Map 6.2 Wireframes 7. Navigation Scheme 7.1 Global Navigation The essential capacity of a site ought to be to permit clients to effectively seek a database of Propertygrounds. The optional capacity of a site ought to be to permit clients to include or overhaul the records in the database. This is an imperative capacity for Propertygrounds on the grounds that; (1) the Brownfields Program keeps on growwing and new properties are always being added to the project, (2) properties need to be expelled from the information base in light of the fact that they are sold or for different reasons, (3) new data to portray defilement is being acquired as properties travel through the site evaluation procedure, and (4) property managers keep on receiing new motivators to redevelop their properties and data about these motivating forces ought to be conveyed to potential buyers. 7.2 Local Navigation The Local navigation can be done using the breadcrumb and menu buttons provided so that the user can navigate to all the pages irrespective of the current location. 7.3. Footer The footer would contain the regular menu Contact Us, and copyright information as the menu and navigation would be handled majorly by the global and local navigation 8. Content Design 8.1. Content layout 8.1.1. Name of page: Home/Index Page 8.1.2. Layout: Type: Image Gallery. Content: Contains images of the property Size: 360px width x 200px height. Type: Search Option Content: Search Tab Size: Left corner of the website 360px width x 200px height. 8.1.3. Name of page: Property Information 8.1.4. Layout: Type: Image Gallery. Content: Contains images of the property Size: 360px width x 200px height. Type: Property Information Content: Property Tab Size: Left corner of the website 360px width x 200px height. Type: Location Map Content: Property location on google map Size: Left corner of the website 360px width x 200px height. 9. Visual Design 9.1 Description justification of the chosen design The outline of the property may incorporate an immediate connection to an alternate site or an alternate database that gives more point by point data. Connections to different wellsprings of data can be fulfilled through two programming techniques. The easiest strategy is to give a connection to the landing page of an information supplier. All things considered, it might be essential that the client run an alternate inquiry to discover the data portrayed. The second system is to connection straightforwardly into the database of the information supplier. The client would have prompt access to all accessible data; and no extra looking would be fundamental. The second technique has clear favorable circumstances for the client, yet it is significantly more confused from a programming viewpoint. The system obliges an abnormal state of participation between the administrators of a site of Propertygrounds and information suppliers. As a rule, specialized snags may make the second technique unreasonable. 9.2. Description of colour scheme/ fonts chosen Background: #FFFFFF Reason: Better display and also great for viewing on mobile devices as well. Font: #000000 Reason: Black and shows best on any devices 10. Appendix 10.1. Raw Data CollectionTo add properties to the database, information suppliers could be given alternatives. The number and sorts ought to be needy upon the potential number of information suppliers, whether the database will be nearby state, provincial, or national, and the degree of value control of the information. Case in point, the accompanying choices may be fitting for a state or national database: use an online information entrance structure. The information supplier just rounds out the structure on the website page. The information are added to the database when the client clicks an "Upgrade" catch at the base of the screen. download a duplicate of the site's information structure in a MS Access position. A straightforward client manage (one or two pages) giving specialized rules for either a beginner client or a database pro could be arranged and made accessible for downloading alongside the MS Access database. After all information have been moved into the MS Access database, the information supplier sends the MS Access database once more to the administrator of the site by email or document exchange convention (FTP). The alternative permits the information supplier to finish the document when advantageous and to create their own duplicate of the data gave. Submit vast volumes of information in computerized arrangement, for example, MS Access or ASCII comma delimited. The information could then be foreign made into database for the site. 10.2.References Chao, D. (2005). The Designing of Web Services to Deliver Web Documents Associated with Historical Links. International Conference On Next Generation Web Services Practices (Nwesp'05). doi:10.1109/nwesp.2005.73 Mohorovicic, S. (2013). Implementing responsive web design for enhanced web presence. Information Amp; Communication Technology Electronics Amp; Microelectronics (MIPRO), 2013 36Th International Convention On, 1206-1210. Retrieved from https://ieeexplore.ieee.org/xpl/login.jsp?tp=arnumber=6596440url=http%3A%2F%2Fieeexplore.ieee.org%2Fxpls%2Fabs_all.jsp%3Farnumber%3D6596440 Shih, T., Jianhua Ma, Huang, R. (1999). The design and implementation of a distributed Web document database. Proceedings Of The 1999 ICPP Workshops On Collaboration And Mobile Computing (CMC'99). Group Communications (IWGC). Internet '99 (IWI'99). Industrial Applications On Network Computing (INDAP). Multimedia Network Systems (MMNS). Security (IWSEC). Parall. doi:10.1109/icppw.1999.800116 Yao, J., Li, J. (2006). Practical Design and Implementation of Web-Based Document Management Systems. 2006 10Th IEEE International Enterprise Distributed Object Computing Conference Workshops (EDOCW'06). doi:10.1109/edocw.2006.57

Social Diversity free essay sample

Even in the military, these individuals experience discrimination. Therefore, the â€Å"Don’t Ask, Don’t Tell† policy was put in place to protect gays and lesbians. Lesbian, gay, bisexual and transgendered (LGBT) individuals are unique and have unique needs in terms of civil justice and equality. The LGBT population comprises a diverse community with health concerns, civil liberty needs and family planning anxieties. They must also deal with paranoia, isolation, depression, and others being homophobic due to their sexual orientation. The issues surrounding personal, family, and social acceptance of sexual orientation can place a significant burden on mental as well as physical health for those in the LGBT community. (Clarke, 2010). Some individuals go as far as contemplating suicide to actually completing suicide because they feel they are less worthy than people of heterosexuality. If these individuals were more accepted in society, more information would be attainable to increase programs to meet the unique needs in these communities. We will write a custom essay sample on Social Diversity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page LGBT people must deal with prejudice and discrimination when trying to obtain health care in hospitals and certain religious-based clinics and hospitals. (Sember, 2006). In the LGBT community, sexually transmitted diseases are often more widespread than in communities where the LGBT population is lower. Currently in the United States, blood donation centers will not accept blood donated by gay and bisexual men. The same goes for men who have ever had even one sexual experience or contact with other men. Gay and bisexual men are excluded regardless of their individual sexual histories or HIV risk. Current policy establishes different standards for behaviors that pose similar (or greater) risk of HIV transmission; it has been criticized, as stigmatizing and discriminatory to gay and bisexual men. (HHS, 2012). Currently, the US Department of Health and Human Services (HHS) is conducting studies to examine the policy banning gay and bisexual men from donating blood. HHS(2012) has stated, â€Å"When these studies are complete, the Department is committed to a full evidence-based evaluation of the policy. If the data indicate that a change is possible while protecting the blood supply, we will consider a change to the policy. (HHS, 2012) Until these studies are complete, the HHS will not consider the remote chance that a gay or bisexual man can donate blood. Literature Review One issue of contention in the LGBT community is the issue of raising and/or adopting children. LGBT individuals and couples become parents in a variety of ways, including adoption, foster parenting, donor in semination, surrogacy, and having children from previous heterosexual relationships. The law governing family relationships varies significantly from state-to-state. (American Civil Liberties Union, 2012). Currently, in the United States, Utah, Nebraska, Wisconsin, Ohio, Kentucky, North Carolina, Mississippi, and Louisiana have laws where same sex couples are barred from doing joint and/or second parent adoptions. Nebraska, Utah, and Mississippi have laws barring same-sex couples from even being a foster parent. (American Civil Liberties Union, 2012). Being there is a lack of loving, stable foster homes in America, it would be beneficial to these states to allow LGBT couples or individuals to foster children and provide stable homes for these children. Some people believe that children of homosexual parents are at greater risk for sexual abuse, pedophilia, or other mistreatments. Social scientists have been studying children raised by what society calls â€Å"normal† families and children raised by parents of the same sex for over twenty years. They have noticed there is no difference in the children’s behavior, affect, development, or relationships. What matter the most is whether they are in a loving, nurturing home with committed parents. (Lev, 2004). The American Academy of Pediatrics (2012) recognizes that a onsiderable body of professional literature provides evidence that children with parents who are homosexual can have the same advantages and the same expectations for health, adjustment, and development as can children whose parents are heterosexual. When one thinks of marriage, the first thing that comes to mind is a union between one man and one woman. Marriage in the United States is considered one of the most sacred unions one can enter into formally. LGBT couples are not afforded that same luxury in most states. Connecticut, the District of Columbia, Iowa, Maryland, Massachusetts, New Hampshire, New York, Vermont, and Washington are the only states that recognize same sex marriages. California recognizes only those marriages conducted between May and November 2008. The states Supreme Court ruled in 2008 that laws prohibiting same-sex marriage violated the state constitution. That ruling was overturned later that year by Proposition 8, a ballot initiative that banned same-sex marriage. In February 2012, a federal appeals court ruled that Proposition 8 violated the U. S. Constitution. But same-sex couples cannot get married in California until appeals, which may go to the U. S. Supreme Court, have been exhausted. (American Civil Liberties Union, 2012). Studies conducted in several countries indicate that better-educated people are more likely to support the legalization of same-sex marriage than the less-educated, and younger people are more likely to support it than older generations. Additionally, polls indicate that people who personally know a gay person are more likely to support marriage than those who do not. The American Anthropological Association (2012) has been quoted as saying: â€Å"The results of more than a century of anthropological research on households, kinship relationships, and families, across cultures and through time, provide no support whatsoever for the view that either civilization or viable social orders depend upon marriage as an exclusively heterosexual institution. Rather, anthropological research supports the conclusion that a vast array of family types, including families built upon same-sex partnerships, can contribute to stable and humane societies. LGBT couples often move to states that are more open to gay and lesbian marriages. They move to states that are not as discriminatory towards their lifestyle choices and they can live in peace with their spouse. The Defense of Marriage Act (DOMA) is a federal law that denies federal recognition of same-sex marriages and authorizes states to refuse to recognize same-sex marriages licensed in other states. DOMA was p assed out of the fear that a lawsuit in Hawaii would force that state to recognize same-sex marriages. Under the U. S. Constitutions Full Faith and Credit Clause (Article IV, Section 1), states are expected to recognize the public acts, records, and judicial proceedings of every other state. Therefore, Congress was alarmed at the prospect of a gay or lesbian couple being married in Hawaii and then going to another state and expecting that state to recognize them as legally married. In addition, Congress did not want to grant same-sex couples the same federal benefits that are given to heterosexual couples who are legally married. (Clifford, 2012). In states that do not allow marriage of LGBT couples, they are unable to draw Social Security benefits on a partner’s pension plan. Older LGBT couples are at a high risk of economic devastation due to an absence of Medicare benefits afforded to legalized partners. In some states, including those allowing same sex marriage employees offer benefits to domestic partners as well. (Rimmerman, 2000). Employers should strive to maintain equality in the burden of proof required from eligible beneficiaries of employer benefits for both enrollment and audit purposes. Documentation should not be required of partners if it is not required of spouses. Employers particularly concerned about fraud should consider documentation requirements holistically. The California Insurance Equality Act of 2004 requires that health insurance plans in that state treat spouses and domestic partners equally, not only mandating that employers providing spousal benefits must also provide partner benefits, but also precluding employers from asking for documentation for state-registered partners if not also asking for documentation for different-sex spouses. (AAA. 2012). LGBT couples face obstacles when obtaining healthcare for them or their spouses/partners. They often face financial, personal, and cultural barriers when attempting to access health care. This is another vicinity where the Defense of Marriage Act creates an obstacle for LGBT couples. The states that do not recognize domestic partnerships or same sex marriages do not provide employer-provided benefits to partners, therefore some couples are unable to receive health care. They must obtain health insurance elsewhere, often from the individual insurance market, which can be quite costly and put a burden on the couples financially. Transgendered individuals face an even greater obstacle when it comes to obtaining health care or insurance. (Makadon, 2007). It is difficult for them to qualify for health insurance benefits that will fully meet their unique health care needs. Most private and public insurance plans do not cover the cost associated with transitioning from one gender to another. This is quite costly due to the fact there is much work to do before the actual transitioning can take place. They must do psychiatric counseling and evaluations before they begin taking hormones or before they proceed with surgery. Sember, 2006). There is also discrimination at religious-based hospitals and clinics. In some of these places, they will refuse to treat LBGT individuals due to their religious beliefs, instead of medical necessity. Some hospitals go as far as not allowing domestic partners visitation and are left out of important medical decisions regarding their partner. (Clifford, 2012). Conclusion In summation , one can deduce the lifestyle choice of LGBT individuals is not an easy one. They face bullying, ridicule, and discrimination on a national level as well as a personal level. It is a constant battle to gain the freedom and rights that non-LGBT individuals get to enjoy. The United States still has a long way to go when it comes to LGBT rights; however, allowing marriages and domestic partnerships is just a first step toward a greater global recognition that LGBT rights really are core human rights. Secretary Hilary Clinton has stated: â€Å"I speak about this subject knowing that my own countrys record on human rights for gay people is far from perfect. Until 2003, it was still a crime in parts of our country. Many LGBT Americans have endured violence and harassment in their own lives, and for some, including many young people, bullying and exclusion are daily experiences. So we, like all nations, have more work to do to protect human rights at home. † (ACLU, 2012) It is the hope of many people that the Obama administration’s respect and leadership on human rights issues abroad indicates that the administration will fulfill promises made to bring human rights home. LGBT people are frequently discriminated against in hiring, firing, promotion and compensation decisions. Unjust discrimination against gay and effeminate men as well as lesbians and masculine women is common in the workplace. It is hard to prove discrimination in most cases, but most discrimination stems from people’s ignorance about LGBT individuals and couples. (ACLU, 2012). Most have a fear if they are seen conversing with gays and lesbians, they themselves will be assumed to be gay or lesbian as well. Youths in school face severe bullying for being who they are. While trying to deal with all the challenges of being a teenager, LGBT teens additionally have to deal with harassment, threats, and violence directed at them on a daily basis. They hear anti-gay slurs such as â€Å"homo†, â€Å"faggot† and â€Å"sissy† about 26 times a day or once every 14 minutes. Even more troubling, a study found that thirty-one percent of gay youth had been threatened or injured at school in the last year alone. (AAP, 2012). December 10 is International Human Rights Day. Perhaps spreading the word and educating people about the lifestyles of LGBT people will help people to understand they are human and have needs just like everyone else. Maybe then will people be more open and understanding and the violence, harassment, prejudice, and discrimination will drastically drop.

Emily Dickinson - Continuing Enigma

Emily Dickinson - Continuing Enigma Known for:  inventive poetry, mostly published after her deathOccupation:  poetDates:  December 10, 1830 - May 15, 1886Also known as:  Emily Elizabeth Dickinson, E.D Emily Dickinson, whose odd and inventive poems helped to initiate modern poetry, is a continuing enigma.   Only ten of her poems were published in her lifetime. We know of her work only because her sister and two of her long-time friends brought them to public attention. Most of the poems we have were written in just six years, between 1858 and 1864. She bound them into small volumes she called fascicles, and forty of these were found in her room at her death. She also shared poems with friends in letters. From the few drafts of letters that were not destroyed, at her instruction, when she died, its apparent that she worked on each letter as a piece of artwork in itself, often picking phrases that shed used years before. Sometimes she changed little, sometimes she changed a lot. Its hard to even tell for sure what a poem by Dickinson really is, because she changed and edited and reworked so many, writing them differently to different correspondents. Emily Dickinson Biography Emily Dickinson was born in Amherst, Massachusetts. Her father and mother were both what we would today call distant. Her brother, Austin, was bossy but ineffective; her sister, Lavinia, never married, and lived with Emily and was protective of the much shyer Emily. Emily at School While signs of her introspective and introverted nature were apparent early, she traveled from home to attend Mount Holyoke Female Seminary, an institution of higher education founded by Mary Lyons. Lyons was a pioneer in womens education, and envisioned Mount Holyoke as training young women for active roles in life. She saw that many women could be trained as missionary teachers, especially to bring the Christian message to American Indians. A religious crisis seems to have been behind young Emilys decision to leave Mount Holyoke after a year, as she found herself unable to fully accept the religious orientation of those at the school. But beyond religious differences, Emily also apparently found the social life at Mount Holyoke difficult. Withdrawn Into Writing Emily Dickinson returned home to Amherst. She traveled a few times after that once, notably, to Washington, DC, with her father during a term he served in the U.S. Congress. But gradually, she withdrew into her writing and her home, and became reclusive. She began to wear dresses exclusively in white. In her later years, she did not leave her homes property, living in her home and garden. Her writing did include letters to many friends, and while she became more eccentric about visitors and correspondence as she aged, she had many visitors: women like Helen Hunt Jackson, a popular writer of the time, among them. She shared letters with friends and family, even those who lived nearby and could visit easily. Emily Dickinsons Relationships From the evidence, Emily Dickinson fell in love with several men over time, though apparently never even considered marriage. Her close friend, Susan Huntington, later married Emilys brother Austin, and Susan and Austin Dickinson moved to a home next door. Emily and Susan exchanged ardent and passionate letters over many years; scholars are divided today on the nature of the relationship. (Some say that the passionate language between women was simply an acceptable norm between friends in the nineteenth and early twentieth centuries; others find evidence that the Emily/Susan friendship was a lesbian relationship. I find the evidence ambiguous at best.) Mabel Loomis Todd, a descendent of John and Priscilla Alden of Plymouth colony, moved to Amherst in 1881 when her astronomer husband, David Peck Todd, was appointed to the faculty of Amherst College. Mabel was twenty-five at the time. Both the Todds became friends of Austin and Susan in fact, Austin and Mabel had an affair. Through Susan and Austin, Mabel met Lavinia and Emily. Met Emily is not exactly the right description: they never met face-to-face. Mabel Todd read and was impressed by some of Emilys poems, read to her by Susan. Later, Mabel and Emily exchanged some letters, and Emily occasionally invited Mabel to play music for her while Emily observed out of sight. When Emily died in 1886, Lavinia invited Todd to attempt to edit and publish the poems Lavinia had discovered in manuscript form. A Young Contributor and Her Friend The story of Emily Dickinsons poems, with their interesting relationship to womens history, is highlighted by the most fertile period of Emily Dickinsons writing, the early 1860s. A key character in this story is better known in American history for his support of abolition, woman suffrage, and transcendentalist religion: Thomas Wentworth Higginson. Hes also known in history as the commander of a regiment of black troops in the American Civil War; for this accomplishment he proudly used the title Colonel Higginson to the end of his life. He was the minister at the wedding of Lucy Stone and Henry Blackwell, at which he read their statement renouncing any strictures that the law placed on the woman when she married, and stating why Stone would keep her last name rather than assuming Blackwells. Higginson was part of the American literary Renaissance known as the Transcendentalist movement. He was already an recognized writer when he published in 1862, in The Atlantic Monthly, a short notice titled Letter to a Young Contributor. In this notice, he solicited young men and women to submit their work, adding, every editor is always hungering and thirsting after novelties. Higginson told the story later (in The Atlantic Monthly, after her death), that on April 16, 1862, he picked up a letter at the post office. Opening it, he found a handwriting so peculiar that it seemed as if the writer might have taken her first lessons by studying the famous fossil bird-tracks in the museum of that college town. It began with these words: Are you too deeply occupied to say if my verse is alive? With that letter began a decades-long correspondence that ended only at her death. Higginson, in their long friendship (they seem only to have met in person once or twice, it was mostly by mail), urged her not to publish her poetry. Why? He doesnt say, at least not clearly. My own guess? He expected that her poems would be considered too odd by the general public to be accepted as she wrote them. And he also concluded that she would not be amenable to the changes that he thought necessary to make the poems acceptable. Fortunately for literary history, the story doesnt end there. Editing Emily After Emily Dickinson died, her sister, Lavinia, contacted two friends of Emilys when she discovered the forty fascicles in Emilys rooms: Mabel Loomis Todd and Thomas Wentworth Higginson. First Todd began to work on the editing; then Higginson joined her, persuaded by Lavinia. Together, they reworked the poems for publication. Over some years, they published three volumes of Emily Dickinsons poems. The extensive editing changes they made regularized Emilys odd spellings, word usage, and especially punctuation. Emily Dickinson was, for instance, very fond of dashes. Yet the Todd/Higginson volumes have included few of them. Todd was sole editor of the third volume of poems, but kept to the editing principles theyd worked out together. Higginson and Todd were likely correct in their judgment, that the public could not accept the poems as they were. The daughter of Austin and Susan Dickinson, Martha Dickinson Bianchi, published her own edition of Emily Dickinsons poems in 1914. It remained until the 1950s, when Thomas Johnson un-edited Dickinsons poetry, for the general public to experience her poems more as shed written them, and as her correspondents had received them. He compared versions in the fascicles, in her many remaining letters, and published his own edition of 1,775 poems. He also edited and published a volume of Dickinson letters, themselves literary gems. More recently, William Shurr has edited a volume of new poems, by gleaning poetic and prose fragments from Dickinsons letters. Today, scholars still discuss and argue over the paradoxes and ambiguities of Dickinsons life and work. Her work is now included in the humanities education of most American students. Her place in the history of American literature is secure, even if the enigma of her life is still mysterious.. Family Father: Edward Dickinson (treasurer of Amherst College, state legislator, U.S. Congressman)Mother: Emily NorcrossTwo siblings: William Austin 1829-1895, Lavinia 1833-1899 Education Amherst Academy (seven years)Mount Holyoke Female Seminary  (one year)

The Battle of Germantown in the American Revolution

The Battle of Germantown in the American Revolution The Battle of Germantown took place during the 1777 Philadelphia Campaign of the American Revolution (1775-1783). Fought less than a month after the British victory at the Battle of the Brandywine (September 11), the Battle of Germantown took place on October 4, 1777, outside the city of Philadelphia. Armies Commanders Americans General George Washington11,000 men British General Sir William Howe9,000 men The Philadelphia Campaign In the spring of 1777, Major General John Burgoyne set forth a plan for defeating the Americans. Convinced that New England was the heart of the rebellion, he intended to cut the region off from the other colonies by advancing down the Lake Champlain-Hudson River corridor while a second force, led by Colonel Barry St. Leger, moved east from Lake Ontario and down the Mohawk River. Meeting at Albany, Burgoyne and St. Leger would press down the Hudson towards New York City. It was his hope that General Sir William Howe, the British commander-in-chief in North America, would move up the river to aid his advance. Though given approval by Colonial Secretary Lord George Germain, Howes role in the scheme was never clearly defined and issues of his seniority precluded Burgoyne from issuing him orders. While Germain had given his consent for Burgoynes operation, he had also approved a plan submitted by Howe which called for the capture of the American capital at Philadelphia. Giving his own operation preference, Howe commenced preparations for striking southwest.   Ruling out marching overland, he coordinated with the Royal Navy and made plans to move against Philadelphia by sea. Leaving a small force under Major General Henry Clinton at New York, he embarked 13,000 men on transports and sailed south. Entering the Chesapeake Bay, the fleet sailed north and the army came ashore at Head of Elk, MD on August 25, 1777. In position with 8,000 Continentals and 3,000 militia to defend the capital, American commander General George Washington dispatched units to track and harass Howes army. After initial skirmishing at Coochs Bridge near Newark, DE on September 3, Washington formed a defensive line behind the Brandywine River. Moving against the Americans, Howe opened the the Battle of Brandywine on September 11, 1777. As the fighting progressed, he employed similar flanking tactics to those used at Long Island the previous year and was able to drive the Americans from the field. Following their victory at Brandywine, British forces under Howe captured the colonial capital of Philadelphia. Unable to prevent this, Washington moved the Continental Army to a position along Perkiomen Creek between Pennypackers Mills and Trappe, PA, approximately 30 miles northwest of the city. Concerned about the American army, Howe left a garrison of 3,000 men in Philadelphia and moved with 9,000 to Germantown. Five miles from the city, Germantown provided the British with a position to block the approaches to the city. Washingtons Plan Alerted to Howes movement, Washington saw an opportunity to strike a blow against the British while he had numerical superiority. Meeting with his officers, Washington developed a complicated attack plan which called for four columns to hit the British simultaneously. If the assault proceeded as planned, it would lead to the British being caught in a double envelopment. At Germantown, Howe formed his main defensive line along the Schoolhouse and Church Lanes with Hessian Lieutenant General Wilhelm von Knyphausen commanding the left and Major General James Grant leading the right. On the evening of October 3, Washingtons four columns moved out. The plan called for Major General Nathanael Greene to lead a strong column against the British right, while Washington led a force down the main Germantown Road. These attacks were to be supported by columns of militia which were to strike the British flanks. All of the American forces were to be in position â€Å"precisely at 5 o’clock with charged bayonets and without firing.† As at Trenton the previous December, it was Washingtons goal to take the British by surprise. Problems Arise Marching through the darkness, communications quickly broke down between the American columns and two were behind schedule. In the center, Washingtons men arrived as scheduled, but hesitated as there was no word from the other columns. This was largely due to the fact that Greenes men and the militia, led by General William Smallwood, had become lost in the darkness and heavy morning fog. Believing that Greene was in position, Washington ordered the attack to commence. Led by Major General John Sullivans division, Washingtons men moved to engage British pickets in the hamlet of Mount Airy. American Advance In heavy fighting, Sullivans men forced the British to retreat back towards Germantown. Falling back, six companies (120 men) of the 40th Foot, under Colonel Thomas Musgrave, fortified the stone home of Benjamin Chew, Cliveden, and prepared to make a stand. Fully deploying his men, with Sullivans division on the right and Brigadier General Anthony Waynes on the left, Washington bypassed Cliveden and pushed on through the fog towards Germantown. Around this time, the militia column assigned to attack the British left arrived and briefly engaged von Knyphausens men before withdrawing. Reaching the Cliveden with his staff, Washington was convinced by Brigadier General Henry Knox that such a strongpoint could not be left in their rear. As a result, Brigadier General William Maxwells reserve brigade was brought up to storm the house. Supported by Knoxs artillery, Maxwells men made several futile assaults against Musgraves position. At the front, Sullivan and Waynes men were exerting heavy pressure on the British center when Greenes men finally arrived on the field. The British Recover After pushing British pickets out of Lukens Mill, Greene advanced with Major General Adam Stephens division on the right, his own division in the center, and Brigadier General Alexander McDougalls brigade on the left. Moving through the fog, Greenes men began to roll up the British right. In the fog, and perhaps because he was intoxicated, Stephen and his men erred and veered right, encountering Waynes flank and rear. Confused in the fog, and thinking that they had found the British, Stephens men opened fire. Waynes men, who were in the midst of an attack, turned and returned fire. Having been attacked from the rear and hearing the sound of Maxwells assault on Cliveden, Waynes men began to fall back believing they were about to be cut off. With Waynes men retreating, Sullivan was forced to withdraw as well. Along with Greenes line of advance, his men were making good progress but soon became unsupported as McDougalls men wandered away to the left. This opened Greenes flank to attacks from the Queens Rangers. Despite this, the 9th Virginia managed to make it to Market Square in the center of Germantown. Hearing the cheers of the Virginians through the fog, the British quickly counterattacked and captured most of the regiment. This success, coupled with the arrival of reinforcements from Philadelphia led by Major General Lord Charles Cornwallis led to a general counterattack all along the line. Learning that Sullivan had retreated, Greene ordered his men to disengage retreat ending the battle. The Aftermath of the Battle The defeat at Germantown cost Washington 1,073 killed, wounded, and captured. British losses were lighter and numbered 521 killed and wounded. The loss ended American hopes of recapturing Philadelphia and forced Washington to fall back and regroup. In the wake of the Philadelphia Campaign, Washington and the army went into winter quarters at Valley Forge. Though beaten at Germantown, American fortunes changed later that month with the key victory at the Battle of Saratoga when Burgoynes thrust south was defeated and his army captured.

Legal Systems and Contract Law Assignment Example | Topics and Well Written Essays - 1250 words

Legal Systems and Contract Law - Assignment Example The scenario presented by the case of Arju, a consumer who went to purchase a power washer at a local store whereby she was assisted by three different people. This case involves a number of parties and therefore, the Scots contract law will be applied in this case. Question A1 In this scenario, we witness a customer who advised Arju to purchase a certain power washer (AK47 Watersquirt). Arju purchased the water washer based on the recommendation of the customer. In this scenario, as the lawyer representing Arju, I would advise him not to pursue this case in a court of law. This is because the customer’s recommendation amounted to something more or else of a promise. According to the Scots Law of contract, a unilateral promise is not recognised as a contract. The provisions of the Scots Law of contract do not recognize unilateral promises which are against the provisions of this law. This is similar to the case of Punit Beriwala v. Suva Sanyal [1998], whereby Suva had sued Pun it for breach of contract based on a marriage promise. The court held that the promise was not enforceable and therefore the promise could not be considered as a binding contract. According to the Scots law of contracts, for a contract to be binding it must be a bilateral agreement between two parties. On the other hand a contract can exist whereby a person has obligation to perform duties in relation to another person. This type of contract is referred to as a gratuitous  contract (Douglas,  56). In the case of Arju, she was not advised by the customer in this scenario but the customer was merely expressing her opinion. As a result, a court of law would not recognize this as a breach of contract since there was no contract in the first place. According to the Scots Law of contracts, a contract is an agreement between two or more parties with the intention of creating legally binding obligations. Therefore, the customer’s recommendation had no intention of creating legall y binding agreement. As the legal representative of Arju, I would advise her not to pursue a case against the said customer but instead try to be careful the next time. Question A2 In another scenario, we witness a sales assistant who is not familiar with power washers but goes ahead to assure Arju that the store sells quality goods. However, the sales assistant omitted information concerning customer recalls on goods on faulty goods. Based on the information provided by this case, as the lawyer for Arju, I would advise her to sue the sales assistant and the shop for breach of contract. According to the Scots Law of contracts, a contract is an agreement between two or more parties. In terms of promises one makes to another, the Scots Law of contracts requires the promise to be done in writing or be proved by a writ or oath. However, this provision excludes undertaking done under businesses. Therefore, the sales assistant’s reassurance of the good quality of goods sold by the store amounted to a breach of contract. The promise given to Arju by the sales assistant compelled Arju to purchase from the store leading to a loss (Hare, 64). As a result, Arju should sue the store based on the information provided by the sales assistant. Another provision of the Scots Law of contract is that for a contract to be legal and binding there must be free and genuine consent of the parties. In this scenario, the sales assist

The movie essay Example | Topics and Well Written Essays - 500 words

The movie - Essay Example It is important to note and mention that the all the political parties, the Republicans and the Democrats are never willing to cross the aisle or compromise their tough political stance at the expense of national issues and good. A practical instance of this situation as captioned in the movies shows a Republican member of the houses heckling down President Obama. At the very minimum, he ought to have shown respect and reverence to the head of state, but the fact that he heckles shows the level of intolerance, tough stance and hate along political party lines. The movie also explains the enmity or difficult to agree or compromise to the fact that the elected politicians gather in rallies to vent out hatred towards to their opponents of other different parties. Thus, the movie represents the level of intolerance by the public due to political party loyalty. It is thus safe to assert and mention that it is the political parties which got use â€Å"here.† Specifically, it is the Republican Party and the Democratic Party which got the political landscape and environment to be that heated and divisive. It is the political parties that are also able and capable of getting the country out of the acrimonious state of affairs. Borrowing an example from the past, where political parties would have their members live in Washington to a state where they were friends and developed working relationship. In the seventies and eighties, all the congress members regardless of their political parties lived in Washington for a long period of time to the extent where they tore down their political acrimony and tough stance (Iyengar and Hahn, 19). As a remedy, the movie alludes that the political parties ought to tone down their loyalty of political parties and compromise on issues of relevance and national importance. The media and internet by extension has also helped to fuel the political divide

Human Resource Management Essay Example for Free

Human Resource Management Essay I. Introduction The purpose of this paper is to analyse the characteristics of the Pre-WW II Japanese corporate management from the perspective of the human resource development. The essential framework of the Japanese-style human resource management before WW II constituted differentiated employment by a few ranks; then, different duties and treatments followed accordingly. The initial ranks were determined by the level i.e. social recognition and overall academic achievement of new employees’ schools. Thus, the approach was called â€Å"an educational class system†. The graduates of either universities or polytechnics were hired as high-ranking employees with monthly payment, whilst the graduates of technical or commercial schools which were on a level with secondary education filled the posts of employee in semi-staff condition. Their wages were paid either monthly or daily. In the case of workmen with basic education at shop floors, the payment was only made daily. The gap of prestige and remuneration amongst the different ranks was distinctive 1 . This noticeable correlation between educational background and ex officio standing was developed within a group of large corporations from the beginning of the 20th century. Afterwards, during the 1920s and 30s, it became common in large-scale firms. It has been agreed that, as a key element of corporate employment, the custom of periodically employing new graduates of universities and other educational institutions characterised the growth of the Japanese internal labour market 2 . There has been a general viewpoint that this â€Å"educational class system† was abolished by the Japanese policy of democratisation after WW II; nonetheless, my study points out a new fact that a couple of misapprehension exists there. The first misconception is that it was rather exceptional for a new employee with comparatively weak educational background to be promoted to a prestigious post despite his long commitment and contribution to his firm 3 . The second is that any potential disaccord between the highly ranked and compensated group of university graduates and the lower with basic education was dealt with by the former alongside the unique Japanese code of group behaviour. Especially, the superior engineers with university education were known to take a serious view of operatives’ works at shop floor more than assignments at laboratories; and this attitude was positively appraised in the past studies and discussed as a key success factor 4 . Yet, the two standpoints seem invalid. The statements of the management and leading engineers of the period prove that the university graduates of engineering did not possess adequate knowledge for production operation. Besides, they did not show any preference to practices at shop floor and instead complained a lot about technical operations at workshops. The Japanese firms necessitated both university-educated engineers with theoretical knowledge and shop floor technicians with operational understanding, when they developed new products on the basis of imported western technologies. My research 5 has investigated the Japanese human resource management of pre-war Japanese corporations, and it presents that the technicians were mostly the graduates of technical schools which were on a level with secondary education and, even in some cases, those with only  elementary education. They were, at the beginning, hired as a junior group of workforce i.e. workmen or employee in semi-staff condition, However, got promoted later to the higher ranks in accordance with their commitment to work and internal training programmes, and consequent appraisals of their technical capability. The Japanese firms of the period required those human resources to improve technological capacity, and facilitated the development by providing them with incentives of promotion to prestigious posts. II. Higher Technical Education and Appraisal of University-graduated Engineers Throughout the historical context of adopting western industrial technologies, Japan experienced the early disintegration of apprentice system and the swift institutional development of technical educations even before the full-scale industrialisation. Henry Dyer, a graduate of Glasgow University, attempted to integrate theoretical and technical educations, and  this resulted in the establishment of a symbolic institution of engineering in 1873, Kobu Daigakko, which was the precursor of the Engineering Department of Tokyo University. Dyer’s ideology of the combined education of technology gained high reputation of â€Å"deserving international attention†, and his approach was recognised to bring forth the university-educated Japanese engineers’ common ethos of taking operations at shop floor seriously 6 . Nevertheless, it is worth noting that a considerable number of managers, engineers, technician, and workmen brought up harsh criticism about the effectuality of the university-level technical education as well as the overall capability of university graduates. Oh’uchi Ai-Sichi, managing director of Mitsubishi Electric and an ex rear admiral of technology of the Japanese Imperial Navy, advised his men in 1938 that they should ease up on the â€Å"yet unprofessional† new recruits from universities and stop despising the â€Å"rookies of practical engineering at real workshops† since the university programmes were generally concerned more with highbrow engineering theories 7 . A few causes of the university graduates’ insufficient practical knowledge and incapacity of directing workshop technicians and workmen were discussed: firstly, the drawback of university programmes was derived from the overstress upon note takings at lectures instead of development of the ability of thinking and reading; secondly, university students of engineering tended to dislike practical trainings; and furthermore, the content of the university programmes lacked technical trainings necessary for the actual operations at shop floors 9 . Concerning the sustainable technological development, Japanese corporations began to necessitate a new group of workforce that could fill the social and professional gap between â€Å"highbrow theoreticians† from universities and â€Å"practitioners† with relatively insufficient theoretical understandings. The Japanese firms then obtained the essential human resources from their own internal training programmes as well as personnel administration. The following section will introduce the author’s research on the managerial endeavour in the shipbuilding sector, which led the noticeable growth of the Japanese heavy industry. III. Internal Development of Human Resources and Professional Promotion In the case of the shipbuilding industry, this research analyses the human  resources development and personnel administration of the naval arsenal and the Nagasaki dockyard of Mitsubishi Shipbuilding Company. The following three points deserve our attention. Firstly, along with the development of the modern educational institution, they recruited university or polytechnic graduates for the prestigious post of administration, but this was not the only approach of employment; another method of personnel was to train talented workshop technicians and workmen internally and then promote them to the superior positions. Secondly, it is worth denoting that the technological underdevelopment facilitated the industry to build up the personnel policy. Then, lastly, due to the industrial underdevelopment, the two organisations transferred newly recruited assistant engineers from university or polytechnic to workshops for a while during the initial period of their career development: the intention of this programme was to let them experience the technical practices. The three features are well illuminated in the following historical descriptions. The naval arsenal in its early phase of 1870 benchmarked a French model of technical school to set up its own, and commenced development of two kinds of human resources: superior technical staffs with education of professional apprehension of theories (similar to the French naval technical officers) and skilled chargehands at shop floors with basic theoretical education. In tandem with the founding of modern technical schools in Japan, only university graduates were recruited for the superior posts of engineering from 1882, and the corporate training programmes for professional engineers was abolished. As presented in Table 2, the rate of university graduates and polytechnic graduates within the newly recruited junior engineers during the 1920s reached approximately 50 percent. In the first half of the same period, elementary school graduates covered 20 to 30 percent of the population; then in the second half, the ratio was replaced by the graduates of corporate technical schools. The latter group were also elementary school graduates; thus, this implies that they were employed, at the beginning, as wage earners right after their graduation. They acquired technical knowledge from workshop practices, and then learned basic theories through the corporate school: therefore, the personnel administration of hiring those internally developed labourers for the junior posts continued. In addition, and surprisingly, their path of career development was extended to the positions of superior engineers. Table 3 presents that only 60 percent of the total population of the upper-class engineers was covered by university and polytechnic graduates whereas the graduates of corporate school occupied nearly 20 percent during the 1920s. The development of the personnel system of promoting a part of talented workmen and workshop technicians to engineering staffs was realised by the fact that the skilled workmen and technicians with sufficient operational knowledge and experience at shop floors played a significant role in the ship design of the time. The blueprints described, at most, ship concepts and hull structures; no information regarding how to build them was provided. Hence, engineering staffs with conceptual understanding of the blueprints, technical capability of choosing proper materials, and managerial experience of directing dockyard workmen and technicians were demanded, and the internally trained workforce from shop floor turned out to be the most capable 11 . The unique scheme of promotion was therefore developed to increase their working incentive. In contrast, the role of superior engineers with university or polytechnic  education was limited to the managerial posts of each sector and preparation of the blueprints of basic design. It was therefore inevitable to let them have workshop experiences. The largest private industrial leader, Mitsubishi Shipbuilding Company’s Nagasaki dockyard, was not an exception. The employment of university or polytechnic graduates started in 1890, and the recruitment from university increased from the beginning of the 20th century. In 1911, the corporate policy of employing only university graduates for the superior posts was forged. Nonetheless, owing to the identical context of the naval arsenal, the internally educated skilled workforce with affluent shop floor experiences and technical knowledge was constantly on demand. In consequence, the company decided to promote staffs without university education to the superior posts in engineering as well 12 . Table 5 indicates that, from 1916 to 1926, nearly a half of the new superior technical staffs were the recruitment of workshop technicians without any kind of high education. Some of the new staffs were the graduates of Mitsubishi Kogyo Yobi Gakko (preparatory school of engineering), which was established in 1899 to train operatives for blueprint reading; at least 37 men were included, and their educational background was elementary school only 13 . Just like the naval arsenal’s personnel scheme, Mitsubishi also developed a programme of transferring superior engineers with university education to  the post of apprenticeship at workshops to let them obtain live knowledge and experience. In 1923, the period of apprenticeship was fixed as a half a year, then, extended to a year in 1927 14 . IV. Concluding Remarks In the advance of the Japanese heavy industry, two sorts of technical talents were required: a group of workforce for adopting the western technologies, and the other group of skilled engineers, who could direct workmen and workshop technicians in operation and understand engineering theories as well. The former was supplied by university graduates alongside the establishment of higher education in Japan; then, the latter was grown by both the corporate training programmes for talented workmenworkshop technicians (with relatively weak educational background) and the personnel scheme of promoting them to superior posts. The Japanese firms tried out a plan of fully utilising their potentials by promoting them to the most prestigious position of workman i.e. chargehand, but the attempt was unsuccessful since chargehands did know their unsatisfactory social status and even tried to leave the post of chargehand, if possible. It was thus necessary to firstly develop an incentive system of promotion, based upon corporate training programmes, and then integrate it into â€Å"the educational class system†. The personnel ways and means enabled management of any kind of potential disaccord or communicational blockade between superior staffs (with university-level education) and workmen and workshop technicians; and the personnel scheme facilitated the efficient internalisation of the imported technologies at shop floors.

Essay on the Character of Mademoiselle Reisz in The Awakening

The Character of Mademoiselle Reisz in The Awakening "The very first chords which Mademoiselle Reisz struck upon the piano sent a keen tremor down Mrs. Pontellier’s spinal column. It was not the first time she had heard an artist at the piano. Perhaps it was the first time she was ready, perhaps the first time her being was tempered to take an impress of the abiding truth." (26) Madam Reisz was a predominant factor in the life of Edna, compelling her to arouse her courage and supplying her with the proper motivation to do so. She was admired by Edna, impelled to be an artist by her. Madam Reisz, in response, also portrayed a considerable amount of gratitude towards Edna and her "awakening": "You are the only one worth playing for. those others, Bah!" (26) Madam Reisz had a profound influence upon the lifestyle of Edna, along with supplying a pillar for moral support. Madam Reisz influenced the existence of Edna by acting as a form of sanctuary for her in which Edna would have to seek her when placed in a state of misfortune, or when being inundated with boredom. "It was during such a mood that Edna hunted up Mademoiselle Reisz." (58) When Edna returns to the city, she is dominated by the premonition to seek Mademoiselle Reisz, yet the purpose is indistinct. By seeking madam’s residence Edna is supplied with two factors of appeasement that are able to suppress her boredom: Robert’s letter’s, and Reisz’s music: ‘The shadows deepened in the little room. The music grew strange and fantastic, turbulent, insistent, plaintive, and soft with entreaty. The shadows grew deeper. The music filled the room. It floated out upon the night over the housetops, the crescent of the river, losing itself in the silence of the uppe... ...to earth." (83) Reisz discerns that Edna is pursuing a path that no other individual has showed the audacity to in the past, and she must remain morally strong in order to avoid a futile conclusion to this journey. The influence of Madam Reisz upon Edna is present throughout their confrontations. The Madam is one of the only characters in the novel that possesses the ability to perceive Edna’s true character, not the superficial image that she shows in public in front of shallow characters such as Madam Ratignolle. Reisz inspried Edna to such an extent in which her influence was recalled before her death. Edna, when transgressing the borderlines of society, swimming without acknowledgment of her physical state, recalls Reisz, stating, "And you call yourself an artist! What pretensions, Madam! The artist must possess the courageous soul that dares and defies." (116)

Ap Us History Dbq on Puritans

AP ® United States History 2010 Free-Response Questions The College Board The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the College Board is composed of more than 5,700 schools, colleges, universities and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,800 colleges through major programs and services in college readiness, college admission, guidance, assessment, financial aid and enrollment.Among its widely recognized programs are the SAT ®, the PSAT/NMSQT ®, the Advanced Placement Program ® (AP ®), SpringBoard ® and ACCUPLACER ®. The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities and concerns.  © 2010 The College Board. College Board, ACCUPLACER, Advanced Placement Program, AP , AP Central, SAT, SpringBoard and the acorn logo are registered trademarks of the College Board.Admitted Class Evaluation Service is a trademark owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Permission to use copyrighted College Board materials may be requested online at: www. collegeboard. com/inquiry/cbpermit. html. Visit the College Board on the Web: www. collegeboard. com. AP Central is the official online home for the AP Program: apcentral. ollegeboard. com. 2010 AP ® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS UNITED STATES HISTORY SECTION II Part A (Suggested writing time—45 minutes) Percent of Section II score—45 Directions: The following question requires you to construct a coherent essay that integrates your interpretation of Documents A-J and your knowledge of the period referred to in the ques tion. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period. 1.In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? Document A Source: John Winthrop, â€Å"A Modell of Christian Charity,† 1630. . . . wee must be knitt together, in this worke, as one man. Wee must entertaine each other in brotherly affection. Wee must be willing to abridge ourselves of our superfluities, for the supply of others’ necessities. Wee must uphold a familiar commerce together in all meekeness, gentlenes, patience and liberality.Wee must delight in eache other; make other’s conditions our owne; rejoice together, mourne together, labour and suffer together, always haueving before our eyes our commission and community in the worke, as members of the same body. . . . The eies [eyes] of all p eople are upon us. Soe that if wee shall deale falsely with our God in this worke wee have undertaken, and soe cause him to withdrawe his present help from us, wee shall be made a story and a by-word through the world.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. GO ON TO THE NEXT PAGE. -2- 010 AP ® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS Document B  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. GO ON TO THE NEXT PAGE. -3- 2010 AP ® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS Document C Source: The Enlarged Salem Covenant of 1636. In public or private, we will willingly do nothing to the offence of the church . . . We bind our selves to study the advancement of the gospel in all truth and peace; both in regard of those that are within or without [church membership] . . . not laying a stumbling block before any, no, not the Indians, whose good we desire to promote . . We do hereby promis e to carry our selves in all lawful obedience to those that are over us, in Church or Commonwealth, knowing how well pleasing it will be to the Lord . . . We resolve to approve our selves to the Lord in our particular callings; shunning idleness as the bane of any state; nor will we deal hardly or oppressingly with any, wherein we are the Lord's stewards. Promising also unto our best ability to teach our children and servants the knowledge of God, and of His Will, that they may serve Him also; and all this not by any strength of our own, but by the Lord Christ . . Document D Source: William Bradford, after the colonists’ attack on the Pequot’s Mystic River village, 1637. It was a fearful sight to see them thus frying in the fire, and the streams of blood quenching the same; and horrible was the stink and scent thereof; but the victory seemed a sweet sacrifice, and they gave the praise thereof to God, who had wrought so wonderfully for them, thus to enclose their enemie s in their hands, and give them so speedy a victory over so proud, insulting, and blasphemous an enemy.  © 2010 The College Board. Visit the College Board on the Web: www. ollegeboard. com. GO ON TO THE NEXT PAGE. -4- 2010 AP ® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS Document E Source: A statement about education in New England, 1643. After God had carried us safe to New England, and wee had builded our houses, provided necessaries for our livelihood, rear’d convenient places for Gods worship, and settled the Civil Government: One of the next things we longed for, and looked after was to advance Learning, and perpetuate it to Posterity; dreading to leave an illiterate Ministery to the Churches, when our present Ministers shall lie in the Dust.And as wee were thinking and consulting how to effect this great Work; it pleased God to stir up the heart of one Mr. Harvard . . . Document F Source: Roger Williams, â€Å"A Plea for Religious Liberty,† 1644. God requir eth not a uniformity of religion to be enacted and enforced in any civil state; which enforced uniformity sooner or later is the greatest occasion of civil war, ravishing of conscience, persecution of Christ Jesus in his servants, and of the hypocrisy and destruction of millions of souls.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. GO ON TO THE NEXT PAGE. 5- 2010 AP ® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS Document G Source: Nathaniel Ward, The Simple Cobbler of Aggawam, 1647. He that is willing to tolerate any religion, or discrepant way of religion, besides his own, unless it be in matters merely indifferent, either doubts of his own or is not sincere in it. . . . That state that will give liberty of conscience in matters of religion, must give liberty of conscience and conversation in their moral laws, or else the fiddle will be out of tune, and some of the strings crack. Document H Source: John Cotton, â€Å"Limitation of Go vernment,† 1655.Let all the world learn to give mortal men no greater power than they are content they shall use— for use it they will. And unless they be better taught of God, they will use it ever and anon. . . . No man would think what desperate deceit and wickedness there is in the hearts of men. It is therefore most wholesome for magistrates and officers in church and commonwealth never to affect more liberty and authority than will do them good, and the people good: for whatever transcendent power is given will certainly overrun those that give it and those that receive it. . . It is therefore fit for every man to be studious of the bounds which the Lord hath set: and for the people, in whom fundamentally all power lies, to give as much power as God in His word gives to men. . . . So let there be due bounds set—and I may apply it to families: it is good for the wife to acknowledge all power and authority to the husband . . . And so for children and servants , or any other you are to deal with: give them liberty and authority you would have them use, and beyond that stretch not the tether; it will not tend to their good nor yours.  © 2010 The College Board.Visit the College Board on the Web: www. collegeboard. com. GO ON TO THE NEXT PAGE. -6- 2010 AP ® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS Document I Source: Robert Keayne, in his last will and testament, 1653. [My account books] . . . testify to the world on my behalfe that I have not lived an idle, lazie or dronish life nor spent my time wantonly, fruitlessly or in company keeping as some have beene too ready to asperse [criticize] me or that I have had in my whole time either in Old England or New, many spare houres to spend unprofitably away or to refreshe myself with recreations . . but have rather studyed and endeavored to redeeme my time as a thing most deare and precyous to me and have often denyed myself in such refreshings that otherwise I might lawfully have made u se of. Document J Source: John Higginson, â€Å"The Cause of God and His People in New England,† 1662. My Fathers and Brethren, this is never to be forgotten that New England is originally a plantation of Religion, not a Plantation of Trade. Let merchants and such as are increasing Cent per Cent remember this. . . . that worldly gain was not the end and designe of the people of New England, but Religion.END OF DOCUMENTS FOR QUESTION 1  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. GO ON TO THE NEXT PAGE. -7- 2010 AP ® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS UNITED STATES HISTORY SECTION II Part B and Part C (Suggested total planning and writing time—70 minutes) Percent of Section II score—55 Part B Directions: Choose ONE question from this part. You are advised to spend 5 minutes planning and 30 minutes writing your answer. Cite relevant historical evidence in support of your generalizations and present your argu ments clearly and logically. 2.Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775–1783. 3. Analyze the ways in which controversy over the extension of slavery into western territories contributed to the coming of the Civil War. Confine your answer to the period 1845–1861.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. GO ON TO THE NEXT PAGE. -8- 2010 AP ® UNITED STATES HISTORY FREE-RESPONSE QUESTIONS Part C Directions: Choose ONE question from this part. You are advised to spend 5 minutes planning and 30 minutes writing your answer.Cite relevant historical evidence in support of your generalizations and present your arguments clearly and logically. 4. Analyze the roles that women played in Progressive Era reforms from the 1880s through 1920. Focus your essay on TWO of the following. Politics Social conditions Labor and working conditions 5. Explain the causes and consequences of TWO of the following population movements in the United States during the period 1945–1985. Suburbanization The growth of the Sun Belt Immigration to the United States STOP END OF EXAM  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. -9-

Amanda Cross and the Female Sleuth

Merriam-Webster dictionary defines sleuth as a slang word for sleuthhound or detective who follows a trail to uncover a mystery, crime or unknown variable. In literature mystery is defined as a distinct subgenre of detective fiction in which an unknown event, often a disappearance or murder, causes the stories protagonist, or main character in the story, to solve the crime or mystery. Mysteries do not require crimes or the assistance of law enforcement as the common detective fiction or whodunit but they do depend on an unknown variable that the protagonist must determine, (NationMaster, 2003).Mystery fiction is not a new genre of story telling. Throughout time man has been interested in solving the riddles of life. So much so that there is significant evidence to indicate that civilization has enjoyed a good mystery as far back as Ancient Egypt and Greece. However, it was Edgar Allan Poe and his first published story The Murders in the Rue Morgue published in the mid-nineteenth cent ury that made mystery fiction the popular brand of novel it is today. The Murder in the Rue Morgue first appeared in Graham’s Magazine, (Mystery Network, n. d. ).After Poe there have been a number of influential mystery writers including Wilkie Collins, also known as the father of the mystery, and Sir Arthur Conan Doyle, the Scottish author of the Sherlock Holmes series. Sherlock Holmes is not only one of the most widely known mystery series but is also considered to be the most famous literary figures in history, (Mystery Network). Holmes was first introduced to readers in The Strand Magazine when they published the story â€Å"A Study in Scarlet. † Edward Stratemeyer, the author of both the Hardy Boy’s and Nancy Drew series of juvenile mysteries, Carolyn Keene and Agatha Christie.Amanda Cross is a twentieth century mystery writer who contributed much to the genre. Her semi-feminist voice transformed the common sleuth from a run-of-mill private detective into a strong willed female literature professor. Cross, who was struggling with gender equality issues at the University of New York, was tired of the tried and true mystery novels that were being produced a-dime-a-dozen. She set out to produce mysteries are intelligent and contain a role model worthy protagonist. Cross is the pen name of Carolyn Heilbrun.Her first novel, In the Last Analysis, features Kate Fansler, the female sleuth featured in a 14 book series. Fansler is a witty and highly educated literature professor at the prestigious New York University and the majority of her adventures are set against an academic background. Fansler, as opposed to traditional detectives, solves the crime through interviews and conversations with those involved. Most of the mysteries involve the death of either a student or professor and it is up to Fansler to solve the crime. In The Last Analysis, Fansler recommends Janet Harrison see psychoanalyst Dr. Emmanuel Bauer.Bauer is a friend and former lover of Fansler’s. However, shortly after starting sessions with Bauer, Harrison is found shot to death on his couch. Fansler is on the case to prove that her friend is innocent. However, Harrison has led an elusive life in which she has very few friends or acquaintances, making it hard for Fansler to track down a possible killer. However, Fansler’s knowledge of Freudian concepts and her personal integrity helps her to catch the killer. Although Heilbrun strays from the norm her first novel is typical of an amateur-detective mystery. Fansler knows a crime has been committed.She seeks information pertinent to the case by following leads and seeking information from those involved. Fansler then comes up with a theory about what happens, which proves to be correct. Also typical is the fact that the protagonist is a strong female character. Throughout Heilbrun’s novels Fansler is portrayed as strong independent woman, much like Heilbrun. She enjoys eating and drin king and marries later in life. Fansler differs from a majority of female protagonists in mystery fictions because she solves the mystery through Freudian analysis and personal interviews.This is a mystery of the mind in which Fansler does not have physical clues that lead her to find the real killer. Other mystery writers have used female protagonists as well. Contemporary author Nevada Barr features the female protagonist Anna Pigeon, a national park ranger who leads the reader through various adventures in the backcountry solving mysterious deaths. Pigeon is similar to Fansler in the sense that they are both independent modern women. They are both professionals who solve mysteries within the backdrop of their chosen profession.Pigeon and Fansler both represent strong female characters. Yet, Pigeon represents a more traditional character in modern mystery fiction since she follows a trail of clues left behind by the murders as opposed to using literary and psychoanalytical clues t o solve the mystery. Similarly well known mystery writer Sue Grafton began her alphabetical mystery series with A is for Alibi. In her mystery fiction protagonist Kinsey Malone represents a courageous and sassy female private eye. Grafton too takes a more traditional approach by utilizing a private investigator as the main character.Others authors such as Sandra de Helen utilize logic and facts to solve mysteries as opposed to following physical clues. De Helen’s novel The Hounding features two female detectives Shirley Combs and Mrs. Mary Watson. De Helen has a series planned surrounding the two who is in some way related to Sherlock Holms and his assistant Watkins and they solve crimes similarly. These characters all follow typical mystery genre traditions. But not all mystery writers follow tradition. Sue Grafton, a well known mystery writer, started an alphabetical mystery series in which murders are solved by a female feline and a small dog.Grafton strays away far from t radition with characters but stays within the realm with the practices that her characters use to unravel the crimes. Different writers use different methods of crime solving as well as types of characters. However, there is a pattern of female mystery writers creating professional and strong female protagonists. Most of the main characters in modern mystery writers today have had to overcome obstacles in a male-dominated world. They often face gender discrimination or stereotypical peers that create obstacles that must be overcome.For example, Ellen Godfrey's protagonist Jane Tregar is tough and feisty. Tregar, a professional working in a search firm, has had to battle her way up the corporate ladder to a senior position in an executive firm. She utilizes technical know-how to uncover information and corporate savvy to survive her male peers and their scrutiny as well as solve mysteries and be successful in the male-dominated business world. Another modern author Sara Paretsky, cur rently extremely popular with mystery readers, has created the protagonist V. I. Warshawski.Warshawski broke ground as the first female in an all male dominated world of the dangerous back streets of Chicago. Warshawski proves that women can be tough and sensitive and that physical difference between men and women do not mean that women are not capable of performing well in dangerous situations. In the Last Analysis, Fansler fully understands the plight of women within the world of academia. â€Å"Kate was startled by Professor Anderson, who was an eighteenth-century man with a strong distaste for all female writers since Jane Austen (Cross, 2001, p. 3).† This is a common war in the literary department. Literature has been male dominated for a number of years. This is caused in large by the fact that women were not taught to read or write for centuries. However, as women have begun to take their seat at the head of English departments across the nation male peers may scoff. T here is a large portion of male literary enthusiast who tries to minimize the female impact on literature today. Heilbrun later retired early from her post at the University of New York to avoid dealing with this same type of professional peer.But gender discrimination and differences are not the only ones that haunt Heilbrun. Age also seems to be a factor. Heilbrun laments that her students are young and full of life and the longing for their own futures. However, as a professor years goes by and nothing changes. â€Å"Spring on an American campus, even an Urban a campus as this one, inevitably drove the faculty into a mood of lassitude, irritation and fastidiousness. Perhaps it is because we are getting old, while the students, like the Caesar’s crowds on Appian Way, are always the same age.Gazing at the students who sprawled or made love on every patch of available grass, Kate longed, as she did every spring for a statelier, less untidy era, (Cross, 2001, p. 3). † H eilbrun used Fansler to express her own apprehensions about aging as well as the endless cycle of youth that professors endure each college enrollment period. Heilbrun did not reveal her herself as the author of the Amanda Heilbrun mysteries until she was offered tenure at the University due to her fear of criticism from her peers and having her literary work interfere with her academic work.However, age criticism may have also been a concern. The idea of age is transcendent in Heilbrun’s mysteries. Fansler is already in her forties at the start of In the Last Analysis and has never been married nor does she have children. Although latter in the series she does marry she has no concerns about being a â€Å"homemaker† or playing into any other typical stereotypes of women. In fact Fansler, although discreet, has a number of lovers. The idea of the woman as a non-maternal figure breaks social traditions. But the primary social concern of In the Last Analysis surrounds pr ofessional ethics and human integrity.Throughout Heilbrun’s series there are two main characters, Fansler and her friend and future husband Reed Amhearst. Fansler is old-fashion yet she has a penchant for martinis and she comes from a background of wealthy parents to supplement her teacher’s salary. This is convenient since she does not seem to work much as she uncovers her friend’s innocence. As she tries to prove her friends innocence she solicits the help of Amhearst, an attorney, who goes out of his way to help Fansler and repay her a favor. Amhearst is portrayed as Fansler’s love interest and a protect figure.Throughout the book, In the Last Analysis, Amhearst tries to caution the headstrong Fansler who gets involved despite his warnings. Fansler even goes so far as to put her reputation and career on the line to prove that Bauer, her friend, is innocent. Her old-fashion sensibilities coupled with a reckless and courageous manner makes Fansler a grea t candidate to become an amateur sleuth and enforce the idea of human integrity. There are several other examples of human integrity in the book as characters assist Fansler in solving the case. Heilbrun’s novels have been successful overall.However, she was criticized. Especially for her first book, In the Last Analysis, in which it is obvious that Heilbrun has yet to fine tune her technique. Although professional news agencies such as The New York Times had positive reviews a number of readers felt Heilbrun tried to hard to present Fansler as smart and independent. Thus she came across as being pretentious. However, after her first novel the series gained in popularity in part due to the fact that her subsequent novels take place within the world of academia and Fansler’s character can put her intellect to better use.In conclusion, Heilbrun has made a significant contribution to the mystery fiction genre. She is the first mystery writer to create a mystery in which t he crime must be solved using conversations and analytical skills as opposed to physical clues and traditional evidence. Heilbrun also sets the stage for female authors who create strong and independent protagonists that break the mold of female stereotypes. In keeping with many other female authors Heilbrun’s female protagonists are working in a professional field despite gender inequalities.Throughout In the Last Analysis and other Heilbrun novels there are overtones of age related issues as well as gender differences within the world of academics. Both may reflect challenges that Heilbrun has faced as a Professor at the University of New York. Heilbrun utilizes a common amateur-detective mystery technique yet she strays from the norm by implementing psychoanalytical methods of solving the crime as opposed to relying entirely on physical clues.In addition to concerns about professional ethics, specifically within the medical field in which patient-client relationships come into question, there is a predominant theme of personal integrity. Integrity is often displayed throughout the novel in the form of personal favors and character’s taking risks for each other. Fansler is able to solve the crime using intelligence, Freudian analysis and a little help from her friends. Variations from the common mystery novel include the use of wit and analytical strategies to solve the case as well as the protagonist being an older woman without cause to seek out marriage or family life.Heilbrun and many of her peers have chosen to expand the image of â€Å"detective† to include smart and professional women who are employed outside of the law enforcement or private investigation fields. Although Heilbrun’s protagonist is similar to the main characters in other mysteries by her peers, Heilbrun deviates by choosing to make Fansler an example of a non-traditional woman. She is neither interested in marriage or children and has taken a number of love rs to prove her modern values despite an old-fashion background. Heilbrun paved the way for female mystery writers as well as the female protagonist.Through her popular series and the popularity of Kate Fansler a whole new genre of mystery books has evolved. These new series feature witty story lines and fast paced plots while featuring strong protagonists and often feminist views. After Heilbrun’s success there have been a number of other mystery writers following similar strategies including Nevada Barr, Rita Mae Brown and Sue Grafton. References Cross, A. (2001). In the Last Analysis. : Fawcett. Mystery Network (n. d. ). Evolution of the mystery genre. Retrieved Dec. 27, 2008, from www. mysterynet. com NationMaster (2003). : Rapid Intelligence.