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 Withdrawn Into Writing Emily Dickinson returned home to Amherst.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. 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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-