The Declaration Of Independence, Immigration Policy And...

During the course of this class I found many of the topics to be very interesting. The four topics that gained the most interest from me was; The Declaration of Independence, Immigration Policy and The Constitution. Throughout this essay I will discuss why I found these topics interesting. The first topic I will discuss is The Declaration of Independence. According to the Heritage Foundation the Declaration of Independence is the founding document of the American political tradition. It articulates the fundamental ideas that form the American nation: All men are created free and equal and possess the same inherent, natural rights. While doing research on The Declaration I discovered many interesting facts on constitution.com. The first†¦show more content†¦He had originally included information condemning the British promotion of the slave trade. In spite of Jefferson’s objections criticism of the slave trade was removed. Another interesting piece of information I found was that some of the most famous lines in the Declaration of Independence were inspired by Virginia’s Declaration of Rights by George Mason. Mason said: all men are born equally free and independent.† Jefferson s Declaration of Independence said: We hold these truths to be s elf-evident, that all men are created equal. Mason listed man s â€Å"natural Rights† as â€Å"Enjoyment of Life and Liberty, with the Means of acquiring and possessing Property, and pursuing and obtaining Happiness and Safety.† Jefferson listed man s inalienable rights as Life, Liberty, and the Pursuit of Happiness. The last thing I found interesting about this topic is no one who signed the Declaration of Independence was born in the United States. The United States didn t exist until after the Declaration was signed, but eight of the signers were born in colonies that would become the United States. The next topic I found very interesting was Immigration Policy. Immigration policy is any policy of a state that deals with the transit of persons across its borders into the country, but especially those that intend to work and stay in the country. Immigration policies can range from allowing no migration at all to allowing most types of migration, such as free immigration. According

Compare and Contrast Plato and Aristotle on Well-Being Free Essays

string(88) " we have now decided that our activities are performed in accordance with our function\." Plato and Aristotle on well-being. Well-Being: The state of being healthy happy or prosperous. It seems obvious to suggest that the goal we all are aiming at is total happiness; total success and fulfillment. We will write a custom essay sample on Compare and Contrast Plato and Aristotle on Well-Being or any similar topic only for you Order Now In the Nichomachean ethics, Aristotles’ main aim is to provide a description of what this so-called happiness actually is, and how we can go about our day to day lives in order to achieve the best life that we possibly can. He begins book one with what philosophers call a ‘Teleological conception of life’.That is, everything we do is aiming at some end: ‘every art and every investigation, and similarly every action and pursuit, is considered to aim at some good. Hence the good has been rightly defined as ‘that at which all things aim’ ‘ (NE 1. 1) What Aristotle means here by ‘good’, is not the generic term that we use to describe something enjoyable or favourable, but more of an ultimate, supreme good; a satisfactory and wholesome end. An end at which we all are aiming. In book 1, Aristotle calls the ultimate end (or telos) eudaimonia, which is commonly translated as happiness, but also as success or fulfillment. (1097a28-34). He proposes that we ought not to regard happiness as a property, but as a goal for the sake of which we act. So Aristotles’ examination of happiness is a practical one, practical because he not only wants us to befall upon a theory of what happiness actually is, but his approach is guided by the thought that such an end is nothing less than the object of all rational action.Aristotle proposes that the first step we can take towards acquiring a successful life, is to realise what good action consists in, and to use this to guide us in our pursuits. He goes on to say that we should use the criteria of this supreme good to ‘evaluate (other) goods, such as pleasure, wealth, honour, moral virtue, and philosophical contemplation’ (Lear, G. R Happy Lives and the Human Good,1. 1)- we are to take these to be the keys to our happiness. So, we can assume, so far, that the Human Good, according to Aristotle, is what we concieve to be the formal object of rational endeavour.Since the theory in question is a practical one, and one involving the exercise of rational activity, and each of our pursuits is aiming at some end or good; then all actions and their ends are subordinate to some other action. For example, A is aiming at B, and B is aiming at C and C is superior to both A and B, however, C is aiming at D†¦ And so on. So, we must rightly conclude that there must be some sort of ultimate end (Human Good) relative to each of us. Aristotle’s next aim is to resolve exactly what such an end consists in. G.Lawrence, in his analysis of the Human Good and Human Function, points out that Aristotle makes it clear that there are two distinct realms in which success is achieved. One lies in the target and the end of actions being disposed correctly, and the other is to find the actions which allow us to arrive at the end. So it seems that these things are what provide us with an object for our practical reason, for it is Aristotles’ argument to express that a common starting point we all generally accept, is that we are pursuing a successful or great life.And it is in the fulfillment of the actions neccesary for success that we achieve it. What logically follows on from this is that, once we have realised the end which we personally desire (telos) we should look to the basic function of ourselves as humans; as rational beings, at how we are situated and our particular circumastances, circumstances that are quite obviously going to infuence our endeavors en route to the desired end. Thus Aristotle opens his argument for Human Function.Lawrence suggests that this argument has not been proposed to stand alone, but that, in addition to the understanding of the practicable good (which I shall elaborate on later), our success in life is dependant upon our function, because performing it well would be fulfilling our nature. For example: A knife has a function- it is for cutting things. If a knife were to perform it’s function well, i. e, is sharp and good at cutting things, then it can be said to be performing it’s function in accordance with the excellences particular to that activity.So, if our function as hu mans’ is to live in a particular manner, to reason, then, surely, Aristotle must be at least partly correct in suggesting that we ought to perform our function in accordance with rationality, and in accordance with its’ activity-specific excellences. In NE 1. 7, Aristotle divides the soul into several parts. He says that both humans and animals have a soul, but that they are different in the following ways: The human soul has form and is capable of rationality.The rational soul is further divided into scientific reasoning- which involves neccesary truths, and calculative reasoning- which involves contingent truths. Animals are not rational creatures, but they do have substance, and a soul with substance is concerned with instinct, nutrition and growth. We are therefore distinct and superior to animals and plants for our capacity to reason. Aristotle argues that ‘. . we are looking for mans proper function; so we must exclude from our definition the life that consists in nutrition and growth..There remains then, a practical life of rational part’ (1. 7. 1098a). As I mentioned earlier, Aristotle also makes it clear that it is not enough to possess the ability to reason, we must perform our life-faculties, which are our function, and to perform them well is to perform our function well. In book one we found out that- in Aristotles’ account, happiness is an activity of the soul. And we have now decided that our activities are performed in accordance with our function. You read "Compare and Contrast Plato and Aristotle on Well-Being" in category "Papers" We know that the supreme good, eudaimonia, is an end at which all of our actions aim.So now one has to determine what it is that is the highest of all practical activity, since all actions are subordinate to some other, and that there must, conclusively, be some practicality that is above all others, and which is the final good that aims at eudaimonia. The first step of Aristotles’ Nichomachean ethics opens as Aristotle’s apparent concern with the good in two rational realms: Production (poiesis) and deliberate action (praxis). In (1. 1. 1094a3-6) Aristotle submits that there is a clean-cut distinction between these two realms. He says that ‘some are activities and others results distinct from the activities’.What he means to say, in my view, is that the product of our actions is the practicable good. For example: A chosen action could be to study for A-levels, if one does well then to go to university; for this would be the product of the latter. To attend university is also an action in itself, since it is aiming at a product, and that product would be a satisfactory career. But if we were to go on relating every action to its own product, then we would be sure to go on into infinity, for, as I have noted, all actions are subordinate to some other action.Therefore, the study of this ‘Practicable Good’ is the answer to our problem. G. Lawrence, on page 40 of his Human Good and Human Function, suggests that the best way of finding a determinate definition of this practicable good, is by looking at all actions and their ends hierarchically, ‘.. there is a principle rational construction.. And the higher more final end is ever the better’. If we look to the end that we find if we were to combine all of the hierarchy’s of all ends of all actions, then that would be the most supreme endeavour, the action for whose sake all the ends below were worth choosing for the ake of. On this end, Aristotle remarks ‘.. the knowledge of the good is of great importance to us in the conduct of our lives. Are we not more likely to achieve our aim if we have a target? ‘ (1. 2. 1094a24-5).And thus we have what Aristotle amounts to be the Practicable Good. Since we now know that it is the practicable good which we are targetting- as a conclusive ‘good’ action- as a means to an end (eu) then, surely, we must have to determine what the practicable good actually involves, and how we are to apply it to ourselves as individuals, with a variety of circumstances. In NE1. -2, Aristotle claims that all rational thought is either practical or productive or theoretical, and that the genre of thought that the Nichomachean Ethics’ is concerned with is practical. It is pragmatic, and concerned with action and not production. Aristotle does not want us to feel his real concern is with what we might refer to as intentional action, but what he calls â€Å"preferentially chosen† action. ‘It is thought to be the mark of a prudent man to be able to deliberate rightly about what is good and advantageous for himself’ (NE V1. 5. 1140a25-8). Such chosen action is what we intend after having fully rationalised about it.Aristotles’main object is his discussion of fully rational action in the sense of action ‘†¦ taken by the agent to be constitutive of living well.. . ‘ (G. Lawrence, Human Good and Human Function, p. 42). I feel that what Aristotle concieves here is a possible overarching structure to his theory of the two realms of practical and productive rationality. But what of theoretical thought? Lawrence suggests ‘.. . the political inquiry of NE can be seen as aiming to place.. these three realms of human rationality in their correct position in human life.. practical or political reason utilzes.. . ts own practical capacities, with a view to determining and realising its end†¦ to open up, and prepare us to enjoy free time in which to engage in theoretical thought: For that is the best human living. ‘ (GL, p. 42) If we were to make an overview of Aristotles’ approach, as I have so far explained, we could remark that he has concentrated on the view that- i) the human good is concerned with action and practical reason as a means to that action. The practicable (human good) is self-sufficient ‘which we want for its own sake’ (NE 1. 1). And he has given us a causal approach to what he believes to be a succssful existence. i) It is in our nature to care about our success.These criteria are part of what is neccesary to constitute an excellent life. The next point I have to make is of the virtuous life. Aristotle refers to this as absolutely neccesary for the attainment of eudaimonia, throughout The Nichomachean Etchics. In NE II. V, it is made clear to us that virtue is something that plays an important role in the attainment of the good. However, we must remember that merely being a good person is not enough. We must take an active part in our life, in a virtuous manner, excercising the virtues which are appropriate to our activities. †¦ One of Aristotles’ main aims is to make clear the correct logical location of virtue in an account of the human good’ (G. Lawrence, p. 50). In NE X. 7, Aristotle asserts that the happiest life is the one lived in pursuit of philosophical contemplation. He returns to the point in NE X. 8 when he ‘. .. allows that a life lived for the sake of morally virtuous activity is happy, though, in a lesser sense’ (Lear, G. R, Happy Lives and the Highest Good. Prinston 2004. 1. 2). So, at this point, it seems unclear exactly what role it is that virtue plays in the happy life.In response to this, Lear suggests that, although in NE Aristotle talks at length about his high regard for moral virtue- ‘most readers are surprised†¦ when they discover that Aristotle thinks the happiest life is lived for the sake of contemplation’ (1. 3). It may be plausable to conceive that Aristotle believes virtuous activity encourages contemplation. What we can conclude about the role of virtue in the happy life, then, and its relation to contemplation- since that is the best life that Aristotle seems to be advocating- is that, by excercising practical reason, we are able to be enlightened as to ‘.. he truth about the good in action as exactly as possible†¦ ‘ (Lear, 1. 3). It is only now that I feel I have covered a sufficient amount of points regarding Aristotles’ account of the human good, that I am able to comprise a conclusion. Not a conclusion that, in it’self, offers a definitive explanation of what exactly Aristotle constitutes to be a happy life, but one that at least summarises his main arguments and how they might be plausible in helping us towards a successful life. It seems that Aristotle does neither side with Pluralism, nor Monism.For he seems to hold the view that we should live an active life, one in accordance with virtue, which it’self encourages contemplation- which is the highest constituant for the best possible life- but that it is also neccesary to enjoy a social life, one enhanced by intrinsically valuable goods, but only to the extent that they do not interfere with the pursuit of a contemplative existence. However Lear (1. 3) argues that ‘unless intrinsically valuable goods are actually parts of the highest good, Aristotle’s conception of happiness as a most final end seems utterly wrongheaded. Gavin Lawrence, in Human Good and Human Function, pg. 72, offers the following criteria as a final and irrevocable conclusion of Aristotles’ account of the Human Good: 1. ‘Practical philosophy’. There exists a supreme good- that at which we all aim ( A causal account defining that all actions aim at some good. The highest of these is the supreme good). Realising the human good as a final end thus sets us up for an excellent life. Practical reason is what helps us to realise the human good, therefore attaining it through choice of action. 2. ‘Human Function’.After having been enlightened as to what it is we are aiming at (i. e. a successful life in accordance with virtue, relative to our circumstances)- we then turn to study our own life form ‘the kind of creatures we are and the world we live in’. In Aristotles’ outline of the Function argument, he asserts that our role as humans is to perform our function; to go about our life-activities, but so that they are in accordance with reason and their proper excellences. These two criteria are an inevitable set of rules which we must abide by if we are to succeed in our realisation of the supreme good. . ‘Utopian Target’ (‘Utopian’ here is referring to an absolute ideal and state of happiness, met by fulfilling all neccesary criteria; The perfect life that is our target). There are a variety of ways in which one’s life can go, even when the good is being exercised. What our goal is (the Utopian Target), is to adapt our circumstances as best we can, to achieve the best and most successful outcome possible. 4. Pleasure and ‘intrinsically valuable goods’. There has been much speculation as to what Aristotles’ thesis is on goods of intrinsic validity.He seems partly to argue that such good’s do have a place in the happy life, but only for contemplation’s sake; for the sheer fact that honor, respect, virtue, pleasure and so on are an enhancement, and as a means to an end, that is, the contemplative life. However, in his seemingly paradoxical way, he at times appears to hold the view that moral virtue is portrayed in the happy life for the sake of maximising the philosopher’s contemplation, but also as an aspiration for their own sake, for their own end, and for their capacity to enhance a happy life.And so it seems that Aristotle’s account of well-being can be interpreted in a number of ways, and it is the agent’s job to begin by ‘.. filling in the outline of the good (as) a matter of our appealing to our best thoughts about the excellences, our nature, and the world we live in’ (Lawrence, G, Human Good and Human Function). In The Republic, it is soon evident, within the beginning few chapters of book one, that Plato’s main focus is on an Ideal Society. His first concern is that we should concentrate on the state overall as to what makes an even or just society, which in turn effects it’s individual’s well-being.It is clear that Plato’s approach is far more Totalitarian than that of Aristotle. The first point I have to make is on Plato’s view that there are two kinds of justice. He holds that justice is the primary condition which the state needs to comply with if it is going to be even, and if the people within the state are to flourish. The first type of justice is what Plato calls Internal. This relates to the just individual; the one whom acts in a virtuous way and leads a virtuous and morally correct life. The second type of justice is External.Plato says that this kind of justice is concerned with the state as a whole and the way in which it functions. It is external justice which Plato believes to be the most important, for, just because an individual leads a just life- or some individuals within the state- it does not neccesarily follow that the state is just. Insofar, it seems that Plato is less interested in the well-being of people as individuals, and more in the way a state is run. This is the first premise of the Republic which we come accross in opposition to what Aristotle understands to be good.Aristotle critisises the distinction that Plato has here made: ‘Happiness is not the same characteristic as eveness. It cannot belong to the whole without also belonging to the parts’ ( R. Mayhew, Aristotle’s criticism of Plato’s Republic. NY, 1997. 5. 124). However, in book IV of the Republic, Plato does argue that the internally just person is more than capable of acting as a virtuous citizen within the state; â€Å"Does it look as if justice in the individual were different from what we found it to be in the state? † (442d). Socrates’ approach to describing the good is rather different to that of Aristotle’s.His focus is on proving his belief in the superiority of the just life. Aristotle focuses mainly on the individual, his virtues and his vices. They are, however, both similar in the sense that they advocate being the best and most successful person that you have the capacity to be. That is, according to what your aim in life is and fulfilling your function. In book 1, Socrates argues that no agent would perform his craft unless it were to be of benefit to himself, he says †No profession or art or authority provides its own benefit but.. rovides and orders what benifits the subject of which it is in charge.. † (346e). In answer to Thrasymachus, after he asks how it is one would be able to choose an appropriate ruler for the state, when any man would only have his own interests at heart; Plato suggests that the only way around the problem is to offer money to any man that wishes to rule the state. He says that â€Å"good men will not consent to govern for cash or honours† (347b). And so therefore the greatest ruler is the one that does not have himself in mind, only the good of the state.If any man is willing to govern for no reward, then he is to be trusted more than the man that will not consent to govern without pay. Before I go on, I feel it is neccesary to make a note about the confusion that can occur when translating Greek philosophical terms. Firstly, there is no decidedly sufficient greek word for ‘moral’. However, since, in the Republic, we are to understand that justice is a kind of virtue, the best thing to do would be to take any reference to morality or justice, as a reference to a kind of virtue; that which requires us to put our self-interest aside.Secondly, ‘happiness’ is not always the best translation of eudaimonia. Eudaimonia is really meant to stand as a condition to which we ought to committe ourselves. It is a term standing for the flourishing and success in one’s life in a long-term sense. Since we have now established what it is we are trying to appeal to in order to live a successful life, as with Aristotle, it is appropriate at this point to study what Plato’s view is on human function, since that is logically the thing that we must perform well in order to do well and be happy.According to both Plato and Aristotle, being virtuous is seen to be performing your function well. However, the problem stands when trying to decipher what, explicitly, Plato and Aristotle mean by virtue. Just as Aristotle remarks in the Nicomachean Ethics that, in order to attain the Human Good, we must first know what it consists in and how we are to go about acting in accordance with it; Plato argues that, for a person to live well, they must exercise virtue. I noted in my analysis of Aristotle’s concept of the Human Good that virtue is something that is relative to each individu al, and to each of their life-activities.In my view, what Aristotle holds the role of virtue within an individual’s life, appeals to a typically moralism perspective; that virtue is a constituant of happiness. He goes on to argue that what he means by virtue is a kind of moral goodness, and that we are to understand this moral goodness by studying the faculties of the human soul. According to Aristotle, although we are born with the capacity to be virtuous, it is only by practice and habituation that we can become a virtuous person. Virtuousness in The Nicomachean Ethics falls under two categories: That of intellectual virtue, and that of moral virtue.Intellectual virtue is acquired by learning; taking instruction and practicing what one has learnt. Moral Virtue on the other hand, owes its growth to the habituation of the character. Thus it is the job of the individual to be active in what one believes to be virtuous, and it cannot be specifically defined, since it is what Aristotle calls a ‘practical science’ and it depends on particular circumstances. In contrast, what Plato believes to be ‘just’ or ‘virtuous’ is dependant upon how just or virtuous the individual is within the state. He states that ‘The individual is wise and brave in virtue of his reason and spirit†¦ when spirit and appetite are in proper subordination to reason’ (PR 4. 5, pg 149). The state which Plato begins to describe in light of virtue in part five of The Republic, is to have three ‘cardinal virtues’. The first is wisdom, the second courage, the third discipline and the fourth justice (a note should be made here that Plato does not use the word ‘virtues’ and therefore the translation has taken the more objective term ‘qualities’). Plato suggests that if we were to study the concept of an ideal state for long enough, then we would be sure to come to a conclusion about where and how the four virtues might come to exist. We would therefore realise which qualities are needed in an individual if he is to be happy. ‘And the quality of good judgement is clearly a form of knowledge, as it is because of knowledge.. that we can judge well’ (The Republic, 428b).There can here be made a clear contrast between The Republic and The Nicomachean Ethics, for both Plato and Aristotle evidently have alot of admiration for those that have exceptional knowledge and good judgement. It is with good judgement that we are able to study the faculties of the soul and our own rational behaviour, what it is to be virtuous, and what qualities are neccesary for a happy existence. After his description of where ‘faculties’ stand in relation to the ideal state, Plato goes on to make a further parallel between the state and the indivdual.He figures that, since there are four qualities which make up a good society, there must then also be three or four corresponding qualities in a good person. He asserts that these qualities will be, i) Reason (the faculty that calculates and decides; ii) Desire/appetite (bear, physical, instinctive craving; and, finally, iii) Ambition, the spirit and drive of an individual. In 135b, he reasserts †Ã¢â‚¬ ¦ so there will be no difference between a just man and a just city. .. † A note can be made here about a difference between Aristotle’s view on the constituants of a good person, in comparison with Plato.There seems to be a conflict here: In the Nicomachean Ethics, Aristotle states that, in his account, the virtue or justice of a person and their actions is absolutely relative to his individual character, circumstances and situation. Plato on the other hand, contends that there is a parallel between the individual and the state, and that, if the state fulfills every ‘correct’ criteria, it must follow that each person within the ideal state would too be a wholesome individual; one with good reason, the correct appetite for life, and a balanced spirit.I mentioned earlier that Aristotle has critisesed Plato on the basis of his belief that there is a parallel between the individual and the state. In Mayhew: Aristotle’s Criticism of Plato’s Republic, he makes reference to the fact that most utopian schemes for a com munity under ideal government, use the term ‘state’ or ‘society’ as a way of decribing what appears by the language used to be an entire entity. Plato’s Republic, according to Aristotle, is a prime example of such a scheme that demands every individual within the state conforms to what conditions are neccesary for the ideal state.His criticism questions how exactly this ideal state is supposed to constitute happiness for it’s individual’s. So Aristotle is basically arguing that the collectivist idea of such a state is absurd, and highly fallible. As a way of defending his proposal, Plato argues â€Å"†¦ in founding the city. .. we are not looking to which group among us will be especially happy†¦ We are forming a happy city, not taking a (happy) few and putting them in† (420b). This statement sheds light on Plato’s lack of eudaimonism; he cares or the state as a whole, and not for the individual, as oppose to Aristotle who basis his main argument around the theory of eudaimonia, and how each one of us can ahieve such an end through adapting our lives according to the excellences. Aristotle’s final criticism of Plato’s Repupublic is that, although there are numbers which can be broken up into parts, but which still make a whole number, this is not the same of a city-state. As I mentioned earlier, Aristotle points out that a city cannot be a happy one without it having happy parts (‘part’s’ makes reference to individual’s).According to Mayhew: ‘A city is,after all, a collection of individuals, and it exists for the sake of their happiness’ (pg 124). Plato does not stress his apparent point enough that the Guardian’s themselves are, in fact, the happiest, and that, having achieved the ideal conditions for the perfectly just state, the individual’s within shall be happy. ‘The crucial assumtion that justice can operate in the same way in the soul as it does in society is never defended’ (Blackwell’s guide to Plato’s Republic, p. 56).I will now return to my point of tryi ng to understand what Plato and Aristotle- in contrast- actually mean by justice and virtue, and how they are to play a role in the good life. In The Republic, Socrates tells us that there are three types of good things: i) There are the things that we want for their own sake, and for no other end or consequence. ii) The things we want both for their own sake and for their consequences. And iii) The things we want not for their own sake, but for their consequences. I see this to be an obvious overlap with Aristotle’s concept.He talks at length in his ethical works about ends and means; his heirarcical theory that all goods are aiming at some end- some other good- and that some goods are more superior to others. He distinguishes between the chosen actions we make in order to reach on end product, and the product of those actions; the superior good. Although Plato places types of good into three criterium, the basic structure is essentially the same to Aristotle’s two criteria for types of good. However, Aristotle never does state fully whether or not anything besides Eudaimonia is sought for it’s own sake.He only asserts that all actions aim at the Human Good. We later find out (in the Republic) that Plato holds the view that everything is aiming at The Form of The Good, so there is an overlap, but they differ in the sense that Plato is far more of a collectivist. He believes that all individual’s are aiming at, essentially, the same end. And Aristotle is more of a relativist, due to the fact that, although he maintains that we are all living a teleological existence; that we are all aiming at a supreme good, that good differs from person to person; it is not a universal good.Plato makes a further distinction between the types of good. He says that they can be broken down into two categories. The first is intrinsically valuable goods: Those that are wanted for their own sake, for example happiness. These types of good’s are similar to what Aristotle calls ‘ends’, as oppose to ‘mean’s’. The second class of goods fall into the category of intsrumental good’s: These are the mean’s to an end. Money, education, or a new car are all desired for what they can procure.But he says that there are also good’s that appeal to both criteria, health, for example. We seek health for its own sake because a healthy life makes for a longer, more peaceful life. But it can also be said to be an instrumental good, there for the sake of insuring happiness. So it seems that we are having equally as much trouble trying to define ‘good’ in the platonic sense, as we had when trying to define it in the eudaimonistic sense. The final analysis I have to make is of the final end which both Aristotle and Plato describe as the best existence.In Aristotle’s thesis, he makes this existence out to be an ultimate end for everyone and eveything, but that there can be no absolute conditions for it because we all have varied circumstances and ‘In a practical science so much depends on particular circumstances that only general rules can be given’ (2. 2). For Plato, the best existence is lived in the light of the good, imlying true knowledge of what is right and what is wrong; real and unreal. I shall start by discussing Plato’s concept of The Form of The Good. In The Republic, Plato proposes that the best Guardian’s of the ideal community are philosophers. Since it is neccesary for one to be a lover of truth, all wisdom and all knowledge, and not one of sights and sounds, to be given the title ‘philosopher’, it follows that such a person would be the only appropriate candidate to assume knowledge of the Forms. Reason being that it is plausible to understand Plato’s notion of the Forms as something more than just an intellectual activity; that the character traits Plato lists as criterium that any philosopher must have, must actually be in place before one has any chance of gaining knowledge of the Form of the Good.In part VII of The Republic, when referring to the essentiality of this ideal state which should be governed by philosophers (and only philosophers), Plato states: â€Å".. there is no other road to real happiness either for society or the individual† (473e). At 504d, Adeimantus questions whether there can be any higher quality than truth or justice. Socrates, by this point, had proposed that the on ly way to acquire true knowledge is by strict intellectual training. We are to understand that, through strict intellectual training, we will attain the thing that is superior to justice and truth, and further, we shall then (and only then) know what is truely best for us, and understand what it is to be well, happy, or knowledgable. â€Å"†¦ the highest form of knowledge is knowledge of the form of the good from which things that are just and so on derive their usefulness and value† (505b). Socrates proceeds to say that, without knowledge of what is good, all other knowledge is inadequate.Without it, no other knowledge can be of benefit to us, since we cannot say what is good and what is not; we have no concept of goodness and worth it’self. Relating to his analogy of The Cave, Socrates proclaims that, although we might think we know what ‘good’ is, we are actually stuck in a sort of false reality, and that, even if we were to be granted a look at the outside world (the ‘real world) we would be unable to handle what we saw; for most people are content living in ignorent bliss.Hower, he still maintains that, dispite the fact that many people are happy living their bovine existence, if we were to realise that we were existing in a world of things which only appear to be good, and discovered that their exists a realm in which things are actually good, we would never again be satisfied by what we thought was good for us before, we would know what is truely and wholly good. So, the good, in Plato’s account, is what we should all be aiming at; what we have our hopes, desires and ambitions set on. It is the end of all rational action and endeavor and, â€Å"†¦ lthough it finds it difficult to gr asp just what it is; it can’t handle it with the same assurance as other things and it misses any value those other things have† (505e). Conclusively, I feel that the main points to both Plato and Aristotle’s arguments for well-being are, in principle, the same. There is an on-going theme of a utopian nature throughout both the description and build-up to the theory of eudaimonia in the Nicomachean Ethics, and throughout Plato’s concept of an ideal society. Both philosopher’s conclude their work with- to an extent- an ultimate target at which we are all aiming.Although in Aristotle it is a eudaimonistic end relative to us, it is still evident that he believes there to be means to an end; that there is one end which stands above all others. In Plato, the same theory is focused on the existence of a Form of goodness, again, at which we are to aim at. The only real crucial difference between the two is that, where as The Nicomachean Ethics is centred in the realm of particulars, Plato’s Forms are based on some sort of divine, metaphysical supposition of a form which exists outside of this rea lm, but which we are all supposed to be able to conform to.In my view, Plato’s theory is almost too idealistic. Aristotle makes his thesis of the good more realistic since we can mould the idea of eudaimonia around our own lives; it is relative. The idea of a state which is governed by philosophers- the font’s of all truth and knowledge- and in which the individual’s are just, even, courageous and so on, but not neccesarily happy, is, to me, absurd. How to cite Compare and Contrast Plato and Aristotle on Well-Being, Papers

Crisis #1 free essay sample

In Thomas Paine’s â€Å"Crisis Number One† he expresses that American colonists must rebel against Britain’s oppressive rule; he conveys his thoughts by using unvarnished vocabulary, elongated sentences and varying examples of Pathos, Logos and Ethos. Thomas Paine’s â€Å"Crisis Number 1† uses Diction, Figurative language and Rhetorical devices to exemplify the persuasive nature of his speech. Thomas Paine’s Diction and word choice in â€Å"Crisis Number One† vary from simple to complex and the syntax is straightforward. Simple words are used in this piece of literature. Paine portrays his selection of simpler words in the line, â€Å"These are times that try men’s souls† (Thomas Paine 108). Some people in the 1800s were not well educated; therefore could not understand elaborate words; however with the way Paine has worded â€Å"Crisis Number 1†, even a child could read and comprehend it. On the other hand, the writing style is tight, efficient and straightforward. We will write a custom essay sample on Crisis #1 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the line â€Å"What we obtain too cheap, we esteem too lightly† (Thomas Paine 108), shows Thomas Paine’s seriousness. The way Thomas writes does not elaborate on his subject; it tells the reader exactly what his point and moves on. Another point is that direct syntax is used in â€Å"Crisis Number 1†. The normal order of an English sentence is: Subject, verb and then everything else. In the line â€Å"It matters not where you live, what rank of life you hold, the evil or blessing will reach you all† (Thomas Paine 110), syntax is portrayed. Syntax is usually used for emphasis and Paine uses that to his advantage. Diction, vocabulary choice, and syntax are used by writers to convey their purpose and Paine employs all such tactics. Figurative language is used in many points in the â€Å"Crisis Number 1†. Similes, Metaphors and personification are only a few examples. Similes are one of the many Figurative language used in this pamphlet. A line in the â€Å"Crisis Number One† conveys an important point and is also a simile, â€Å"Tyranny, like hell, is not easily conquered† (Paine 108). Paine uses similes to compare and contrast his topic. Another example of figurative language used is personification. In the line, â€Å"America did not, nor does not want force† (Paine 109). Metaphors are the last figurative language used in Thomas Paine’s â€Å"Crisis Number 1†. In the line, â€Å"Britain, with an army to enforce her tyranny, has declared that she has a right (not only to TAX) but to BIND us in ALL CASES WHATSOEVER and if being bound in that manner, is not slavery, then is there not such a thing as slavery upon earth† (Paine 108). The way Paine uses figurative language goes hand in hand with his whole writing style; it shows his seriousness about the reader understanding his point; however not being dull about it. Pathos, logos, and ethos are expressed in many locations in the â€Å"Crisis Number One†. Logos is one of the Rhetorical Devices used in the pamphlet. Logic is shown where Thomas Paine writes, â€Å"and it would be strange indeed if so celestial an article as FREEDOM should not be highly rated† (Paine 108). Paine uses logos to show hard evidence on why the reader should do as he says. Another rhetorical device used is Pathos. Paine employs pathos in the line that states, â€Å"I turn with the warm ardor of a friend to those who have nobly stood and are yet to stand the matter out† (Paine 108). This shows how Paine tells the reader that he is a friend and that you can trust what he is saying. As it has been made clear as crystal, Thomas Paine uses short punctuated sentences for emphasis, many uses of figurative language and straightforward syntax. Works Cited Paine , Thomas. Crisis Number 1. Trans. Array Elements of Liturature. . Fifth Course. asdsAustin,Texas: Harcourt Brace Company, 1997. 108-111. Print.

The Art of Having a Passion free essay sample

The blue paint, vibrant against the green background, sponges into blobs creating a rounded, multiple-pedals effect. As white is added to the very edges, just a tint, the colors slowly blend together. I dip my paintbrush in the bright, lime green paint and glide it from the bottom of the flower to the floor. I add a few more stems, then leaves, and then dip in the darker forest green and stroke my brush down each stem and the leaves, creating a shadow and a three dimensional illusion.One bunch of flowers down, covering about a foot of my canvas, 40 more feet of wall left to cover. Painting a mural for Peregrine’s Landing, a memory care home for the elderly, was my largest project. The outside cement wall I painted covered 50 feet of ground ranging from eight feet high, gradually decreasing to one foot tall. When completed, characters including a cat, some ducks, two deer, numerous birds, several butterflies, two bunnies, and a chipmunk or two decorated my mural, bringing life to the outside patio. We will write a custom essay sample on The Art of Having a Passion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Although the final piece was impressive, completed after two weeks of hard work, it was the idea that I was making life a little bit brighter for someone, in this case, even a person who would not remember who I was or what I was doing there, that I found the most rewarding. My love for art started when I was small. I would watch my mom, a talented artist herself, sketch animals onto the driveway, her hands decorated with multiple different colors of chalk. My sisters and I called out creatures for her to create, and as I would watch her hands move, that same calling stirred in me as well. Years have passed since those days in the sun as a little girl, and as I grew, so did my talent. Entering high school, I recognized the power that my art could have on my community. Before I know it, I’m standing in a little girl’s newly designed pink room with her face beaming at every piece of furniture. My stomach tightens as she looks up and gasps at the center piece of her room, a large 3 foot by 4 foot painting of her dream horse which I had the pleasure of painting. Her smile triggered my desire to help others through my art. I began painting pictures as gifts for friends, organizing the creation of holiday cards for Yale New Haven Hospital, and eventually coordinating with Peregrine’s Landing to paint the garden mural for the residents. My town library provides me with endless opportunities to share my talent; hence, what started off as just a teen art show freshman year eventually became Cathleen Cole, the director of the Teen Library program, asking, â€Å"How do you feel about teaching an art class for kids?,† and in front of my own eyes, I began to shape a community all of my own. I like to follow the motto I created for myself a few years ago: pictures are stories of the past, art pieces are images of the future. Every time I work on an art piece, I am creating a future for those around me. I have strived to share my experiences and love for art with others. I finally realized that the size of my paintbrush does not matter, but rather it is the foot print I leave through my passion that matters. Art is how I communicate and connect with others for it is a language not spoken and yet has tremendous impacts on those around me. Most importantly, art allows me to create my own future, and improve others’. I am my own art piece.

assignment 2 Essay

assignment 2 Essay assignment 2 Essay Recent movements in the corporate world have raised questions in respect to the part of corporate in society and as a result have demanded for greater corporate social responsibility and attention to business ethics. It is evident that Intent, efforts and communication will vary from corporate to corporate, where in some corporations, corporate social responsibility is considered as a priority that is managed closely, comparable to HR issues or public relations, while in other corporations its kept to a bare minimum. Ethics (lack of) In the case study, Becton Dickinson, the world’s largest manufacturer of medical supplies did not have clear corporate social responsibility strategy with a long term view, and instead chose not to change the design of its needles and syringes, despite the growing risk of injuries reported. The focus of corporation clearly echoed Milton Friedman’s view, where the primary duty of corporation was to maximize its profit to benefit its shareholder, in this instance by minimizing capital outlay. To make point clear, it is sensible to agree that the main duty of a business is to maximize its profit to benefit its shareholder. Having said that, this is not enough. Business needs to assume ‘social concern’, especially in this case study where ethics are non-existent. This is evident by purchasing an exclusive license to produce safety-lok syringe, but chose to market only one model and not the whole range as this would compete with its flagship product, despite market and consumer needs. Short term view of the corporation has led to number of court cases and settlements for undisclosed sums of money, but this did not change their policy towards corporate social responsibility. Short term view of protection profits and having monopoly as a largest manufacturer has ended in federal court alleging that they violated antitrust laws and harmed consumers and health care workers by using GPO to monopolies the safety needle market, resulting in numerous out of court settlements Later in 2009, jury found Becton Dickinson guilty of copying Retractables design and selling it as their own, prompting lack of ethics and social obligation, in this case overlooked or ignored. Business like people, can become set in their ways, become unresponsive to the demands of the market, where unresponsive business generally goes out of the business. The outcome for Becton Dickinson could have been very different if they had corporate social responsibility strategy with a long term views. Good examples of socially responsible capitalism are WalMart, VISA, Coca Cola and Volkswagen, where at the same time businesses are maximizing profits to its shareholders, while addressing society’s issues Social Responsibility WalMart opened in-house Money Centers in its stores across the USA, targeting people without traditional bank accounts. This is great move by WalMart, that can have a great social impacts in the long run with economically less advantaged customers who likely to be young, low-income, and relatively less educated members of either African-American or Hispanic/Latino communities. Although the motives are not yet clear, WalMart has made a step in the right direction as their have a long term strategy and understanding that their existence and profitability depends on the state of society. Similar to WalMart, VISA has built partnerships with local governments and non-profits focusing on financial inclusions, which is having a great impact in developing countries by giving people a way to pay though electronic payment systems, allowing them to use VISA Debit Cards to weather impact to their finances by using funds they have instead of owing money to the banks. Coca Cola on the other hand, started program to empower young woman entrepreneurs, aimed at bringing 5 million in the developing countries into its business by 2020 as a local bottler and distributor of Coca Cola products. To make a strong statement, they proudy Assignment 2 Essay Assignment 2 Essay Elizabeth Lieber Section 4 Option #2: Substituting Facebook Messaging for Texting Daily Log: Wednesday, October 22, 2014: Today was the first day that I chose to eliminate texting from my daily routine and use Facebook messaging. Initially, due to force of habit I would automatically check the text message. After an hour it finally registered that I would not be using my phone for the next two days. I felt anxious and did not know what to expect. Thursday, October 23, 2014: The second day without text messaging was easier than this first. I was more conscious of charging my laptop versus my cell phone because I knew that it would be my main form of communication for the day. There were longer periods of time without communication with a friend because taking out my computer was not always appropriate in certain social contexts. Friday, October 24, 2014: This day was the most difficult. Personally, Friday is the most social day of the week, and while making plans I felt isolated because I wasn’t able to contribute to a group text message. I was inclined to individually message my friends online. It was particularly difficult at a party; I constantly had to make sure I was with one of my friends because if I lost one of them it would be more difficult to get in touch with them. Contemporarily, we live in a society where individuals use technology as a medium of communication. These modes are called communication technologies and have become crucial while constructing relationships. Our idioms of practice, and media ideologies both affect what we consider appropriate social uses of technology. For my experiment, I used Facebook messaging as a substitution for texting. While both forms are considered to be quasi-synchronous, there are certain dimensions, which juxtapose the two. For example, †Å"texting was ever-present and too informal, while instant messaging could offer a textual representation of spoken conversation.† (Gershon, 2010, p. 29) Instant messaging is seen more as face-to-face conversations because it allows for conversational turn taking and how people respond to each other in person. Which is a concept theorized by Don Zimmerman that refers to the process in which people in a conversation decide who should speak next. People turn to texting as a less personal, divided conversation in certain contexts because it does not resemble as much as an in-person conversation. Due to my own ideologies, texting is less personal than instant messaging because it is less rapid and enables time for your reply. My media ideologies on texting were developed through idioms of practice, which have helped me differentiate the appropriate social uses of technology. I selected instant messaging as an alternative for texting because it was more similar than calling or using email. Many of my friends have the Facebook application on their cell phones, so it was as accessible to them as texting is. I initially predicted that I would be missing out on plans, or wouldn’t be able to keep in touch with my friends as much as I could with my cell phone. However, I found myself calling them more often if it was urgent, where I would normally just text a friend if I needed something. Initially, the change in communication media seemed impossible. It often felt like I was breaking a societal norm by refusing to answer a text message. I was unsure how my friends were going to react to this deviation generated by my alternative use of instant messaging. I felt nostalgic because instant messaging is a medium that I used before I had a cell phone and seemed like a more outdated technology. Since language is always changing, it is inevitable that their will always be a changing new media landscape. This relates to remediation, and how my media ideologies and uses of texting connect to the history of the usage of instant messaging. My personal experience on how instant messaging intertwines with the feeling of nostalgia may

The History and Geography of Greenland

The History and Geography of Greenland Greenland  is a located between the Atlantic and  Arctic  Oceans, and although it is technically a part of the North American continent, historically it has been linked with European countries like Denmark and Norway. Today, Greenland is considered an  independent territory  within the Kingdom of Denmark, and as such, Greenland is dependent on Denmark for the majority of its gross domestic product. By area, Greenland is distinctive in that it is the worlds  largest island,  with an area of 836,330 square miles (2,166,086 square kilometers). It is not a continent, but due to its large area and the relatively small population of 56,186 people, Greenland is also the most sparsely populated country in the world. Greenlands largest city, Nuuk, also serves as its capital. Its one of the worlds smallest capital cities, with a population of only 17,984 as of 2019.  All of Greenlands cities are built along the 27,394-mile coastline because it is the only area in the country that is ice-free. Most of these cities are also along Greenlands west coast because the northeastern side is comprised of the Northeast Greenland National Park. History of Greenland Greenland is thought to have been inhabited since prehistoric times by various Paleo-Eskimo groups; however, specific archaeological research does show the Inuit entering Greenland around 2500 B.C., and  it wasnt until A.D. 986 that European settlement and exploration started, with Norwegians and Icelanders settling on Greenlands west coast. These first settlers were eventually known as the  Norse Greenlanders, though it wasnt until the 13th century that Norway took them over, and subsequently entered into a union with Denmark. In 1946, the  United States  offered to buy Greenland from Denmark but the country refused to sell the island. In 1953, Greenland officially became a part of the Kingdom of Denmark and in 1979, Denmarks Parliament gave the country powers of home rule. In 2008, a referendum for greater independence on Greenlands part was approved, and in 2009 Greenland took over the responsibility of its own government, laws, and natural resources. In addition, Greenlands citizens were recognized as a separate culture of people, even though Denmark still controls Greenlands defense and  foreign affairs. Greenlands current  head of state is Denmarks queen, Margrethe II, but the Prime Minister of Greenland is Kim Kielsen, who serves as the head of the countrys autonomous government. Geography, Climate, and Topography Because of its very high latitude, Greenland has an arctic to a subarctic  climate  with cool summers and very cold winters. For example its capital, Nuuk, has an average January low temperature of 14 F (-10 C) and an average July high of just 50 F (9.9 C); because of this, its citizens can practice very little agriculture and most of its products are forage crops, greenhouse vegetables, sheep, reindeer, and fish, and Greenland mostly relies on imports from other countries. Greenlands topography is mainly flat but there is a narrow mountainous coast, with the highest point on the islands tallest mountain, Bunnbjà ¸rn Fjeld, which towers over the island nation at 12,139 feet. Additionally, most of Greenlands land area is covered by an ice sheet  and two-thirds of the country is subject to permafrost. This massive ice sheet found in Greenland is important to climate change and has made the region popular among scientists who have worked to drill ice cores in order to understand how the Earths climate has changed over time; also, because the country is covered with so much ice, it has the potential to significantly raise  sea levels  if the ice were to melt with  global warming.

Margaret Thatcher and her political career Term Paper

Margaret Thatcher and her political career - Term Paper Example The political career of the formidable Margaret Thatcher began in the voting of the year 1950 and 1951, when she ran for a parliamentary seat on a Conservative ticket. During these elections, she was not only the female candidate in the race, but she was also the youngest, at twenty-five; although she lost in both elections to the Labor party candidate, she managed to reduce significantly their majority in this constituency. Despite not being able to participate in the 1955 general elections, Thatcher, in the same year ran for the Orpington seat in a by-election in which she was also defeated, but in this case, the margin of defeat was quite narrow. This brought a realization that she could only win in a constituency where the Conservative party was downright dominant. To realize her ambition, she went looking for one such constituency, and consequently, she was selected to run as the Conservative candidate for Finchley, where she was elected Member of Parliament in the 1959 general elections. She made her first speech when she defended her bill, which required members of the local authorities to hold their council meetings in public. She displayed her strong will and character by going against the official position of her party by voting for the restoration of birching, which was a form of corporal punishment using a birch rod. From the outset of her career in politics, she declared herself a friend of the Jewish community; moreover, she was not only a founding affiliate of a pro Jewish group in her constituency, but she was also a member of the pro-Jewish association of the conservative party. However, despite this friendship she was of the opinion that Israel had to give up some of the land it had occupied in order to bring peace in Palestine. Moreover, she considered some of the actions of the Israeli government, such as the bombing of Osirak, as a severe abuse of international law. In 1961, Thatcher was agreed an endorsement to the front bench by the Macmillan governm ent of the time, and in this new capacity, she served as the Parliamentary Undersecretary at the Ministry of Pensions and National Insurance. However, when the Conservatives failed to win the elections in the voting of 1964, she developed into the spokesperson for Housing and Land.2 Here, she showed her strong support for her party’s stand on allowing those tenants living in council houses to be allowed to buy their residences. In 1966, she was selected into the shadow treasury lineup where she was strongly in opposition to the policy of the Labor party which set compulsory price and income management, she stated that such policies would not help the economy and that they would, in fact, damage the economy. At a party conference in 1966, Thatcher criticized the high taxation policies of the Labor government, stating that they were going against the established order of British society and turning towards socialism, and perhaps they would later turn towards communism. Her main argument for this position was that low taxes encouraged people to work harder to earn an income. She was among the small number of Conservative MPs to hold up the bill whose purpose was to decriminalize homosexuality in men. Moreover, she was also among those who voted in agreement of a bill to decriminalize abortion. She further gave her support for the maintaining of the death penalty but voted against the easing of the laws concerning divorce. These stances serve to show that while she was progressive in some of her views, she was extremely conservative in others. Edward Heath led the Conservative party to triumph in the 1970 general elections, and this proved to be an opportunity for her, as she was appointed Secretary for Education and Science. In her new position, she came to draw much public attention through her promotion of cutting spending in the education system. One of the most controversial moves during her first few months was the abolition of milk for schoolchildren at no cost3; therefore, because

Conditions in Somalia Essay Example | Topics and Well Written Essays - 500 words

Conditions in Somalia - Essay Example The Civil War (1988 – 1992). The central government was dissolved and clans fought for control of the country. When it was clear that the international relief effort was fuelling the fighting that had caused the famine in the first place, the international community considered armed intervention as a solution.Since 1992 the U.S. and other nations withdrew their troops in 1994 and the last United Nations forces were withdrawn in 1995. The inhabitants of Somalia suffered from famine, so United Nations supplied food and humanitarian aid. After the interference of UN Organization, a new government was formed in Somalia. The main duty of the historian is to note the essential events, at the same time, the goal of a politician is to make conclusions which would be relevant in the modern politics. >From the political point of view, Somalia remains a fragmented country both politically and administratively. Despite continuing stabilization in the Northwest Zone of Somaliland and limit ed but encouraging progress in the Northeast Zone of Puntland, humanitarian personnel has faced varied and complex challenges. In the Central and Southern Zone, in particular, insecurity prevailed, and great care was taken throughout the year to safeguard the lives of staff. The pastoral clan-families constitute about 85 per cent of the population.The remaining southern clan-families are associated with mixed pastoralism and farming, and their identity is linked more to the villages in which they live than to the clans to which they belong.

History of education Essay Example for Free

History of education Essay Muthukumaran Committee Report Tamil Nadu is regarded to be one of India’s star performers in the sector of elementary education. The results of the 2001 Census show that Tamil Nadu has attained third position behind Kerala and Maharashtra both in terms of overall and female literacy. It recorded close to 100 per cent gross enrolment ratio (GER) at primary and upper primary levels based on 2007 estimates. A major legislative effort for the universalisation of education in line with the constitutional mandate has been the introduction of the Tamil Nadu Compulsory Education Act, 1994. Under this Act it is the duty of the government to provide the necessary infrastructure (schools and teachers) for ensuring universalisation of elementary education. Parents are also liable to be fined if they do not send their wards to school, though this rule is not very strictly enforced as most of the children not going to school come from poor backgrounds. Tamil Nadu’s high enrolment statistics are also the result of the number of welfare schemes that the State government has introduced in the elementary education sector. The large number of missionary and private schools are also playing a role in the spread of education. The government provides textbooks, uniforms and noon meals to the pupils making it a State where the per child spending is much higher than in educationally backward States such as Bihar, Assam, Andhra Pradesh, Rajasthan and others and is higher than the all-India average. The State is making an endeavor to provide primary schools within a one km radius of human habitations with a population of 300 and above to increase their accessibility. It is also a State that has actually spent most of the funds allocated to it by the Centre under the SSA scheme, in contrast to States like UP, Bihar and Assam that have huge unspent amounts. Tamil Nadu students stood first in the country in mathematics, language and reading comprehension skills according to the national mid-term achievement survey of Class III children commissioned by the NCERT in collaboration with the MHRD and the SCERT and SSA wings of the States recently. But it has come to light that local bodies like corporations and municipalities are not fully utilizing money collected as education tax as a percentage of property tax under the Tamil Nadu Elementary Education Act and this is affecting the quality and quantity of formal education provision at the grassroots level. While the general literacy rate in Tamil Nadu as per 2001 data is 73. 5%, wide disparities exist across districts, gender, and area of residence as well as social grouping. The literacy rate of the SC and ST populations are consistently lower in all the districts. The retention rate within and after the primary school level is also not very impressive and there is a high percentage of repeaters. This is particularly so in the case of the STs and SCs. It is to overcome this discrepancy between education offered in different kinds of schools, between rural and urban schools and to overcome other numerous ills that have crept into the education system—such as arbitrary collection of fees, induction of daily waged, inadequately qualified para teachers, rote learning, examination stress, problems related to the medium of instruction and so on—that the State government constituted the Muthukumaran Committee, which submitted its report in 2007. This committee had the mandate to work out a framework of a uniform pattern of education in Tamil Nadu and to make recommendations for improving its quality. The report of the Committee recommends only one autonomous board, The Tamil Nadu State Secondary School Education Board, instead of the existing four State level boards—Matriculation, Anglo-Indian, Oriental and State Board. Schools coming under this integrated Board would follow a common syllabus ensuring an equitable school education in the State not conferring any undue advantages with regard to admission into higher educational institutions for students completing their school education from one particular Board. Equitable standard education is to be provided by a Common School or Neighbourhood School system, which with uniform syllabi would help to ‘decommercialise’ educational institutions and put an end to many a private management that does not feel sufficiently accountable to society in this crucial sector. The spiraling cost of education starting at the nursery level is cementing caste-class and rural-urban divisions. A common school system using the mother tongue as a medium of instruction would make equal education accessible to all without discrimination. A common school system also means a common examination pattern. The report of the Committee advocates a reasonable teacher-student ratio of not more than 1:30 and doing away with faulty textbooks and a system of rote learning. It emphasizes the promotion of analytical and rational skills that would equip the students to learn by themselves; a testing and evaluation pattern that involves the application of concepts learnt rather than mere reproduction of facts. The school syllabus should not overload students with information but instead kindle their interest in the subject and teach them how to search for more information and conceptualize it. Traditional knowledge should be incorporated and made part of school education. Evaluation should be comprehensive and not just of academic achievements, and that too only marks based. Evaluation should include an assessment of student abilities and performance in academics, the arts, sports and games, values, reading habits, character, conduct and other extra-curricular activities. Schools should not only lay emphasis on academic subjects but also on moral education. Here the Committee suggests that it may be better to have a progress book with entries made from time to time and also periodically sent to the parents so that they may be made aware of their child’s progress. Regular consultation with parents about their wards’ progress and achievements and educational goals is a must. A sheet of paper containing marks obtained in public exams is not enough to understand a student’s development and potential. If the marks obtained in only one exam are going to decide the person’s admission into an institute of higher learning then all stress is on preparing for this exam neglecting other exams and activities. The chance or temptation to indulge in malpractices is also high. Marks obtained in a one-time exam also are no accurate reflection of the student’s actual knowledge and achievement level and potential. Treating exams and marks as more important than life itself has meant the death of many a student. Finally, children belonging to linguistic minorities should be allowed to gain instruction in their respective mother tongue, while all students in standards 5 or 8 ought to have a specific level of knowledge in Tamil and English so that these languages can be used for communication. No student should be dropped and he/she should be allowed to grow in the chosen field of interest and in accordance with their individual capability. A simple pass or fail should certainly not be a deciding factor in a person’s life. While the government has accepted the notion of one board for school education other major recommendations of the Muthukumaran Committee on education reforms are being sidelined by the State government. In fact, some government run schools are changing the medium of instruction to English and not all schools teach Tamil, though this is compulsory as per current State education law. Moreover, schools with an eye on the results in board exams and aiming at future lucrative career possibilities for their students are introducing modern European languages like French (German is waiting to be introduced on a larger scale on the school level) that are supposedly high scoring subjects in comparison to Tamil, which is seen to be difficult even by those whose mother tongue it is. There is almost everywhere an exodus from government run schools to aided or private schools because of the perceived better quality and the lure of an English medium education, which is regarded by parents to be necessary in today’s world. It is to remain viable and not lose out in this competition for students that government run schools are increasingly offering English medium instruction also, although the English medium sections are permitted only on a self-financing basis. The non-acceptance of important recommendations by the Muthukumaran committee is thus in line with the general pro-globalisation trend in the Tamil Nadu economy as a whole. Current education system Why is India still a developing country and what is stopping it from being a developed country? India’s education system as a stumbling block towards its objectives of achieving inclusive growth. India is going to experience a paradox of nearly 90 million people joining the workforce but most of them will lack requiste skills and the mindset for productiveemployment according to a report in DNA. India has about 550 million people under the age of 25 years out of which only 11% are enrolled in tertiary institutions compared to the world average of 23%. . I will be focussing on how the education system’s failure is leading to another social issue of income inequality and hence, suggest certain policies to improve India’s education system and reduce inequality. Problems and drawbacks The really critical aspect of Indian public education system is its low quality. The actual quantity of schooling that children experience and the quality of teaching they receive are extremely insufficient ingovernment schools. A common feature in all government schools is the poor quality of education, with weak infrastructure and inadequate pedagogic attention. What the government is not realising right now is that education which is a source of human capital can create wide income inequalities. It will be surprising to see how income inequalities are created within the same group of educated peopleSo if the government does not improve education system particularly in rural areas the rich will become richer and the poor will get poorer. Hence, it is imperative for the government to correct the blemishes in India’s education system which will also be a step towards reducing income inequality. Another reason for poor quality of education is the poor quality of teachers in government schools . Government schools are unable to attract good quality teachers due to inadequate teaching facilities and low salaries. The government currently spends only 3% of its GDP on education which is inadequate and insufficient. To improve the quality of education , the government needs to spend more money from its coffers on education. Most economists feel that the only panacea to the ills of the public schooling system is the voucher scheme. Under the voucher system, parents are allowed to choose a school for their children and they get full or partial reimbursement for the expenses from the government. But however, the voucher system will further aggravate the problem of poor quality of education in government schools. Such a system will shift resources from government schools to private schools. This will worsen the situation of government schools which are already under-funded. Moreover, if the same amount given as vouchers can be used to build infrastructure in schools then the government can realize economies of scale. For example- The centre for civil society is providing vouchers worth Rs 4000 per annum to 308 girls. This means that the total amount of money given as vouchers is Rs 1232000. If the same amount can be used to construct a school and employ high quality teachers who are paid well then a larger section of the society will enjoy the benefit of education. A school can definitely accommodate a minimum of 1000 students. I hope government takes certain appropriate policy measures to improve the education system otherwise inequalities are going to be widespread and India’s basic capabilities will remain stunted. Let us strengthen the case for a stronger education system. Conclusion Certain policy measures need to be taken by the government. The basic thrust of government education spending today must surely be to ensure that all children have access to government schools and to raise the quality of education in those schools. One of the ways in which the problem of poor quality of education can be tackled is through common schooling. This essentially means sharing of resources between private and public schools. Shift system is one of the ways through which common schooling can be achieved. The private school can use the resources during the first half of the day and the government school can use it during the second half. It is important to remember that the quality of education is directly linked to the resources available and it is important for the government to improve resource allocation to bring about qualitative changes in the field of education. Common schooling is one of the ways in which government can use limited resources in an efficient way and thus improve resource allocation.

The Romantic Movement :: Rationalism Romanticism Landscape

The Romantic Movement (1800-1850) Art as Emotion The goal of self-determination that Napoleon imported to Holland, Italy, Germany and Austria affected not only nations but also individuals. England's metamorphosis during the Industrial Revolution was also reflected in the outlook of the individual, and therefore in the art produced during the first half of this century. Heightened sensibility and intensified feeling became characteristic of the visual arts as well as musical arts and a convention in literature. Exposing Rationalism Romanticism in Landscape This tendency toward images of impassioned or poignant feeling cut across all national boundaries. Romanticism, as this movement became known, reflects the movement of writers, musicians, painters, and sculptors away from rationalism toward the more subjective side of human experience. Feeling became both the subject and object of art. Conscious of being propelled into the future, Europe began to take a long and wistful look at the past and embarked on a series of revivals. Classicism, which had gone in and out of style at regular intervals, was joined with revivals of Gothic art, Egyptian art, and the art of the Renaissance. The Classical Tradition By the mid-nineteenth century,much of Europe had become industrialized, and the generation of artists who had inaugurated the Romantic movement were dead. But much of the romantic spirit lived on. In their emphasis on individual genius and subjective experience, arts of the Romantic era handed future generations the basis for their own developement and provided a point of view that coloured their understanding of the past. Characteristics of Romanticism Resulting in part from the libertarian and egalitarian ideals of the French Revolution, the romantic movements had in common only a revolt against the prescribed rules of classicism. The basic aims of romanticism were various: a return to nature and to belief in the goodness of humanity; the rediscovery of the artist as a supremely individual creator; the development of nationalistic pride; and the exaltation of the senses and emotions over reason and intellect.

Mise en Scene in Nosferatu Essay

F.W. Murnau’s â€Å"Nosferatu† is a classic visual tale of Bram Stoker’s â€Å"Dracula†. The silent film is filled with obsession and lust, surrealism as well as the prosaic theme of good versus evil. The film recounts the tale of Hutter, a real estate agent hungry for money, and his journey to vampire Count Orlak’s mansion, as well as the twists and turns found heavily within the scenes. Nosferatu (Count Orlak’s alter ego) falls for Hutter’s wife and moves in to the residence next door to the couple, where a series of events occur that would ultimately lead to the fanged beast’s demise. Mis en scene is a pivotal element throughout the film, especially for expressionist director Murnau, whose natural take on frightening the audience with the use of lighting, camera angles and framing supersedes that of directors who emphasize the huge props or costumes. The director’s excessive use of shadows is a tool used in order to make the events happening throughout the film become more realistic, as well as typifies the evil located in the character of Nosferatu. Cast shadows can be seen throughout the film and all is due to the lighting Murnau chose to give. For example, in among the last scenes of the movie, we see Ellen lying in bed with Nosferatu’s shadow casting above her. This take on camera angle and lighting is especially important as it sums up one of the main motifs, lust. Ellen does not struggle under the dominance of the Count, nor does she fear for her life, rather on the contrary she is offering herself to him and she likes it. This erotic interpretation can be splintered down to the way the director played with the setting. Ellen’s body is clearly brighter than her surroundings, which also reinforces the eroticism of her movements. Also, Nosferatu’s shadow is bigger than it is in any other scene, which allows the audience to feel that at that moment evil is the strongest, and the most powerful. Setting is a very crucial and profound constituent in the cinema, even more important than actors at times. Nature plays the role of symbolizing all that we cannot see through the character’s actions and through the plots words and scripting. Here, nature expresses the hardships and obstacles that reflect upon the emotions of Hutter, Ellen and Nosferatu. During Hutter’s first journey, it is calm and beautiful. However, during his travel back home, it becomes chaotic and disturbing. The instances when the nature  prevents Hutter from moving further arguably begin to show the paranormal side nature is supporting, for example, the river is filled with rocks, which makes it difficult for him to pass; the trees seem very chaotic, the wind is always coming towards him. The scene where Ellen is by the seashore, the sea seems wild and angry. The viewer also knows that it will bring Nosferatu to her too. The environment is helpful only when Nosferatu is around. The sea always seems calm while he is sailing the ship. Other scenes, where elements of nature such as creatures and plants are shown as ghosts or blood-suckers expose the alliance between the vampire and the elements of the Earth. This shows not only the power Nosferatu harbors within him, but that nature is well and truly an antagonist in this depiction of a vampire’s tale. Probably one of the biggest and most important quotes in the movie has been dropped near the beginning, as Hutter runs to his workplace and is stopped by the professor exclaiming â€Å"Wait, young man. You can’t escape your destiny by running away†¦Ã¢â‚¬  This line allowed the audience to begin thinking and to start connecting the limited amount of dots that have been given to us so early in the movie. We know that Nosferatu exists, and that something bad is going to happen to the protagonist, or the character the audience most identifies with. Such a saying would infer that no matter what Hutter did, destiny has already scripted his actions and what is yet to come. The mis en scene parallels the saying in a very subtle way as during the scenes in which Hutter is on his journey to the count, he always seems to be entering the picture, rather than the camera following him. This shows that no matter where he went, it was always predestined for him. Another tell was the clock that kept appearing, not only to give the viewer an idea of the setting but also to show that time is running out and destiny is knocking at the door. Alternatively, a redundant word that was used throughout the film was â€Å"Hurry!† which gave away two aspects in the film. The first that no matter how much you hurry, destiny will always be on the corner, and second it pinpoints at Hutter’s hyper actions and the way he is always in a rush. This can also be boiled down to the editing that slightly speeded up the movie in order to give an eerie vibe to the already paranormal state of the world the characters live in. The film’s camera angles also capture the audiences’ attention without them even knowing. Throughout the movie, Murnau’s choice  of camera angles had not only connected the viewer with the characters, but also connected the characters to one another. In many of the scenes where Hutter encounters the great Nosferatu, the camera angle shows the events occurring in the scene from the protagonist’s point of view, that way the audiences become one with the character, allowing them to see exactly as he does, thus realistically flowing the fear through them and connecting them with him. In other acts, Ellen would be at the seashore awaiting her beloved (but who?) and she would be pointing to the horizon, at the very same moment camera cuts to the ship Nosferatu is sailing and we can see the bow of the ship is pointing â€Å"towards† Ellen. This technique found in movies sanctions the spectators to see the small influences the characters have on each other, no matter where they may be. The movie’s total ambiance and mis en scene are vastly superior to that of the plot and acting, to such a level as to allow the cinema world to dissect the film piece by and study from the inspiring and largely accredited director Murnau, whose expressionist views and interpretations made the classic â€Å"A Symphony of Horrors† is today. With mis en scene and camera angles, as well as lighting and setting, Murnau combined so delicately as to achieve this work of art that shall be studied for years to come.

Creation Henry Ford, Ford Motor Co, Model T, and Assembly Line

Creation: Henry Ford -> Ford Motor Co. -> Model T -> Assembly Line Who is Henry Ford? The man who invented the automobile is the response received by 7 out of 10 college students when proposed with this question. The other 3 responded with the man who invented the Model T and when asked further how he developed that they went blank. So why the misconception on a man who without we would not have roughly 600 million passenger cars today around the world, which averages to about 1 per ever 11 individuals. Brinkley 243) That fact alone puts Henry Ford in a category in history of individuals whom without the world would be quite different. Was Henry Ford from the start set up for this role of changing the world? Born in a small village and living on a farm in Michigan some might think not. (Watts 15) But some also think he invented the automobile. Ford took a lot from the farm life style to get to the point of starting up Ford Motor Company.Despising farm work was a great inspir ation for Ford but without the invention of the automobile in France, the eagerness that the United States welcomed the concept of the invention of the automobile, and Ransom E. Olds, who was the first man to bring the automobile into mass production in the United States, the stage would not be set for Ford to create the evolution he had. (Sloan 9-15) Before founding Ford Motors Company Ford had quite a few set backs and experiences with other companies in the automobile industry. Fords determination led him to overcome these obstacles and resulting in Ford Motor Company being founded.Ford Motor Company produced the Model T and the Model T had success on its own because of its availability to the average American. (Douglas 123) Ford had a different approach then ever other business man had about the automobile production, he did not see the only way of making earnings was to pocket money, he wanted to create mass production. That is when Henry Ford applied the concept he had created which we know as the assembly line. That is the basic cause of and affect of creations established from Henry Ford. But was this easy, did Henry Ford just get in the business and succeed from the start?Let’s just answer that question without an assumption, not even close. Seventeen years before the founding of Ford Motors Company a man by the name of Gottlieb Daimler had demonstrated a makeshift gasoline motorcar on the streets of Paris. (Brinkley 20) Daimler was not only the inventor of the first automobile he also invented the high speed internal combustion gasoline engine, and after inventing that applied this invention to the creation of the first self propelled vehicle. (Brinkley 21) Because of this invention France was leading the world in the production of the motorcar. Brinkley 22) In 1903 France had surpassed the United States by producing 5000 more cars than us, this was the last year they would top the United States, and also coincidently the year that Ford Motor Co. was founded. (Brinkley 22) The United States was not only ready for this invention as an individual but also with resources.By 1890 the United States had one third of the worlds iron and steel. (Sward 15) Americas asset that could that be ignored was that they had the most wide ranging railroad system in the world. Sward 15) This meaning that they had the largest prospect of users for this invention and attaining the most distance of utter land. The United States was eager for the idea of the product, one that was affordable, could run properly, and practical for there lifestyle during this time period. (Sloan 122) But that took 10 years to receive because when the car was first produced in the United States every part of it was completed by hand and that resulted in quite a pricey penny. (Brinkley 63) In 1899 Ransom E. Olds whom managed Olds Motor Works, began his production of the original Oldsmobile. Brinkley 74) Olds was the first in the United States to create a factory tha t was just for the production of the automobile the followers of Olds idea were unbelievable. (Brinkley 74) Olds is even referred to as the â€Å"father† of automotive mass production. (Brinkley 74) But the automobiles may have sold for a cheaper penny but when you create a new method of doing things it cannot just be put into action and succeed because the inexperience with the factory methods the automobiles were equally unreliable and unrefined.These changes in history of the automobile really were just perfect for such a zealous man like Henry Ford. Henry Ford was born in Michigan in 1863 his father was a modestly successful farmer. (Sward 18) Growing up on a farm really was how Ford got the drive for what he aspired to but this drive was created with his hatred for farm work. Ford despised all the labor that had to be done throughout the day. Ford described in his biography that the only thing that kept him going while living on his fathers farm was â€Å"fiddling with machinery†. Sward 19) Ford would constantly fix things around the farm he completed lots of it with trial and error but taking apart the broken items and then working on putting them back together, he would even go to neighbors and ask if they had anything that needed to be repaired when everything was completed that needed fixing at his fathers farm. (Wattz 9)1879 Ford set out to follow the machinist’s trade and left the farm heading for Detroit. (Sward 22) Ford was hired right away to work as a machinist’s apprentice, but he never worked to hard he always wandered around the factory to see what everyone else was doing. Sward 22) After 8 years of working on machinery, Ford headed back to his fathers farm. (Sward 23) Now 24 and Ford had the wit to grasp what he could not quite understand as a child on the farm that the farm life was not for him. (Sward 24) Ford left again after 2 years and had been experimenting those 2 years with tasks that invoked the tinkering characteristic he so strongly possessed. (Sward 24) Ford went to work at the Edison Illuminating Company were he stayed employed for 11 years. Sward 24) In 1892 when Duryea shocked everyone with his invention of the first automobile like many other mechanics Ford was determined to make a car of his own. (Brinkley 82)Ford had to remain at his job because of basic need so it was even harder for him to complete this task that so many other individuals were striving to complete. It was trying and trying again and that was what Ford had been doing with items at the farm at such a young age that he was determined to complete the task. Ford had the luck of meeting Charles B. King who was also attempting to complete the same task as Ford. Brinkley 129) But King’s attempt was successful before Ford which had to do a lot with the advancement King had educationally and with experience when it came to machinery and the automobile. (Brinkley 129) In 1894 King’s automobile had a tr ial run but after that King decided he would head to Paris to study the French auto industry because he assumed that his creation here was probably already outdated by the French inventers, and lucky for Ford, King gave him a present before he departed of all his parts and designs of the car he had demonstrated in 1894. Brinkley 130)In 1896 Ford created his first successful work the automobile itself was nothing different or spectacular but what it did for Ford was complete his first set out task and continue to the next. (Sward 40) Ford completed two more experimental cars after that and was waiting for the moment he could dedicate himself fully to what he loved, the automobile. (Sward 40) By 1899 Ford was quite the established individual in the business with being credited to the creation of three automobiles. Sward 41) Individuals who wanted to start a business approached Ford and this was what he was waiting for so he accepted and became the chief engineer for Detroit Automobile Co. (Wattz 102)Is Detroit Automobile Company were Ford success started? Not quite Ford actually failed at manufacturing he used a lot of the budget for a high priced racing automobile in an attempt to perfect it. (Wattz 103) Ford resigned and in one year reattempted to enter the market this time as manager for the Ford Automobile Company. (Wattz 103) But yet again Ford repeated his mistake, and the company lasted one single year. Wattz 103) Fords success rate was not looking prosperous but he was determined to get into the industry and knowing Ford he does not give up or fail so he went back to correct what he had failed at when working for Detroit Automobile Company. Ford focused on perfecting the racing automobile he was working on at the company he did not have much interest in the racing events themselves but just wanted to show his work and the success it would bring in hopes of gaining attention and getting one more chance in the manufacturing industry.Ford characteristic of determination created just that with his first distinguished success at a racing event. Ford had produced his most famous racer automobile by the time he decided it was time to exit the racing industry in 1902. (Brinkley 302) The automobile was called the â€Å"999† Ford was not willing to risk his life driving the automobile because of the speed the car was built to reach. (Brinkley 302) Ford hired a driver to race with the â€Å"999† in a popular 3 mile race. (Brinkley 303) The â€Å"999† finished half a mile in front of the closest racer whom was Alex Y. Malcomson.Malcomson was a successful coal dealer who was getting ready to invest a moderate fortune in the automobile business. (Brinkley 303) Took Ford failing for two companies, working with determination to prove that the failure was not a representation of his work, and a heck of a automobile to get him into business. Malcomson knew what he wanted to do but was lacking an automotive inventor and after For d’s creation of â€Å"999† he choose Ford as that man. (Sward 62) Ford and Malcomson joined forces and created Ford Motors Company but did not just get straight to work it took them 7 months to lay out what needed to be done. Sward 63) Ford was suppose to create an sample automobile that could beat the competition and Malcomson had to deal with all the financial needs to get the corporation running. Ford Motor Co. was successful from the start. Selling more than 1700 cars in the first 15 months of the company opening. (Sward 70)Ford Motors was at is limit of success and needed to decide which automobile was best suited for the market and this is were Ford made his fortune and created his greatest input to modern times. (Sward 70) The first 5 years while Ford Motors was in business it had developed 8 different automobiles. Sloan 90) The first model in 1903 was set at a reasonable price and sold but after that in 1905 and 1906 Ford Motors had created automobiles thatâ₠¬â„¢s prices had ranged from one thousand to two thousand dollars. (Sloan 92) This drastically affected sales and everyone was concerned in the company so they lowered the price the next year and sales went up. Ford recognized that the lower the price the higher the profit, which is what the company had proved. Ford knew that to make the prices even lower that car would have to be as basic as it gets and the market he wanted to appeal to was everyone all the way down to the farmer.Ford envisioned it to be able to do everything he had despised as a child on the farm. The product that Ford created from this vision was the Model T. It was an automobile made to complete what was needed from it, durability, performance, strong, and the key to it all affordable. (Brinkley 253) The Model T sold for eight hundred fifty dollars. (Brinkley 259) Model T was instantly successful and for clear reasons and on top of it the automobile was simple in terms of mechanical principle that it could be pu t together quick and mastered to be put together by a new mechanic.With just one year of being on the market the automobile was established as a best seller and a leading moneymaker. (Brinkley 280) Ford sold 11,000 cars and he took over the industry by exceeding any producer or any profit made. (Brinkley 280) But with the product in such high demand it was soon established that the method of production needed to be altered to continue success for the quickly growing company. The process of putting the automobile together was one mechanic who was duty bound to move around in order to complete the car from bare frame to the completed automobile. Sward 71) Ford created minor changes by bringing all the tools needed in bins closer to the automobile so every time a new step of putting the car together had to be done the mechanic did not have to run to go get the correct parts and tools. (Sward 73)But this was not enough and Ford knew it so he called in a factory expert, Walter E. Flander s. (Sloan 157) Ford proposed a task for Flanders complete 10,000 cars in one year and he would be paid a bonus of twenty thousand dollars. Sloan 157) Flanders took on the task and went right to work by rearranging the equipment in the factor to make more efficient for the production. Flanders did successfully complete 10,000 cars and thanks to him Ford was now equipped with what was necessary for mass production and even more influential for Ford was what he had learned from Flanders work. (Sloan 163) Ford purchased a bigger factory and wanted to get straight to work applying what he had learned from Flanders but yet again this was a task that Ford would not complete quickly or easily.For 12 years Ford and his workers would alter a step of assembling an automobile and realize it worked in one aspect but prolonged another. (Sward 90) Ford Motors did this process over and over until at last Ford realized what he thought might be the solution he wanted to strive for straight line produ ction, placing what was needed in lines vertically so that as going thru putting together the automobile least amount of time would be wasted and they would have everything needed for each car in a long line.But this method was quickly outgrown by Ford Motors in 1913 they adjusted the method by giving each work a more narrow down task and they would just move from car to car completing that task. (Sward 92) This had positives but caused more cautious then the factory had ever seen people were constantly pushing against each other and confusion was being created. Ford Motors growth was not helping this stump in production because it was just getting more and more demands on the Model T. The demand for it was increasing every day and something had to be changed.The method of putting a car together from start to finish in motion was Ford and his men’s next inspiration. (Sward 100) They were ready in 1913 to put it to the test and the moving final assembly was to say the least su ccessful it could produce a Model T automobile in less than half the time it had previously taken. (Sward 102) Fords next invention was by accident when one of the assembly lines had broken because of too much weight and force on. (Wattz 267) This resulted in Ford creating the first complete continuing conveyor for the assembly of the car. Wattz 297) This made the process of assembling a car completely down to 93 minutes, now one tenth of the time it had taken 8 months before that. (Wattz 268) After this the rest was history, Ford continued to set multiple records and brought the company higher in every way, he created an empire. (Wattz 285) The story of Henry Ford is one with many setbacks and many accomplishments. The history changing events of the automobile itself with the first automobile and the first time it was brought to the United States to be mass produced started the spark for Ford.It leads to Fords first attempt and completion of an automobile. Leading to all the compan ies Ford worked for and ultimately to the creation of Ford Motors Company itself. The Model T the golden creation that came out of the company and then the assembly line that let that creation keep going successfully. Henry Ford was not educated and learned most of all he knew from trial and error and other individuals that was experienced and educated. But we cannot rule out Fords ambition, energy, mechanical genius, determination, and will to never stop without completing a task.All these characteristics merged with a mechanic from a farm created a man who created an empire that changed the world to this day. Henry Ford did not create the first automobile he created evolution in means of transportation, to say the least.Bibliography Douglas Brinkley, Wheels for the World (New York: Viking Penguin, 2003) Alfred P. Sloan, Jr, My Years With General Motors (New York: Doubleday & Company, 1963) Keith Sward, The Legend of Henry Ford (New York: Atheneum, 1968) Steven Watts, The Peopl e’s Tycoon Henry Ford and the American Century (New York: Alfred A. Knopf, 2005)