The Ethnic Essay Example for Free

The Ethnic Essay ETHNIC RELATIONS IN PENINSULAR MALAYSIA: THE CULTURAL AND ECONOMIC DIMENSIONS Abstract This paper looks at the changing ethnic relations in Peninsular Malaysia in terms of the interactions between the state’s policies to advance Malay cultural dominance and reduce ethnic economic inequality and the aspirations and actions of the Chinese community. The state of ethnic relations partly will depend on whether the majority of the ethnic members, in particular the ethnic elites, are pursuing separatist or amalgamative strategies and goals, and on whether the rival ethnic groups stand in positions of marked inequality or near equality to each other. In this sense, since the 1969 ethnic riots, ethnic relations have eluded out right conflicts in part because the rival ethnic communities have pursued mainly amalgamative strategies and goals, and in part because the economic inequality gap has narrowed between the Malays and non-Malays. However, the expanding place of Islam in the Malay personal, and hence collective, identity and the relative success in making social classes more multiethnic have added additional complexities to the future of ethnic relations. Introduction Ethnicity remains the most potent force in Malaysia even if of late its influence has been somewhat adulterated by other social stratification forces, principally class and gender. The potency of ethnicity lies in its ability to combine both affective and instrumental appeals. As members of distinct and self-conscious cultural communities, Malays, Chinese and Indians naturally were inclined to identify with and treasure their respective languages, cultures and religions, and thus actively strived to preserve and propagate them. 1 Since they share a common pool of generalized symbols and values, the ethnic members would primarily socialize and associate with their own. Ethnicity thus continues to constitute an integral constituent of the individual Malaysia psyche and ethnic membership critically demarcates his/her social life and taste. It follows that the effectiveness of affective appeals originates from the evident passionate attachments to a particular ethnicity that continue to sway individual identification and pattern of social life. Passionate attachments are readily excited for the purposes of galvanizing ethnic individuals to preserve, protect and promote their culture, language, and religion. Historically, in Malaysia, the affective appeals also became intimately intertwined with the instrumental pursuit of political and economic goals that aimed to manipulate the system and distribution of rewards in preference of the particular ethnic members. Consequently, because ethnicity combines â€Å"an interest with an affective tie†, ethnic groups were more effective and successful than social classes in mobilizing their members in pursuit of collective ends in Malaysia. In post-independent Malaysia, ethnic relations became entangled and influenced by the rival ethnic communities’ struggle over the cultural constituents of national identity, the share of political power, and the distribution of economic wealth. This paper is divided into two parts. The first part examines the development in the cultural relations and the second part on the economic relations. The Cultural Dimension In the Western European experience, the process of nation building was preceded by or coincided with the cultural process of collective identity formation that was grounded in ethnicity. If and when ethnicity formed the basis of nationality, the construction of a national culture/identity almost always would be based on the dominant ethnic group’s culture with the concurrent marginalization, and usually annihilation, of the minority ethnic groups’ cultures (Smith 1986). In most of the Western European nations, assimilation of the minority ethnic groups into the dominant ethnic group culture became the normative historical experience. The tacit conflation of nation and ethnicity largely arose from the emergence of European nations with relatively homogeneous national cultures. Indeed, the tacit conflation entrenched and perpetuated the notion of a nationalism that imagines the nation in terms of a people sharing a common history, culture, language and territory. In the colonial world, the conflated conception of nationalism powerfully captured the imaginations of most of the national liberation movements. Inspired by 2 the image of a homogenous cultural nation led to efforts by the dominant ethnic groups in the postcolonial world to fashion national cultures out of their own. A result of this was the proliferation of assimilationist policies in many of the postcolonial nationstates. But, given the multiethnic character of nearly all the postcolonial nation-states, the imposition of assimilationist policies regularly resulted in accentuating the relations between the dominant and minority ethnic groups. Although Malaysia is an exception to the rule in terms of not pursuing an outright assimilationist policy, the Malays, nevertheless, persisted on the construction of a national culture founded on their culture. The unequal relation between the Malay and non-Malay cultures was formally recognized and written into the 1957 Constitution2. This was a radical departure from the colonial period where no one ethnic group’s culture was given privileged status and there was no conception of a common national culture. The colonial state moreover practiced an essentially nonintervention policy in the cultural development of the colony and each ethnic group had equal access to and could freely practice their culture in the colonial public space. The postcolonial state played, in contrast, an increasingly interventionist role in the cultural development of the society and actively promoted the public presence of Malay culture. In post-independent Malaysia, the site of cultural contentions was centered over the status and place of the different ethnic groups’ cultures in the public space. To construct a national culture founded on Malay culture necessary would mean the construction of a public space where Malay culture is omnipresence with the nonMalay cultures relegated to the periphery. However, to advance the Malay cultural symbols and Islam in the public space, the state would have to roll back the historically expansive presence of non-Malay cultural symbols in the public space in general and in the urban space in particular. Constitutionally, since the assimilationist notion was abandoned in Malaysia, the predicament was how to advance Malay cultural dominance without alienating the non-Malay communities and violating their rights to practice and to propagate their cultures as guaranteed in the constitution. In short, the ambivalence around the inclusion and exclusion of the non-Malays’ cultures constitutes the key predicament in the construction of the modern Malaysian nation. 3 In the 1960s, the cultural terrain was a fiercely contested arena. This was because, during this period, the majority of Malays and non-Malays held diametrically opposing stances on the cultural, religion and language issues. On the one side, the popular Malay opinion strongly backed the dominant and privileged position of Malay culture in the new nation and expected the state to uphold and promote Malay culture and the official status of Malay language. Consequently, the perceived slow progress made by the state in advancing Malay culture and language led to increasing numbers of Malays, especially the Malay cultural nationalists,3 to become disenchanted with the United Malays National Organization (UMNO) leaders. On the other side, the majority of Chinese vigorously and persitently advocated the equality of status for every culture in the society;4 Mandarin as one of the official languages, equal treatment of Chinese culture and religion, and equal recognition of and rights to education in their mother tongue. The Chinese demand for complete equality was powerfully captured in the notion of a â€Å"Malaysian Malaysia†. The heated cultural contentions considerably envenomed the ethnic relations in the 1960s. In the immediate aftermath of the 1969 ethnic riots, the Malay-dominated state proceeded, aggressively, to reconstitute the public cultural landscape. The National Culture Policy was implemented in 1971 to amplify the symbolic presence of Malay culture and Islam in the public space. Also in 1971, the National Education Policy was executed to incrementally make Malay language as the medium of instruction at all educational levels. Indeed, after 1969, the preeminence of Malay culture in the society became a non-negotiable proposition, and questioning it could result in prosecution under the Sedition Act. Conversely, the pro-Malay cultural policies put the non-Malay communities on the defensive and prodded them to safeguard their cultural presence in and access to the public space. In particular, when the state imposed increasing regulations and restrictions on the their rights to stage public cultural performances or to acquire land to build Chinese schools and places of worship and burial, it induced the Chinese to mobilize to defend and struggle for their cultural space and rights. The impact of the state cultural policies on the ethnic relations over the years depends on several factors. One factor is connected to what was the prevailing conception of Malay culture and the elements of the non-Malay ethnic cultures that 4 could go into the national culture. Another factor has to do with the specific cultural policies formulated and the manner the Malay-dominated state had pursued them. They varying responses of the Malay and Chinese groupings to the state cultural policies constitute another important factor. In the 1970s, pressures from the Malay cultural nationalists pushed the state to strive aggressively to enlarge the presence and function of Malay cultural symbols in the official and public spaces. Since the 1980s, however, pressures from the resurgence of Islam among the Malays led the state to introduce more measures to enhance the â€Å"Islamicization† of the society. Simply put, the state allocated funds and established institutions to research on and propagate Malay arts and cultures, â€Å"altering them where necessary to fit current ideological and religious sensibilities† .

Personality And Self Care Of Nurses Nursing Essay

Personality And Self Care Of Nurses Nursing Essay It seems that quite often in life, especially in the last few years, people have noted a tendency I have to take on roles involving the motivation of others to grow and learn. This seems to be supported by the personality classification determined by my taking of the Myers-Briggs personality test. In other words, I have an ENFJ personality type, also known as The Teacher. In reviewing my personality type, it is clear that it has profound impact on the way I view and interact with the world, practice as a nurse, handle stress and take care of myself. The Dimensions of Personality and the Practice of Nursing The letters ENFJ refer to preferences within four different dimensions of personality. Specifically the E, which stands for extroversion, describes my outward direction of energy flow. This means that in general I am focused on the environment and people around me rather than reflecting upon the world within me. This is manifested by a general excitement when I am involved in activities with others. Such experiences give me energy. As a nurse in training, this quality gives me the motivation and courage to meet new people and boldly discover ways to involve myself in their lives in a positive manner. For example, one day while doing a clinical in the oncology unit at UCLA I learned of a 21 year old patient who brought in his guitars and amplifiers. With the permission of my clinical instructor and the nursing staff, I eagerly visited his room to talk about guitars. We ended up jamming together with his mom and some fellow student nurses in attendance. This gave us an opportunity to speak of his music as well as health and hope for the future. He, his mom and, as I learned later, the nursing staff, were very appreciative. The next dimension in the Myers-Briggs sequence pertains to my preference in the method I use to acquire new information. N represents an intuitive preference, which means I have an affinity for finding insights beyond just the facts. I have a tendency to look for abstract meanings and consider possibilities for the future based upon trends I see today. In the nursing role, this quality can help me to see the big picture beyond the raw data about a patient. For example, in the Emergency Room at a recent clinical, a disturbed mental health patient kept complaining of a squeezing feeling in her calves and asking for medication. I sensed there was more to the situation and I asked her if anything stressful happened prior to these symptoms. She then expounded on a specific verbal conflict the previous day and unleashed a slew of emotional comments about her life. Soon her legs were no longer an issue and she requested transfer to the mental health unit. How I make decisions is indicated by the third dimension with my preference being an F for feeling. This means that I prefer to consider people and special circumstances as a priority above how general principles can be consistently and logically applied. In this regard I am inclined to consider the greatest good for all people involved in the situation over and against a strict cost-benefit analysis that does not incorporate the value of harmonious relationships. An affinity to rely on feelings also leads me to search for inspiration and motivation in meanings that are not readily quantifiable but are nevertheless very real. My focus on feelings leads me to make sure everyone is happy with a decision that involves them. This can benefit me as a team member on a nursing staff. Last quarter a nurse requested I do something with a patient that was technically outside the hospital protocol and different than the way we learned it in school. Though I knew her approach was common and accepted, I was not willing to perform it below the standard I had learned. However, the pressing concern on my mind was not declaring the rules, but maintaining our relationship. With this in mind I refrained from bluntly asserted the protocol, though this would have been quicker and easier in the moment. Instead I found ways to gently ask her about the protocol and the reasons for it. Then, rather than stating what I would do, I asked her how she would feel if I did it according to protocol. This made her feel as if she were a partner in the decision. At this point she heartily agreed and supported me. In this way I managed to p roceed according to the strict hospital rules without hindering my relationship with the nurse. The last dimension describes how I prefer to relate to the outside world. The J stands for judging, which means I place a high value on the accomplishment of tasks in order to create a sense of order and control. In this regard I may prefer to forgo flexibility and spontaneity in order to bring stability and predictability to life. This trait drives me to organize and track tasks in a concrete manner which can be very important as a nurse. During a clinical day last quarter I soon realized that many things could impact when and if meds were given (e.g. a med is out of stock, the patient refused, vitals or labs not within range,à ¢Ã¢â€š ¬Ã‚ ¦.) It is important for the nurse to track this as it will impact future decisions. In view of this I developed a unique chart, utilizing special symbols and notations, that I used to keep record the status of the giving of meds. This chart freed my mind to consider new tasks without forgetting why and when the situation with a previous medication needed to be revisited. The chart also served as a useful tool my clinical instructor and precepting nurse could view as well. Personality Under Fire When under stress my desire to avoid conflict sometimes leads me to forego what may be fair for myself. Recently in a clinical situation I was working with patients that required a large amount of unexpected care I naively agreed to take on. As the stress took its toll, rather than seeking help and take a much needed break, I opted to solve the problems myself by drawing upon every ounce of energy my extrovert attitude could supply. While it would have been reasonable to rely on others, the stress caused me to imagine doing so would create disharmony. As an ENFJ I do tend to focus on the opinions of others about me to gauge my value. Recently I was performing a sterile procedure under the supervision of a nurse who I felt was rushing me. In my effort to gain her approval, I went quicker than I was ready, rather than assert to her that I was already going as fast as I could. This resulted in making a mistake that required me to start over with a new set of supplies. Personality People Various aspects of the ENFJ type help me relate to people. My desire to support others helps make me sensitive to the needs of colleagues. Recently when working with an ER nurse, as she explained and showed me different procedures, I was always asking her for ways I could assist in an ancillary way, which she appreciated. I seemed to relieve some of her stress. With patients I am very comfortable walking into situations that I am unfamiliar with as I am confident my extrovert attitude with carry me. At a recent therapeutic activity group in the Geriatric Psychiatric Unit I was able to quickly interact with most patients and involve them in conversations. One woman felt comfortable sharing some great memories with me about a song she loved. Also my desire to bring out the best in people causes me to look for ways to inspire hope. With a cancer patient who was despondent over his prognosis, I encouraged him with all the good things he had in his life such as his family and community activities. This brightened his outlook and seemed to give him courage for the future. The value I place on clarity, order and the approval of others leads me to be very inquisitive with supervisors. I generally desire confirmation that I am headed in the right direction. In this way I make sure that what I am doing is appropriate. This is evidenced by the numerous questions posed to my Mental Health instructor and an overseeing hospital staff person about an upcoming therapeutic activity group. I carry this attitude into my interactions with physicians as well, which I find to be constructive. Recently I was able to interact with a surgeon in OR. He could see my desire to get involved as much as possible and began to engage me in conversation about the patients condition. My general outgoing and inquisitive attitude encouraged him to involve me more, even allowing me to palpate various organs exposed by the incision. This turned out to be a very education experience for me. With groups, I think people view me as someone who will help smooth the edges of relationships. In addition, while in group gatherings I tend to avoid attracting negative attention to anyone, even if it takes the form of good-natured ribbing, as I am sensitive to the effect of having an audience. In the previous semester, a member of my student clinical group called me to discuss some issues she had with the comments of another student in the group. After talking a bit I was able to help her see these comments in a less antagonistic way and offer her some suggestions on how to respond in the future to avoid friction. Personality and Self-Care Knowing my personality type helps me understand how I need to take care of myself. As an ENFJ I am excited about supporting others and bringing out their potential. However, this can lead me to sacrifice my own needs. Because I greatly value interaction with others, I may tend to dismiss the value solitary time that would help me gather my thoughts. Therefore, in the future I need to consciously allow myself time to be alone and reflect on life without feeling as if I am missing out on something. This is important to preserve balance in my life. Because of my disdain for conflict, I often fail to maintain proper personal boundaries, which unscrupulous people sometimes take advantage of. In view of this, if I conclude that someone has overstepped their bounds, I need to assert myself to prevent this and understand that doing so is important for a healthy relationship. It is really in the best interest of all concerned. Because I greatly desire affirmation from others, I tend to be ove rly hard on myself if I make a mistake or fall short. Therefore, just as I understand how important it is to forgive others and ask them to forgive me, I need to be able to forgive myself. To do any less would be to compromise my emotional and mental well-being and effectiveness. Conclusion As I read the general descriptions of each of the dimensions of the ENFJ personality type it is uncanny how realistically they described me in ways that were not explicitly asked about on the test. When we put all of these preference dimensions together we see the portrait of a Teacher: someone who is outgoing, looks for abstract ways to connect ideas and inspire people, understands the value of relationships, and finds satisfaction in setting goals and accomplishing a task. Knowing the basics of my personality type, along with the strengths and weaknesses, will help me understand my past and prepare for the future. References Butt, J. (2005, February 23). Extraverted iNtuitive Feeling Judging. Retrieved January 2011, 13, from http://typelogic.com/enfj.html Idealist Portrait of the Teacher (ENFJ). (n.d.). Retrieved January 12, 2011, from http://www.keirsey.com/4temps/teacher.asp Jung Typology Test. (n.d.). Retrieved January 12, 2011, from http://humanmetrics.com/cgi-win/jtypes2.asp Portrait of an ENFJ. (2010). Retrieved January 15, 2011, from http://www.personalitypage.com/html/ENFJ.html The Myers Briggs Foundation. (n.d.). MBTI Basics. Retrieved January 28, 2011, from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/

Sympathy for Frankensteins Monster

Sympathy for Frankensteins Monster Mary Shelley might have written Frankenstein because she was challenged by her husband and Lord Byron to see who could write the best horror story while they were staying at Villa Diolati by Lake Geneva in Switzerland. Her father was interested in Galvanism- running electric currents through the body to restore it to life. In the book, Victor Frankenstein uses similar methods to create the monster. She was also influenced by the works of Samuel Taylor and Aaron Burr. Firstly, Shelley tries to create sympathy for the monster by describing his appearance in a unique yet horrific way: hes gigantic; about eight feet; deformed; black lips and lastly, yellow skin scarcely covered the work of muscles and arteries beneath. When you link these descriptions together, Shelley creates a vivid, unnatural image of the monster in the minds eye. This creates sympathy for the monster by making him abhorrent to typical humans. Usually when someone is different in the society, they are pitied, oppressed or threatened by the majority. Secondly, Shelley tries to create sympathy for the monster the comments Victor makes behind his back. He says before making him that he hoped his creation would bless him as his creator. He also believed the monster to have happy and excellent nature and be beautiful. His words betrayed him when the monster was created. Instead of his work being beautiful, he says hes a filthy creation, hes ugly, horrid and a demonical corpse. This makes us sympathise for the monster because his father, his creator detests him. If the man that should be his father does not like him, it does not give him much hope with other people. The choice of words here are very emotive, it makes the reader feel sympathy and sorrow for the monster. Frankensteins brother, William, also detests the monster; he states hes a monster! An ugly wretch! and an ogre. This also makes us feel poignancy for the monster because even though he has done no harm to William at that point, he is able to be prejudice just by looking at his appearance. Thirdly, Shelley tries to create sympathy for the monster through comments said to his face, Frankenstein says hes a vile insect, and also adds cursed be the dayin which you first saw light! The language Shelly uses here is very powerful and emotive. He further goes on to say, Shall I create another like yourself, whose joints wickedness might desolate the world? This is even harsher as it is coming from his creator. It makes the reader want to comfort the monster and help him. He is lonely. All it wants is someone to like him, someone who would treat him like hes a person, not a thing or an insect. Fourthly, Shelley tries to create sympathy for the monster through what people do to him. Victor sprang on him and he flung his hands from his eyes with violence. This makes the reader feel sorry for the monster by making the monster sound helpless. He doesnt deserve this treatment. Victor further goes on to shred his girlfriend to pieces- just because the monster happened to be smiling at her. We feel empathy for the monster because it makes us realise that he has feelings like everyone else. A man in the woods just took one glance and he tore the girl from his armsaimed a gun at his body, and fired. This makes us realise how appalling people behave towards him. The man doesnt even give a chance to explain his reason for holding the girl- his appearance is good enough. These actions make us feel pity for him because we know he is innocent and all he wants is a friend. The fifth way Shelley tries to make us feel sorry for the monster is through peoples reaction to him. Victor couldnt and wouldnt look at him; he was unable to endure the aspect of being he had created. He thinks of his creation as a putrid savage without thinking hoe helpless and unwanted the monster feels by his fathers reactions. We wouldnt like it if children shrieked and women fainted just from looking at us, would we? The sixth way Shelley tries to create sympathy for the monster is though his actions when he comes to life. The monster muttered some inarticulate sounds to Frankenstein, he then smiled at Frankenstein, a grin wrinkled his cheeks. When the monster tries to touch Victor, he reacted badly. If someone rejected us just for being ourselves, we would feel really sad. When the monster turned away, upset, from a window he could see a girl lovingly being lifted by her father. We feel sorry for the monster because we see how loving the man was to his child while Frankenstein loathes the monster. Her choice of language makes him sound vulnerable and emotional. He even wept when the family were upset, showing he has feelings for others, not just for himself. Finally Shelley tries to create sympathy for the monster through his speech. He says all men hate the wretched! These words create sympathy for the monster because he knows hes been rejected by society for the way he looks. It isnt his fault the way he looks. People should have given him a chance and judged him on his personality rather than his face. In conclusion, Mary Shelley makes us sympathise for the monster through his appearance, his actions, his speech and how others react to him. She gets across this by her choice of words. She uses emotive language brilliantly.

The Overuse of Psychotropic Medications for Children Essay -- Antidepr

In less than a year, John Geis was seen by four different medical doctors who diagnosed him with five separate illnesses, including autism, bipolar disorder (also known as manic depression), insomnia, attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). John's pill regimen kept multiplying, consuming a daily cocktail of mind-altering drugs. The harmful concoction included Risperdal (antipsychotic), Prozac (antidepressant), Adderall (psychostimulant). John's story is far too common in America today. In this paper, I will explore what lead up to the mass labeling and drugging of young boys in America. I will provide evidence of unethical and illegal business practices by the world’s largest pharmaceutical companies, driven by greed. Psychiatry once subscribed to the Freudian view that mental illness comes from roots in unconscious conflicts (usually appearing in adolescence), that affects the mind as though it were separate from the brain. With the introduction of psychoactive drugs in the 1950s, and sharply accelerating in the 1980s, it was then that the psychiatric focus shifted to the brain, as if it were a physical disease. Psychiatrists began to refer to themselves as psychopharmacologists, and became far less interested in exploring the life stories of their patients and more interested in treating their patients with drugs. The psychiatric profession became optimistic that the use of psychoactive drugs would be beneficial with the new biological model that psychiatry adopted. Their optimism began to fade as serious side-effects of the drugs were becoming apparent, and an anti-psychiatry attitude began to spread rapidly. (Angell) Consequently ,with the   new medical model came the need ... ... XXXIII, No. 13, 4 July 1997, p. 31. Perdone, Matthew, and Pete Yost. "Johnson & Johnson to Pay $2.2 Billion to Resolve Drug Marketing Allegations." Huff Post. HuffingtonPost.com, 4 Nov. 2013. Web. 10 Mar. 2014. . Stolzer, J.M. "A Systematic Deconstruction of the â€Å"Disordered American Boy† Hypothesis." New Male Studies:An International Journal 1.3 (2012): 77-95. Print. Webster, Richard (2005). Why Freud Was Wrong: Sin, Science and Psychoanalysis. Oxford: The Orwell Press. pp. 595–596 Wilson, Duff. "Child’s Ordeal Shows Risks of Psychosis Drugs for Young." New York Times [New York City] 1 Sept. 2010, Late ed., Business Day: 11. Print. Zilbergeld, Bernie (1983). The Shrinking of America: Myths of Psychological Change. Boston: Little, Brown & Company. pp. 78–79

Essay --

Roosevelt Roosevelt came into the Democratic convention in Chicago as the front runner. His main opposition was Alfred Smith. Roosevelt secured the nomination on the third ballot. Roosevelt ignored tradition by coming to Chicago to personally accept the nomination. The campaign took place against the background of great depression. Roosevelt campaigned vigorously to prove that despite his disability he could vigorously undertake the job of President. Hoover tried to depict Roosevelt as an extremist who would bring ruin to the country, but with 1/4 of work force unemployed, Roosevelt won an overwhelming victory. President Hoover carried several serious handicaps into the 1932 presidential elections. He was an incumbent presiding over the worst economic collapse in the nation's history. His political philosophy, while progressive, depended on voluntary actions to achieve his goals, and this voluntary approach failed to materialize during the trauma of the Depression. As a public pers onality, he was somewhat dour and he was uncomfortable with the business of campaigning. His notion of the role of the President was that of a facilitator who brought the parties together, encouraged partnerships, and supplied the expertise of the engineer to the social problems of a nation. The idea of the President as a powerful and inspirational leader (an idea that Franklin Roosevelt would come to embody) was foreign to him. Put it all together and a surer prescription for defeat could hardly have been assembled. Franklin Delano Roosevelt, by contrast, was everything Hoover was not. Roosevelt was ebullient and self-confident. He radiated charm and an almost haughty self-assurance. He was supremely optimistic and his big smile and obvious relish of ... ...ind a place in the curriculum of the 3R’s. Although Garvey can be viewed as a reactionary and was belittled by Dubois, the two of them are revolutionary in that they did create change in the black society’s movement to gain more acceptance. The decade of the 1920’s is certainly a challenging one with many mixtures of culture and the social revolution and reaction; and since the economic and former progressive drives were being turned away from the needed political and economic reform, while the technological revolution was creating a new conspicuous consumption. The decade left America stunned and unable to make a comeback throughout the decade of the 1930’s. References http://www.multied.com/elections/1932.html http://www.ssa.gov/history/32election.html http://www.pbs.org/wgbh/amex/presidents/nf/teach/fdr/fdrfc.html http://www.chatham.edu/PTI/Twenties/Frank_01.htm

Experiencing Cyberspace :: web internet

Experiencing Cyberspace 1.   Ã‚  Ã‚  Ã‚  Ã‚  If a survey were being done on how people experience cyberspace, one would immediately notice that no two answers would be the same. Experiencing cyberspace is something that is different for every individual. I myself experience cyberspace psychologically, I experience it in my mind. There have been many attempts at trying to define the abstruse term, but up to date, no one has pinned the tail on the donkey. There cannot be one solid definition for a word that possesses so many meanings. I personally associate the word cyberspace with the idea of being able to travel to distant places without ever leaving my chair. Obviously, I know that there is no possible way of visiting different places or countries via my home computer, but in my mind, when I see the location that I am connected to, it feel as though a part of me is there. The best part is that I can switch from scenario to scenario without having to travel any ground. I do not feel a sense of distance or location, except when it takes a prolonged amount of time to connect to a host. When I travel from place to place (site to site), I do not cover any known physical distances, but instead I cover visual distance. Just as many people do, I refer to the places that I visit as virtual worlds. I like calling them this because I never actually get to see the reality of the "world". I only get to see it electronically and digitally. The feeling that I experience while in cyberspace is knowing that I possess the power to visit any where I want. When I click one of the buttons on the mouse, or what I refer to as a transporter, I feel as though all the power in the world rests at the end of my fingertips. I am in my own sort of fantasy land. Once I land in a desired location, or website, I have the opportunity to click on pictures and words that take me to new worlds. These pictures and words have the power to make my virtual tour even more pleasing by introducing me to new and exciting things. People have referred to experiences in cyberspace, experiences such as mine, as a basic extension of the mind. I definitely agree with this statement. I believe that it takes imagination and creativity to experience all of the things that cyberspace has to offer. With all the colors, strange text and mind-boggling graphics, cyberspace is something that everyone must experience on their own.

Carnegie, the Selfish Philanthropist

Andrew Carnegie, The Selfish Philanthropist Andrew Carnegie, born on November 25, 1835, was a Scottish philanthropist who was one of the richest men in America in the 1900's. I completely agree with Carnegie's opinion of how the rich should donate their money toward the good of mankind before they die, but disagree with his actions toward his workers . He started working in a cotton mill making $1. 20 a week only to upgrade to $2. 20 working as a messenger boy. He eventually taught himself telegraphy and worked as Thomas A. Scott's assistant for $35 a month.He moved on to investing, with the help from his â€Å"mentor† Scott, in the Woodruff Sleeping Car Company and several small iron mills and factories. He was so successful that he was able to buy an industry of iron products. This investment brought him to buy a piece of land and build a steel manufacturing factory on it. With the millions he made, he visited Scotland often to see his family. Carnegie thought it was a good idea to put most of the money that he made back into the community. He gave his money away through public programs, which was a little overwhelming for him it seems.He cut the wages of his workers to provide more money for him to put back into his programs. There was a strike that broke out which caused his second in command to hire immigrants. This changed Carnegie's reputation. It also influenced him to retire and sell all of his holdings to J. P. Morgan for a sum of 480 Million dollars. Over the course of the rest of his lifetime, he ended up giving away 350 million dollars. He encouraged other fortune holders to do the same as him. John D. Rockefeller was one of the few that followed his Idea. Carnegie had great intentions.Carnegie believed that â€Å"a man who dies rich dies disgraced. † He explains this as the wealthy who die wealthy , did nothing with their wealth to better mankind. His thinking was influenced by Herbert Spencer, who was a social Darwinist. Carnegie ag reed with Spencer's â€Å"survival of the fittest† belief. He felt that there existed superior people who would be classified as â€Å"fittest† (this included himself). Carnegie mainly donated money to his interests in the community. His love for learning was something that fed his â€Å"charitable mind. † He funded the building of 2,509 libraries before he ended this program in 1917.His interest in music is what gave him the idea to donate pipe organs to churches despite his lack of faith in a religion. The establishment of the Carnegie Foundation was something founded by Carnegie, to continue to give after his passing, after finding out that he would not be able to spend his fortune in his lifetime. Some examples of people that agree with Carnegie would be Bill Gates and Warren Buffet. Bill Gates and Warren buffet created â€Å"The Giving Pledge† which was an agreement among 57 billionaires to donate half of their fortunes during their lifetimes.Their t houghts were intertwined with Carnegie's thoughts of giving back to the community and improving the quality of life for human beings. An example of someone that disagrees with Carnegie would be Teddy Roosevelt. Teddy Roosevelt-â€Å"if Carnegie had employed his fortune and his time to doing justice to the steelworkers who gave him his fortune, he would have accomplished a thousand times what he accomplished. † Roosevelt is referring to Carnegie giving to the good of mankind, while at the same time hurting his own workers by undermining them with less pay.If someone like Carnegie wanted to help the community and make life better for mankind, he should start with his own company. I agree and disagree with Carnegie. I agree that the rich should devote some of their riches toward the benefits of mankind before they die/as they live their life, but agree with Roosevelt's argument toward Carnegie's ruthless strategies of cutting his own workers pay just to put more money toward his â€Å"giving†. The reason that the wealthy should put some of their wealth back into the community is because that is where they made their money.Without other people to buy, sell, or trade, where would the wealthy get their wealth? This also prevents the family member or the heirs of the inheritance to be spoiled. Carnegie had a great point for doing this. For some strange reason, Carnegie cut the wages of his steel workers while at the same time putting money toward public programs that would benefit mankind. He even stated that he could put more use of that money than the workers ever could, which is ridiculously egotistical and rude. By not giving his workers a fair wage, he was hurting the economy. Our economy is based off of consumers spending their money.In my honest opinion, I think Carnegie is a selfish attention seeking mastermind. He seems very sensitive to what other people think of him. Don't get me wrong, he sounds like a nice, caring, and independent man. His intentions though, are outweighed by the means and basis for his profit: unfair and underpaid labor. The money that he made from his steel factory was ironically against his â€Å"giving† attitude that he was trying to generate. I think that after he realized that he would never have to worry about his financial situation ever again, he focused on becoming a public figure and cared about the public opinion of himself.An example to prove this would be how he reacted to the steel strikes. While he was visiting Scotland, his next in command (Henry Clay Frick) replaced all of the strikers with immigrants. This action is said to have caused the death of 10 men. Carnegie took the blame and lost positive reputation. He later retired by selling all of his assets (Probably to further the steel factory from being associated to his name) and continued to give his money away to recover from his lost reputation. (This is what I think anyway). Carnegie had the right idea to donate his mone y to a better cause, but used the wrong means to get there.I agreed with his method, but not his means. Works Cited: 1 . † Andrew Carnegie. † 2012. Biography. com 24 Oct 2012, 12:51http://www. biography. com/people/andrew-carnegie-9238756 2. Mills, Harry. â€Å"Andrew Carnegie: Master deal maker and robber baron. †Ã‚  The Naked Negotiator. The Mills Group, 24 2009. Web. 24 Oct 2012. ;http://blog. millsonline. com/2009/08/24/andrew-carnegie-master-deal-maker-and-robber-baron/;. 3. . â€Å"Spreading gospels of wealth. †Ã‚  The Economist. SANTA BARBARA | from the print edition | United States, 19 2012. Web. 24 Oct 2012. ;http://www. economist. com/node/21555605;.