Wednesday, January 29, 2020

Propaganda and women during Essay Example for Free

Propaganda and women during Essay Propaganda was used in World War One to make sure that people only knew what the Government wanted them to. To make sure everyone thought the same way as the government all information was controlled. Newspapers were expected to print what the government wanted and the newspapers started using emotional headlines, even if they weren’t true. Some examples of these headlines are: -â€Å"Belgium child’s hands cut off by Germans† -â€Å"Germans crucify Canadian officer† Anyone caught spreading the truth would be arrested. Propaganda aimed at Women While the men were fighting it was left to the women to do the men’s jobs and treat injured soldiers. To get the women to do this propaganda was used. The Red Cross used pride in this poster to try and get women to join. Propaganda aimed at Men This poster uses pride to try and get the men to join the army, this poster is showing a man’s children asking him what he did in the war. The government are trying to say that if you fight in the war your family would be proud of you. Untrue stories â€Å"Monks in Antwerp were being forced to ring bells to celebrate the Germans invading the city. The monks refused to do this so were tied to the clappers of the bells and being used as human clappers which killed them.† This was untrue but a brilliant way for the British government to make people hate the Germans even more. German Newspaper headlines -English soldiers put plague germs in German wells. -German prisoners blinded by their Allied Captors. Women during WW1 While the men were fighting someone had to do their jobs so this usually fell to the women. Some of the jobs they were given were; nurses, working in munitions factories (which often turned their hair and skin yellow due to the chemicals), in public transport, as police women, ambulance drivers, fire fighters, in post offices, making weapons and farming. Towards the end of the war some women were being recruited into the army as cooks, clerks and electricians so that all the men could fight. Most women would still have to do the cooking, cleaning and other household chores as well as their day jobs. The women also knitted scarves, hats and gloves to send to the soldiers. This is not often recognised and they didn’t always get there but if they did the soldiers were grateful. The Womens Land Army In WW1 the German navy stopped food being imported to England and this made up 50% of the food eaten in England. In 1917 the harvest failed and there were not many reserves. Rations were put in place and the British made do. There was also a shortage of farm labourers as most men were out fighting. The government set up the land army which allowed women to become farm labourers which would not have been allowed before. By 1918 there were 23,000 Land girls that would milk the cattle, plough the fields and herd the cattle. The Land army stopped in 1919 as the men returned home and food was able to imported again.

Tuesday, January 21, 2020

Narrative Techniques in Faulkner’s The Unvanquished and Barn Burning Es

Narrative Techniques in Faulkner’s The Unvanquished and Barn Burning The Unvanquished is composed of a series of stories during which Bayard Sartoris, the narrator, grows up from a twelve-year-old boy to a young man of twenty-four years. The narrative style makes it obvious that events are being related by an adult who is looking back at his past. There are several indications of this: in the very first story â€Å"Ambuscade†, the narrator, while describing his war games with his coloured friend, Ringo, states: â€Å"We were just twelve then†. (5) He tells the readers how they fantasized about the military exploits of John Sartoris, Bayard’s father, seeing them as heroic and exciting adventures. The narrator describes himself and Ringo at this stage of the novel as â€Å"the two supreme undefeated like two moths, two feathers riding above a hurricane† (7), drawing attention to the fact that while the two boys are positioned in the midst of war with all its attendant destruction and insanity, they have no understanding of it s horror. When his father first appears on the scene, the Bayard says: â€Å"He was not big, it was just the things he did†¦ that made him seem big to us† (9). Swept up in the romance of war, with the dust of battle clinging to him, John Sartoris seems to assume a larger than life persona but even as the narrator delineates his father before us, he attaches a caveat that in actuality, the Colonel was different from how he saw him as a young boy. This statement presages the mature understanding of his father’s character that Bayard develops as the novel progresses. In â€Å"The Odor of Verbena†, he has reached such clarity of vision that he can say without much difficulty that his father was a difficult man to get along with, he ac... ...an adult, his articulation of this southern code of morality is coherent and well thought out while Sarty’s reaction to his father’s incendiary behaviour is instinctive and not intellectualized. The image of the violent Southern man is evident in both stories, both boys have fathers who have participated in violence-Abner Snopes has a seething rage which finds satisfaction only through burning the property of people he hates and John Sartoris has been directly involved in the war, has a belligerent disposition and resorts to bloodshed frequently in the novel. But the difference lies in the ultimate response of the central character of each story to the southern ideals of masculinity - Bayard initially abides by but ultimately distances himself from Southern codes of honour while Sarty, being a child, is still far from finding himself at the end of â€Å"Barn Burning†.

Monday, January 13, 2020

George Mead Theory Essay

â€Å"the self is something which has a development; it is not initially there, at birth, but arises in the process of social experience and activity, that is, develops in the given individual as a result of his relations to that process as a whole and to other individuals within that process.† * was an American philosopher, sociologist and psychologist, primarily affiliated with the University of Chicago, where he was one of several distinguished pragmatists * He is regarded as one of the founders of social psychology and the American sociological tradition in general. * Mead is well-known for his theory of the social self, which is based on the central argument that the self is a social emergent. * Mead’s most widely read work, Mind, Self and Society, gives priority to society over the mind and highlights the idea that the social leads to the development of mental states. * Mind is a process, not a thing, and it is found in social phenomena rather than within individu als. * The self occupies a central place in Mead’s theory. * Self is essentially a social structure and it arises in social experience. It is the unique combination of the roles and individual play in relation to others – the complex blending of individual motivations and socially desirable responses. * The self consists of an â€Å"I† which the active side and as object, called â€Å"me†. * Infants begin with no self. As they learn to use the language and other symbols, the self emerges through play which involves taking the roles of significant others. * Gradually children move from simpler games to more complex ones involving others such as team sports. Mead called this generalized others to refer to the general cultural norms and values people use as references in evaluating others. * Mead defines self as the ability to take oneself as an object and identifies basic mechanism of the development of the self as reflexivity – the ability to put ourselves into the place of others and acts as they act. * Self can arise only through social experiences, and the traces its development to two stages in childhood: the play stage and game stage. * Play stage – children learn how to take the attitude of particular others themselves. * Game stage – children learn how to take the role of many others and the attitude of the generalized other. * I – is the immediate response of an individual to others; it is unpredictable and creative aspect of the self. * Me – is the organized set of attitudes of others that an individual assumes; it is how society dominates the individual and is a source of social control. Mead’s theory on social self * The social conception of the self entails that individual selves are the product of social interaction and not the logical or biological preconditions of that interaction. It is not initially there at birth but arises in the process of social experience and activity. * Language – allows individuals to take on the â€Å"role of the other† and allows people to respond to his or her own gestures in terms of symbolized attitudes of others. * Is communication via â€Å"significant symbols† and it is through significant communication that the individual is able to take the attitudes of others toward his/herself. Language is not only a â€Å"necessary mechanism† of the mind, but also the primary social foundation of self. * Play – individuals take on the roles of other people and pretend to be those other people in order to express the expectation of significant others. * This process of role-playing is the key to generation of self-consciousness and to the general development of the self. * In the play, the child takes the role of another and acts as though he/she were the other. This form of role-playing involves a single role at a time. Thus, the other which comes into the child’s experience in play is a â€Å"specific other† * Game – individual is required to internalize the roles of all others who are involved with him or her in the game and must comprehend the rules of the game. * Is the stage of social process at which * Generalized other- organized and generalized attitude of a social group. * consists of a composite of all those who contribute and participate in one’s society * The individual defines his or her own behavior with reference to the generalized attitude of the social group(s) they occupy. When an individual can view him/herself from the standpoint of the generalized other, self-consciousness in the full sense of the terms is attained. * Me – represents the expectations and the attitudes of others (generalized others). It is the organized set of attitudes others that the individual assumes. * Is the social self * The organized set of attitudes of others which one himself assumes * is that part of the â€Å"self† which comes about as a result of the individual’s internalization of society’s values and behavior expectations * I – is the response to the â€Å"me†, or the person’s individuality. * Response of the organism to the attitudes of others * is that part of the â€Å"self† which is spontaneous * Self – develops by internalizing the norms of one’s society * Significant other – are those with whom the individual has an â€Å"important† relationship

Sunday, January 5, 2020

Environmental Response, Compensation, And Liability Act

Problem 1 a) What federal statutes did Mr. Bankfiend violate in connection with each of the two restoration projects discussed above? There are three main federal statutes that can be applied to this situation. The statutes are: 1) Clean Water Act (CWA), 2) Oil Pollution Act (OPA) and, 3) Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA). Clean Water Act CWA  § 402 In order to violate Section 402, a plaintiff must prove that the defendant discharged a pollutant into navigable waters from a point source without a permit. Given that Mr. Bankfiend was an investment banker and had no knowledge or experience in running a hotel or a fishing outing business, it seems that he did not apply for a NPDES permit.†¦show more content†¦So, the entrance hall expansion project is not in violation of Section 402. But, the second project did have leaching into Middle Fork, which is considered a navigable water because it is a river owned by the USA and not a private entity. The term pollutants can be defined as dredged spoil, solid waste, incinerator residue, sewage, garbage, sewage sludge, munitions, chemical wastes, biological materials, radioactive materials, heat, wrecked or discarded equipment, rock, sand, cellar dirt and industrial, municipal, and agricultural waste discharged into water. The leaching of chemicals from the timbers can be categorized under chemical wastes (from timbers) into the pollutant category. These chemicals have also altered the integrity of the water since it has shown to decrease the fish population in Middle Fork. In addition to this, the gasoline can also be considered a conventional pollutant since it is related to oil and it alters the physical integrity of the water by creating a sheen. The term point source means any discernible, confined and discrete conveyance, including but not limited to any pipe, ditch, channel, tunnel, conduit, well, discrete fissure, container, rolling stock, concentrated animal feeding operation, or vessel or other floating craft, from which pollutants are or may be discharged. Also, the point source need not be the original source of the pollutant and it embodies the broadest possible definition of any identifiable conveyance. In