Insider in Fahrenheit 451 and Extra, a Thousand Years of...

Page 1 of 6 The meaning of ‘outsider’ is the person in part of the society. They obey and converge in the social value which set up by the government. In both Fahrenheit 451 and A thousand years of good prayers, we see that there is several of characters absorb the knowledge and social value. These characters are under controlled and they find it is a right way in obeying the structure of the society. ‘Outsider’ in Fahrenheit 451 by Ray Bradbury represents to the main character Montag and other characters such as Clarisse, Faber, the woman burnt and Captain Beatty. They are healthy on themselves. But there is something goes on a wrong way in the society. Besides, the ‘outsiders’ in the story Extra from the book A thousand years of good†¦show more content†¦Everyone (neighbourhood) is looking for the ‘show’ of burning the house. House-door opened all down the street and lights flicked to wait for watching the carnival to set up (p. 121) . Irony of the carnival tells that everyone possesses a mind that being the spectator to look forward how Montag’s house is going to be burnt down. No one willing to help him as they don t want to be burnt. In a contrast, Montag has a happy ending for himself at the end of the story. He finally found a group of people stood at the same line with him. He is still the one abandoned by the society. But he is not abandoned by the group of people. The society showed that you would be abandoned if you were the one who disobey the idea of the society. For Granny Lin, it is obvious that she is an abandon since the title of the story has pointed her characteristic in the story, an extra. She is being abandoned at the beginning, the middle part and the end of the story. All of the turning points in the story bring her to ‘being abandoned’ again. She has no capable in the society. She lost her job at the beginning of the story. After she has married to Old Tang, his dead ma kes her being abandoned by ‘hers family’, the sons of Old Tang. In addition, she can t catch up with the life after she has dismissed from the school. She wonders since when she is not longer being one of them (p. 22). Page 4 of 6 Although they are someoneShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 PagesDirty Dozen 444 The Meaning of Empowerment 445 Historical Roots of Empowerment 446 Dimensions of Empowerment 447 Self-Efficacy 447 Self-Determination 448 Personal Consequence 449 Meaning 449 Trust 450 Review of Empowerment Dimensions 451 How to Develop Empowerment 451 Articulating a Clear Vision and Goals 452 Fostering Personal Mastery Experiences 453 Modeling 454 Providing Support 454 Emotional Arousal 455 Providing Information 456 Providing Resources 457 Connecting to Outcomes 457 Creating Confidence

The Great Schism Of The Church - 1454 Words

Grace Communion International logoGrace Communion International Login Search Home God Media Publications Our Story Our Churches Church Development Education Participate Online Giving The Great Schism of the Church 2005, 2015 July 6, 1054 was rapidly approaching, and the Christian world was about to experience a major event on the road to a schism that continues to our day — the divide between the Western and Eastern Christian churches. The central actors in the looming conflict were Michael Cerularius, the patriarch of Constantinople,1 and Leo IX, the bishop or pope in Rome. In the months leading up to July 6, 1054, Cerularius had strongly condemned the Western church for some of its religious practices and beliefs.2 As part of his attack, Cerularius excommunicated the bishops of Constantinople who followed certain rites of the Western church, and he closed down their churches. In April, Leo sent a legation to Cerularius, headed by Cardinal Humbert, with his own set of demands and accusations against the patriarch. As it turned out, Leo died in the midst of the mission, but the group continued its task. The meetings between Cardinal Humbert and Patriarch Cerularius were angry and bitter. Mistrust and a desire to maintain ecclesiastical power ruled the day. No useful dialogue could occur in such a poisoned atmosphere. Mutual excommunication Finally, relations between Cerularius and Humbert were strained to the breaking point. The Roman legates marched intoShow MoreRelatedThe Great Schism of 1054 that occurred in the Catholic Church has left a once united people600 Words   |  3 PagesThe Great Schism of 1054 that occurred in the Catholic Church has left a once united people separated because of conflict. These issues that tore them apart are still true today and the relations between Catholics and Orthodox Christians has yet to be repaired. The Eastern Schism was a result of many problems but it was largely a struggle between two main churches; the Western Church located in Rome, and the Eastern Church that was centered in Constantinople. Barbarian invaders, who were on a missionRead MoreEssay on The Great Schism694 Words   |  3 PagesThe Great Schism During the late 14th century and the early 15th century there was a great division in the Catholic Church. The Papacy was becoming blurred. The center of the Roman Catholic Church had been moved from Rome to the city of Avignon during the reign of Pope Clement V; and there was now a movement to return the center of power back to Rome. This movement was first truly seen under Pope Gregory XI and his successor Pope Urban VI. Earlier Pope Urban V had moved the center to RomeRead MoreReasons Why The Roman Catholics And The Eastern Orthodox Split1327 Words   |  6 Pagesbelieved to head the Church as the state. The Eastern areas of the Church used Greek in the church while the West used Latin, automatically this lead divergence in thought. The difference fueled confusion. The Eastern Church did not accept the claims of supremacy made by the pope. The remaining Churches were, despite several temporary periods of schism united until 1054. The schism of 1054 was the decisive split be tween the Eastern Orthodox and Roman Catholics. The great schism is widely believedRead MoreRoman Catholic Church vs Eastern Orthodox Church Essay924 Words   |  4 Pagesthe split of 1054, the Roman Catholic Church or Western church and the Eastern Orthodox Church or Byzantine church were almost one with each other. The two churches held the same ideals and got along with one another the majority of the time. They had previous splits in the past but they were never a permanent situation because they usually found a solution to their issues and differences. The split between the Eastern Orthodox Church and the Roman Catholic Church in 1054 seemed to have no resolutionRead MoreThe Great Schism, also Known as the East-West Division1017 Words   |  5 Pagessplit of the Eastern Orthodox Church and the Roman Catholic Church. Some of these factors are such as the different understanding of Christianity, the different point of views toward the authority of the Pope and the different ide as of governing the Church. All the different thoughts created the disagreement between the two branches of Church. In other words, the conflict came up, and eventually led to the Great Schism. The differences between these two branches of church were significant because theyRead MoreCatholic Church During The Protestant Reformation1464 Words   |  6 PagesThe three areas of concern that Catholics had about the Catholic Church before the Protestant Reformation were The Plague, Abuse of the Indulgences and The Great Schism. The Plague also known as the Black Death was a disease caused by the bacterium Yersinia pestis that circulated among wild rodents. The disease took place in the fourteenth century. Symptoms include aching of limbs, high fever, vomiting of blood, and swelling of the lymph nodes. After the lymph nodes swelled they would then burstRead MoreThe Schism Between The East And West1414 Words   |  6 Pages1054, the Great Schism occurred between the Roman Catholics and the Orthodox Christians, when the Pope first excommunicated the Patriarch of Constantinople. Not long after that, the Patriarch excommunicated the Pope, causing the split. There were many issues prior that created the Great Schism between the east and west both before and after 1054. It would appear from the documentation that the east had more issues with how the west conducted the church. The issues that caused the Schism between theRead MoreThe Schism Between The East And The West1557 Words   |  7 PagesThe Great Schism There were many issues that created the Great Schism between the East and the West, both before 1054 CE and after. However, it would appear from the documentation that the East had more issues with how the West conducted religion and ran their church. The issues that occurred with how the West conducted religion and ran their church happened prior to 1054 CE. Furthermore, the ambassadors from the Pope excommunicated the Patriarch of Constantinople around 1054 C E. The following dayRead MoreThe Schism Between The East And The West1539 Words   |  7 Pages The Great Schism There were many issues that created the Great Schism between the East and the West, both before 1054 CE and after. However it would appear from the documentation that the East had more issues with how the West conducted religion and ran their church. The issues that occurred with how the West conducted religion and ran their church happened prior to 1054 CE. Furthermore the ambassadors from the Pope excommunicated the Patriarch of Constantinople around 1054 CE. The followingRead MoreWhat Caused The Great Schism Of 1054960 Words   |  4 PagesTo understand what caused The Great Schism of 1054, it is important to first have a background knowledge of who was involved. The divide occurred among the land, with a west side and an east side. The western side was inhabited by Romans and spanned from current Portugal over to Hungary, also including the more northern countries from Ireland to Sweden. These borders were frequently changed throughout history, although their principal area was always that of the German states. This area was referred

How does Shakespeare make Romeo and Juliet dramatically interesting for the audience Example For Students

How does Shakespeare make Romeo and Juliet dramatically interesting for the audience? Romeo and Juliet is a play which can be described and perceived in many ways but the plot and the core of the story has the ingredients of a tragedy. A tragedy in the sense that even though the play revolves around love, in the end, hate prevails. Shakespeare manages to create drama throughout the play with many other factors such as, anger, romance, excitement, comedy and tension. Of course, I am only analysing the scenes in Act 1, but even so, there is drama in abundance for the audience to be enthralled. The prologue sets the story up perfectly summarising what the play is about and even how long it is, whilst the scenes which follow, all have different focal points such as the drama of scene one, the comedy of scene three and the love and romance of scene five. All of these scenes are dramatically interesting for the audience, through use of language, emphasis on the ancient grudge and many other aspects. The prologue is at the beginning of the play and gives the audience the details of the plot, and reveals that there is going to be a tragic ending. The prologue is a sonnet. A sonnet is used for various reasons. It may set the scene for a film as it can usually help people to understand the storyline better. It also rhymes which gives a poetic aspect. The prologue lets us know that not only will the play be a story of love but it will also feature an essence of hate. At the beginning of the prologue, it sets the scene, it tells us In fair Verona where we lay our scene. It then briefly describes the two families the Capulets and the Montagues. It lets us know that the families are enemies by saying Two households both alike in dignity .. From ancient grudge break to new mutiny. This is telling the audience that both of the families are similar in a way, in the sense that they are well respected with high standards, but yet, an old grudge between them causes bad feelings. An old disagreement between the families will soon turn to a new conflict. The prologue then goes on to say Where civil blood makes civil hands unclean, from forth the fatal loins of these two foes, a pair of star-crossed lovers take their life. By saying this, it is telling the audience that from two civil families, who are enemies to one another; two children were born. These two children were lovers that were destined to be together but were led to take their lives. So already, the audience knows that there is going to be a death in the play. The death of these lovers forces the families to end the feud. It informs the audience of the general outline of the play foreshadowing future events and tells of a fearful passage, which shows the dangerous journey Romeo and Juliet travel on throughout the play. Summarising the entire play is useful as many members of the audience may be poorly educated and this would enable them to understand the storyline better. There are also many oxymorons used such as death-marked love, fatal loins, and star-crossed lovers, w hich intertwine the contrasting themes. This intertwining helps to build up tension and express how the pivotal themes contrast. The oxymoron also helps to tell the audience that the storyline will not be predictable. Conclusively, the prologue helps in getting the audience to understand the background story of the play and prepares them for the tragedy to come. Act 1 Scene 1 begins with two servents of the Capulet household, Sampson and Gregory. The two men are discussing work. Shakespeare adds comedy to the conversation by using puns. By doing so, the topics of discussion quickly change and soon they are talking about the feuding between the Capulet and the Montague households. Even though the two men are talking about violence they are still joking and playing with words. This shows that they do not take the fighting seriously as it has become a part of their everyday lives. Of course, when Tybalt, a figure of violence and hatred appears, the other characters become fearful and fail to find the situation humorous. In the conversation between the two men, Shakespeare makes referances to rape and murder. Again, this shows it is a common feature of everyday life. Tis all one, I will show myself a tyrant: when I have fought with the men I will be civil with the maids; I will cut off their heads The heads of the maids? Ay, the heads of the maids, or their maidenheads, take it in what sense thou wilt. Here Sampson is telling Gregory that the fighting is not just between their masters it involves the whole of the Capulet household, including them. He says that he will kill all the Montague men and cut off the heads of their women. He then plays with the words and implies that he will sexually abuse them. There is an oxymoron (love versus hate) at the beginning of the first scene when Benvolio and Tybalt are together and a fight is about to break out. Benvolio who symbolises peace and love, is trying to convince Tybalt, who symbolises hate and anger, that the fighting is wrong and it should be left to be dealt with by the two Lords, Old Capulet and Old Montague. I do but keep the peace. Put up thy sword or manage it to part these men with me. Benvolio is asking Tybalt to help him stop their men from fighting to which Tybalt replies, What, drawn and talk of peace? I hate the word, as I hate Hell, all Montagues and thee. Tybalt is comparing Benvolio and his family to Hell this, an implication that they are all equally as bad. Lords Montague and Capulet then enter the scene and they are just as bad as each other. As soon as Old Capulet sees the fighting he demands his sword is given to him. To which his wife replies A crutch, a crutch! Why call you for a sword?, she is telling him he is too old to be fighting and that he should be asking for a walking stick instead of his sword. Neither of the wives will let their husbands fight, they too see the stupidity and how far it has gone. The prince then enters, a large crowd of attendants alongside him which shows that he is a powerful man. Prince Escales is the ruler of all Verona people fear him but they love him as well because he is their protector however, it takes him a long time to get their attention. The prince makes a long speech about what has happened to Verona because of the fighting. He calls his subjects enemies to peace meaning that they arent fighting each other, but peace. The prince will not lay the blame on either Capulet or Montague, he is aware that the fighting is caused by both families. In his speech Prince Escales uses animalistic metaphors as does Tybalt in the first few pages of the play found on line fifty six. What art thou drawn among these hartless hinds? not only is this a phrase but a metaphor, it is also a pun. Tybalt is punning on the words heart and hinds, a hart being a male deer and a hind being a young female deer. By doing this Tybalt insults Benvolio and is mocking him for apparently fighting with servants. The other animalistic metaphor used is found in the princes speech as he tries to grab the attention of his subjects. What ho, you men, you beasts!- the prince is saying that they are no better than animals, and that they are acting like animals with all this constant fighting. He blames both families but the speech is not only aimed at the quarrelling. He also speaks of how the feuding is tearing apart their city. In Act 1, Scene 2, Romeo enters the scene, he is sad and can only think of a mystery woman who he believes to be in love with. Benvolio asks why Romeo is sad, his answers are clumsy and confusing. What sadness lengthens Romeos hours? Not having that which having makes them short. His answer shows he is confused about his own feelings. What he is trying to say is that he is sad because Roseline, the mystery woman, doesnt return his affection. His love for Roseline is of course not real, he is merely infatuated with her, but he believes that he is in love with her. When Romeo sees that another fight has happened he is not surprised. His next few lines are full of oxymorons and juxtaposition which highlight the point being made, that the fightings is pointless, but also his feelings of confusion. From lines 170-176 he makes a short speech. To begin with, it is about the feuding but it gradually moves back to his so called love for Roseline. One of the first oxymorons used is loving hate when Romeo says the fighting has a lot to do with hate but more to do with love possibly a love of fighting. Through this single quotation we understand why Romeo is confused. He is sad because his love is unrequited. Love is all about happiness and joy but Romeo feels none of this, so naturally he knows it isnt right. However Romeos pain shows that with the joys and pleasures of love come pain and sadness. We see that pleasure and pain are linked with love and hate. Why is Act I Scene V of Romeo and Juliet an effective piece of drama? How is this an important scene in the drama as a whole? EssayAlready from this scene, the audience are aware of the rising tension being created between the characters. They are aware that there is going to be more tension created between the two families and the consequences will end severe, as their children are falling in love. Dramatic irony is created because the audience are aware that Romeo is a Montague and Juliet is a Capulet which the two star crossed lovers do not. The audience are still interested in the story developing even though they know whats coming. Also, the audience know that Romeo has a bad feeling and is very nervous about Tybalt who is almost inflamed by his presence, Fetch me my rapier, boy. The scene begins with the serving men preparing for the party. It starts the party atmosphere with hustling and bustling and the serving men getting very busy. This scene sets up an obvious change of mood and then it contrasts with the later mood development in the party. There is contrast with the atmosphere as it is loud, bright, extravagant and happy. There is no threat in the beginning of this scene as it is quite welcoming because of the jubilant atmosphere and the jolly mood of Lord Capulet as he jest to the guests, More light, you knaves, and turn the tables up; Every-one is invited into the party atmosphere. The significance of the party being a masked ball is that the Montagues can get into the party without their identities being revealed or exposed. This is linked to when Romeo and Juliet meet. They do not seem to know that they are enemies and can just show how much they love each other. When Romeo spots Juliet the soliloquy contrasts with the previous lines. This is because the previous lines show the Capulets welcoming people, Welcome gentlemen. There is a jolly atmosphere, but then when Romeo starts to speak to Juliet, everything goes silent and becomes very serious. This creates a lot of tension as the audience would want to know what is happening at this precise moment. Whilst saying the soliloquy, Romeo does not know Juliets name, so he compares her to something precious, As a rich jewel in an Ethiops ear. He talks to her about her beauty and tells her that she stands out like black and white, So shows a snowy dove trooping with crows. Shakespeare uses metaphors and similes to describe her standing out against the, Cheek of night. From the previous lines, Romeo has completely forgotten about his first love, Rosaline, and concentrates on Juliet but then when it comes towards the end of the soliloquy he asks himself a question Did my heart love till now? Forswear it sight! This shows that he made a mistake in thinking he was in love with Rosaline. Whilst Romeo is saying this romantic soliloquy, one of the Capulets, Tybalt catches a glimpse of him. This does have an impact on the audience. It raises the tension in the audiences as the mood goes from love to hate and conflict. It makes the audience think that there is going to be a fight between Tybalt and Romeo and that the consequences are going to be bad. Tybalt says, Fetch me my rapier boy, because he is inflamed by Romeos presence and his authority to enter the Capulets house. When Lord Capulet says, Take no note of him it lowers the tension for the audience as he says to Tybalt to leave Romeo alone, Do him disparagement. He tells Tybalt that he is duty bound to make sure Romeo is not insulted in his house. He does not want any violence going on as he is the host of the party. Shakespeare uses language such as, Tis he, that villain Romeo, to emphasise what Tybalt thinks of Romeo. Capulets words have an effect on Tybalt as he is told to leave Romeo alone. It changes the mood as Tybalt becomes stubborn and disloyal to Lord Capulet. Capulet then gives Tybalt an order, He shall be endured. Tybalt has challenged Capulets authority so then he has to reassert it. This creates conflict between the characters. The two Capulets continue to argue with tension mounting, Lord Capulet insults Tybalt, Goodman boy which asserts his authority. The mood for Lord Capulet changes as he tries to quite down Tybalt and continue with the party. The relationship between Romeo and Juliet now seems possible because Lord Capulet refuses to listen to Tybalt and Romeo stays at the party. When the two lovers meet they use religious imagery to show how much they love each other, This holy shrine, the gentle sin is this. This is associated with the sonnet as this also shows how much Romeo is in love with Juliet. They are also together when the sonnet is heard which also makes it holy as they use religious wording. When they meet, they feel so in love with each other but they dont have a clue as in the later consequences. This rises the tension in the characters as the audience know about this and want to know when they discover the situation they are in. Juliet feels much stronger about Romeo as she is already in love with him, If he be married, my grave is like to be my wedding bed. From this scene there are strong and romantic emotions displayed by the characters. There is sadness at the end of the scene as the two star cross lovers find out that they are both from families with a grudge against each other. Hate is displayed by Tybalt too towards Romeo as they are each others Foes. These emotions that are displayed in the scene become a big impact on the audience as this makes the scene more interesting. The historic content in this scene affects the audience too. This is because in those times, you would have to know your lover well before you would be able to kiss them. In this case, Romeo and Juliet kiss each other the first time they meet. However, Romeo and Juliets meeting and falling in love is not all perfect as it is rooted in irony. Both Juliet and Romeo were reluctant to attend the ball but went along anyway; Romeo to see Rosaline and Juliet to see Paris. Their meeting sets the story moving and is the initial incident of the tragedy. Shakespeare uses Juliets Nurse to bring Romeo and Juliet out of their fantasy world and back to reality. Romeo is the first to find out that he and his love are part of rival families. Juliet is forced to go and see her mother; it is then that he finds out that she is a Capulet as the Nurse tells him that Her mother is the lady of the house. He was stunned and startled to find out that the girl he loves was the daughter of his fathers enemy, Is she a Capulet? My life is my foes debt. Shakespeare uses dramatic irony when Juliet finds out who her love is as she asks her Nurse about three separate men at the party, saving Romeo for last so she did not cause suspicion. Juliet, like Romeo, is surprised when she learns of her loves identity. The Nurse informs her that he is Romeo, the only son of the Montague family. Juliet is heart-broken that she loves a loathed enemy. They are left in despair as they both realise the danger of their situation being from two enemy households, my only love sprung from my only hate. Juliet says my grave is like to be my wedding bed and the final rhyming couplet of the second sonnet ends with bitterest gall, both of these ominously link to their fate. This scene does make the audience tense because of the changes in mood and the tragic consequence at the end. In conclusion as well as the themes the language and styles used by Shakespeare that have an effect on the way that the audience thinks about the play, the depth of character that is created by Shakespeare is also very effective. That is when all of these things are put together they make Romeo and Juliet such a complex plot and have the desired effect on the audience. Throughout Act 1 and probably the rest of the play, Shakespeare shows that love and hate are inextricably linked; where there is one, there is always the other. Consequently, love is presented in a negative way showing it as vicious and dangerous and even true love can result in something destructive as it is constantly mixed amid hatred. The amount of tension William Shakespeare can manipulate an audience into feeling is quite extraordinary, and proves once more why he is still being studied and performed four hundred years after his death. He was absolutely exceptional in the way he perfected the use of each technique. His most effective method, in my opinion, was that of dramatic irony followed closely by the use of oxymorons. All in all, I think Shakespeare builds up tension exceptionally well which makes the first act of the play emotional, exciting, funny, and ultimately a dramatically interesting story for the audience.

John Steinbeck of Mice and Men free essay sample

John Steinbeck called his novel about migratory farmhands during The Great Depression. The title Of Mice and Men is Steinbeck alluding to Robert Burns’ poem â€Å"To a Mouse â€Å". Burn states â€Å"the best laid plains of mice and mean oft go awry â€Å". Therefore there are many reasons why this quote can relate to the relationship of George and Lennie and also others of this book. Here are my three main reasons why this quote is the main idea of the story and why Steinbeck’s message is true about the real world. First of all, the simplest reason is that George and Lennie’s best laid plans went awry. Lennie and George want to work on the ranch in the hopes of making enough money to buy their own farm, where they can be independent and in charge of their own destiny and rabbits. With the certainty of payment, it seems the pair will get what they’ve hoped for all along. We will write a custom essay sample on John Steinbeck of Mice and Men or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While this is something we can call the plan stage, it has a bit of a twist, hinted at by the way George tells Lennie and us as the reader of their dream. The story of the little farm, with the rabbits and vegetable patch and so on, is less like a plan and more like a fairy tale. The dream-like unreal quality of their dream doesn’t assure well for the hope that it will ever come true. Lennie and George learn that Candy would like to live on the farm, too; he can even offer three hundred dollars toward its purchase which is his life support money. Everyone is very excited at the possibility of the dream actually coming true. With the entrance of Candy’s money into the story, it seems like the dream could come true after all. Candy has three hundred dollars to contribute, and George even knows the couple he’d buy the land from. As Lennie smiles to himself about the possibility of the ranch, Curley is on the prowl for his wife and a fight. He thinks Lennie is laughing at him or wants to fight him and begins to punch the big guy. Lennie is horrified and does nothing until George urges him to fight back. Lennie promptly reduces Curley to a crying little man with a mangled hand. Slim makes sure Lennie and George are protected from getting in trouble, but it’s clear that working on the ranch will be a lot more complicated from now on. Lennie accidentally kills his own puppy, and then accidentally kills Curley’s wife. If Curley was waiting for Lennie to slip-up, he needs to wait no longer. Though Lennie doesn’t at all mean to kill Curley’s wife, this act pretty much decides his fate. Any promise of safety or happiness he had on the dream farm is over. Now we’re certain Lennie will have to pay for what he’s done, one way or another. George realizes that if Lennie is to go with any dignity or comfort, it’s up to George to take his friend out himself. Although this means the literal destruction of Lennie, in killing his friend, George gives Lennie the happiest ending he could have. George has to face the sarcastic loneliness of the open road. George describes to Candy the life he’ll have without Lennie: it’s a future made of whorehouses and pool halls – places where lonely men stay lonely. Worse than just losing a friend by accident, George’s act seems to kill any last hope that the loneliness of the open road could ever be beaten. Without Lennie, George has nothing that makes him different from the other sad wanderers. He’s lost his best friend, and along with losing Lennie, George has also lost his dreams. The plan become very awry obviously. Secondly, Steinbecks characters are often powerless, due to intellectual, economic, and social circumstances. Lennie possesses the greatest physical strength of any character, which therefore establishes a sense of respect as he is employed as a ranch hand. However, his intellectual handicap undercuts this and results in his powerlessness. Economic powerlessness is established as many of the ranch hands are victims of the Great Depression. As George, Candy and Crooks are positive, action- oriented characters, they wish to purchase a homestead, but because of the Depression, they are unable to generate enough money. Lennie is the only one who is basically unable to take care of him, but the other characters would do this in the improved circumstances they seek. Since they can not do so, the real danger of Lennies mental handicap comes to the fore. Lastly, Most of all Steinbeck clearly believes The American Dream cannot always be considered as happiness, love, peace, etc. This is his message to the true real world. In my opinion Steinbeck is saying that sometimes the things you plan don’t succeed and what you think is truly your life longing it turns out to be your worst nightmare or not the real destiny of your life. It’s the thinking man, who can look backwards and forwards, that suffers the most from the awful things he’s done. The last verse is a nice way to think of Lennie and George’s respective fate. Whatever happens to Lennie is done, but George is left to spend the rest of his future thinking of his past deeds. OF Mice and Men Essay By:

Admiral Frank Jack Fletcher in World War II

Admiral Frank Jack Fletcher in World War II Admiral Frank Jack Fletcher was an American naval officer who played a key role in the early battles of World War II in the Pacific. An Iowa native, he received the Medal of Honor for his actions during the occupation of Veracruz. Though he had little experience with carriers, Fletcher directed Allied forces at the Battle of the Coral Sea in May 1942 and at the Battle of Midway a month later. That August, he oversaw the invasion of Guadalcanal and was criticized for withdrawing his ships leaving the Marines ashore unprotected and under-supplied. Fletcher later commanded Allied forces in the northern Pacific in the final years of the conflict. Early Life and Career A native of Marshalltown, IA, Frank Jack Fletcher was born April 29, 1885. The nephew of a naval officer, Fletcher elected to pursue a similar career. Appointed to the US Naval Academy in 1902, his classmates included Raymond Spruance, John McCain, Sr., and Henry Kent Hewitt. Completing his class work on February 12, 1906, he proved an above average student and ranked 26th in a class of 116. Departing Annapolis, Fletcher began serving the two years at sea that were then required prior to commissioning. Initially reporting to USS Rhode Island (BB-17), he later served aboard USS Ohio (BB-12). In September 1907, Fletcher moved to the armed yacht USS Eagle. While on board, he received his commission as a ensign in February 1908. Later assigned to USS Franklin, the receiving ship at Norfolk, Fletcher oversaw drafting men for service with the Pacific Fleet. Traveling with this contingent aboard USS Tennessee (ACR-10), he arrived in at Cavite, Philippines during the fall of 1909. That November, Fletcher was assigned to the destroyer USS Chauncey. Veracruz Serving with the Asiatic Torpedo Flotilla, Fletcher received his first command in April 1910 when ordered to the destroyer USS Dale. As the ships commander, he led to a top ranking among the US Navys destroyers at that springs battle practice as well as claimed the gunnery trophy. Remaining in the Far East, he later captained Chauncey in 1912. That December, Fletcher returned to the United States and reported aboard the new battleship USS Florida (BB-30). While with the ship, he took part in the Occupation of Veracruz which began in April 1914. Part of the naval forces led by his uncle, Rear Admiral Frank Friday Fletcher, he was placed in command of the chartered mail steamer Esperanza and successfully rescued 350 refugees while under fire. Later in the campaign, Fletcher brought a number of foreign nationals out of the interior by train after a complex series of negotiations with the local Mexican authorities. Earning a formal commendation for his efforts, this was later upgraded to the Medal of Honor in 1915. Leaving Florida that July, Fletcher reported for duty as Aide and Flag Lieutenant for his uncle who was assuming command of the Atlantic Fleet. Admiral Frank Jack Fletcher Rank: AdmiralService: United States NavyNickname(s): Black JackBorn: April 29, 1885 in Marshalltown, IADied: April 25, 1973 in Bethesda, MDParents: Thomas J. and Alice FletcherSpouse: Martha RichardsConflicts: World War I, World War IIKnown For: Battle of the Coral Sea, Battle of Midway, Invasion of Guadalcanal, Battle of the Eastern Solomons World War I Remaining with his uncle until September 1915, Fletcher then departed to take an assignment at Annapolis. With the American entry into World War I in April 1917, he became the gunnery officer aboard USS Kearsarge (BB-5) Transferred that September, Fletcher, now a lieutenant commander, briefly commanded USS Margaret before sailing for Europe. Arriving in February 1918, he took command of the destroyer USS Allen before moving to USS Benham that May. Commanding Benham for most of the year, Fletcher received the Navy Cross for his actions during convoy duty in the North Atlantic. Departing that fall, he traveled to San Francisco where he oversaw the construction of vessels for the US Navy at Union Iron Works. Interwar Years Following a staff posting in Washington, Fletcher returned to sea in 1922 with a series of assignments on the Asiatic Station. These included command of the destroyer USS Whipple followed by the gunboat USS Sacramento and submarine tender USS Rainbow. In this final vessel, Fletcher also oversaw the submarine base at Cavite, Philippines. Ordered home in 1925, he saw duty at the Washington Naval Yard before joining USS Colorado (BB-45) as executive officer in 1927. After two years of duty aboard the battleship, Fletcher was selected to attend the US Naval War College at Newport, RI. Graduating, he sought additional education at the US Army War College before accepting an appointment as Chief of Staff to the Commander in Chief, US Asiatic Fleet in August 1931. Serving as chief of staff to Admiral Montgomery M. Taylor for two years with the rank of captain, Fletcher gained early insight into Japanese naval operations following their invasion of Manchuria. Ordered back to Washington after two years, he next held a post in the Office of the Chief of Naval Operations. This was followed by duty as Aide to Secretary of the Navy Claude A. Swanson. In June 1936, Fletcher assumed command of the battleship USS New Mexico (BB-40). Sailing as flagship of Battleship Division Three, he furthered the vessels reputation as an elite warship. He was aided in this by the future father of the nuclear navy, Lieutenant Hyman G. Rickover, who was New Mexicos assistant engineering officer. Fletcher remained with the vessel until December 1937 when he departed for duty in the Navy Department. Made Assistant Chief of the Bureau of Navigation in June 1938, Fletcher was promoted to rear admiral the following year. Ordered to the US Pacific Fleet in late 1939, he first commanded Cruiser Division Three and later Cruiser Division Six. While Fletcher was in the latter post, the Japanese attacked Pearl Harbor on December 7, 1941. World War II With the US entry into World War II, Fletcher received orders to take Task Force 11, centered on the carrier USS Saratoga (CV-3) to relieve Wake Island which was under attack from the Japanese. Moving towards the island, Fletcher was recalled on December 22 when leaders received reports of two Japanese carriers operating in the area. Though a surface commander, Fletcher took command of Task Force 17 on January 1, 1942. Commanding from the carrier USS Yorktown (CV-5) he learned air operations at sea while cooperating with Vice Admiral William Bull Halseys Task Force 8 in mounting raids against the Marshall and Gilbert Islands that February. A month later, Fletcher served as second in command to Vice Admiral Wilson Brown during operations against Salamaua and Lae on New Guinea. Battle of the Coral Sea With Japanese forces threatening Port Moresby, New Guinea in early May, Fletcher received orders from the Commander in Chief, US Pacific Fleet, Admiral Chester Nimitz, to intercept the enemy. Joined by aviation expert Rear Admiral Aubrey Fitch and USS Lexington (CV-2) he moved his forces into the Coral Sea. After mounting air strikes against Japanese forces on Tulagi on May 4, Fletcher received word that the Japanese invasion fleet was approaching. Though air searches failed to find the enemy the next day, efforts on May 7 proved more successful. Opening the Battle of the Coral Sea, Fletcher, with Fitchs assistance, mounted strikes which succeeded in sinking the carrier Shoho. The next day, American aircraft badly damaged the carrier Shokaku, but Japanese forces succeeded in sinking Lexington and damaging Yorktown. Battered, the Japanese elected to withdraw after the battle giving the Allies a key strategic victory. Battle of Midway Forced to return to Pearl Harbor to make repairs on Yorktown, Fletcher was in port only briefly before being dispatched by Nimitz to oversee the defense of Midway. Sailing, he joined with Spruances Task Force 16 which possessed the carriers USS Enterprise (CV-6) and USS Hornet (CV-8). Serving as the senior commander at the Battle of Midway, Fletcher mounted strikes against the Japanese fleet on June 4. Vice Admiral Frank Jack Fletcher, September 1942. US Naval History and Heritage Command The initial attacks sunk the carriers Akagi, Soryu, and Kaga. Responding, the Japanese carrier Hiryu launched two raids against Yorktown that afternoon before being sunk by American aircraft. The Japanese attacks succeeded in crippling the carrier and forced Fletcher to shift his flag to the heavy cruiser USS Astoria. Though Yorktown was later lost to a submarine attack, the battle proved a key victory for the Allies and was the turning point of the war in the Pacific. Fighting in the Solomons On July 15, Fletcher received a promotion to vice admiral. Nimitz had tried to obtain this promotion in May and June but had been blocked by Washington as some perceived Fletchers actions at the Coral Sea and Midway as being overly-cautious. Fletchers rebuttal to these claims was that he was attempting to preserve the US Navys scarce resources in the Pacific in the wake of Pearl Harbor. Given command of Task Force 61, Nimitz directed Fletcher to oversee the invasion of Guadalcanal in the Solomon Islands. Landing the 1st Marine Division on August 7, his carrier aircraft provided cover from Japanese land-based fighters and bombers. Concerned about fuel and aircraft losses, Fletcher elected to withdraw his carriers from the area on August 8. This move proved controversial it compelled the amphibious forces transports to withdraw before landing much of the 1st Marine Divisions supplies and artillery. Fletcher justified his decision based on the need to protect the carriers for use against their Japanese counterparts. Left exposed, the Marines ashore were subjected to nightly shelling from Japanese naval forces and were short on supplies. While the Marines consolidated their position, the Japanese began planning a counter-offensive to reclaim the island. Overseen by Admiral Isoroku Yamamoto, the Imperial Japanese Navy commenced Operation Ka in late August. This called for Japanese three carriers, led by Vice Admiral Chuichi Nagumo, to eliminate Fletchers ships which would permit surface forces to clear the area around Guadalcanal. This done, a large troop convoy would proceed to the island. Clashing at the Battle of the Eastern Solomons on August 24-25, Fletcher succeeded in sinking the light carrier Ryujo but had Enterprise badly damaged. Though largely inconclusive, the battle forced the Japanese convoy to turn around and compelled them to deliver supplies to Guadalcanal by destroyer or submarine. Later War Following Eastern Solomons, the Chief of Naval Operations, Admiral Ernest J. King, severely criticized Fletcher for not pursuing Japanese forces after the battle. A week after the engagement, Fletchers flagship, Saratoga, was torpedoed by I-26. The damage sustained forced the carrier to return to Pearl Harbor. Arriving, an exhausted Fletcher was given leave. On November 18, he assumed command of the 13th Naval District and Northwestern Sea Frontier with his headquarters at Seattle. In this post for the remainder of the war, Fletcher also became commander of the Alaskan Sea Frontier in April 1944. Pushing ships across the North Pacific, he mounted attacks on the Kurile Islands. With the end of the war in September 1945, Fletchers forces occupied northern Japan. Returning to the United States later that year, Fletcher joined the General Board of the Navy Department on December 17. Later chairing the board, he retired from active duty on May 1, 1947. Elevated to the rank of admiral upon leaving the service, Fletcher retired to Maryland. He later died on April 25, 1973, and was buried at Arlington National Cemetery.

Battle of Talas River - Background

Battle of Talas River - Background Few people today have even heard of the Battle of Talas River.  Yet this little-known skirmish between the army of Imperial Tang China and the Abbasid Arabs had important consequences, not just for China and Central Asia, but for the entire world. Eighth century Asia was an ever-shifting mosaic of different tribal and regional powers, fighting for trade rights, political power and/or religious hegemony. The era was characterized by a dizzying array of battles, alliances, double-crosses and betrayals. At the time, nobody could have known that one particular battle, which took place on the banks of the Talas River in present-day Kyrgyzstan, would halt the Arab and Chinese advances in Central Asia and fix the boundary between Buddhist/Confucianist Asia and Muslim Asia. None of the combatants could have predicted that this battle would be instrumental in transmitting a key invention from China to the western world: the art of paper-making, a technology that would alter world history forever. Background to the Battle For some time, the powerful Tang Empire (618-906) and its predecessors had been expanding Chinese influence in Central Asia. China used soft power for the most part, relying upon a series of trade agreements and nominal protectorates rather than military conquest to control Central Asia. The most troublesome foe faced by the Tang from 640 forward was the powerful Tibetan Empire, established by Songtsan Gampo. Control of what is now Xinjiang, Western China, and neighboring provinces went back and forth between China and Tibet throughout the seventh and eighth centuries. China also faced challenges from the Turkic Uighurs in the northwest, the Indo-European Turfans, and the Lao/Thai tribes on Chinas southern borders. The Rise of the Arabs While the Tang were occupied with all these adversaries, a new superpower rose in the Middle East. The Prophet Muhammad died in 632, and the Muslim faithful under the Umayyad Dynasty (661-750) soon brought vast areas under their sway. From Spain and Portugal in the west, across North Africa and the Middle East, and on to the oasis cities of Merv, Tashkent, and Samarkand in the east, the Arab conquest spread with astonishing speed. Chinas interests in Central Asia went back at least to 97 B.C., when the Han Dynasty general Ban Chao led an army of 70,000 as far as Merv (in what is now Turkmenistan), in pursuit of bandit tribes that preyed on early Silk Road caravans. China also had long courted trade relations with the Sassanid Empire in Persia, as well as their predecessors the Parthians. The Persians and Chinese had collaborated to quell rising Turkic powers, playing different tribal leaders off of one another. In addition, the Chinese had a long history of contacts with the Sogdian Empire, centered in modern-day Uzbekistan. Early Chinese/Arab Conflicts Inevitably, the lightning-quick expansion by the Arabs would clash with Chinas established interests in Central Asia. In 651, the Umayyads captured the Sassanian capital at Merv and executed the king, Yazdegerd III. From this base, they would go on to conquer Bukhara, the Ferghana Valley, and as far east as Kashgar (on the Chinese/Kyrgyz border today). News of Yazdegards fate was carried to the Chinese capital of Changan (Xian) by his son Firuz, who fled to China after the fall of Merv. Firuz later became a general of one of Chinas armies, and then governor of a region centered at modern-day Zaranj, Afghanistan. In 715, the first armed clash between the two powers occurred in the Ferghana Valley of Afghanistan. The Arabs and Tibetans deposed King Ikhshid and installed a man named Alutar in his place. Ikhshid asked China to intervene on his behalf, and the Tang sent an army of 10,000 to overthrow Alutar and reinstate Ikhshid. Two years later, an Arab/Tibetan army besieged two cities in the Aksu region of what is now Xinjiang, western China. The Chinese sent an army of Qarluq mercenaries, who defeated the Arabs and Tibetans and lifted the siege. In 750 the Umayyad Caliphate fell, overthrown by the more aggressive Abbasid Dynasty. The Abbasids From their first capital at Harran, Turkey, the Abbasid Caliphate set out to consolidate power over the sprawling Arab Empire built by the Umayyads. One area of concern was the eastern borderlands - the Ferghana Valley and beyond. The Arab forces in eastern Central Asia with their Tibetan and Uighur allies were led by the brilliant tactician, General Ziyad ibn Salih. Chinas western army was headed by Governor-General Kao Hsien-chih (Go Seong-ji), an ethnic-Korean commander. It was not unusual at that time for foreign or minority officers to command Chinese armies because the military was considered an undesirable career path for ethnic Chinese noblemen. Appropriately enough, the decisive clash at Talas River was precipitated by another dispute in Ferghana. In 750, the king of Ferghana had a border dispute with the ruler of neighboring Chach. He appealed to the Chinese, who sent General Kao to assist Ferghanas troops. Kao besieged Chach, offered the Chachan king safe passage out of his capital, then reneged and beheaded him. In a mirror-image parallel to what had happened during the Arab conquest of Merv in 651, the Chachan kings son escaped and reported the incident to Abbasid Arab governor Abu Muslim at Khorasan. Abu Muslim rallied his troops at Merv and marched to join Ziyad ibn Salihs army further east.  The Arabs were determined to teach General Kao a lesson... and incidentally, to assert Abbasid power in the region. The Battle of Talas River In July of 751, the armies of these two great empires met at Talas, near the modern-day Kyrgyz/Kazakh border. Chinese records state that the Tang army was 30,000 strong, while Arab accounts put the number of Chinese at 100,000. The total number of Arab, Tibetan and Uighur warriors is not recorded, but theirs was the larger of the two forces. For five days, the mighty armies clashed. When the Qarluq Turks came in on the Arab side several days into the fighting, the Tang armys doom was sealed. Chinese sources imply that the Qarluqs had been fighting for them, but treacherously switched sides midway through the battle. Arab records, on the other hand, indicate that the Qarluqs were already allied with the Abbasids prior to the conflict. The Arab account seems more likely since the Qarluqs suddenly mounted a surprise attack on the Tang formation from the rear. (If the Chinese accounts are correct, wouldnt the Qarluqs have been in the middle of the action, rather than riding up from behind? And would the surprise have been as complete, if the Qarluqs had been fighting there all along?) Some modern Chinese writings about the battle still exhibit a sense of outrage at this perceived betrayal by one of the Tang Empires minority peoples. Whatever the case, the Qarluq attack signaled the beginning of the end for Kao Hsien-chihs army. Of the tens of thousands the Tang sent into battle, only a small percentage survived. Kao Hsien-chih himself was one of the few who escaped the slaughter; he would live just five years more, before being put on trial and executed for corruption. In addition to the tens of thousands of Chinese killed, a number were captured and taken back to Samarkand (in modern-day Uzbekistan) as prisoners of war. The Abbassids could have pressed their advantage, marching into China proper. However, their supply lines were already stretched to the breaking point, and sending such a huge force over the eastern Hindu Kush mountains and into the deserts of western China was beyond their capacity. Despite the crushing defeat of Kaos Tang forces, the Battle of Talas was a tactical draw. The Arabs eastward advance was halted, and the troubled Tang Empire turned its attention from Central Asia to rebellions on its northern and southern borders. Consequences of the Battle of Talas At the time of the Battle of Talas, its significance was not clear. Chinese accounts mention the battle as part of the beginning of the end for the Tang Dynasty. That same year, the Khitan tribe in Manchuria (northern China) defeated the imperial forces in that region, and Thai/Lao peoples in what is now Yunnan province in the south revolted as well. The An Shi Revolt of 755-763, which was more of a civil war than a simple revolt, further weakened the empire. By 763, the Tibetans were able to seize the Chinese capital at Changan (now Xian). With so much turmoil at home, the Chinese had neither the will nor the power to exert much influence past the Tarim Basin after 751. For the Arabs, too, this battle marked an unnoticed turning point. The victors are supposed to write history, but in this case, (despite the totality of their victory), they did not have much to say for some time after the event. Barry Hoberman points out that the ninth-century Muslim historian al-Tabari (839-923) never even mentions the Battle of Talas River. Its not until half a millennium after the skirmish that Arab historians take note of Talas, in the writings of Ibn al-Athir (1160-1233) and al-Dhahabi (1274-1348). Nevertheless, the Battle of Talas had important consequences. The weakened Chinese Empire was no longer in any position to interfere in Central Asia, so the influence of the Abbassid Arabs grew. Some scholars quibble that too much emphasis is placed on the role of Talas in the Islamification of Central Asia. It is certainly true that the Turkic and Persian tribes of Central Asia did not all immediately convert to Islam in August of 751. Such a feat of mass communication across the deserts, mountains, and steppes would have been utterly impossible before modern mass communications, even if the Central Asian peoples were uniformly receptive to Islam. Nonetheless, the absence of any counterweight to the Arab presence allowed Abbassid influence to spread gradually throughout the region. Within the next 250 years, most of the formerly Buddhist, Hindu, Zoroastrian, and Nestorian Christian tribes of Central Asia had become Muslim. Most significant of all, among the prisoners of war captured by the Abbassids after the Battle of Talas River, were a number of skilled Chinese artisans, including Tou Houan. Through them, first the Arab world and then the rest of Europe learned the art of paper-making. (At that time, the Arabs controlled Spain and Portugal, as well as North Africa, the Middle East, and large swaths of Central Asia.) Soon, paper-making factories sprang up in Samarkand, Baghdad, Damascus, Cairo, Delhi... and in 1120 the first European paper mill was established in Xativa, Spain (now called Valencia). From these Arab-dominated cities, the technology spread to Italy, Germany, and across Europe. The advent of paper technology, along with woodcut printing and later movable-type printing, fueled the advances in science, theology, and history of Europes High Middle Ages, which ended only with the coming of the Black Death in the 1340s. Sources: The Battle of Talas, Barry Hoberman. Saudi Aramco World, pp. 26-31 (Sept/Oct 1982). A Chinese Expedition across the Pamirs and Hindukush, A.D. 747, Aurel Stein. The Geographic Journal, 59:2, pp. 112-131 (Feb. 1922). Gernet, Jacque, J. R. Foster (trans.), Charles Hartman (trans.). A History of Chinese Civilization, (1996). Oresman, Matthew. Beyond the Battle of Talas: Chinas Re-emergence in Central Asia. Ch. 19 of In the tracks of Tamerlane: Central Asias path to the 21st Century, Daniel L. Burghart and Theresa Sabonis-Helf, eds. (2004). Titchett, Dennis C. (ed.). The Cambridge History of China: Volume 3, Sui and Tang China, 589-906 AD, Part One, (1979).

The Process of Successful Selling Essay Example | Topics and Well Written Essays - 750 words

The Process of Successful Selling - Essay Example Knowing about a product means knowing the strength of the product as well as flaws of the product. There are different types of customer who would come to a seller. Some of the customers will be aware of the product completely while others may be new and very cynical. It is the acquired skill of a seller to sell the product to the older customer in a complete newer way that they stay attracted towards the product for longer periods (Schiffman). For the purpose of selling a product to a new and cynical customer, it is recommended that the seller use the metaphors to compare product with other products of the market and highlight the significance of product. A seller needs to be very clever in this regard. Being a clever seller means, being informed about the marketing strategies and newer intervention in the product range (Schiffman). A successful seller can also be regarded as a squirrel who knows which nut is worth saving and which one to discard. A successful seller exactly knows which customer is a potential buyer. If a seller learns the art to weed out customers who are not worth enough for the product sell, then a seller will automatically turn into a successful seller. Need of a product would simultaneously gets increased with the effective marketing and campaigns that would be used for the sale of products and goods. The marketing campaigns such as APPLE’s strategic marketing campaigns are considered to be one of the world’s brilliant marketing campaigns. It is due to the active selling and marketing techniques that add value to a consumer good or product (Schiffman). A successful seller is supposed to be loaded with the tool kit of effective selling of his or her products for sale. The tool kit or in other words, the components that are required for the preparation of effective selling of products include prospects, techniques, conditions and final transit. By prospects of product, it simply means that a

Was there a gap between the rhetoric of hope and democracy peddled by Essay

Was there a gap between the rhetoric of hope and democracy peddled by American institutions and leaders and the reality on the g - Essay Example As a function of understanding this unique period of American history, this brief essay will analyze this period with relation to the experience that different formerly marginalized groups had. The groups included within the analysis will include women, Native Americans, African Americans, and the various new immigrants that landed on American soil as a result of systemic and societal changes throughout Europe and the rest of the world.1 Finally, the essay will seek to answer the question of whether or not there was a gap with regards to the level of democracy that the system promised and what was actually realized within the masses of citizens of the republic. With regards to the experience that post-Reconstruction brought to women, this was a period in which the emancipation and ultimate freedom that the former slaves had realized served to entice the women’s suffrage movement to begin to stir.2 The result of this stir was also due to the fact that many former anti-slavery a dvocates were women and it was realized that defined and sustained political action by such groups could make a discernable and lasting impact on the future of politics within the nation. As a function of this, suffragists and other individual issue groups began to ply the political channels in the United States. Although it took many decades for this movement to eventually be heard, the realization of political power that was born from the end of slavery served to embolden this group of shareholders to demand a more active and integrative political process within the nation. Similarly, due to the changes that the end of slavery had afforded to recently freed African Americans, there were many positive and negative externalities that soon existed for this demographic. Firstly, with regards to the positive changes, an amendment to the Constitution made it possible for black men to have a voice in the way that the nation grew and expanded. This of course helped to provide a previously disenfranchised group of individuals with a small portion of the political power that they should have held all along. Sadly, this and the end to slavery were some of the only positive factors that integrated themselves with the African American experience in the Post-Reconstruction era. The fact of the matter was that in an era in which the civil rights of African Americans should have flourished the most, a litany of Jim Crow laws popped up all over the country which practically relegated these individuals to a form of second class citizenship. Unable to eat, drink, or even wait in the same waiting rooms as whites, African Americans saw many of the hopes and dreams of equality that they had held after the conclusion of the Civil War and the beginning of the Reconstruction fade into something of an unrealistic dream.3 Similarly, with regards to the employment outlook and opportunity that existed for these recently freed slaves; this too was a difficult if not impossible. Sharecrop ping came to represent a new form of enslavement whereby the landed aristocracy was able to subjugate the lower classes into a type of generational and perpetual servitude.4 With regards to Native Americans, their plight was perhaps

Cause and Effect Technology Essay Example for Free

Cause and Effect Technology Essay Technology continues to make progress every single day in society. Schools, the workplace, and even homes have advanced so much over the past twenty years. As technology starts to take over every little part of people’s lives, some new advances may end up as the â€Å"next big thing† and others may slowly destroy the ways of human life. First, technology in schools, which have adapted so many new advances in even the last five years. A cause of increased use of technology in classrooms could be the pressure to do better with the resources they were given. This can lead to three consequences such as a cheating, easier access to information, and they could even use technology as a sort of tutor. Second, the workplace has adapted to all the new technologies maybe even faster than schools. Businesses search for a more productive way to run their operations. The increased usage of technology in the workplace has a very dangerous outcome which usually manifests in stress. Three causes of the stress in the workplace could be due to technology such as malfunctions, job insecurity, and certain medical issues when the employees use the technology all the time. Last, these new technologies even have tried to make life at home simpler for everyone. Things may seem like they are there to help you, but in the long run these new techniques may end up turning out poorly. Since the new technology has been brought about, there are more ways to find a recipe than just looking in a cookbook that was found in the kitchen cupboard. This may end up in obesity for in the long run and may not even see it coming. The effects of the increased usage of technology has caused the way people live their lives at school, at work, and at home to change drastically. As more schools tend to adapt to the â€Å"technology wave† there has been an increase of discussion about whether the advances of technology in the  classroom help the students learn better, or if it distracts them from actually doing the work themselves. These types of improvements increase the pressure of succeeding academically. One result of the growing amount of pressure on a student is that children are able to use technology as a tutor. Whether it is used as an educational social media to connect peers together outside of school, or even just simply being able to go to a search engine and gain the same knowledge that could be learned in the classroom. The internet is a great tutor if the resources are used properly. Another ramification of the flourishing amount of pressure put on a student because of the increased use of technology in classrooms is that information is far more accessible than before. Due to the mass amount of information available, everything is one click away. With the use of tablets, students are able to practically hold an entire encyclopedia set in their hands. The third effect of the increase of pressure among students is the fact that academic dishonesty is too easy. Since it is so easy to gather information from other sources besides your own head when you are stuck, this can lead to dangerous temptations of cheating in school. Workplace stress is a serious consequence that employees experience because of the increased use of technology in businesses. One reason stress is created at work, related to the escalating use of technology, is due to technological malfunctions. When technology does not work correctly, employees can lose important data, miss deadlines, and slow down production. This can not only have harmful effects, but become a waste of time. Another reason stress is created in the workplace is due to job insecurity. Technology is able to do jobs that more efficiently and at a cheaper cost than what a human would do. Since the increased use of technology, robots are now able to perform simple tasks with no mistakes like the assembly line, to more complex situations like medical procedures. Companies save thousands of dollars by making the transition to robots. This creates stress on employees seeing the possibility of jobs being replaced by a robot. The last cause of this stress is the risk of medical injuries. Technology may be able to reduce some medical risks that employees had with their job, but now there are medical conditions that are arising because of the technology that workers use. Since companies are starting to use more robots, they do not  know what is going on at all times besides they are programmed what to do. Any incident could happen at any second because the robots do not stop unless a human presses a button to make them stop. The increased use of technology at home has been a blessing. Senior citizens and other adults that were not once used to technology, now are using it more than ever. For example, with the increasing use of technology, cookbooks are almost at the point of extinction. Before, when families wanted to make a new recipe for dinner, they had to get all of their cookbooks out and try to make their own recipe. This has all became simpler due to the internet. Practically any recipe can be found on the internet today. Although many recipes are so accessible, finding the perfect one may be difficult, which leads to frustration. They may not have the exact ingredients needed to make the meal or may not want to take the time to create a dinner for the family. Therefore, the outcome of someone becoming frustrated with technology could result in fast food or take-out options. Since technology has become so advanced, food can be ordered online and delivered to the door. This would cause people to become much lazier. Technology then could become the staring point of obesity. Instead of families going out and getting the food, or going out to the store and getting the ingredients for the meal they just get on the computer and order their unhealthy choices, which could lead to obesity, due to the convinces of technology, and creates a lack of exercise. Overall, technology has become a great tool for everyone and has helped paved the way to success for many. Sometimes technology does not work the way it is supposed to and causes problems to arise. But luckily, technology is slowly becoming more useful and less of a hassle. Whether technology is used at school, work, or home it has changed the way people live their lives dramatically.

Adult Learning in Non-formal Institutions :: Education Learn Essays

Adult Learning in Non-formal Institutions Museums, zoos, nature centers, science centers, aquariums, and other similar institutions provide a tremendous opportunity for lifelong learning in a relatively nonthreatening setting for most adults (Schroeder 1970). Many of these attractions and museums include education as a part of their missions (see, for example, Allmon 1994; Chizar, Murphy, and Illiff 1990; Conway 1982) and the popularity of these places as providers of both recreation and education is well established (Chobot 1989). This Digest explores some of the central concepts of adult learning in these settings. A brief discussion of nonformal learning and the adult visitor lays the foundation for the examination of ideas in the literature on (1) what is educational in attractions, (2) opportunities and challenges to education in these settings, and (3) the application of adult learning theory to zoo, museum, center, and attraction education. Adult Visitors and Nonformal Learning Nonformal learning is often defined by activities outside the formal learning setting, characterized by voluntary as opposed to mandatory participation (Crane et al., 1994). Mocker and Spear (1982) offer a taxonomy of adult learning wherein nonformal learning is identified as learners holding the objectives for learning with the means controlled by the educator or organization. Maarschalk (1988) contrasts nonformal learning (i.e., outside formal settings--such as field trips and museum visits) with informal learning (i.e., that which grows out of spontaneous situations). In zoos, museums, nature centers, and attractions, adult learning can range from formal through nonformal to informal. Workshops, lectures, classes, and educational "shows" are some of the common formal adult learning programs; tours, informational signage, exhibits/interactive displays, and demonstrations are often considered nonformal learning constructed by the education staff; the individual visitor and the setting create informal learning situations (Diem 1994). For whom are these opportunities constructed? In a study of zoo visitors, Conway (1982) found that between 55-70% of all zoo visitors are adults. Hundreds of millions of people visit museums, zoos, nature centers, science centers, and other attractions (Falk and Dierking 1992). In North America, for example, over 100 million people visit zoos and aquariums each year (Eaton 1981; Howard 1989; Marshall 1994), and over 500 million visit museums (Naisbitt and Aburdene 1990). This translates to a tremendous population of learners. Adults more often than children suggest the visit (Cheek, Field, and Burdge 1976) and are also the societal decision makers whose actions directly affect the attraction, whether the decision is simply to visit or to support funding for expansion or renovation (Diem 1994).

Compulsory Education in Saudi Arabia

Education is very important as it greatly influences people’s behavior, interpersonal relationships, leadership and the general economy. When people are educated, they become more open minded to new ideas and it is this change in attitudes that enhances innovation and intelligence in society to make people skilled in certain areas such that they positively impact on the society (World Education Forum, 2000). Saudi Arabia is one of the countries in the Middle East whose economy is growing rapidly. The country therefore needs skilled people to work in the industries who will continue propelling the economy to greater heights. For this reasons, education in Saudi Arabia is something that the government considers as a necessity and that is why it is has dedicated itself to improve the literacy levels especially among people in the rural areas. Saudi Arabia being an Islamic state it is ensuring that the citizens follow the culture and traditions as stated in the holy Quran. To enhance this, the school curriculum follows the Islamic principles and belief system. This research will look at the various ways in which education in Saudi Arabia is enhanced in several ways so as to ensure that the children of Saudi Arabia have access to good education. Compulsory Education Compulsory education generally means that children are allowed to go to school without being asked to pay any fees. This is because the government will cater for the expenses that the public schools will incur which are mainly related to school tuition. Compulsory education in Saudi Arabia was initiated during the reign of the two Kings; Faisal and Khalid (1964- 1982). It was then that the education system was changed from the former Egyptian model and a five year plan was formulated so as to enhance human capital development via education and training. Initially, 50% of the best children after finishing primary education went to secondary and the rest were enrolled in the training institutions. Nowadays, compulsory education in Saudi Arabia generally includes primary and secondary education and partly higher education which is funded by the government. Compulsory education has been beneficial to the government as well as the people because the poor and marginalized children can now go to school, more people are becoming educated and skilled and the government now has leant to budget it s money well so that all sectors of the economy get enough funding. This initiative has helped in reducing the cases of unequal distribution of resources (OECD Staff, 230). For easy monitoring of academic progress, the kingdom is divided into school districts (Saudi Arabia, 2009). The Ministry of Education is responsible for formulating educational policies that are used by all schools in the different districts. We will now look at how compulsory education works in the different levels of education. Primary Education. Primary education was made free by the government so that everyone in the country could be educated such that when they become of age and are left on their own , they have high chances of finding a job so that they an meet their daily needs. â€Å"Since Saudi Arabia follows the Sharia Law even in the school system, boys and girls are separated and that is why there are separate schools for both genders but all follow the same education system as the exams set are the same (State University, 2009). † The system therefore includes traditional education for boys, general education for the boys and girls education system. Primary education constitutes the elementary school where upon successfully completing this stage, a child is awarded the general elementary schools certificate and the intermediate schools where after finishing at around the age of 15, one is awarded the intermediate schools certificate. The subjects that are learnt at the primary level are those that are meant to create a strong foundation so that the children can develop an interest on the areas that they would like to specialize (Sedgwick, 2001). The subjects studied include, mathematics, Arabic, English, science, art, history and religious studies. The boys on top of this, they study physical education. o Secondary Education Secondary education is supposed to shape the growing children’s behavior and build on the areas where they can specialize so that by the time they finish high school and get the general secondary education certificate, technical secondary school or the religious Institute Secondary Education certificate, they can choose either to further their studies if they have passed or to engage in other economic activities if they do not join training institutions. Under the secondary education, there is the general secondary education and the religious secondary school which mainly focuses on the social sciences and religious studies (Rothbard, 2006). † Subjects taught in the general secondary education may be optional but there are those that everyone has to learn which include scientific and literary subjects. The technical secondary school offers vocational, commercial and agricultural training progra ms as specified by the general Organization for Technical Education. This system is good as it makes people define at an early age the areas they would like to specialize on. After completion, there is further vocational and training that seeks to emphasize on the skills acquired. o Higher Education There are 7 public universities, teacher training colleges and colleges for women. The universities follow two systems, the modern system that is influenced by the western ways of doing things and the traditional Islamic system which mainly teaches students on Islamic laws and social studies. When students pass their secondary education specifically the Tawjihi or the General Secondary Education Certificate examinations, they will be admitted to the universities (Sedgwick, 2001). † University education is supposed to take four years but there are exceptions in disciplines like medicine, engineering and Pharmacy which can last for up to eight years. The women colleges mostly offer bachelor and masters degrees but there is also a doctorate in education following the provisions made by the General Presidency for Girls Education. The government has also established higher technical institutions and those that deal in financial and commercial sciences. The courses take about two to three years and after completion, certificates and diplomas are awarded. These non-university higher education institutions are governed by the General organization for Technical Education and Vocational Training (GOTEVT). The students who are admitted to these schools have to have undergone secondary education and specialized in the science subjects or gone to the vocational and commercial schools. Teacher training. The government of Saudi Arabia in wanting to offer the best teachers for the schools they have funded and built, they have invested in teacher training colleges. There are about 18 teacher training colleges and the Ministry of Education ensures that the colleges are well supported so that they produce competent and skilled teachers who will be recruited by the government after the completion of their studies to each in the public schools around the country. The teachers are trained for all the levels which include primary, secondary and higher education. King Abdul Aziz University usually trains the teachers who will concentrate in higher education (Sedgwick, 2001). o Special Education Specialized education include taking care of the disable in society, adult education, offering public administration services and educating and training the military personnel in various fields. ? Physically challenged educational initiatives The Saudi government in its quest of equitable distribution of resources has not forgotten the physically challenged people and children in society. Schools have been established within the kingdom to cater for disabilities like blindness, mental cases and the deafness. These schools generally create a safe haven for the pupils who would otherwise been shun away by society by ensuring that there are facilities that will cater for the physical therapy sessions they sometimes undergo through and proper training sessions. King Saud University teaches teachers so that they can take care of special children. The College of Applied Medicine also teaches educators on how they can deal with deaf children. Adult education Research has shown that the illiteracy levels are more in women than they are in men. That that is why adult education programs have been developed to deal with such cases. The ministry of education in conjunction with the General Presidency of Girls Education has opened up institutions that help the elderly in society to read and write. In addition to this, they undergo various vocational training classes so that they can gain skills which ah they can use to earn income. For example the women are taught about weaving and Pottery. Public Administration To enhance the skills that people gain in school, the government offers special training to people who work in hospitals so that they can offer the best health care to patients, people in the banking sector so that they can manage people finances well and also the governments resources as they will be more observant on the changes in the domestic, regional and global market trends. Special training is also given to the people who handle electronic data and secretaries. The goal of building on the skills of the public administrators is to ensure that they serve the public well, manage the country’s resources and perform their duties without any form of biasness (Abir, 1988). ? Military Training and Education The government in its commitment to protecting people’s lives and safeguarding their lives and property from any form of internal and external danger, it has set up military training camps for all the different divisions within the military. Where upon completion of the course, A military science degree is awarded. Health training centers are also in place which train doctors in various fields, nurses, laboratory assistants, pharmacists and intuitionalists who can therefore offer better health treatment to people all over the country. The Ministry of Foreign Affairs is also working with other institutions in conducting research on various things so that they can continue enhancing various sectors of the economy. Funding. The Provision of quality education is something that the government is working on and that is why the government allocates funds to schools in order to buy things like stationery, reading and writing books and also building of classrooms. In building schools, the Ministry of Education emphasizes on the rural development fast because a lot of people are now living in the cities and man people are migrating to the urban areas leaving them underdeveloped. â€Å"That is why they need to make sure that there are good schools in the regions and better facilities so that people stay and develop the areas (UNESCO, 2007). The ministry also offers scholarships to the children who have performed well and they would like to further their education in oversees countries. The ministry thus relies on the budget allocation set aside for educational purposes and several charities got from donors. â€Å"The state is developing ways that will make the private sector more involved in the prov ision of extra funding for educational programs (Raheed, 2008). † The ministry of Education ha therefore come up with ways that aim at increasing the support of the community for this initiative. Since some private institutions fund schools, they are being given a duty of monitoring and evaluating the activities that occur in such schools so that they can perform better and continue giving the funds. Challenges and Solutions Though the compulsory educational system is meant to make the citizens more knowledgeable, it is faced wit various setbacks that need to be addressed if the Ministry of Education objectives are to be fulfilled. One of the challenges is that the number of the children going to school is increasing and this has made the public schools especially the primary schools become congested. This situation is straining the learning process as the teachers have to cope with the large number of children and therefore they cannot address the individual needs of the children. Moreover, performance of the pupils in such schools is diminishing. That is why the private schools are starting to gain popularity because they are offering quality services hence their better performance. If policies are poorly designed, parents will keep their children at home and neither party will gain in the process (Field et al, 2007). For the state to be able to cope with this problem, they have to redefine their policies so that they can build more schools or hire more teachers. Another challenge is that the teachers or educators salaries have not been increased therefore they are not motivated enough to teach students. The ministry needs to adjust the teachers pay packages because if the problem persists, the people who are largely going to suffer will be the students as they will be caught in a tag of war between the teachers and the state. Women education is largely governed by Islamic principles and that is why it is difficult for the women to further their education. â€Å"The women especially those who want to pursue higher education in other countries are not easily allowed to travel to other countries and this restricts then from finding pleasure in careers they want to do (Arabic News, 2003). † On top of this, priority is always given to the boys therefore women have a limited chance again of enhancing their careers. The state as much as it is Islamic, it can allow exceptions and even provide guidelines that will help the women who would like to further their studies. Funding is a major issue and this can be attributed to mismanagement of some of the funds allocated to educational ventures and the leaders both of schools and the state not being accountable for the funds. There are cases where schools do not have records of the money they have spent and this makes it difficult to properly allocate funds (Ghonemy, 1998). The leaders therefore need to guide the people in proper ways and ensure that they positively then to follow in their footsteps. Moreover, they need to properly plan and budget for their activities. In conclusion, compulsory education has helped the state increase its human resource capabilities by supporting education and training programs in almost all sectors of the economy. If they implement the solutions to the various problems mentioned and continually monitor and evaluate the progress of schools, then they have a high chance of improving the education sector and likewise the lives of the people of Saudi Arabia.

User Manual Critique

I used the following criteria to critique this manual, audience recognition, components of instructions, safety instructions, instructional steps and anally graphics and videos. The first criteria I used is audience recognition. This manual is written for landscape professionals who have some experience using this type of machinery in the past. The terminology that is used throughout the manual suggests that the user knows what the overall operation of the machine is for.This is a good idea because if the machine Is not used properly it could have the potential to be dangerous, causing injury or even death. This Is also a problem because If someone is not familiar with the machine and attempts to use It the manual could confuse them, and they may to assemble the machine correctly, and not follow all the safety warnings that are In the manual. This could also be a dangerous situation since the chemicals that are used in conjunction with the machine could be hazardous.The second criter ia I chose is the components and instructions of the manual. The first page shows a general overview of the sprayer with pictures of specific parts of the machine. One problem with the main page is that it said that there was a search option but I never found that option in any part of the manual. The introduction page gives a brief overview of the manual and points out potential hazards associated with the machine and identifies signal words throughout the manual such as danger, warning, caution and important and their context in the manual.It Is laid out with a table of contents and each header in the table has sub- headings that are all hyperlinked to the correct page of the manual and navigation Is fairly easy throughout the sections. The table of contents Is also presented In a logical order, starting with the introduction all the way through setting up and operating the machine, and finally ending with warranty and contact information. The third criteria I chose is safety inst ructions. This piece of machinery deals with the spraying of chemicals and therefore if not used properly can cause harm to the user or people around the area.The safety section of the manual goes over all the precautions that need to be followed when dealing with chemicals, such as wearing the proper safety gear when using the machine. Each sub-section has clearly laid out the steps required to prepare, use, and maintain the sprayer in a safe manner. One thing I noticed Is there are no links to the Occupational Safety and Health Administration (OSHA) website which could have even more detailed safety Information for the use of chemicals. The fourth criteria I chose was Instructional steps.The manual has detailed instructions on how to setup the sprayer for use. It goes through step-by-step and sprayer. Each section has written instructions as well as pictures and videos on the installation and use of the sprayer. It goes through starting up the sprayer and how to drive it, and shut ting it down. It is a very complicated machine to use, and the writer did a good Job of trying to instruct the user on how to use it. There are some minor issues I noticed with the instructions however.The manual can be over- complicated sometimes and may lose the reader. The is a wealth of information and could have been condensed down and incorporated into smaller groups of information. Without a working search function, the reader has to go through multiple areas to find what they are looking for. The final criteria I chose is the manuals incorporation of graphics and videos. The Ritter did a great Job of having photos of each part of the machine that was being described in that section, and also includes a good amount of videos as well.The thumbnails can be clicked on and a larger image comes up, but they are still a little on the smaller side so it can be difficult on some pictures to see all the components being described. There are illustrations that when clicked on, show a d emo of what the task is, which can be very helpful to the user. The videos are useful for describing what needs to be done, and the narrator speaks in a clear tone that is easy to understand.The main issue with the videos however is they are not high quality so when they are made full screen the image is not clear and can be difficult to follow. If they had used higher resolution video they would have been that much more helpful. Overall the writer did a great Job when creating this manual and the user should not have many problems following it, as long as they are familiar with the equipment to begin with. A novice user will need more help using the machine then the manual gives, but when buying such a machine, they should be competent with using this type of sprayer.

French And German Soldiers In WWI Essays - English-language Films

French And German Soldiers In WWI Essays - English-language Films French and German Soldiers in WWI The first World War was a horrible experience for all sides involved. No one was immune to the effects of this global conflict and each country was affected in various ways. However, one area of relative comparison can be noted in the experiences of the French and German soldiers. In gaining a better underezding of the French experience, Wilfred Owen's Dulce et Decorum Est was particularly useful. Regarding the German soldier's experience, various selections from Erice Maria Remarque's All Quiet on the Western Front proved to be a valuable source of insight. A analysis of the above mentioned sources, one can note various similarities between the German and French armies during World War I in the areas of trench warfare, ill-fated troops, and military technology. Trench warfare was totally unbiased. The trench did not discriminate between cultures. This "new warfare" was unlike anything the world had seen before, millions of people died during a war that was supposed to be over in time for the holidays. Each side entrenched themselves in makeshift bunkers that attempted to provide protection from the incoming shells and brave soldiers. After receiving an order to overtake the enemies bunker, soldiers trounced their way through the land between the opposing armies that was referred to as "no man's land." The direness of the war was exemplified in a quotation taken from Remarque's All Quiet on the Western Front, "Attacks alternate with counter-attacks and slowly the dead pile up in the field of craters between the trenches. We are able to bring in most of the wounded that do not lie too far off. But many have long to wait and we listen to them dying." (382) After years of this trench warfare, corpses of both German and French soldiers began to pile up and soldiers and civilians began to realize the futility of trench warfare. However, it was many years before any major thrusts were made along the Western front. As soldiers past away, recruits were ushered to the front to replenish the dead and crippled. These recruits were typically not well prepared for the rigors of war and were very often mowed down due to their stupidity. Both the French and Germans were guilty of sending ill-prepared youths to the front under the guise that "It is sweet and fitting to die for one's country." (380) Owen's Dulce et Decorum Est is a prime example of this "false optimism" created by the military machine in France to recruit eager new troops to die a hero's death on the front lines. Remarque also alluded to the fact incompetent young recruits were sentence to death. In reference to the young recruits Remarque stated, "It brings a lump into the throat to see how they go over, and run and fall. A man would like to spank them, they are so stupid, and to take them by the arm and lead them away from here where they have no business to be." (383) Millions of French and German soldiers, both young and old lost their lives during this world-wide struggle for survival. It is not necessary for one to go through an intense amount of abstraction in order to note similarities in the weaponry each side employed during the first World War. "Bombardment, barrage, curtain-fire, mines, gas, tanks, machine-guns, hand grenades" were all weapons that served the same purpose. (383) It did not matter if these weapons were in the hands of German or French soldiers, they all indiscriminately dealt death to the opposition. Gas was a particularly horrid creation. It would seeming spring out of the ground without much notice and if one did not seek the security of a gas mask, dreams would be smothered "under a green sea" and as one solider stated (in reference to those who were caught up in the pungent clouds of death) "He plunges at me, guttering, choking, drowning." (380) Typical sights for soldiers on any given day were "men without mouths, without jaws, without faces; we find one man who has held the artery of his arm in his teeth for two hours in order not to bleed to death. (384) The destructive weapons of war contributed

Secret Service Protection For Presidential Candidates

Secret Service Protection For Presidential Candidates Most presidential candidates are entitled to receive Secret Service protection from the federal law enforcement agency that also provides security to all U.S. presidents and vice presidents and their families. Serious presidential candidates begin receiving Secret Service protection during the primary campaigns and continue to get coverage through the fall election if they become the nominee. Secret service protection for presidential candidates is provided for in federal law. Here are answers to some of the most commonly asked questions about Secret Service protection for candidates. Which Presidential Candidates Get Secret Service Protection The Secret Service protects only major presidential candidates and only those who request coverage. The secretary of Homeland Security determines which presidential candidates are considered major after consultation with an advisory committee, according to the agency. Major presidential candidates can decline Secret Service Protection. WhoDecides Which Candidates Get Secret Service Protection The Homeland Security director makes his determination on which candidates get Secret Service protection in consultation with an advisory panel that includes the speaker of the U.S. House of Representatives; the House minority whip; the Senate majority and minority leaders; and an additional member chosen by the committee itself. Criteria for Providing Secret Service Protection Major candidates are those that have considerable prominence among the public and have raised substantial money for their presidential campaigns. Specifically, primary candidates become eligible for Secret Service protection, according to the Congressional Research Service, if they: Are publicly declared candidates.Are actively campaigning nationally and are contesting at least 10 state primaries.Are pursuing the nomination of a qualified party, one whose presidential candidate received at least 10 percent of the popular vote in the prior election.Are qualified for public matching funds of at least $100,000, and have raised at least $10 million in additional contributions.Have received by April 1 of the election year an average of 5 percent in individual candidate preferences in the most recent national opinion polls by ABC, CBS, NBC, and CNN, or have received at least 10 percent of the votes cast for all candidates in two same-day or consecutive primaries or caucuses. WhenPresidential Candidates Get Secret Service Protection Presidential and vice presidential nominees and their spouses are to receive Secret Service protection within 120 days of a general presidential election. In modern history, however, major candidates receive Secret Service protection well before that time, usually early in the primary campaigns in the late winter and early spring. Not every presidential candidate wants Secret Service protection, though. Ron Paul, 2012 Republican presidential hopeful popular among libertarians, declined Secret Service protection. The Texas congressman described Secret Service protection as a form of welfare. You know, you’re having the taxpayers pay to take care of somebody. I’m an ordinary citizen. I would think I should pay for my own protection. And it costs, I think, more than $50,000 a day to protect those individuals. That’s a lot of money, Paul said. Cost of Secret Service Protection The cost of providing Secret Service protection to presidential candidates exceeds $200 million. The costs have risen dramatically as the field of candidates has grown larger. The cost of providing Secret Service protection for candidates in the 2000 election was about $54 million. It rose to $74 million in 2004, $112 million in 2008, $125 million in 2012 and about $204 million in 2016.   Secret Service protection costs taxpayers about $38,000 a day per candidate, according to published reports. Secret Service Protection History Congress passed a law authorizing Secret Service protection for presidential candidates for the first time following the 1968 assassination of U.S. Sen. Robert Kennedy, who was seeking the Democratic presidential nomination.