japanese history essays

japanese history essays What essential roles did the ubasoku play in the assimilation of the Buddhist religion into the folk culture? Of the most influential people in early Buddhism the ubasoku were the main driving forces in the integration of rural Japan. These traditional shamanistic, Buddhists had come over from China and Korea. In their own country states they had supported the wrong group of politicians or they were just run out of their homelands for other various reasons. They had brought over the ways of Buddhism and superiour technology to help the native Japanese. The ubasoku were exiles, but with their superior technology they had no problem gaining acceptance in the upper class of Japanese society. The ubasoku had many unusual magical powers that intrigued both the upper and rural classes. Many of the ubasoku dwelled in the mountains and relied on the mountins to provide them with shelter and hard to come by land. On occasion a powerful member of the upper class would come to need the services of a shaman, and make the journey out to the mountains. The powerful person and their entourage would usually draw the attention of the rural people. This would provide the obasoku with sort of a commercial endorsement. This was probably one of the reasons that the peasants first elected to make the difficult journey into the mountains to observe the powers of the ubasoku. The peasants may have also needed guides on their pilgrimages to pray in the mountains. The style of ubasoku that they would encounter in the mountains would have been the yama-bushi, or holy men who sleep in the mountains. The only way that these men would have been discovered or sought out would have been with the reputation that the their cousins the junrei, known as pilgrims who traveled the country side with the intention of helping remove evil sprits or just helping people on their way to nirvana. Most of the ubasoku had strange mystical powers. Ma ...

Sample - How to Use SnapChat

Sample - How to Use SnapChat How to use Snap Chat Application Purpose The Snapchat application is a platform for video and photo messaging in both Android and iOS devices. The application enables users to upload images to its server. The snapped images can be edited using quotes, time, weather information or colour filters. The users can then send the edited image or video to other Snapchat users. This document presents step by step instructions on how to install and use Snapchap application. It demonstrates and illustrates users can take, upload and send snap shot as messages. Additionally, the document presents a brief description on how to create, record video files and send as message. This document is meant for the end users of the Snapchat application. Equipment Smart phone Android OS iOS Precaution The application should only be installed in devices that are running ether Android operating system or iOS. The video files created in Snapchat application should not be more than ten seconds. Procedure Getting started Download the Snapchat application from Google store then let it install in your android or iOS device. After installation follow the steps to create a Snapchat profile with your username and profile picture Set appropriate credential after the application has been started Start the application by tapping on the Snapchap application on the main menu present in your device Taking photos and creating videos Once the application is up and running, the user can take photos and video using the application. The video file is limited to ten seconds. Taking photos using this application is simple. Tap on the button located at the bottom centre of the screen. Hold the button on the screen for up to ten seconds in order to shoot a video To upload a video or photo that is already exiting in your device, an additional application known as SnapRoll. Download the application and generate a new set of credentials then log in. Use the SnapRoll’s Snapchat editor to edit the pre-existing photo or video then choose share On the populated list, choose Snapchat in order to upload the selected video or photo. Editing media text Snapchat application presents a number of options for editing the text in the media To add text, the user should tap the photo or video. Tap the T icon on the top right corner in order to choose text options from the available three: Standard, colour centred and colour left justified Use the finger to choose the colour for the media text created Twist and pinch the created text in order to position and resize it. Editing video and photo To add colour filters, time and weather, the user should swipe right and left across the screen of the application. Tap the undo button located at the top right corner to erase the changes made Select the pencil to utilise the drawing tool Slide the finger up and down the colour icon on the right side to select a colour Sending Once the editing is done, take a screen shot of the image and save it to the library of the device or send it to selected contacts Select the image or video file to send Select the recipients from the controlled list Upload the selected file and send to the selected recipients

The Lone Ranger and Tonto Fistfight in heaven Essay

The Lone Ranger and Tonto Fistfight in heaven - Essay Example The characters have been generalized to emphasize on the importance of this cultural conflict. For example in the very beginning, the grave shift workers are described in the same way, whether they are Indians or Americans,â€Å"The graveyard shift worker in the Third Avenue 7-11 looked like they all do. Acne scars and a bad haircut, work pants that showed off his white socks, and those cheap black shoes that have no support.†The concept of assimilation also comes in that is the minorities try to adapt to the ways of the prevailing culture. When the narrator goes in the store that is owned by the White grave shift worker, he is immediately tagged as a robber, because he is an Indian â€Å"†¦ clerk †¦ searching for some response that would reassure him that I was not an armed robber. He knew this dark skin and long black hair of mine was dangerous. I had potential.†The theme of conflict is described when the narrator goes to a posh area, by mistake and the rich ones call the police because he â€Å"didn’t fit the profile of the neighborhood†. Moreover, the narrator also wants to tell the policeman that he did not equate or gel in the â€Å"profile of the country† but knows that it would be a reason for his troubles. The narrator constantly feels that he does not belong in this world. He cannot relate to anything. There is this continuous feeling of nothingness and as if everything has been lost. He says that there are times that he does not remember where he is and is lost. He drives for extended time periods to find something he can associate with but fails. He goes on to say that he feels as if his entire life has been spent looking for that something familiar. In between the lines, we also see that the minorities are afraid to take a risk. They have accepted the cruel behavior because they think that nothing is ever going to change. They are not ready to stand up for themselves. For example, when they are playing basketball and there is a white kid

Civil War Paper Research Example | Topics and Well Written Essays - 1500 words

Civil War - Research Paper Example Belgian rule created more of an ethnic divide between the Tutsi and Hutu. Tutsis, who were visually fair in complexion and usually taller, were considered superior to the Hutus and had their roots in the region for centuries. The Belgian government being aware of that fact supported Tutsi political power. Each individual was issued a racial identification card which stated one as legally Hutu or Tutsi. By 1931, an ethnic identity was officially mandated and each Rwandan possessed an ethnic identity card at that time (Globalsecurity.org, 2011). Tutsis due to their superior racial status started exploiting their power over Hutu majority. There was discrimination all over the region. Any person owning 10 or more cattle was considered as a member of the Tutsi class. The Hutus were treated as the third class citizens and were not given any opportunity to excel in the society. Even the education system was entirely different for both groups. This created a sense of social injustice and hat red among the Hutus for Tutsi behavior and started rebelling against them. In 1960, the Belgian diplomats surprised everyone by reversing their favoritism and encouraged Hutu uprising in the name of democracy. In the same year, Belgium government decided to hold democratic elections in Rwanda-Burundi region. The Hutu majority elected Hutu representatives ending Tutsi monarchy. By 1962, Rwanda had become a Hutu dominated state and most of the Tutsis were exiled, if not killed, to the neighboring countries for their undesirable behavior with the Hutus (Phillip, 2000). By 1990, Hutus had gained full control and were administering the country. But there still was political unrest due to slumping economy and food shortages. The main reason however was something else. The Tutsis who were exiled more than 30 years ago were now grouping together in an attempt to overthrow Hutu led government in Rwanda and also to attain the right to live there. As a result, Rwanda Patriotic Front (RPF) was formed with the help of Ugandan army consisting mostly of Tutsi refugees or their descendants who were exiled earlier. The RPF, under the command of Major General Fred Rwigema began to pressurize Rwandan government and demanded Habyarimana, the Rwandan president, to make concessions and allow Tutsis to freely live there and be a part of the democratic system in the country. Habyarimana, after not being able to satisfy RPF’s demands and also RPF’s unwillingness to wait any longer and trust any longer the Rwandan government to fulfill its promises led RPF to wage civil war in the country (Globalsecurity.org, 2011). On 1st October, 1990, around 50 RPF rebels crossed the Ugandan border into Rwanda killing a guard at the Kagitumba border post. Hundreds more followed them with artillery and support provided to them by the Ugandan National Army. In few days after the first attack, the RPF army had advanced 60km to the south in the town of Gabiro creating violence and chaos in the region. This forced the government to launch a counterattack on RPF. The Rwandan Armed Forces (RAF) had a greater army and more advanced weaponry provided to them by the French as compared to rebels. However, RPF forces continued to invade Rwanda and more and more troops were deployed. As the civil war continued in the north, opposition to the government increased in Kigali. President Habyarimana was placed under immense pressure to take democratization measures and

Social class Essay Example for Free

Social class Essay Social class indeed does make a distinction in the lives and future lives of American children. In his works, Lareau draws on a comprehensive and carefully observations of white and black middle-class and working and poor families offering a dramatic portrait of childhood in the modern world. The social class that a child finds him/her in decides whether he/she will achieve the desirable American vision. Parenting and childhood differ with social class; a social class discrepancy influences the speed and rhythm of daily life. The social class in which the parent belongs to impact significantly on the way the parent will bring up his/her children. Social class creates a unique parenting style. Parents differ by class in the way they describe their own task in their children’s lives as well as how they understand the environment of upbringing. The middle class parents tend to conform to a cultural logic of childbearing which we call concerted cultivation. They attempt to promote their children’s talents by use of planned free time activities and general reasoning. They also support their children to get involved in various age-specific planned activities that govern family life and generate huge labor, especially for mothers. The parents portray these activities as a way of conveying essential life skills to their children (Lareau 20). Middle class parents lay emphasis on the use of language and development of reasoning and use of conversation as they favored form of discipline. Middle class parents discuss with their children at length seeking their opinions and encouraging their ideas. Their strategy involves direct expenses like the cost of buying equipment for plating with their children and indirect expenses for example the expenses involved in taking off leave to spend with their children. They get involved in sports, music and educational activities. This kind of nurturing creates diversity of experiences for children and generates an anxious pace for parents, leads to individualism amidst the family and emphasizes on children’s performance. Working class and poor parents engage in a cultural logic of achievement of natural growth, providing the conditions under which children can develop while leaving the children free to select the kind of activities to engage in during their free time. The childrearing approaches for employed class and unemployed emphasize on the importance of natural growth. These parents believe their children will grow and succeed provided they are given food, love and safety. They do not center on building up their children’s particular talents (Lareau 32). Working parents make use orders rather than logic. There is no much talking in lives of employed parents. Parents to children discussion in working class is so minimal.. Parents tend to use stiff commands and expect quick positive answers. Children who disobey parent’s orders expect to be punished. Working parents are inclined to issue more orders to their children and put more stress on physical discipline as compared to middle class parents. Working–class children engage in few planned play activities as compared to children whose parents are in the middle class. Working parents do not monitor their children’s free time and activities; they only intervene in specific areas such as dressing, meal times and chores They also have more free time and hence more profound and stronger ties with their extended families (Hart and Todd 19). On the other side children in middle class have weaker social ties due to the fact that they get engaged in adult-organized activities. The busy and strict children’s schedules found among middle class families make it hard to arrange and attend regular extended family get together. Their parents also tend to form weak rather than strong ties by having social networks that include professionals only. Working parents not likely to include professionals in their social networks but are more likely to speak with their kin on a daily routine than their friend. Their children interact with different age groups which include their cousins and children in their neighborhood. Despites differences in values between the two classes, there are disparities amongst parents and children behavior. A difference in cultural logic gives parents and their children differential resources in their interactions with professionals and other adults away from home. Working parents are more skeptical to professionals such as doctors and teachers than middle class guardians. They also display fear of the powerful individuals in the society as opposed to their counterpart. Middle class parents are better armed to exercise power over other teanagers compared to working parents (Lareau 41). Working class parents teach their children to keep themselves away from those occupying high places in the society, to be distrustful of institutions and to some extend to oppose official authority. These make the children to absorb the adult’s feeling of subjection in their society relationships (Hochschild 17). The middle class children enjoy fortunate lives; they live in large houses, some have swimming pool, most children have their own bedrooms with some with computers and varied kinds of toys. They also tend to enjoy their holidays as they flew out of the country in airplanes and travel by sports car one or two hours from home to participate in their activities (Hofferth and John 33). The employed class children display a sense of restraint in their relations with powerful figures in society. They are not likely to try to tailor interactions to favor their own choices. They blindly conform to accept actions of persons in authority. Employed parents appear not to be aware of their children’s school circumstances for example when they children are not doing assignments. They believe that the academic issues should be handled only by the teachers. Due to fear of intimidation by authority figures, they fear teaching their children the wrong things. They perceive school and home as separate worlds. They also dismiss school rules as irrational. Middle-class working parents consider themselves equal or at times superior to their children teachers. They walk in and out of classrooms comfortably as though they have the right and freely ask for their children to be included in certain school programs and more specifically try to modify the school experience to favor their children. The fact that school use specific linguistic structure, authority models and form of syllabus which the children from middle/upper children are familiar with gives them a ‘home advantage’. School official themselves acknowledge the use of concerted cultivation being members of the middle-class themselves; they believe that concerted cultivation is the right way to bring up children. Lareau never praise one parenting style as opposed to the other. Both taking care of children have their own demerits and merits. For example, Middle class children are only taught the rules superseding relations with official figures but are not taught on important social skills such as planning their free time hours during weekends or holidays or even on how to associate with adults in a subordinate manner. Middle class children have also learned from their parents to make things work in their own advantage at the expense of others. For example, they make special request to teachers to change time-tables to house their desires (Lareau 47). Each strategy of childrearing makes sense in its own setting. All these disparities in parenting style have some long term consequences. It has been observed that the approaches utilized by parents and children are not uniformly successful across classes. However, our society emphasizes on the importance of skills learned from the concerted cultivation than those learned through the achievement of natural growth. When working-class children move from childhood to adulthood, they find that the ability to be organized and to be eloquent are appreciated more than the skills to operate outside formal organization, placing them at a lesser competitive advantage. Parent’s economic resources play a major role in determining the kind of parenting style the parent adapts. Middle-class parents are advantaged to have access to resources as opposed to their counterparts. For example the middle class parents sees the enrollment fees charged in school as small while for the working class it is really expensive. Middle class parents are able to pay for expensive clothes for their children, buy them equipment to play with, pay for their hotel accommodations when far from home during vacations, afford to buy them fast food and summer camps. Middle-class parents have dependable private means of transportation and flexible working schedules which enable them to spend more time with their children. Educational resources also play an important role in parenting styles. Middle class high level of education gave them an upper hand when it comes to facilitating concerted cultivation and especially in institutional involvement. This also bestow in them assurance of criticizing educational professionals and prevailing in school issues. Where as employed parents view teachers as their social superiors. Works Cited Hart, B. and Todd, R.Significant Disparities in the Daily Practices of Young Children. Baltimore: Paul H. Brookes, 1996. Hochschild, J. Looking Into the American Reality: Race, Class and the Spirit of the Country. Princeton: Princeton University Press, 1995. Hofferth, S. and John, S. â€Å"How American Family Use Their Free Time†. Journal of Marriage and the Family Relations 63(4), 2001. 295-308 Lareau, Annette. Invisible Disparity: Social Class and Child nurturing in Black Families and White Families. American Sociological Evaluation, 67(2002): 747-776. Lareau, Annette. Unequal Upbringing: Class, Race, and Family Life. Berkeley: California Press, 2003.

Emotion in T.S. Eliots The Love Song of J. Alfred Prufrock Essay examp

Emotion in T.S. Eliot's The Love Song of J. Alfred Prufrock In his poem â€Å"The Love Song of J. Alfred Prufrock,† T.S. Eliot subtly conveys a wide variety of Prufrock’s emotions; he creates pathos for the speaker by employing the â€Å"objective correlative,† which Eliot defines as â€Å"a set of objects, a situation, a chain of events [that] shall be the formula of that particular emotion† (â€Å"Hamlet and His Problems†). The first stanza introduces Prufrock’s isolation, as epitomized metaphorically by â€Å"half-deserted streets† (4): while empty streets imply solitude, Eliot’s diction emphasize Prufrock having been abandoned by the other â€Å"half† needed for a relationship or an â€Å"argument† (8). Hoping for a companion, Prufrock speaks to the reader when saying, â€Å"Let us go then, you and I† (1), as he needs to address his lament to an audience; conscious of the reader’s curiosity regarding the â€Å"overwhelming question,† (10) Prufrock answers, â€Å"Oh, do not ask, ‘What is it?’† (11). (The likely explanation for Eliot’s inconsistent use of you in this stanza is Prufrock probably meaning you as â€Å"To lead one,† as he refers to himself and not the reader in line 10.) Eliot continues the metaphor of Prufrock’s lonesomeness by anthropomorphizing the â€Å"yellow fog† and â€Å"smokeâ⠂¬  (15, 16) to signify Prufrock, who interacts not with people, but only the environment in the third, fourth, and fifth stanzas. Clearly it is Prufrock who â€Å"rubs [his] muzzle on the window-panes† (15, 16), passively lets â€Å"fall upon [his] back the soot that falls from chimneys† (19), â€Å"slides along the street† (24), and performs the actions also described; also, the opacity of â€Å"fog† and â€Å"smoke† symbolizes the difficulty with which readers perceive Prufrock’s true character, further separating ... ...ers/you make of them,† (37-9); Prufrock defines his misfortune by women, just as King Lear, also called â€Å"fool,† attributes his madness to women (his daughters). Reminiscent of Hamlet and Lear asking for the procreation of men like themselves to end , Prufrock thus speaks for all people like himself when he sentences those limited by inaction to death. Most likely intentional, the entire poem can be considered a metaphysical conceit designed to create pathos: Eliot uses the extended metaphor of Prufrock not acting, except mentally, and thus dying alone as the objective correlative for Prufrock’s anxiety of choice and consequent despair. Work Cited Eliot, T.S.. "The Love Song of J. Alfred Prufrock." The Norton Anthology of English Literature. Ed. M.H. Abrams. New York: Norton, 1996. Pinion, F. B. A T.S. Eliot Companion. Totowa: Barnes & Noble Books, 1986. Emotion in T.S. Eliot's The Love Song of J. Alfred Prufrock Essay examp Emotion in T.S. Eliot's The Love Song of J. Alfred Prufrock In his poem â€Å"The Love Song of J. Alfred Prufrock,† T.S. Eliot subtly conveys a wide variety of Prufrock’s emotions; he creates pathos for the speaker by employing the â€Å"objective correlative,† which Eliot defines as â€Å"a set of objects, a situation, a chain of events [that] shall be the formula of that particular emotion† (â€Å"Hamlet and His Problems†). The first stanza introduces Prufrock’s isolation, as epitomized metaphorically by â€Å"half-deserted streets† (4): while empty streets imply solitude, Eliot’s diction emphasize Prufrock having been abandoned by the other â€Å"half† needed for a relationship or an â€Å"argument† (8). Hoping for a companion, Prufrock speaks to the reader when saying, â€Å"Let us go then, you and I† (1), as he needs to address his lament to an audience; conscious of the reader’s curiosity regarding the â€Å"overwhelming question,† (10) Prufrock answers, â€Å"Oh, do not ask, ‘What is it?’† (11). (The likely explanation for Eliot’s inconsistent use of you in this stanza is Prufrock probably meaning you as â€Å"To lead one,† as he refers to himself and not the reader in line 10.) Eliot continues the metaphor of Prufrock’s lonesomeness by anthropomorphizing the â€Å"yellow fog† and â€Å"smokeâ⠂¬  (15, 16) to signify Prufrock, who interacts not with people, but only the environment in the third, fourth, and fifth stanzas. Clearly it is Prufrock who â€Å"rubs [his] muzzle on the window-panes† (15, 16), passively lets â€Å"fall upon [his] back the soot that falls from chimneys† (19), â€Å"slides along the street† (24), and performs the actions also described; also, the opacity of â€Å"fog† and â€Å"smoke† symbolizes the difficulty with which readers perceive Prufrock’s true character, further separating ... ...ers/you make of them,† (37-9); Prufrock defines his misfortune by women, just as King Lear, also called â€Å"fool,† attributes his madness to women (his daughters). Reminiscent of Hamlet and Lear asking for the procreation of men like themselves to end , Prufrock thus speaks for all people like himself when he sentences those limited by inaction to death. Most likely intentional, the entire poem can be considered a metaphysical conceit designed to create pathos: Eliot uses the extended metaphor of Prufrock not acting, except mentally, and thus dying alone as the objective correlative for Prufrock’s anxiety of choice and consequent despair. Work Cited Eliot, T.S.. "The Love Song of J. Alfred Prufrock." The Norton Anthology of English Literature. Ed. M.H. Abrams. New York: Norton, 1996. Pinion, F. B. A T.S. Eliot Companion. Totowa: Barnes & Noble Books, 1986.

Oklahoma Bombing Speech Analysis

One of the top 100 speeches of all time was said by Bill Clinton, when he was addressing the memorial of the Oklahoma Bombing. This was said In 1995 when tragedy struck the lives of hundreds. Innocent women, men, and children were murdered for no apparent reason, and people needed someone to turn to. This person was Bill Clinton, he responded In ways of composure and emotion that just added to his already powerful speech; he addressed the Issues the correct way. He was given the almost Impossible task to piece the nation back together after this ragged.HIS goal was to mourn with the audience, but not to dwell on It, he wanted to try and help them to move on. HIS use of pathos, logos, and ethos added to the effectiveness of the speech. He began his speech by addressing the ones that were most effected, and then by addressing the rest of the world. He establishes himself and his credibility by not only being the president, but also being a father, a husband, a person. When he says â₠¬Å"Hillary and I also come as parents, as husband and wife, as people who were your neighbors for some of the best years of our lives.This builds his pathos and ethos and allows the audience to connect with him on a more personal, deeper level, knowing that he is just like the rest of them, that they share a common ground. This allows Clinton to talk to them, not above them. Immediately after this he uses the emotions of the audience to his advantage, through the use of pathos. He grieves and mourns with the audience; this is shown when he says â€Å"You have lost too much, but you have not lost everything,† everything being America. Clinton uses a quotation from a widowed mother that only helped the rhetorical sense of the speech.He quotes her by saying, â€Å"The anger you feel is valid, but you must not allow yourselves to be consumed by it. The hurt you feel must not be allowed to turn into hate, but instead into the search for Justice. † These words are powerful a s is, but the fact that they were spoken by someone who has experienced what they are going through cause the words to mean so much more. They listen to her words more the Clinton in my opinion, because she has been In their shoes. Another use of quotations Is when he quotes Mr†¦ Keating â€Å"If anybody thinks that Americans are mostly mean and selfish, they ought to come to Oklahoma.If anybody thinks Americans have lost the capacity for love and caring and courage, they ought to come to Oklahoma†. This helps the audience feel closer to the situation, they may grieve together, but they will also fight together, for Justice. He also fortifies his speech by the use of parallel structure and repetition In order to add to the aspect of persuasion. His use of repetition is seen when he says â€Å"We mourn.. We share†¦ We thank.. We pledge. † The use of we signifies that Clinton, as the president and as a friend will mourn with them. It means that in these times o re than ever we must come together as a nation.He uses repetition and parallel inspirational kind of tone to it, because of this the audience feels the need to stand up to evil and hatred, because good trumps evil any day. Another time we see this is through the â€Å"Who worked† sequence. This plays to the emotion of the audience and puts what has occurred into a reality. Lastly when he talks about planting the tree in honor of the children, this makes the audience believe and understand that he does care. Bill Clinton brought the nation together, and helped them move on when it was thought impossible.

Albert Einstein- the 20th Century Science Hero Essay

Albert Einstein is considered the most influential physicist of the 20th century. He is known for developing the theories of relativity. He is also noted for his mathematical formula of E = mc? (David Bodanis). Although he was not directly involved in the Manhattan Project, which was responsible for creating the atomic bomb, but he is still considered the mastermind because of his breakthrough formula. In 1921, he won the Nobel Prize for physics for his explanation of the photoelectric effect (A.  Calaprice & T. Lipscombe). The Einstein’s were a secular, middle class Jewish family. Albert’s father Hermann Einstein was a salesman and an engineer who owned a company that manufactured electrical equipment and his mother Pauline Koch was a house wife. They were living in Ulm, in Wurttemberg, Germany, when Albert was born on March 14, 1879 (Whittaker). In 1894, Hermann Einstein’s company failed to get an important contract to electrify the city of Munich and he was forced to move his family to Milan, Italy. Albert was left at a boarding house in Munich to finish his education (A. Calaprice & T. Lipscombe). It was at this location, that Albert began elementary school at the Luitpold Gymnasium, where he excelled in his studies. He enjoyed classical music and played the violin. However, he was not fond of formal education and made it his business to teach himself math and science (Whittaker). One of the books Albert was intrigued with was a children’s science book in which the author imagined riding alongside electricity that was traveling inside a telegraph wire. Einstein began to wonder what a light beam would look like if you could run alongside it at the same speed. If light were a wave, then the light beam should appear stationary, like a frozen wave. Yet, in reality, the light beam is moving. This paradox led him to write his first â€Å"scientific paper† at age 16, (Whittaker). â€Å"The Investigation of the State of Aether in Magnetic Fields. † This question of the relative speed to the stationary observer and the observer moving with the light was a question that would dominate his thinking for the next 10 years (A.  Calaprice & T. Lipscombe). While his parent remained in Italy, Albert continued his education at Aarau, Switzerland. In 1896 Einstein attended the Swiss Federal Polytechnic School in Zurich to be trained as a teacher in physics and mathematics (Whittaker). Five years later, he earned his diploma, and acquired Swiss citizenship. Also at this time he was unable to find a teaching post, so he accepted a technical assistant position in the Swiss Patent Office. In 1905 he obtained his doctor’s degree (A. Calaprice & T. Lipscombe). During his stay at the Patent Office, Einstein had a lot of down time. This is noteworthy because it was in this spare time, that he produced much of his remarkable work. Some of these great accomplishments included being appointed Privatdozent in Berne, becoming Professor Extraordinaire at Zurich, also Professor of Theoretical Physics in Prague, and returning to Zurich in the following year to fill a similar post (Whittaker). In 1914 he was appointed Director of the Kaiser Wilhelm Physical Institute and Professor in the University of Berlin. Einstein’s accomplishments were on the rise and became very important works which include the Special Theory of Relativity (1905), Relativity (English translations, 1920 and 1950), General Theory of Relativity (1916), Investigations on Theory of Brownian Movement (1926), and The Evolution of Physics (1938). Among his non-scientific works, About Zionism (1930), Why War? (1933), My Philosophy (1934), and Out of My Later Years (1950) are perhaps the most important (A. Calaprice & T. Lipscombe). Albert Einstein received honorary doctorate degrees in science, medicine and philosophy from many European and American universities. During the 1920’s he lectured in Europe, America and the Far East and he was awarded Fellowships or Memberships of all the leading scientific academies throughout the world. He gained numerous awards in recognition of his work, including the Copley Medal of the Royal Society of London in 1925, and the Franklin Medal of the Franklin Institute in 1935 (Whittaker). He became a German citizen in 1914 and remained in Berlin until 1933 when he renounced his citizenship for political reasons and emigrated to America to take the position of Professor of Theoretical Physics at Princeton. He became a United States citizen in 1940 and retired from his post in 1945 (Whittaker). While Einstein was touring much of the world speaking on his theories in the 1920s, the Nazis were rising to power under the leadership of Adolph Hitler. Einstein’s theories on relativity became a convenient target for Nazi propaganda. In 1931, the Nazi’s enlisted other physicists to denounce Einstein and his theories as â€Å"Jewish physics (A. Calaprice & T. Lipscombe) . † At this time, Einstein learned that the new German government, now in full control by the Nazi party, had passed a law barring Jews from holding any official position, including teaching at universities. Einstein also learned that his name was on a list of assassination targets, and a Nazi organization published a magazine with Einstein’s picture and the caption â€Å"Not Yet Hanged† on the cover (A.  Calaprice & T. Lipscombe). In December, 1932, Einstein decided to leave Germany forever. He took a position a the newly formed Institute for Advanced Study at Princeton, New Jersey, which soon became a Mecca for physicists from around the world. It was here that he would spend the rest of his career trying to develop a unified field theory—an all-embracing theory that would unify the forces of the universe, and thereby the laws of physics, into one framework—and refute the accepted interpretation of quantum physics. Other European scientists also fled various countries threatened by Nazi takeover and came to the United States. Some of these scientists knew of Nazi plans to develop an atomic weapon. For a time, their warnings to Washington, D. C. went unheeded (David Bodanis). In the summer of 1939, Einstein, along with another scientist, Leo Szilard, was persuaded to write a letter to President Franklin D. Roosevelt to alert him of the possibility of a Nazi bomb. President Roosevelt could not risk the possibility that Germany might develop an atomic bomb first. The letter is believed to be the key factor that motivated the United States to investigate the development of nuclear weapons. Roosevelt invited Einstein to meet with him and soon after the United States initiated the Manhattan Project (M. Talmey). Not long after he began his career at the Institute in New Jersey, Albert Einstein expressed an appreciation for the â€Å"meritocracy† of the United States and the right people had to think what they pleased—something he didn’t enjoy as a young man in Europe (David Bodanis). In 1935, Albert Einstein was granted permanent residency in the United States and became an American citizen in 1940. As the Manhattan Project moved from drawing board to testing and development at Los Alamos, New Mexico, many of his colleagues were asked to develop the first atomic bomb, but Eisenstein was not one of them. According to several researchers who examined FBI files over the years, the reason was the U. S. government didn’t trust Einstein’s lifelong association with peace and socialist organizations. FBI director J.  Edgar Hoover went so far as to recommend that Einstein be kept out of America by the Alien Exclusion Act, but he was overruled by the U. S. State Department. Instead, during the war, Einstein helped the U. S. Navy evaluate designs for future weapons systems and contributed to the war effort by auctioning off priceless personal manuscripts (David Bodanis). One example was a handwritten copy of his 1905 paper on special relativity which sold fo r $6. 5 million, and is now located in the Library of Congress (M. Talmey). On August 6, 1945, while on vacation, Einstein heard the news that an atomic bomb had been dropped on Hiroshima, Japan. He soon became involved in an international effort to try to bring the atomic bomb under control, and in 1946, he formed the Emergency Committee of Atomic Scientists with physicist Leo Szilard. In 1947, in an article that he wrote for The Atlantic Monthly, Einstein argued that the United States should not try to monopolize the atomic bomb, but instead should supply the United Nations with nuclear weapons for the sole purpose of maintaining a deterrent. At this time, Einstein also became a member of the National Association for the Advancement of Colored People. He corresponded with civil rights activist W. E. B. Du Bois and actively campaigned for the rights of African Americans (Whittaker). After the war, Einstein continued to work on many key aspects of the theory of general relativity, such as wormholes, the possibility of time travel, the existence of black holes, and the creation of the universe. However, he became increasingly isolated from the rest of the physics community. With the huge developments in unraveling the secrets of atoms and molecules, spurred on by the development to the atomic bomb, the majority of scientists were working on the quantum theory, not relativity. Another reason for Einstein’s detachment from his colleagues was his obsession with discovering his unified field theory. In the 1930s, Einstein engaged in a series of historic private debates with Niels Bohr, the originator of the Bohr atomic model. In a series of â€Å"thought experiments,† Einstein tried to find logical inconsistencies in the quantum theory, but was unsuccessful. However, in his later years, he stopped opposing quantum theory and tried to incorporate it, along with light and gravity, into the larger unified field theory he was developing (Whittaker). In the last decade of his life, Einstein withdrew from public life, rarely traveling far and confining himself to long walks around Princeton with close associates, whom he engaged in deep conversations about politics, religion, physics and his unified field theory.

Siege of Louisbourg in the French and Indian War

Siege of Louisbourg in the French and Indian War The Siege of Louisbourg lasted from June 8 to July 26, 1758, and was part of the French Indian War (1754-1763). Located on the approaches to the St. Lawrence River, the fortress at Louisbourg was a critical part of New Frances defenses. Eager to strike at Quebec, the British first attempted to take the town in 1757 but were thwarted. A second attempt in 1758 saw a large expedition led by Major General Jeffery Amherst and Admiral Edward Boscawen land forces near the town and conduct a siege of its defenses. After several weeks of fighting, Louisbourg fell to Amhersts men and the path to advancing up the St. Lawrence had been opened. Background Situated on Cape Breton Island, the fortress town of Louisbourg had been captured from the French by American colonial forces in 1745 during the War of the Austrian Succession. With the end of the conflict in 1748, it was returned to the French in the Treaty of Aix-la-Chapelle in exchange for Madras, India. This decision proved controversial in Britain as it was understood that Louisbourg was critical to the defense of French holdings in North America as it controlled the approaches to the St. Lawrence River. Nine years later, with the French Indian War underway, it again became necessary for the British to capture Louisbourg as a precursor to a move against Quebec. In 1757, Lord Loudoun, the British commander in North America, planned to fight on the defensive along the frontier while mounting an expedition against Quebec. A change in administration in London coupled with delays in receiving orders ultimately saw the expedition redirected against Louisbourg. The effort ultimately failed due to the arrival of French naval reinforcements and severe weather.   A Second Attempt The failure in 1757 led Prime Minister William Pitt (the Elder) to make the capture of Louisbourg a priority in 1758. To accomplish this, a large force was assembled under the command of Admiral Edward Boscawen. This expedition sailed from Halifax, Nova Scotia in late May 1758. Moving up the coast, Boscawens fleet met the ship carrying Major General Jeffery Amherst who had been assigned to oversee the ground forces. The two assessed the situation planned to land the invasion force along the shores of Gabarus Bay. Armies Commanders: British Major General Jeffery AmherstAdmiral Edward BoscawenBrigadier General James Wolfe14,000 men, 12,000 sailors/marines40 warships French Chevalier de Drucour3,500 men, 3,500 sailors/marines5 warships French Preparations Aware of British intentions, the French commander at Louisbourg, Chevalier de Drucour, made preparations to repel the British landing and resist a siege. Along the shores of Gabarus Bay, entrenchments and gun emplacements were built, while five ships of the line were positioned to defend the harbor approaches. Arriving off Gabarus Bay, the British were delayed in landing by unfavorable weather. Finally on June 8, the landing force set out under the command of Brigadier General James Wolfe and supported by the guns of Boscawens fleet. This effort was aided by feints against White Point and Flat Point by Brigadier Generals Charles Lawrence and Edward Whitmore. Coming Ashore Meeting heavy resistance from the French defenses near the beach, Wolfes boats were forced to fall back. As they retreated, several drifted to the east and spotted a small landing area protected by large rocks. Going ashore, British light infantry secured a small beachhead which allowed for the landing of the remainder of Wolfes men. Attacking, his men hit the French line from the flank and rear forcing them to retreat back to Louisbourg. Largely in control of the country around the town, Amhersts men endured rough seas and boggy terrain as they landed their supplies and guns. Overcoming these issues, they commenced an advance against the town. The Siege Begins As the British siege train moved towards Louisbourg and lines were constructed opposite its defenses, Wolfe was ordered to move around the harbor and capture Lighthouse Point. Marching with 1,220 picked men, he succeeded in his objective on June 12. Constructing a battery on the point, Wolfe was in prime position to bombard the harbor and the water side of the town. On June 19, British guns opened fire on Louisbourg. Hammering the towns walls, the bombardment from Amhersts artillery was met by fire from 218 French guns. The French Position Weakens As the days passed, French fire began to slacken as their guns became disabled and the towns walls were reduced. While Drucour was determined to hold out, fortunes quickly turned against him on July 21. As the bombardment continued, a mortar shell from the battery on Lighthouse Point struck Le Cà ©là ¨bre in the harbor causing an explosion and setting the ship on fire. Fanned by a strong wind, the fire grew and soon consumed the two adjacent ships, Le Capricieux and LEntreprenant. In a single stroke, Drucour had lost sixty percent of his naval strength. Final Days The French position worsened further two days later when heated British shot set the Kings Bastion on fire. Situated inside the fortress, the Kings Bastion served as the fortress headquarters and was one of the largest buildings in North America. The loss of this, quickly followed by the burning of the Queens Bastion, crippled French morale. On July 25, Boscawen dispatched a cutting out party to capture or destroy the two remaining French warships. Slipping into the harbor, they captured Bienfaisant and burned Prudent. Bienfaisant was sailed out of the harbor and joined the British fleet. Realizing that all was lost, Drucour surrendered the town the following day. Aftermath The siege of Louisbourg cost Amherst 172 killed and 355 wounded, while the French suffered 102 killed, 303 wounded, and the remainder taken prisoner. In addition, four French warships were burned and one captured. The victory at Louisbourg opened the way for the British to campaign up the St. Lawrence River with the goal of taking Quebec. Following that citys surrender in 1759, British engineers began the systematic reduction of Louisbourgs defenses to prevent it being returned to the French by any future peace treaty.

Inventor Otis Boykin Improved the Electrical Resistor

Inventor Otis Boykin Improved the Electrical Resistor Otis Boykin is best known for inventing an improved electrical resistor used in computers, radios, television sets and a variety of electronic devices.  Boykin invented a variable resistor used in guided missile parts and a control unit for heart stimulators; the  unit was used in the artificial heart pacemaker, a device created to produce electrical shocks to the heart to maintain a healthy heart rate. He patented more than 25  electronic devices, and his  inventions greatly assisted him in overcoming the obstacles that society placed in front of him  during that era of segregation. Boykins inventions also helped the world achieve the technology so prevalent today. Biography of Otis Boykin Otis Boykin was born on Aug. 29, 1920, in Dallas, Texas. After graduating from Fisk University in 1941 in Nashville, Tennessee, he  was employed as a laboratory assistant for the Majestic Radio and TV Corporation of Chicago, testing automatic controls for airplanes. He later became a research engineer with the P.J. Nilsen Research Laboratories, and he eventually founded his own company, Boykin-Fruth Inc. Hal Fruth was his mentor at the time and business partner. Boykin continued his education at the Illinois Institute of Technology in Chicago from 1946 to 1947, but he had to drop out when he could no longer pay tuition. Undeterred, he began to work harder on his own inventions in electronics - including resistors, which  slow the flow of electricity and allow  a safe amount of electricity to move through a device. Boykins Patents He earned his first patent in 1959 for a wire precision resistor, which - according to MIT - allowed for the designation of a precise amount of resistance for a specific purpose. He patented an electrical resistor in 1961 that was easy to produce and inexpensive. This patent - a huge breakthrough in science - had the  ability to â€Å"withstand extreme accelerations and shocks and great temperature changes without danger of breakage of the fine resistance wire or other detrimental effects.† Due to the significant cost reduction of electrical components and the fact that the electrical resistor was more reliable than others on the market, the  U.S. military utilized  this device for guided missiles; IBM used it for computers. The Life of Boykin Boykin’s inventions allowed him to work as a consultant in the United States and in Paris from 1964 to 1982. According to MIT, he  created an electrical capacitor in 1965 and an electrical resistance capacitor in 1967, as well as a number of electrical resistance elements. Boykin also created consumer innovations, including a burglar-proof cash register and a chemical air filter.   The  electrical engineer and inventor  will forever be known as one of the most talented scientists of the 20th century.  He earned the Cultural  Science Achievement Award for his progressive work in the medical field.  Boykin  continued to work on resistors until he died of heart failure in 1982 in Chicago.

Portfolio Essay Example | Topics and Well Written Essays - 2000 words - 6

Portfolio - Essay Example Japan has become one of the industrialised countries to some extent (Cusumano, 2013). The pillar Japanese industries like housing and the auto industry are developing in leaps and bounds. The main exported products in Japan are electric and machinery equipment and the most imported products are the raw materials used in industries. Because of economic extroversion, the industry of Japan has internationally competed in the recent years and as a result, the industrial development in the country is highly influenced by global economic environments (Cusumano, 2006). The price of exports in Japan keeps on declining thus making it more challenging than other sectors. Foreign-invested enterprises and products’ market share, on the other hand, keep on increasing. These two factors increase the challenges that the domestic industry of Japan faces based on production and selling (Krafcik, 2008).For instance, the domestic enterprises are affected particularly. In addition, industries such as light and textile have decreased their growth rate since the year 1990. Additionally, the production rate of products such as durable consumption goods has drastically decreased.The main dominant sector in the economic status of Japan remains its industries and manufacturing sectors. Despite decreasing the nation’s GDP by 5% percent, industrialization still remains the leading sector and has contributed to 55 percent of the country’s GDP in the year 2012 (Lieberman, Lau & Williams, 2000). This cemented the position of Japan as among the leadin g country in terms of industrial output. The industrial sector in Japan has not only increased the economic growth of the country, but also increased the rate of employment opportunities. More factories are being opened day by day in Japan, thus creating both professional and non-professional employment opportunities. Industrial development