Adolf Hitler Essay -- essays research papers

ADOLF HITLER ESSAY 8   Ã‚  Ã‚  Ã‚  Ã‚  Defeat in WWI shocked the German people. Despair increased as the army returned to a bankrupt country. Millions of Germans could find no jobs. A weak republic had replaced the defeated empire.   Ã‚  Ã‚  Ã‚  Ã‚  After the war Hitler returned to Munich and joined a small nationalist group called the German Workers’ Party. In 1920 this group changed its name to the Nationalist Socialist German Workers’ Party, which became known as the Nazi Party. The Nazis called for the union into one nation of all Germans, including those in other countries. They favored the creation of a strong central government and cancellation of the Versailles Treaty.   Ã‚  Ã‚  Ã‚  Ã‚  Hitler was a skillful schemer, politician, and organizer. He became a leader of the Nazis and built up party membership quickly. Hitler attacked the government, and declared that only the Nazi party could assure jobs for the workers and greatness for Germany. He also organized a private army of men who became known as Storm Troopers. They fought Communists and others who tried to break up the Nazi rallies. By Oct, 1923, the Storm Troops numbered 15,000 men, armed with machine guns and rifles. Hitler used brown-shirted uniforms and the swastika emblem to give his followers a sense of unity.   Ã‚  Ã‚  Ã‚  Ã‚   On Nov. 8, 1923, at a rally in a Munich beer hall, Hitler proclaimed a Nazi revolution. The next day he tried to seize the Bavarian...

My Philosophy of Education

I believe that we are all active learners, constantly absorbing new data from our environments, using our minds to merge the creative with the actual, and the fundamental with the ideal. Active learning is defined as learning by being physically and mentally engaged in activities. As the teacher, my goal is to actively teach the children while maintaining a positive yet helpful attitude, in a low pressure and respectful atmosphere. Personally, I think of the relationship between the teacher and the student as a bow and arrow, with the teacher [bow] gently steadying and providing the stable structure to guide the student [arrow] along on its path, gracefully arcing through the air. For my classroom, I would like to create a warm and educational environment that provides intellectual as well as emotional support for the child and their family, while demonstrating the sound skills absorbed in class. Ideally I would aim to balance the â€Å"old school† and the â€Å"new school† theories of education. To achieve this atmosphere, I would incorporate aspects of the High/Scope Method, Erikson’s theory of Psychosocial Development, Maslow’s Multiple Intelligences, and sensory materials prevalent in the Montessori School. Classroom Environment Geared towards the current stages of development of the child, my program would utilize the broad and realistic educational experiences that are designed to promote a constructive process of learning. Theme-related material will serve to peak their interest and establish the link between the core aspects of the lesson and real-life applications. A â€Å"center† based classroom set up encourages children to interact with others in developmentally appropriate play and inspires creativity. Maintaining a daily schedule allows for children to get accustomed to routine and also for teachers to correctly determine the children’s individual schedules and learning processes. Focusing on the child’s key experiences will serve to foster development of important skills and abilities. Incorporating work time, recall time and cleanup time further fosters the development of routine-based practices and will help teach the importance of self accountability. Acting out the routines of adults, the children will learn how to manage their time as well as take care of their surroundings. Interactions with classmates will provide the necessary social skills and establish methods of early conflict resolution practices. In order to properly engage the child’s mind, the classroom must be appropriate, safe, interactive, organized, and embracing to the different cultures and ethnicities present in today’s society. Erikson’s Theory of Psychosocial Development According to Erik Erikson, â€Å"Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be sustained hope must remain, even where confidence is wounded, trust impaired. † Erikson’s theory of psychosocial development occurs in stages, and takes the child’s entire social interactions and life experiences into account. According to Erikson, our personality is shaped not only by our natural disposition, but more so by the society that we live in. Erikson’s theory centers around the concept of ego identity, the sense of ourselves that we develop based upon our social interactions, and the concept of ego strength or ego quality, which is the sense of mastery or inadequacy that we feel after a certain stage in our life. Each stage is like a series of mini-tests, and our ability to pass or fail these tests either strengthens our resolve and personal confidence, or forces us to withdraw and evaluate ourselves more intensely. Erikson believed each stage was tied to a certain part of our development, and conflicts encountered would serve as training to help us develop and hone our psychological quality. Preschoolers fall into Erikson’s third stage of development, â€Å"Initiative versus Guilt. † During this stage, children attempt to control their world through social play and other childhood games, asserting dominance and taking on leadership roles. It is during these early school years, children begin to feel pride and accomplishment, especially in peer-measured tasks. Parents who are involved with their child’s school activities and interested in their early academics help enforce these feelings of pride, and establish a bond based on encouragement and positive reinforcement. Conversely, children who receive little or no encouragement from parents, teachers, or peers will instead doubt their ability to be successful. Howard Gardener’s Multiple Intelligences Howard Gardener believed that people are smart in multiple ways, utilizing intelligences in eight specific areas. The eight areas are visual/spatial, verbal/linguistic, math/logical, body/kinesthic, musical/rhythmic, intrapersonal, interpersonal and naturalistic. Visual/spatial skills relate to the visual realm and how things are perceived or seen. I will focus on arts and crafts that appeal to the visual aspect of learning, and how the visual perception relates to the actual reality. Verbal/linguistic skills cover the languages, including speaking, writing and listening. My activities for enforcing these skills could be creative story writing, listening to foreign languages, reading story relating to concept material, doing word searches, crosswords, or practicing handwriting. Math/logical skills cover the problem solving and logical thought processes, so my planning will include activities such as board games, matching or card games, word or number puzzles, bingo and pattern associations. Body/kinesthic skills involve movement of the body, which I will enforce through exercise, dance or sports activities, as well as recess and certain games. Musical/rhythmic skills tie in nicely with body movement, so I will incorporate singing, dancing or playing an instrument. Intrapersonal skills are associated with our feelings, values and attitudes, both intrinsic and learned, and teachers can create activities where children can discuss differences in background, family structure and culture that may influence these skills. Interpersonal skills, how we use our feelings during interaction with others, can be honed with group activities like dramatic role play and class projects. Finally, to focus on naturalistic skills, the logical process of classification and hierarchy of things, my assignments will include tasks such as putting things in order by category, pattern identification or sorting objects with their type and purpose. Montessori’s Sensory Materials Founded on the ideas and practices of Maria Montessori, I would utilize the core principles of her methods in my daily routine. Keeping my promises and staying on schedule will help to create a respectful atmosphere, and keeping the lesson plans fresh and interactive will encourage learning through nvironment. The prepared and organized centers and related lesson activities will serve to support children in their self-education (a. k. a. auto-education) phase, and allow children freedom and choice of activity. By teaching skills related to everyday life, such as walking in an orderly fashion or carrying objects to the table, the children will be able to practice self care skills. I will provide s ensory materials that are designed to promote learning through the five senses, thus creating an awareness of the body and its ability to learn from real life. By encouraging role play, the children can prepare for adult occupation and construct their own version of the world around them. Furthermore, I will address the demands of diversity and disabiltilty in the classroom by using mixed age groups, promoting individual play within a supportive classroom, repetition of skills and acknowledging sensory perceptions and abilities. The Montessori influence will also be evident in my classroom setup, as I desire child-sized furniture with bright and coordinated colors to promote aesthetic awareness of the child’s environment. Identity of a Preschooler A preschooler is a most usually a child between the ages of three to five, and has not yet entered kindergarten. During this stage, children are egocentric, preoperational, and unable to properly manage their time or self regulatory skills. Most theorists stress the emphasis of play during this stage as the most effective method of implementing solid learning practices and skill awareness. According to Piaget, play promotes cognitive schemes and enhances cognitive development. By maintaining a daily schedule, the preschooler can adjust to the naturally occurring activities and still maintain their individual learning pace. Montessori believed that play was the equivalent of a child’s work and their preschool was equal to an adult’s place of work. Play provides for unintentional yet effective learning. Free play (a. k. a. informal play) helps broaden the child’s creative aspects, and allows for development of personal interests. Symbolic (pretend) and constructive play help children build and test theories, while functional and outdoor play enforce muscular activities. Children in this age group are open to learning, and are constantly questioning the elements of their surroundings. Assessments – Formal versus Informal My major concern with assessment methods is that the spectrum for what is acceptable seems to vary from state to state or center to center. My goal is to streamline the assessment process and incorporate both informal and formal methods. Since assessment goes hand in hand with observation, I will encourage the active participation of the child in their own education, incorporating my own version of evaluating the child. My daily planning of activities and structured curriculum will allow for careful and accurate observation of the child. In my experience with teaching preschool, children learn best when given a project or activity that reinforces the concepts learned that day. I would make every attempt to keep daily notes on each child’s behavior, attitude and progress in the classroom. By noting individual interests and preferences, I can identify the methods that best suit each child’s learning curve. As for formal assessments, standardized testing is one of the most relied upon methods for assessing a child and interpreting their skill levels to determine if the child is ready to proceed or be held back. Additionally, it is important for me to consider not only the regulated standards, but also each child’s individual background. I feel that this consideration for the child’s individual situation will allow for a more accurate assessment. Although I feel that portfolio assessment can sometimes be too broad and open to interpretation, I do think that keeping artistic evidence of the child’s skill achievements can serve not only to pinpoint the progress of the child, but also as a confidence and self-esteem builder for the child. Children are proud to show off their accomplishments and by displaying projects the child will learn to trust in their own natural abilities. Standards and Goals / Ideal Environment Appropriate goals that I would like each child to successfully master or at least become relatively proficient in are self-help skills, an awareness of healthy habits, a desire to learn, evident language and literacy development, and mostly a strong sense of character. I would like them to be able to express different areas of interest, including music and the arts, methods of learning, and interactive games. Children that are not able to grasp the major content areas will be assessed more in-depth, and a conference with the parent(s) will be scheduled. Ideally, I will create a healthy, respectful, supportive and challenging environment that also maintains the developmentally appropriate practices and incorporates all children into the classroom learning environment. I would like for the parents to be involved and aware of their children’s learning practices. I will assign occasional homework, both to emphasize content covered in class and also to provide parents the opportunity to help their children learn. I believe that parents who take an active role in their child’s education have a more positive and lasting impression on their child. Because of this, I will work to include the parents whenever possible, and keep them imformed of their child’s progress, no matter the speed of progression. Finally, and perhaps most importantly, I desire to implement a program that is easy for parents to replicate within their home life, thus creating a unified method of child learning that can only serve to ease the learning process for the child. My Philosophy of Education I believe that we are all active learners, constantly absorbing new data from our environments, using our minds to merge the creative with the actual, and the fundamental with the ideal. Active learning is defined as learning by being physically and mentally engaged in activities. As the teacher, my goal is to actively teach the children while maintaining a positive yet helpful attitude, in a low pressure and respectful atmosphere. Personally, I think of the relationship between the teacher and the student as a bow and arrow, with the teacher [bow] gently steadying and providing the stable structure to guide the student [arrow] along on its path, gracefully arcing through the air. For my classroom, I would like to create a warm and educational environment that provides intellectual as well as emotional support for the child and their family, while demonstrating the sound skills absorbed in class. Ideally I would aim to balance the â€Å"old school† and the â€Å"new school† theories of education. To achieve this atmosphere, I would incorporate aspects of the High/Scope Method, Erikson’s theory of Psychosocial Development, Maslow’s Multiple Intelligences, and sensory materials prevalent in the Montessori School. Classroom Environment Geared towards the current stages of development of the child, my program would utilize the broad and realistic educational experiences that are designed to promote a constructive process of learning. Theme-related material will serve to peak their interest and establish the link between the core aspects of the lesson and real-life applications. A â€Å"center† based classroom set up encourages children to interact with others in developmentally appropriate play and inspires creativity. Maintaining a daily schedule allows for children to get accustomed to routine and also for teachers to correctly determine the children’s individual schedules and learning processes. Focusing on the child’s key experiences will serve to foster development of important skills and abilities. Incorporating work time, recall time and cleanup time further fosters the development of routine-based practices and will help teach the importance of self accountability. Acting out the routines of adults, the children will learn how to manage their time as well as take care of their surroundings. Interactions with classmates will provide the necessary social skills and establish methods of early conflict resolution practices. In order to properly engage the child’s mind, the classroom must be appropriate, safe, interactive, organized, and embracing to the different cultures and ethnicities present in today’s society. Erikson’s Theory of Psychosocial Development According to Erik Erikson, â€Å"Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be sustained hope must remain, even where confidence is wounded, trust impaired. † Erikson’s theory of psychosocial development occurs in stages, and takes the child’s entire social interactions and life experiences into account. According to Erikson, our personality is shaped not only by our natural disposition, but more so by the society that we live in. Erikson’s theory centers around the concept of ego identity, the sense of ourselves that we develop based upon our social interactions, and the concept of ego strength or ego quality, which is the sense of mastery or inadequacy that we feel after a certain stage in our life. Each stage is like a series of mini-tests, and our ability to pass or fail these tests either strengthens our resolve and personal confidence, or forces us to withdraw and evaluate ourselves more intensely. Erikson believed each stage was tied to a certain part of our development, and conflicts encountered would serve as training to help us develop and hone our psychological quality. Preschoolers fall into Erikson’s third stage of development, â€Å"Initiative versus Guilt. † During this stage, children attempt to control their world through social play and other childhood games, asserting dominance and taking on leadership roles. It is during these early school years, children begin to feel pride and accomplishment, especially in peer-measured tasks. Parents who are involved with their child’s school activities and interested in their early academics help enforce these feelings of pride, and establish a bond based on encouragement and positive reinforcement. Conversely, children who receive little or no encouragement from parents, teachers, or peers will instead doubt their ability to be successful. Howard Gardener’s Multiple Intelligences Howard Gardener believed that people are smart in multiple ways, utilizing intelligences in eight specific areas. The eight areas are visual/spatial, verbal/linguistic, math/logical, body/kinesthic, musical/rhythmic, intrapersonal, interpersonal and naturalistic. Visual/spatial skills relate to the visual realm and how things are perceived or seen. I will focus on arts and crafts that appeal to the visual aspect of learning, and how the visual perception relates to the actual reality. Verbal/linguistic skills cover the languages, including speaking, writing and listening. My activities for enforcing these skills could be creative story writing, listening to foreign languages, reading story relating to concept material, doing word searches, crosswords, or practicing handwriting. Math/logical skills cover the problem solving and logical thought processes, so my planning will include activities such as board games, matching or card games, word or number puzzles, bingo and pattern associations. Body/kinesthic skills involve movement of the body, which I will enforce through exercise, dance or sports activities, as well as recess and certain games. Musical/rhythmic skills tie in nicely with body movement, so I will incorporate singing, dancing or playing an instrument. Intrapersonal skills are associated with our feelings, values and attitudes, both intrinsic and learned, and teachers can create activities where children can discuss differences in background, family structure and culture that may influence these skills. Interpersonal skills, how we use our feelings during interaction with others, can be honed with group activities like dramatic role play and class projects. Finally, to focus on naturalistic skills, the logical process of classification and hierarchy of things, my assignments will include tasks such as putting things in order by category, pattern identification or sorting objects with their type and purpose. Montessori’s Sensory Materials Founded on the ideas and practices of Maria Montessori, I would utilize the core principles of her methods in my daily routine. Keeping my promises and staying on schedule will help to create a respectful atmosphere, and keeping the lesson plans fresh and interactive will encourage learning through nvironment. The prepared and organized centers and related lesson activities will serve to support children in their self-education (a. k. a. auto-education) phase, and allow children freedom and choice of activity. By teaching skills related to everyday life, such as walking in an orderly fashion or carrying objects to the table, the children will be able to practice self care skills. I will provide s ensory materials that are designed to promote learning through the five senses, thus creating an awareness of the body and its ability to learn from real life. By encouraging role play, the children can prepare for adult occupation and construct their own version of the world around them. Furthermore, I will address the demands of diversity and disabiltilty in the classroom by using mixed age groups, promoting individual play within a supportive classroom, repetition of skills and acknowledging sensory perceptions and abilities. The Montessori influence will also be evident in my classroom setup, as I desire child-sized furniture with bright and coordinated colors to promote aesthetic awareness of the child’s environment. Identity of a Preschooler A preschooler is a most usually a child between the ages of three to five, and has not yet entered kindergarten. During this stage, children are egocentric, preoperational, and unable to properly manage their time or self regulatory skills. Most theorists stress the emphasis of play during this stage as the most effective method of implementing solid learning practices and skill awareness. According to Piaget, play promotes cognitive schemes and enhances cognitive development. By maintaining a daily schedule, the preschooler can adjust to the naturally occurring activities and still maintain their individual learning pace. Montessori believed that play was the equivalent of a child’s work and their preschool was equal to an adult’s place of work. Play provides for unintentional yet effective learning. Free play (a. k. a. informal play) helps broaden the child’s creative aspects, and allows for development of personal interests. Symbolic (pretend) and constructive play help children build and test theories, while functional and outdoor play enforce muscular activities. Children in this age group are open to learning, and are constantly questioning the elements of their surroundings. Assessments – Formal versus Informal My major concern with assessment methods is that the spectrum for what is acceptable seems to vary from state to state or center to center. My goal is to streamline the assessment process and incorporate both informal and formal methods. Since assessment goes hand in hand with observation, I will encourage the active participation of the child in their own education, incorporating my own version of evaluating the child. My daily planning of activities and structured curriculum will allow for careful and accurate observation of the child. In my experience with teaching preschool, children learn best when given a project or activity that reinforces the concepts learned that day. I would make every attempt to keep daily notes on each child’s behavior, attitude and progress in the classroom. By noting individual interests and preferences, I can identify the methods that best suit each child’s learning curve. As for formal assessments, standardized testing is one of the most relied upon methods for assessing a child and interpreting their skill levels to determine if the child is ready to proceed or be held back. Additionally, it is important for me to consider not only the regulated standards, but also each child’s individual background. I feel that this consideration for the child’s individual situation will allow for a more accurate assessment. Although I feel that portfolio assessment can sometimes be too broad and open to interpretation, I do think that keeping artistic evidence of the child’s skill achievements can serve not only to pinpoint the progress of the child, but also as a confidence and self-esteem builder for the child. Children are proud to show off their accomplishments and by displaying projects the child will learn to trust in their own natural abilities. Standards and Goals / Ideal Environment Appropriate goals that I would like each child to successfully master or at least become relatively proficient in are self-help skills, an awareness of healthy habits, a desire to learn, evident language and literacy development, and mostly a strong sense of character. I would like them to be able to express different areas of interest, including music and the arts, methods of learning, and interactive games. Children that are not able to grasp the major content areas will be assessed more in-depth, and a conference with the parent(s) will be scheduled. Ideally, I will create a healthy, respectful, supportive and challenging environment that also maintains the developmentally appropriate practices and incorporates all children into the classroom learning environment. I would like for the parents to be involved and aware of their children’s learning practices. I will assign occasional homework, both to emphasize content covered in class and also to provide parents the opportunity to help their children learn. I believe that parents who take an active role in their child’s education have a more positive and lasting impression on their child. Because of this, I will work to include the parents whenever possible, and keep them imformed of their child’s progress, no matter the speed of progression. Finally, and perhaps most importantly, I desire to implement a program that is easy for parents to replicate within their home life, thus creating a unified method of child learning that can only serve to ease the learning process for the child.

A Good Man By Flannery O Connor - 1059 Words

Picture this: three children, two parents, a grandmother, and a cat walk into a barbecue joint. This sounds like the beginning of a hilarious joke; however, it is the start of a devastating family vacation. Written by Flannery O Connor in 1953, â€Å"A Good Man is Hard to Find† portrays wrongful humor and violence through the use of symbolism and imagery. Looking closely at the story one can see the grandmother’s dress, the six gravestones, and the woods, just to name a few, all symbolize and foreshadow the families inevitable end. In the very beginning of the story, the family is getting ready for vacation when the grandmother reads a newspaper article about an escaped convict headed towards the same destination as them, Florida. She†¦show more content†¦Her underlying southern manners play a huge roll when the family stops for barbecue and when they run into The Misfit. Red Sam and The Misfit are alike in many ways. They both put on a front, trying to sh ow they are proper southern gentlemen. However, neither one came from a proper wealthy family. Based off of the grandmother’s beliefs, they would not be true gentlemen. While talking to Red Sammy, owner of Red Sammy’s Famous Barbecue, the grandmother tells him, he is a good man and that he should not trust anyone coming in his restaurant and casually brings up The Misfit once again. This is when Sammy says, â€Å"A Good Man is Hard to Find.† The grandmother brings up an interesting story about an old house with a secret panel. This excites the children and they beg to go see it. Bailey, the father, turns the car around to go in search of it. While on their way down the gravel road to see the house with the secret panel, the family passes six gravestones. Each gravestone is marked for one of the six members riding in the vehicle, overall this represents the family is close to their untimely death. Some people could even argue that the house with the secr et panel represents The Misfit himself. He stops when the family wrecks the car and acts like a southern gentleman on the exterior, but on the inside he is a ruthless killer. In other words, underneath his â€Å"secret panel† or Southern generosity lies a vicious monster. As they wind and twist down the road

The Alumni Of The University Council Essay - 1954 Words

Engaged to improve the experiences of other like-minded individuals As we saw in the first subtheme, the Black alumni in this study who are engaged with Cornell are usually engaged through an affinity association in order to spend time with like-minded individuals. Those alumni who are also involved in other aspects of Cornell choose to do so in order to address the needs of alumni of color and future students of color or to feel a part of the process of change through holding leadership roles. Malcolm enjoyed being part of university council because it made him feel connected to Cornell. He had an active role in helping the university communicate its mission to other alumni and spent time with other campus leaders with similar goals. He was also involved with interviewing potential students. Now he is only engaged through CBAA. He states: The most exciting and connectedness I felt was the Cornell University Council, which I was on for 3 years. It was a way of reinforcing the connectedness that alums would feel...There was a discussion around students, faculty, and around curriculum...At the present time, my only involvement is through CBAA. Langston was also a member of university council and joined because of his active involvement with CBAA. He talked about how important it was to have intergenerational conversations with other Black alumni. Langston also discussed the impact on the experiences of Black students on campus when they have an opportunity toShow MoreRelatedCross-Disciplinary Team Research Analysis Of A Community1177 Words   |  5 Pagescollaboration. University Academics and Careers Council University Academics and Careers Council, a collaboration between Academic Affairs and Student Affairs, was established. The council provides a structured organization for collaboration and professional development among key stakeholders on campus. 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Ryan White was the most prominent HIV/AIDS activist. He...

Ryan White was the most prominent HIV/AIDS activist. He had become the national poster boy for HIV/AIDs in the United States. Ryan educated the public with knowledge about his disease. Because of Ryan’s experience being broadcasted across the nation, the discrimination of those who had HIV or AIDS was exposed and he spoke out for the rights of those who were living with AIDS. The programs started in his name today are the largest provider of services for people living with HIV/AIDS in the United States. What is HIV/AIDS? HIV stands for â€Å"human immunodeficiency syndrome,† while AIDS stands for â€Å"acquired immunodeficiency syndrome.† AIDS is the final stage of HIV, which causes severe damage to the immune system. In our world today, over 35.3†¦show more content†¦In an interview with People Magazine nine years after his death, Ryan’s mother Jeanne described the types of hardships Ryan had to deal with once news of his disease spread. First, he was banned from Western Middle School. After a nine-month long court battle, Ryan was allowed to return to school, but the decision wasn’t favored by much. Students would spray paint obscenities inside his locker and scatter the hallways whenever he was approaching. Outside of school, the family would receive tons of hate letters, have garbage dumped on their lawn, and would be shunned by restaurant patrons whenever they would eat out. They were even treated poorly at the church they attended, St. Luk e’s United Methodist, where the pastor would have the family sit in the first or last pew so the congregation knew where they were at all times of the service. â€Å"He inspired the nation with his fight to live a normal life and his precociously eloquent advocacy of AIDS awareness, which left a legacy of saved and lengthened lives†¦ When he died at 18 in 1990 of complications from AIDS, Ryan was Americas kid, the innocent face of a plague that many people until then, had dismissed as being the result of irresponsible or sinful behavior† (Jerome). After being banned from his school, Ryan would fight for the right to return. All he wanted was to continue his life as a normal boy, but he wasn’t given that. Eyes were opened nationwide when

Kafka Essay Thesis Example For Students

Kafka Essay Thesis And Reality Of ChangeThe Reality of Change What is reality? Every person has his or her ownreality or truth of their existence. For some it may be a dead-end job dueto their lack of education while to others it may be the carefree life of asuccessful person. The true reality of any situation is that whatever directionis chosen in life a person brings the same inner self, motivational levels andattitudes. Unless they are willing to change the way they perceive and react toa situation they are forever trading one set of problems for another. As readersof literature we too seek to escape our reality and experience lifethrough an authors imagination while gaining valuable knowledge aboutourselves. In Franz Kafkas Metamorphosis, the nature of Gregor Samsasreality changes insignificantly in spite of his drastic physical changes. Gregors life before the metamorphosis was limited to working and caring forhis family. As a travelling salesman, Gregor worked long, hard hours that leftlittle time to experience life. He reflects on his so-called lifeacknowledging the plague of traveling: the anxieties of changing trains, theirregular, inferior meals, the ever changing faces, never to be seen again,people with whom one has no chance to be friendly (Kafka 13). Gregor, workingto pay off his familys debt, has resigned himself to a life full of nopleasures only work. Kafka himself paralleled this sentiment in a quote takenfrom his diaries noting that no matter how hard you work that work stilldoesnt entitle you to loving concern for people. Instead, youre alone, atotal stranger, a mere object of curiosity (Pawel 167). Gregor submergeshimself in work and becomes a stranger to himself and to life. Any type ofsocial contact beyond porters, waitresses or bartenders was non-existent. He hadonce met a cashier in a hat shop, w hom he had pursued earnestly but tooslowly (Kafka 76). There was no room in Gregors life for people other thathis family and as a result was condemned to a life without love or caring not tomention basic companionship. He worked diligently to provide for his family andthat remained his only goal in life. Gregors family relied on him to be thebreadwinner of the family, but gave him nothing in return. The life thathe had led until now was one fully of obligations and loneliness; he came hometo empty hotel rooms or his apathetic family. His parents and their dominancethus extends to the system which deprives him of creative life and marriedlove (Eggenschwiler 54). So concerned with ensuring his parents and sisterwere taken care of, he forgot his own needs. It was apparent to everyone that hewas no longer thought of as a son or an extension of the family, but merely as asupport system. The tragic fact is that everyone had grown accustomedto it, his family as much as himself; they took t he money gratefully, he gave itwillingly but the act was accompanied by no remarkable effusiveness (Kafka48). It appears that in the course of his hectic work schedule, he overlooksthat in return for dedication to his family, he remains unloved andunappreciated. Yet Gregor still believed he had to provide his family with apleasant, contented, secure life (Emrich 149), regardless of how they treatedhim. Gregors existence before the metamorphosis was much like after it;limited to work and family, he went unnoticed by both. After changing into acockroach one night, Gregor is forced to live a life of isolation with a familywho is appalled by him. He is placed in a dark bedroom, in the jumble ofdiscarded furniture and filth a monstrous vermin, a grotesque, hiddenpart of the family (Eggenschwiler 211). Shock and terror, resulting in Gregorbeing locked away, marked his familys reaction to his metamorphosis. Hissister is the only one that, while frightened, would tend to Gregors room andme als. She even took the responsibility so far as to get angry with anyone whowanted to help. Gregor was not allowed any contact or association with thefamily and no one attempted to understand him, no one, not even his sister,imagined that he could understand them (Kafka 45). So Gregor was left tooccupy his time, alone, and contemplate the situation he had been thrust into. Christopher Columbus (1451-1506) EssayDo we feel like Gregor, beaten down and alone? Are our daily struggles fornaught? And, if so, would we fair better as a cockroach? The answer is, ofcourse, no but, through the Metamorphosis we observe as one mans lifeis proven to be in vain and no better as a human than a cockroach. Gregorsfamily is a burden that he respectfully accepts and carries but the familyreciprocates by neglecting him and longing for his demise. Can anyone be surethat their lives are good and perfect and that their families would understandand accept any change that could arise? The fact is that above and beyond allthings a person must consider themselves first, however selfish it might appear. Sense of self will keep you through all the adverse times in life and be acompanion to rely on when no one else cares. BibliographyEggenschwiler, David. The Metamorphosis, Freud, and the Chains ofOdysseus. Franz Kafka: Modern Critical Views. Ed. Harold Bloom. New York:Chelsea House Publishers, 1986. 199-219. Emrich, Wilhelm. Franz Kafka: ACritical Study of His Writings. New York: Ungar, 1968. Kafka, Franz. Metamorphosis. Trans. A.L. Lloyd. New York: Vanguard Press, Inc., 1946. Pawel,Ernst. The Nightmare of Reason. New York: Vintage Books, 1984.

The Anti-Trust Case Against Microsoft Essays (2570 words) - AOL

The Anti-Trust Case Against Microsoft Since 1990, a battle has raged in United States courts between the United States government and the Microsoft Corporation out of Redmond, Washington, headed by Bill Gates. What is at stake is money. The federal government maintains that Microsoft's monopolistic practices are harmful to United States citizens, creating higher prices and potentially downgrading software quality, and should therefore be stopped, while Microsoft and its supporters claim that they are not breaking any laws, and are just doing good business. Microsoft's antitrust problems began for them in the early months of 1990(Check 1), when the Federal Trade Commission began investigating them for possible violations of the Sherman and Clayton Antitrust Acts,(Maldoom 1) which are designed to stop the formation of monopolies. The investigation continued on for the next three years without resolve, until Novell, maker of DR-DOS, a competitor of Microsoft's MS-DOS, filed a complaint with the Competition Directorate of the European Commission in June of 1993.(Maldoom 1) Doing this stalled the investigations even more, until finally in August of 1993, (Check 1)the Federal Trade Commission decided to hand the case over to the Department of Justice. The Department of Justice moved quickly, with Anne K. Bingaman, head of the Antitrust Division of the DOJ, leading the way.(Check 1) The case was finally ended on July 15, 1994, with Microsoft signing a consent settlement.(Check 1) The settlement focused on Microsoft's selling practices with computer manufacturers. Up until now, Microsoft would sell MS-DOS and Microsoft's other operating systems to original equipment manufacturers (OEM's) at a 60% discount if that OEM agreed to pay a royalty to Microsoft for every single computer that they sold (Check 2) regardless if it had a Microsoft operating system installed on it or not. After the settlement, Microsoft would be forced to sell their operating systems according to the number of computers shipped with a Microsoft operating system installed, and not for computers that ran other operating systems. (Check 2) Another practice that the Justice Department accused Microsoft of was that Microsoft would specify a minimum number of minimum number of operating systems that the retailer had to buy, thus eliminating any chance for another operating system vendor to get their system installed until the retailer had installed all of the Microsoft operating systems that it had installed.(Maldoom 2) In addition to specifying a minimum number of operating systems that a vendor had to buy, Microsoft also would sign contracts with the vendors for long periods of time such as two or three years. In order for a new operating system to gain popularity, it would have to do so quickly, in order to show potential buyers that it was worth something. With Microsoft signing long term contracts, they eliminated the chance for a new operating system to gain the popularity needed, quickly.(Maldoom 2) Probably the second most controversial issue, besides the per processor agreement, was Microsoft's practice of tying. Tying was a practice in which Microsoft would use their leverage in one market area, such as graphical user interfaces, to gain leverage in another market, such as operating systems, where they may have competition.(Maldoom 2) In the preceding example, Microsoft would use their graphical user interface, Windows, to sell their operating system, DOS, by offering discounts to manufacturers that purchased both MS-DOS and Windows, and threatening to not sell Windows to companies who did not also purchase DOS. In the end, Microsoft decided to suck it up and sign the settlement agreement. In signing the agreement, Microsoft did not actually have to admit to any of the alleged charges, but were able to escape any type of formal punishment such as fines and the like. The settlement that Microsoft agreed to prohibits it, for the next six and a half years from: Charging for its operating system on the basis of computer shipped rather than on copies of MS-DOS shipped; Imposing minimum quantity commitments on manufacturers; Signing contracts for greater than one year; Tying the sale of MS_DOS to the sale of other Microsoft products;(Maldoom 1) Although these penalties look to put an end to all of Microsoft's evil practices, some people think that they are not harsh enough and that Microsoft should have been split up to put a stop to any chance of