The Great Gatsby :: essays research papers

Doesn’t it always seem as though rich and famous people are larger- than-life and virtually impossible to touch, almost as if they were a fantasy? In The Great Gatsby, set in two wealthy communities, East Egg and West Egg, Fitzgerald describes Gatsby as a Romantic, larger- than-life, figure by setting him apart from the common person. Fitzgerald sets Gatsby in a fantasy world that, based on illusion, is of his own making. Gatsby’s possessions start to this illusion. He lives in an extremely lavish mansion. â€Å"It is a factual imitation of some Hotel de Ville in Normandy, with a tower on one side, spanking new under a thin beard of raw ivy, and a marble swimming pool, and more than forty acres of lawn and garden.† It models an extravagant castle with a European style. Indoors it has â€Å"Marie Antoinette music- rooms and restoration salons.† There is even a â€Å"Merton College Library, paneled with imported carved English oak and thousands of volumes of books.† There is even a private beach on his property. He also has his own personal hydroplane. Gatsby also drives a highly imaginative, â€Å"circus wagon†, car that â€Å"everybody had seen. It is a rich cream color with nickel and has a three-noted horn.† It has a â€Å"monstrous length with triumphant hat-boxes, supper-boxes, tool-boxes, and terraced with a labyrinth of windshields and a green leather conservatory.† Other than Gatsby’s possessions, he develops his personal self. His physical self appearance sets him apart form the other characters. His smile is the type â€Å"that comes across four or five times in life. One of those rare smiles with a quality of eternal reassurance in it.† He has a collection of tailored shirts from England. They are described as â€Å"shirts of sheer linen and thick silk and fine flannel.† He has shirts with stripes and scrolls and plaids in coral and apple-green and la- vender and faint orange, with monograms of Indian blue.† Gatsby wears a unique â€Å"gorgeous pink rag of a suit† that sets him apart as a â€Å"bright spot.† Gatsby’s mannerisms are different too. He gives the â€Å"strong im- pression that he picks his words with care.† Gatsby is an â€Å"elegant young roughneck whose elaborate formality of speech just misses being absurd.† Gatsby also has a particularly distinct phrase which is â€Å"old sport.† Further, at his parties he stands apart from the other people. Unlike everyone else, he does not drink any alcohol. Also, there are no

Helen Stoner :: English Literature Helen Stoner Essays

Helen Stoner Helen Stoner is instantly stereotyped by readers as a judicious and unpretentious lady of high society England. Conan Doyle pulls the strings of the Victorian males desires and creates a 'damsel in distress', who comes to a man for aid that she does not have the resources to conclude herself. He portrays her as a woman who is wronged and in great danger therefore adding to the suspense of the story. Analysing the assortment of clothes that she is wearing the reader can conclude that she is of sufficient 'breeding' and discreet. 'A woman dressed in black, and heavily veiled' tells us that she is unaccustomed to travelling around the conurbation solitary. She is dressed in black as not to attract attention. It was uncommon for women of a high-class family to travel around the metropolis alone, she may think this shameful, which is interesting considering that it contrasts to modern day westernised civilisation where it could be interpreted as independent. Manners were of paramount importance in Victorian society, and Helen Stoner is represented as a woman who is capable of being able to display the correct 'society manners'. Victorians were very pedantic about how a woman was allowed to greet any males in her presence. The fact that she is 'heavily veiled' specifies that she does not wish for Dr Watson or Mr Holmes to direct any attention to her looks but instead to her story. This suggests to the reader that no improper conduct was to be entertained. Helen Stoner also clearly has a methodical mind. She has natural intelligence yet is prohibited to show any real deduction that may question a mans views. This is why she visits Mr Holmes. She has no power over her stepfather, her views, as a woman would be thought totally irrational by other males, so she seeks professional (male) help in the form of Sherlock Holmes. It is comprehensible to me that she has been pushed beyond her mental limitations as a human being long ago, 'She raised her veil as she spoke, and we could clearly see that she was indeed in a pitiable state of agitation, her face all drawn and grey, with restless, frightened eyes, like those of some hunted animal. Her features and figure was those of a woman of thirty, but her hair was shot with premature grey, and her expression was weary and haggard' yet she has put up with what she has been reduced to simply because it was seen as improper for a woman to question what a man was doing or for a woman to draw attention to her home life.

A short story that is written by Sir Arthur Conan Doyle Essay

This is a short story that is written by Sir Arthur Conan Doyle. At the time in which this short but very good story was written it was one of the first detective fiction story. This review of it will guide you through why it is a typical but very well written story. It includes the most famous detective in the world and is still a household name to this very day. The detectives name is Sherlock Holmes and has been written and read about for a number of decades. The main frame of the story is a lady called Helen Stoner who is worried about her life and comes to Sherlock for help and advice. Holmes with his partner Doctor Watson investigates Helens sisters death and hopes to find out the reason for this sinister crime. After looking and analysing the story it is evident that it has the right ingredients for a good detective fiction story. The ingredients that have been well placed into the story are a good opening. The opening starts with Sherlock waking up to his companion Watson and explaining that he is needed as a client is in deep worry. The other essential ingredients are drama, suspense a heroine or a such as Holmes as the hero and Helen stoner as the heroine. Detail is important in every story and detective fiction is no exception. Without detail the reader cannot properly understand what the situation the detective is in. Also the story has to have a good ending to it or maybe a twist like â€Å"The Speckled Band† does. The twist in this is totally unexpected as the killer is the father. The most important ingredients to a story, which I think is essential to the reader, are characters with good and believable characteristics. Without this ingredient the story is simply not a story. The reader has almost to know the character and then when this is accomplished they read on knowing that the person will follow the description that they have been given by the author. A good example of this is Dr Roylett. The words that are used here give a basic impression of him. â€Å"violence of temper†, ferocious quarrels with whoever might cross his path†, â€Å"shut himself up in his house†. From reading these statements the reader can imagine that this Roylett man will be any help with Holmes investigation. If they read on from here then they find out that he is not.

With Detailed Analysis of the Return of the Soldier

Victorian literature superficial beauty is disapproved of, in this case Kitty; who represents the order of pre-war Edwardian England, an order destroyed by the war in the excuse of Chris' illness. West swiftly moves the novel along as Chris slowly retrieves his memory; Kitty Is a very devoted wife who when realizing that Chris has forgotten her and is yearning another, she in turn feels empowered which makes him feel conflicted and confused. He finds comfort and confides in his cousin Jenny who is the first person narrator.HIS shell-shock caused him to go fifteen years back In his memory, and to vive In a time where he was most content and In love with Margaret -? his ex love. It seems that as he retrieves his memory and the more he remembers, the more difficult it becomes for Kitty. The characteristics of shell shock prove it difficult for Margaret, Kitty, and Jenny to come to terms with. West's portrayal of all three women is first person, as West writes of the relationship between Jenny (West herself), Kitty- the wife of Jenny's cousin Chris, and Margaret, who was the love of Chris' life before he went to war.Jenny is portrayed in the novel as being quite poetic, In the sense that she's very aware of her own environment and tauter as references are frequently used such as â€Å"in the old days a fat fist would certainly have been raised to point out the new translucent glories of the rose- buds† (P. II). From Jenny's descriptive interpretations, such as this, it appears as though everything In her life is beautiful. However, as the novel develops we notice that these observations can also be quite dark. As with â€Å"because a lost Zeppelin sometimes clanks like a skeleton across the sky above us† (P. 5) and again with â€Å"All the inhabitants of this new tract of time were his enemies, all its circumstances his prison bars. † (P. 62). It can be said Jenny's prose was reflective of particular moods she was In during the course of the no vel. Jenny Is presented as kind, caring, shrewd and quietly observant, yet wary, perhaps justifiably. Jenny sits in a quandary between FIFO near emotions toward K Ana Margaret. Consequently, seen Tints It problematic Ana resorts to oxymoron's, such as â€Å"He wore a dreadful decent smile† (P. 187) referring to Chris when Margaret presents him with some of his son's belongings.In conclusion to the analysis of Jenny, she is the person in an awkward situation whereby she feels duty-bound to maintain the status-quo between the other parties. In other words, all she really wants is for everyone else to be happy regardless of her own feelings. Jenny as the narrator could be described as the keeper of everyone else's secrets, the trustworthy and dependable character whom people could confide in. Kitty is the second woman in the novel who has a completely different character. Although she doesn't come across as vain, Jenny never ceases to describe Kitty's beauty and appearance.Jenny doesn't fully describe her own true feelings about Kitty which makes it difficult for the reader to fully analyses Kitty's character. Early in Chapter One we are shown how Jenny portrays Kitty and how Jenny is treated by Kitty. It is apparent that Kitty is often quite demanding of Jenny, for example, â€Å"Come here, Jenny. I'm going to dry my hair† (P. 1 1), and on passing Jenny a tortoise-shell hairbrush, â€Å"Give it a brush now and then like a good soul. But be careful. Tortoise snaps so† (P. 12). Kitty almost treats Jenny like a servant, and Jenny is always accommodating.There is no reference made to Kitty ever having done any work, although West makes a strong point about Chris' father having acquired Baldly Court ND after his death Jenny informs us that Chris had Baldly Court re-built. Chris was more than financially capable of managing the property. Throughout the novel Kitty is portrayed by Jenny as being rather selfish, conceited, self-absorbed and contempt uous of the lower classes, which comes to the reader's attention when Kitty encounters Margaret. Jenny herself first Judges Margaret by her appearance â€Å"Her body was long and round and shapely' (P. 5) and â€Å"She was repulsively furred with neglect and poverty, as even a good glove that has dropped down behind a bed in a hotel and has lain undisturbed for a day or two† (P. 5) this represents the class difference but it seems it was Kitty's influence on Jenny's attitude that shaped Jenny's opinion of Margaret at first glance. It's apparent that Kitty is very superficial. Essentially Kitty couldn't understand for the life of her why Chris would want to be with Margaret when such a pretty woman like herself was available for him.The era has a lot to do with the novel, with regard to social status which was very prevalent at the time; a way in which social class is explored in the novel is through Margaret. Even though Margaret is first portrayed as a beggar in the novel i nstead of a sincere Oman with moral principles, Jenny assumed she was groveling and says â€Å"in which this woman butted like a clumsy animal at a gate she was not intelligent enough to open† (P. 31) here Margaret is compared to a dog, useless and inept.Again we see an example of Kitty's attitude towards who she considers to be of lower order where she says Mimi have read in the Harrow Observer or somewhere that my husband is at the front, and you have come to tell this story because you think that you will get some money. Vive read of such cases in the papers. † (P. 33) consequently as a result of Kitty attitude, Jenny felt as indifferent towards Margaret as Kitty did. Margarita's overall demeanor is one of a person who is polite, well-mannered, intelligent, caring, considerate and genuine.As we know Margaret is married as with â€Å"l suppose I ought to say that he isn't right in his head and I'm married-but Oh! † (P. 95). As the novel develops we can see Tana t Margaret Is ten savior AT snarls Ana Trot ten Sleekness AT her heart goes out of her way to be of assistance in his recovery. The class difference is highlighted indirectly when Margaret says cried Margaret, glowing. â€Å"She just have a lovely nature† (P. 96) she had no malice towards Kitty even after Kitty treated her no differently to one of her servants in Baldly Court, and this in effect shows Margarita's sincere nature.Although all three women struggle to understand Chris' predicament, Kitty was proven to be everything the reader interprets her to be, pompous with delusions of grandeur. Conversely, Jenny is the third party balancing between her cousin's wife and his ex lover who innocently sets out to please everyone. Margaret inevitably is concerned for Chris' health and recovery, and is the mediator at the end who suggests presenting Chris with belongings of his dead son, having lost a son herself of the same age as Oliver.Kitty's negative attitude persists through the novel but doesn't affect Margaret. When the items of Chris' dead son are shown to him by Margaret, his distant and cloudy outcome that has been created from his experiences of war suddenly disappear and he is â€Å"cured† of his amnesia and he returns to reality. Along with his recovered memory he puts Margaret in his past and now remembers Kitty as his wife so in turn the emotional interactions of characters in the story change. The irony is that all three women lost a person that they each Ovid in different ways.Keith Douglas Unary 24, 1920 – June 9, 1944), was an English poet who is known for his war poetry during World War II. Undeniably after reading The Complete Poems I get the impression that he has a negative attitude towards women. Additionally from researching his early days it is apparent that his mother struggled financially, and there is no mention of his father. I personally think that after reading about his ex partner Whinnying who refused to take his hand in marriage, and his failed relationship with Millennia Guttered Penny, may well have distorted his view of women which is sometimes reflected in his poetry.A reference to this assumption can be found in the poem ‘Cairo Jag' whereby Douglas is in a brothel and the poem opens with the line, â€Å"Shall I get drunk or cut myself a piece of cake†. His use of the term â€Å"piece of cake† in reference to the prostitutes around him adds to his obvious misogyny. He seems to suggest that women are deluded in thinking they are something they're not and uses very negative language towards them such as the women he sees on the streets of Cairo, â€Å"The women offering their children brown- paper breasts dry and twisted, elongated like the skull, Holiness's signature.At this point the poem sounds more like a rant, as if Douglas is disgusted rather than sympathetic for these women in such a state of poverty. The portrayal of women or in this case â€Å"woman† in an Egyptian Tea Garden, firstly she is seen as a fish. It is said the fish represents Christianity, and that different fish symbolism different things, but the fish in general holds a range of different symbolic meanings including femininity, eternity, happiness, creativity and knowledge. This is the essence of the poem; the fish is how the woman is presented. The poem is about a Dialectal woman Ana near power to seduce Ana annulated men AT any age.Douglas appears to be trying to demonstrate that woman have power too; The author uses metaphors and similes by comparing the woman â€Å"as a white stone† which represents purity, and men as fish â€Å"A cotton magnate/†¦ A crustacean† to show how man's behavior is like that of any other animal species or as conventional as fish. The poem could be arranged into four segments. The first stanza introduces the â€Å"sly' woman and her purposeful position as â€Å"she draws down the fish†. Douglas describes t he woman moving along into section two it is clear that it describes the witnesses which are men, and section three discloses which man she picks.The first section of the poem has a reasonably gentle tone which is maintained through the whole poem, describing a very beautiful woman. The second stanza introduces the second speaker of the poem which is the most â€Å"important fish†. Part two is sarcastic but natural, mixing the duties of the male with oceanic life. The third stanza introduces the men who gaze on the woman's beauty. It has a very strong, bitter undertone. It shows the woman is concerned with the wealth of the man she chooses rather than is beauty or personal qualities.The fourth stanza switches back to the original speaker of the poem and concludes the woman's choice to which one of the men she chooses or does not choose. The manner of the poem varies in the different sections and begins with a most intriguing title- â€Å"Behavior of Fish in an Egyptian Tea-G arden† which sounds somewhat like a documentary and quite disconnected, dry, cold and formal. The tone of the poem is interesting throughout, Douglas uses soft and delicate language in the first section, it consists of seven stanzas of four lines each.

Bal-A-Vis-X

Trying to minimize which program is the most effective lies in the opinion and experience of the teacher under the policies of each school district. Currently, my professional peers use Brain Gym, Go Noodle, Move It or some form of a self-designed kinesthetic curriculum in their classroom as a management technique to reduce or minimize undesirable behaviors and create healthy environments. Another reason to incorporate movement is to engage multiple areas of the brain and to use both sides of the brain. Exercise increases blood flow and oxygen to the brain resulting in improve academic performance. There is a plethora of programs designed to accomplish this concept with integrating kinesthetic lessons into education.It has been proven and evidence supports that movement using multi-sensory techniques increases cognitive functions of the brain. Ultimately, this is the desired outcome or goal for the educator and student.Hubert, Bill.  Cues for Learning and Teaching in Flow. Wichita, KS: Bal-A-Vis-X, 2014. Print.   Bal-A-Vis-X was developed by a teacher in Wichita, Kansas named Bill Hubert. Bill Hubert uses cognitive exercises which encompass the integration of balance, auditory, and vision exercises using racquetballs, balance boards, hand-sized sandbags and various complexity of rhythmic exercises. The exercises focus on rhythm, patterning, balance and visual teaming. The combination of 300 various exercises increase in complexity as the student masters the fundamental skills. The exercises can be reduced to accommodate the student with varying disabilities. The program is designed to help individuals who struggle with academics, post-traumatic stress, physical and social impairments. (Hubert, 2007)Bill Hubert suggest the lack of flow within a person can trigger the stressful occurrences which may cause the cognitive debilitation of an individual. (Hubert, 2007). He further explains what he believes are the series of physical and developmental movement which occur and how this movement contributes to the cognitive aspects of the individual to perform a required task.In Bill Hubert's book Bal-A-Vis-X Rhythmic Balance/Auditory/Vision/eXercises for Brain and Brain-Body Integration, he mentions neurophysiologist Carla Hannaford. She wrote an excerpt about how the brain and body worked which inspired him: A most fundamental and mysterious aspect of the mind, thought, creativity and intelligence are not processes of the brain alone, but the whole body. Sensations, moments, emotions, and brain integrative functions are grounded in the body. The human qualities we associate with the mind can never exists separate from the body, it is our movements that express knowledge and facilitate greater cognitive function as they increase in complexity. (Hubert 2014) The principals of the program are to introduce midline crossings in three dimensions which are designed to follow steady rhythm using the whole mind-body system creating the flow with in the student aligning the mind with the body. The idea is to listen to the rhythm of the sound of the balls bouncing or the sandbags being passed while simultaneously integrating patterned movement involving the whole body.†Making an Intervention Report.†Ã‚  WWC | Find What Works!  US Department of Education, n.d. Web. 14 Mar. 2018. One reliable intervention resource for Special Education teachers is the website, What Works Clearinghouse created by the Department of Education. The information presented on this website shares interventions which are research based with data which has been proven to be effective and reliable across multiple categories. Another resource is the National Intervention Institute in Florida. They have collected and presented a multitude of research supporting the Response to Intervention tiered System academically and behaviorally. I did not find any data on either of these websites for Bal-A-Vis-X. Searching for data and information seemed to come from the founder himself, testimonials of educators and parents, and other graduate students conducting their own research. I felt the information could be bias and not authentic or reliable. I questioned if Bal-A-Vis-X was possibly just another product to entice the movement program generation to incorporate it in their interventions in schools, nursing homes, care facilities and physical therapy centers. Several of the testimonials were extremely emotional and supportive that Bal-A-Vis-X is remarkable in its entirety. Web. 14 Mar. 2018.  Norsworthy, Francis, and Bill Hubert. The Illustrated Bal-A-Vis-X: Rhythmic Balance/auditory/vision Exercises for Brain and Brain-body Integration. Wichita, Kan.: Bal-A-Vis-X, 2009. Print.  The founder, Bill Hubert claims it takes approximately three years to master all the skills of the program. (Hubert, 2007) I started my project first with viewing the first disc in the series of three. Each disc is a video recording of the founder Bill Hubert and his students demonstrating the first foundational exercises. He demonstrates the target skill precisely. He then demonstrates variations of the skill with modifications to accommodate students who struggle with the skill. Bill Hubert strives for three main goals with the program First, it is important to test a student for visual tracking. This is very important for a student to be able to visually track. Starting from the beginning basic skills visual tracking is essential for the student to be able to follow with their eyes the direction of the bean bags or balls while engaging their body in various other movements simultaneously in multiple directions and abilities. The next goal is to have discipline parameters. Classroom management is necessary. Students must be paying attention to the instructor and responding to exactly what is being demonstrated exactly the way it is intended. The student must be able to hear the rhythm of the bean bags slapping, the balls bouncing, and feel the flow from all of the components of the program working together with the student similar to pendulum swinging. When mind and body are working together harmony will occur in the body and mind to create a sense overall balance. In conclusion of training elementary students in the basic skill activities of Bal-A-Vis-X, I have discovered intensive individualized instruction is needed for optimal results. My fidelity of the training was challenged in the setting I provided for the instruction to the participating students. The parameters of what was needed was comprised by instructing in a group setting for the initial training. In addition, I was unaware at first that I would be losing one training a week per grade level due to Keyboarding class at the same time. I had originally planned on the group training two days a week, for sixteen weeks, for fifteen minutes prior to their physical education class. In the beginning I randomly drew from a jar which had each student's name printed on it from the targeted grade level fourth, fifth and sixth grades. One group would participate and one group would not participate in Bal-A-Vis-X skills. I administered all students an assessment an oral reading fluency probe and a silent reading comprehension probe. There were no significant positive results from the reading data which validated that Bal-A-Vis-X improved the students reading skills comparing from the beginning to end reading skills assessments. There were no significant differences comparing the Bal-A-Vis-X group to the non-Bal-A-Vis-X group either. Even though I did not get the intended results I was hoping for with this intervention program for reading, I did observe other positive outcomes. These observations were my personal observations from watching the students perform the skills. One observation example was a sixth grade girl with Autism. She is high functioning but just rebuts physical activity. She continually argued how all the skills were stupid or hard. I put her on the end to practice by herself or where I could be her partner. She repetitively could not perform the tasks asked without restarting several times, dropping of the beanbags or balls. She couldn't balance herself on the board and refused to even try. Each time I worked with her I broke the task down in smaller increments of movements. Eventually, the complaining decreased and she willing participated. One day at recess, which she stands and typically watches her peers play a popular competitive speed basketball game of shooting hoops, she stepped forward and joined. Remarkably, she hit the hoop every time she attempted to hit the hoop. This was a very first for her. She was so excited and her peers even noticed and were awed by her success. This was the first time I saw her happy and excited to engage with her peers in a physical activity. There were a few other coordination observations I made during the sixteen weeks. In knowledge I have obtained from the results first hand from this program, I have decided to peruse professional development of this program so I can teach it more reliably next year. I would like to teach it one on one to my special needs students. Many of the skills taught on the CD disc I personally struggled with performing them myself. I received as much satisfaction from inter personal learning as I did from learning from the students as they were performing the skills. Over all, I cannot say at this time in my personal opinion, observation, and results from reading assessments that Bal-A-Vis-X will improve a student's reading performance. However, I have not determined that it is not effective either. I will need more time and specific measurable obtainable data implementing the program in a individualized specialized setting for the best results.

Abraham Lincoln And Emancipation

Abraham Lincoln And Emancipation Introduction One of the speckles which President Abraham Lincoln had during his tenure as the president of the United States was the issuance of the executive order which stalled the rampant slavery in America. This proclamation was named as Proclamation 95 which targeted the enslaved over 3.5 million African American. As a result of this proclamation, these slaves were emancipated and thus their civil rights were immediately elevated to the status of their former masters. This executive order was issued on January 1, 1863. This executive order retired the retrogressive Fugitive Slave Act which was passed in the year 1850 and provided a mechanism over which errant slaves were to be handled. Prior to the emancipation, the Fugitive Slave Act of 1850 allowed for the immediate return of runaway slaves or be branded as contraband and thus kept in reserved slave prisons. In the year 1861 during the month of December, President Lincoln expressed his delight with the free labor systems in his message. In addition, he also indicated his desire to see universal human rights to all American citizens. This came amidst pressure from various concerned citizens who directly confronted the president to halt the slavery given that it brought more harm than good to the union. The persistent rallies and direct letters addressed to the president pushed him to proclaim emancipation after the Congress passed a law barring any form of slavery in all the states. The returning of slaves, as well as reconviction of former slaves, was abolished and thus those who were considered as un-free citizens obtained their full freedom just like their former masters. They were incorporated in the army as w ell as other state organization which enabled them to begin fending for themselves contrary to the past where they fully relied on their masters for basic requirements Implementation On 22 September the year 1862, the preliminary announcement concerning the official endorsement of emancipation was availed to the Congress members. The official documentation and proclamation came 100 days later. This declaration demanded that all the slaves were to be freed by any means possible even in those states which had yet been reinstated under the federal government. These states included North Carolina, Arkansas, Virginia, Georgia, Texas, Louisiana, Alabama, Florida, Mississippi and South Carolina. This executive order was to be implemented immediately even though some slave masters fiercely opposed this move by the president. However, the wave of change was so immense that no hardline slave master could dare face it. Consequences The consequences that accompanied the emancipation proclamation were numerous. However, Paradis (2012) records that the emancipation proclamation did not manage to afford freedom to any single slave. In his own analysis, emancipation was a hoax which rather was meant to tighten the grip on the slave trade. On the flip, the executive order which saw the inception of emancipation proclamation had massive impacts on the journey to realizing full freedom to the African American slaves. As a result, there are numerous accounts which support the fact that freedom to the slaves was witnessed even on the same day when the president signed the emancipation proclamation. Nonetheless, this does not mean that all the slaves got their freedom immediately. Some were informed about their full freedom after a while. In as much as there was verbal opposition by the slave masters concerning the emancipation proclamation, no physical struggle was reported between the slaves and their former masters. In fact, this proclamation set the foundation over which the long-awaited American freedom was to be built. The abolition of the slave trade was very fundamental towards the plight of unity and peace in the United States. During this time, foundational facilities such as schools, shelters, and medical facilities were developed for the former slaves as a quick way of normalizing them into the American society. Previously, the slaves were mercilessly utilized by the authorities as well as private owner to accomplish various activities such social works among others. When the news of emancipation came about, word of mouth was the main medium of propagation. This in effect gave rise to further confusion in slave camps given that many did not believe such a thing could happen. Political Influence The emancipation proclamation was fiercely opposed by Democrats who cited the negative impacts that the proclamation was bound to yield instead of promoting unity and equality among the Americans. Weber in her book published in the year 2008 records that most Democrats predicted increased violence and other forms of civil disobedience that would follow such proclamation. In their own view, the union would remain stronger only if the slavery was further improved. Some Democrats even went to the extreme and thus indicated that the president abused his power by the issuance of such illegal executive order. The aspect of imminent racism further complicated the whole situation and thus varied opinions were generated concerning this executive order. Open disagreements were witnessed from both sides of the party and thus everybody came up with his or her view concerning the emancipation proclamation. This in effect led to multiple splits within both the Democrats and the Republican parties. Not long after the signing of the emancipation proclamation, the president suspended two of his highly ranked party members. In effect, some voters who were strongly affiliated to these two officials, as well as those Democrats who voted for Lincoln, rebelled against him citing fears over the president’s behavior which they perceived as irrational. More effect was witnessed during the 1862 general election where the Democratic Party gained additional 28 seats and also won the governor seat of New York. During this time, Lincoln himself did not see these encroachments into his backyards as a major issue because he regarded them as meager. Confederate Response Given the mixed atmosphere around the emancipation proclamation, the Confederates were not left out in this tussle. Immediately after the inception of the emancipation proclamation, many African Americans were incorporated into the army ranks, a move which profusely angered the Confederates. To prove their disappointment, they enacted a law which targeted African American in the battlefield. This law provided that any African American who was caught fighting against the Confederacy was to be held and charged in court with slave insurrectionist. This civil wrong warranted any guilty party a lifetime imprisonment. Even though some confederates supported this emancipation of the African Americans hoping that it would allow them to be fixed in the army, some could not stomach it and thus they proceeded and murdered African American soldiers as a swift retaliation. As a reiteration of their deep commitment to promoting slavery through any means possible, the confederates collectively agre ed to hike the prices of slaves. Indeed, the Confederates considered the emancipation proclamation as a slap on their faces. International Influence At the moment when Lincoln decided to emancipate the African American slaves, most countries over the world had already abolished the slave trade. This gave him a boost in his quest to create an equal America given that the foreign support was overwhelming. Consequentially, the Confederates lost any glimpse of hope which they had concerning their official recognition from other nations. Even though Britain officially opposed the slave trade in the southern confederate, most of her companies continued to indulge in development activities within the Confederate region. The emancipation proclamation also enabled Lincoln to attract international leaders who previously opposed the ongoing civil war. Above all, the African Americans received a victory that they cannot compare to any. Building bridges and even forgetting about the slavery was massively achieved given the full support that the president threw behind the emancipation proclamation. By the time the civil war was ending, most pe ople were afraid that the traditional slavery laws would be reinstated given that they considered emancipation proclamation as a tool which Lincoln used to win the civil war. However, Lincoln expressed his ambition to abolish in totality any element of the slave trade and thus he managed to secure a second term in office. This is because most citizens pledged to support the former slaves in any way possible that would prevent them from accessing their full freedom.

Smith & Ricardo vs. Malthus, Bentham, Senior, J.S. Mill and Say Essay

Smith & Ricardo vs. Malthus, Bentham, Senior, J.S. Mill and Say - Essay Example It leads to increased productivity and consequently greater output, high wages and income per capita thus opulence of nations (Ekelund & Hebert 129). Natural harmony exists in economy due to the mechanism of the ‘invisible hand’ which drives individuals’ self-interests to promote greater good hence there is no need for government intervention. Competition in the market is vital and money is just for making trade more flexible. David Ricardo (1772-1823) in his Principles of political economy and taxation (1817) was concerned with distribution of wealth within Smith’s analytical framework. Like Smith he advocated for competition without restraint. He also acknowledged existence of use value and exchange value but concentrated on the natural exchange value which is determined by scarcity and labor cost of production (Bhatia, 116). Since rent is not part of the cost (its value in excess of real production) and capital is past labor, this leaves labor cost to determine relative value of commodities (Ekelund & Hebert 156). However, different types of labor are adjusted in market by relative rates of rewards and wages gravitate towards subsistence. If more than subsistence then population (labor supply) increases depressing wages and vice versa (p. 120). Thomas Robert Malthus (1766-1834) focus was on population. Unlike Ricardo, he saw an imbalance between population and means of subsistence hence ineffective demand. For Malthus population increased in geometrical progression while means of subsistence increased in arithmetic progression hence population was bound to outstrip supply of means of subsistence if not checked (Bhatia 135). Population growth thus needed to be checked through preventive and positive checks such as delayed marriage, celibacy, moral restraint, floods, droughts, famine, disease and war. For Smith and Ricardo, demand for labor determined rate of population increase and was always kept