Women in the Early Republic Essay Example for Free

Women in the Early Republic Essay Women played a big part in their husband’s roles in government, although they were not allowed to vote at this time. Women like Dolley Madison made their husband’s presidency more successful. Women also became more involved with the churches, and education. They believed that it was important for women to be as educated as men. Women made up most of the church congregants, as they had for a while. In New England colonies, they started to let women work alongside men on church committees, deciding on the admission of new members, debating doctrinal points, and hiring ministers. Quakers especially liked this; they had always found much talent in women ministers. Unlike the men, the women did not prepare their speeches ahead of time; instead however, they spoke from the heart. One woman, after having a near death experience, became known as â€Å"the Publick Universal Friend†. Jemima Wilkinson claimed that she was no longer a woman, nor a man. She dressed in men’s clothes, wore her hair in a mannish style, and preached openly in Philadelphia and Rhode Island. She ended up in New York with two hundred and fifty followers. This was only part of the change that women had in the early republic. Girls had started attending school also; this started in the North and eventually moved down to the Southern states. They usually went to public schools called district schools, and they offered very basic education. Often girls attended summer sessions and were separated from the boys. By the 1830s, many private academies had opened for teenage girls. These schools had the basics they would need such as drawing, needlework, music, dancing, and talking in French; however, they also had Latin, theology, algebra, geometry, chemistry, and physics the same as most teenage boys would learn. Emma Willard founded Troy Female Seminary in New York, and Catharine Beecher founded Hartford Seminary in Connecticut, and they turned out to be the most prestigious seminaries. Both schools taught teaching, because they believed women made better teachers than men. This was especially important for the students attending Hartford Seminary because most of them did not have a father. That meant that they needed extra practice for employment. There were many men who did not like the idea of omen having an education, because they did not want the women to outsmart them. However, there were men that appreciated their wife’s help. James Madison’s, for example, helped him a lot with the presidency. She threw many parties, which they called â€Å"squeeze†. These â€Å"squeezes† were a big deal, and many people were invited to them. At these parties many people made new friends and were able to make deals, trade information, acquire information, or gain political information, and many people took advantage of them. Many people referred to Dolley Madison as ‘presidentress’. Mrs. Madison also threw many gatherings with her close circle of friends, who would talk about their husband’s roles in the government. This was never even thought of by women before, and men definitely would have never allowed it. As time passed from the start of the colonies to the 1900s women were able to do many more things. They were finally allowed to get an education, teach in churches, and also they could have more meetings about their thoughts on the government.

Mckinsey Accounting and Engineering Advisors Essay Example for Free

Mckinsey Accounting and Engineering Advisors Essay The firm was founded in 1926 by university of Chicago professor, James (â€Å"Mac†) McKinsey, it was called â€Å"accounting and engineering advisors†. Mac started recruiting experienced executives and training them in the integrated approach he called his General Survey outline. In Saturday morning sessions he would lead consultants through an undeviating sequence of analysis – goals, strategy, policies, organisation, facilities, procedures and personnel – while still encouraging them to synthesize data and think for themselves. McKinsey’s mission was to help clients make positive, lasting, and substantial improvements in their performance and to build a great firm that is able to attract, develop, excite, and retain exceptional people. Bower’s vision of the firm was: â€Å"one focused on issues of importance and top-level management, adhering to the highest standards of integrity, professional ethics, and technical excellence, able to attract and develop young men of outstanding qualifications, and committed to continually raising its stature and influence. Above all, it was to be a firm dedicated to the mission of serving its clients superbly well. Bower also articulated a policy that every assignment should bring the firm something more than revenue – experience or prestige for example. Bower and his colleagues believed that well-trained, highly intelligent generalists could quickly grasp the issue, and through disciplined analysis find its solution. The firm grew extraordinarily domestically in the 1950’s which provided a basis for international expansion that accelerated the rate of growth in the 1960’s. Offices opened in London, Geneva, Amsterdam, Dà ¼sseldorf and Paris. McKinsey was now a well established and highly respected presence in Europe and North America. To Gupta the task of knowledge development had become much more complex over the past decade or so due to three intersecting forces: †¢ In an increasingly information and knowledge driven age, the sheer volume and rate of change of new knowledge made the task much more complex †¢ Clients expectations of and need for leading edge expertise were constantly increasing †¢ The firm’s own success had made it much more difficult to link and leverage the knowledge and expertise represented by 3800 consultants in 69 offices worldwide. Gupta believed that knowledge is the lifeblood of McKinsey. How does knowledge create value for McKinsey and Company? Creating value for a firm means performing activities that increase the value of goods or services to consumers. McKinsey does this by trying not only to ‘serve its clients but also to develop its consultants’. Bower and his colleagues believed that well-trained, highly intelligent generalists could quickly grasp the issue, and through disciplined analysis find its solution. Because of the use of knowledge management one of McKinsey’s clients managing director reflected on a certain outcome that â€Å"their value added was in their access to knowledge, the intellectual rigor they bring, and their ability to build understanding and consensus among a diverse management group.† In 1980 when Gluck joined the central small group that comprised the firm office he proposed that â€Å"knowledge development had to be central, not a peripheral firm activity; that it needed to be ongoing and institutionalised, not temporary and project based; and that it had to be the responsibility of everyone, not just a few†. Gluck was trying to build a shared body of knowledge throughout the firm. Even though doing this may be costly Gluck was hoping the benefits would outweigh the expenses. Knowledge had created value for McKinsey and Company through that its client’s impact studies indicated that the new knowledge structure led to a longer-term focus on deeper understanding of issues. McKinsey and Company’s use of knowledge throughout the firm helped build long lasting client relationships. Gupta believed that knowledge was the core factor in being successful in the long run. Knowledge is a fundamental value for the McKinsey and Company. Even though focusing on developing knowledge throughout the firm may lead to less client work Gupta argued that it was still worth it and would increase value for the firm in the long term. Critically evaluate the company’s soft knowledge management strategy. I.e people. Soft knowledge management is â€Å"less quantifiable and cannot be captured codified and stored easily† (Kidd, 1994; Skyrme, 1998) Tacit knowledge is an example of soft knowledge. Tacit knowledge â€Å"cannot be easily communicated and shared, is highly personal, deep rooted in action and in an individual’s involvement within a specific context. It is commonly referred to as ‘the knowledge in people’s heads†. â€Å"Soft knowledge becomes accepted by virtue of informal authority and consensus within the group.†(Hildreth, Wright and Kimble, 2005). Gluck felt that there was a need to adjust the firm’s knowledge development focus. He believed that â€Å"knowledge is only valuable when it is between the ears of consultants and applied to clients problems.† Knowledge is less effectively developed through the disciplined work a few than through the spontaneous interaction of many. He changed the more structured â€Å"discover-codify-disseminate† model to an â€Å"engage-explore-apply-share† approach. Which is, a more loose approach. Even though McKinsey had adopted hard knowledge approaches, it still relied heavily on soft knowledge components, such as personal networks, old practices like cross-office transfers and strong ‘one firm’ norms like helping other consultants when they called. Unlike the hard knowledge approach the transfer of knowledge with the soft approach is not through databases and ‘Knowledge Resource Directory’s† it is a more informal method. It is when the older staff of the firm helps and teaches the new comers by sharing their experience an d knowledge.

Death of a Salesman by Arthur Miller

Death of a Salesman by Arthur Miller Death of a Salesman by Arthur Miller. Arthur Millers Death of a Salesman, written in the years following World War II (WWII), is widely considered to be among Americas most celebrated theatrical works. Willy Loman, the plays protagonist, is a salesman whose dwindling commission can no longer afford to maintain the lifestyle his family leads. As the plot unravels, what is revealed is a contrarian depiction of the American Dream, the notion that wealth, material comfort, and the happiness they supposedly provide can be attained with hard work. The play was massively popular because it shed light on what many Americans felt was an unrealistic pressure placed on their shoulders; rather than work to be happy, Americans were working to be financially wealthy. The discontent of Willy and his descent into darkness, both moral and mental, embodied the reality of the American middle class. Life in American pop culture was a saccharine, morally whitewashed stereotype, presenting expectations to which few could live up. Pressured to work and achieve the financial successes expected in a post-war society that covets monetary excess, Willy is slowly driven into a state of emotional and mental ruin. Essentially, Willy dies doing all the right things a typical American man in the Post-War Era ought to. Scholar Gerald Weales asserts that for Miller, Willys tragedy lies in the fat that he had an alternative he did not take, [and] having chosen the wrong star he reached fro it until he died of stretching. A significant part of the plays popularity is grounded in this clash of ideology the sparring concepts of American wealth and prosperity with individuality and reality. Terry Otten writes in Temptation of Innocence in the Dramas of Arthur Miller that Death of a Salesman, probably more than any other dramatic play, provokes critical [arguments] about the viability of tragedy in the modern age and particularly in American culture. Willys descent is found in all aspects of his life, from the stock character of the nuclear family to gainful employment and the desire to achieve and earn more in life. Members of his immediate family his wife, Linda, and his youngest son, Happy, in particular reinforce the notions that drive Willy into his state of despair. Ironically, Willy can never shake himself free of the shackles he fastens to his own life by holding onto the illusory notion that he can somehow become wealthy by simply living life the way he thinks it should be lived. He still looks up to Ben, an older relative who built his wealth off African diamond mines. The only Loman to leave material gain behind is Willys eldest son, Biff, who with his work in Texas represents the agrarian icon of American life glorified before financial gain dominated the cultural zeitgeist. Consequently, Willy looks down on him to a degree, concluding that Biff can never attain the dream in his current role. Ironically, Biff is perhaps the sole character in the play to accurately observe what happens to his father, and disillusioned by Willys state, decides to seek his own path to happiness and the American Dream. The concept of the dream is something that is debilitating to Willy; the more he pursues it, the further he descends, growing increasingly delusional in his encounters with his sons. His moral fiber, a concept valued possibly even more in Protestant America than money, wanes as he takes on a mistress despite his wifes devotion. In keeping with the concept of materialism eroding the human spirit and morality, Biff, the character least associated with Willys lifestyle, is the one to gain the most from Willys suicide, a path upon which the salesman ventured in order to provide his eldest son with a life insurance settlement. At the end of the play, it is revealed that Linda has made the final payments on the house she and Willy spent their lives paying off, stating that they are finally free. Arthur Millers story of the destruction of a middle class American worker follows the structure of a classic protest play, or a stage play with a social message. Dan Vogel writes on the complexity of Willys character and the plot at large, stating that despite Willys end, his story is not necessarily a tragedy since Death of a Salesman merely tells the story of a little man succumbing to his environment, rather than a great man destroyed through his greatness; there is no question of grandeur in such a tragedy. I. R. Choudhuri notes the irony of the American Dream is what draws its audience, stating that democracy proclaims the individual in society to be free, and American democracy, in addition, approves the myth of [Willys] infinite success and happiness; and yet, these same laws and social conventions constrain and frustrate him in what he has come to believe as the birth-right of a member of the greatest open society. For Choudhuri, Millers approach to the theme of the play is drawn through undistinguished citizens, everyman-type characters whose appeal to the typical American audience is in their mundane nature. Willys circumstances are not outlandish and fantastical. He is not a Danish prince avenging the death of his father, nor is he a Moor in Venice struggling against the machinations of a society that ostracizes him. Lomans downfall is perhaps the most appealing part of the play and the component of Millers work that made Death of a Salesman so popular. Willys demise is not something out of a fairy tale it is by his own hand metaphorically and in the end quite literally. Loman cuts himself off from any help he might get from his neighbor, his sons, and his wife; unsure even of his performance as a salesman should he act the rugged individualist or play at casual charm? Willy feels deeply guilty about his past performances as a breadwinner, father, and husband. The pressure placed on Willy warps the values of the family and leaves the protagonist unsure of his identity, which leads to his destruction and ultimately made the play palatable for an audience who may very well have been a collection of Lomans. BIBLIOGRAPHY Bigsby, C.W.E. (2000) Modern American Drama, 1945-2000. Cambridge: Cambridge U P. Bloom, Harold (ed). (1991) Willy Loman. New York: Chelsea House Publishers. Bloom, Harold (ed). (1996) Arthur Millers Death of a Salesman. New York: Chelsea House Publishers. Bloom, Harold (ed). (2000) Arthur Miller. Philadelphia: Chelsea House Publishers. McConachie, Bruce. (2003) American Theater in the Culture of the Cold War: Producing and Contesting Containment. Iowa City: U of Iowa P. Miller, Arthur. (2005) Death of a Salesman. New York: Penguin Books. Otten, Terry. (2002) Temptation of Innocence in the Dramas of Arthur Miller. Columbia: U of Missouri P.

The Characters Metamorphoses In Shakespeare’s Tempest-Universe Essays

The Characters' Metamorphoses In Shakespeare’s Tempest-Universe In the play The Tempest, Shakespeare provides a unique and alternate universe for his characters to function in on the magical island. In this universe there are both native characters: Prospero, Miranda, Ariel, and Caliban, who have lived on the island previously, and external world characters, namely: Alonso, Ferdinand, Antonio, Sebastian, Stephano, Trinculo, and Gonzalo, who have been forced upon the island. While the different characters' histories cross paths in the past, the clear and present division between the two groups' immediate situation represents the division in their differing kind of spiritual journey. That is, while the natives seek rejuvenation from isolation outward, the shipwrecked characters seek rejuvenation from the outside world inward, on an island of solitude. As David Bevington notes in the introduction to the Bantam edition of the text: Shakespeare creates in The Tempest an idealized world of imagination, a place of magical rejuvenation like the forests of A Midsummer Night's Dream and As You Like It. Yet the journey is no escape from reality, for the island shows men what they are and what they ought to be. Even its location juxtaposes "real" world with idealized landscape: like Plato's New Atlantis or Thomas More's Utopia, Shakespeare's island is to be found both somewhere and nowhere. (xvii) In this Tempest-universe Prospero rules as a kind of artist-king, creator, and magician. Invested with these qualities he represents the God-figure of the universe, effecting change in others, while consistently demonstrating God-like qualities in himself: the ability to perform miracles, grace, and forgiveness. Ul... ...and Dreamworks, 2000. -Eliot, T.S. The Complete Poems and Plays. New York: Harcourt Brace & Company, 1980. -Howse, Ernest Marshall. Spiritual Values in Shakespeare. New York: Abingdon Press, 1955. -Hunter, Robert Grams. Shakespeare and the Comedy of Forgiveness. New York: Columiba University Press, 1966. -Knight, G. Wilson. Myth and Miracle: An Essay on the Mystic Symbolism of Shakepeare. London: Ed. J. Burrow & Co., LTD., 1929. -Shakespeare, William. The Norton Shakespeare: As You Like It. New York: W.W. Norton & Company, 1997. -Shakespeare, William. The Norton Shakespeare: Hamlet. New York: W.W. Norton & Company, 1997. -Shakespeare, William. The Norton Shakespeare: Macbeth. New York: W.W. Norton & Company, 1997. -West, Robert H. Ceremonial Magic in The Tempest. Knoxville: The University of Tennessee Press, 1964.

Horror Stories by Stevenson and Greene Essay -- Horror Stories Stevens

Horror Stories by Stevenson and Greene Horror stories are an excellent traditional genre. This genre has been around for almost as long as stories have been told. In this generation there is not much that can really scare us, but what does actually make a good horror story? Horror stories need to have a good and intimidating storyline, it needs to play on people's fears, it also needs to give its audience a real thrill and send chills down their spines. The horror story may be based on phobias, superstitions, murder or science fiction. Horror stories that involve science can be really scary sometimes, as this modern world is vastly developing, and we sometimes wonder what science can do. If a relatively small atom bomb can wipe out a large city than science can basically do anything, and this is what scares us. What also really scares us, is when a horror story is based on something we know little about, "the unknown," this includes aliens, monsters etc. Horror stories contain lots of tension and suspense; it has got to keep its readers on the edge of their seat, making them think what's going to happen next? A good horror story usually involves some kind of history, something that has happened in the past, this creates tension, suspense and creates and element of mystery for the reader. When humans don't know something, their hormones naturally make them want to know the thing even more; this is why the element of mystery and the suspense works really well in horror stories, luring the reader onto reading the rest of the story. In a horror story, lots of imagery is used, to create an atmosphere, this includes darkness bad weather, blood, death, also symbols of horror such as crows and the devi... ... think someone died because he was frightened of the dark, but when you think about it is kind of believable how he may have been so scared, that it just caused his body to stop working. I think horror stories have remained so popular because as humans we like getting a thrill. Horror stories are traditional and even in the times of the cavemen horror stories were told, and now these stories have advanced and can be very interesting. Although we don't like to be frightened, have nightmares and have our heart pounding really fast, the comfort comes when we realise that the horror isn't real (unless it is), and we can have a sigh of relief, and the feeling is good when we look at the horror and reflect it to our own lives, which makes us feel safe. This is the same for nightmares, the feeling comes when we wake up and realise the nightmare wasn't reality.

Parking on Campus Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Parking on Campus is a Pain New students entering Western Michigan University are allowed to have a car on campus. With every new freshmen class entering each year, parking poses a problem. WMU is already limited in its parking on campus and since freshmen are allowed to have cars, the students are faced with the dilemma of having nowhere to park or parking quite far from their destination. There are parking problems all over the campus, creating backups in residence hall and other lots, resulting in students parking illegally to avoid walking far distances, which can be quite irritating in the bitter cold. Parking closer seems like the rational thing to do, but it is a risk, which can result in hundreds of dollars worth of traffic tickets, or having your car toed away. Having a car last semester, it was very inconvenient for me to park when it came to driving to class. I was disappointed by the amount of tickets I received, making my parents question whether I really needed a car. I might get a new car next semester but in all honesty I don’t really know if it’s worth it or not, especially if you're living on campus. Riding the bus only involves a shorter walk to class, and I can usually find rides to other places from someone else. Most students however, do want a car and shouldn’t have to think if they should really need one just because of the parking problem on campus. Parking legally by the residence halls is almost impossible. Students who live at particular dorms find themselves faced with the problem of having to park on the other side of campus. Students who live in the valleys comment that they are surprised with the numerous tickets that are written every day and how it isn’t always clearly spelled out where they can park. They complain on how some parking spaces involve lengthy walks in the freezing cold weather, and how easily the lots fill up. Whenever I'm riding with someone and they have to park by my hall or any other, they usually park in the 30 min parking and leave their car there for hours, or in the faculty lots to avoid walking from the lot up the hill. These actio... ...the school eventually gets enough funding they could build more student lots in more well-located spaces, which would greatly reduce the problem. Removing certain designated letter labeled parking lots would construct a first come first served system for everyone, reducing the amount of tickets issued. Parking has become a problem concerning many more students compared to staff. With enough funding, voting, and hard work, I think that eventually they will think of more ways to make parking more convenient for everyone.   Ã‚  Ã‚  Ã‚  Ã‚  Parking has been a problem on Western’s campus for a while. Only time will tell if it will get any better or not. The biggest contributing factor seems to be that freshmen are allowed to have cars, creating the dilemma of backed lots, parking somewhere else, or risking parking illegally in other spaces. Freshmen will continue to be allowed to have cars for now because WMU wants their students to have a certain level of freedom and make their own decisions. Realizing many lots will be backed can be a pain but it’s the price to pay for allowing every student to have a car on campus.

John Proctor Tragic Hero Essay

In society today, most people can be themselves. Most do not feel the need to hide who they truly are anymore while some still can only â€Å"half express [themselves]† because they are embarrassed of the â€Å"idea which each of [them] represents† (186). I feel as if there is still too little emphasis on self-reliance and individualism in America today, because some are still ashamed of themselves and rely on others too much. As the years pass, fewer people discriminate, but there are still many that still do, causing others to â€Å"half express [themselves]† (186). Gays and lesbians are afraid to come out of the closet because they were told that it wasn’t right to be anything but straight. Society made them feel ashamed of themselves. They might give off hints and their friends might be able to tell, but they would never actually come out. If individualism was stressed more, gays or lesbians would no longer need to hide who they truly are. Even worse, proposition 8 restricts the definition of marriage to opposite-sex couples only. They would be accepted, but as of now, they are not because there is not enough emphasis on individualism. â€Å"No kernel of nourishing corn† will just appear out of thin air; only â€Å"through [their] toil bestowed† will something of that sort happen (185). People can’t expect to receive something when they didn’t work for it. For example, homeless people depend on other people’s sympathy and donations to survive. Rather than getting off their butts and finding a job, they sit around waiting for help to come to them. If self-reliance was strained some more, maybe we’d have less homeless people standing in corners begging for money in the world. They’d be out looking for jobs, but in the meantime, there are homeless shelters and soup kitchens to help them, until they can get back on their feet because there is not enough emphasis on self-reliance. If Emerson were still alive today, he would be disappointed, but he would feel as if he got most of his message through. Even though some are still a little uncomfortable with whom they are and too dependent on others, most people aren’t afraid to show off their individuality or depend on themselves. In society today, there is not enough emphasis on self-reliance and individualism because people still depend on others for help and are afraid to show their true colors. If life was based on Emerson’s ideas, the world would be full of hardworking citizens and discrimination would not exist.