The Characters of Chandlers The Big Sleep :: sleep

The Characters of Chandler's The Big Sleep    The differences between the characters in Hawks' adaptation of Chandler's The Big Sleep and the novel are obvious to someone who has noticed the details on both. Of course there are positive and negative aspects to such choices which Hawks makes in his film and those decisions which Hawks made from novel to movie should be examined and questioned whether they helped or hindered the production of The Big Sleep. One of the major differences, and I would argue a drawback, in the film version is the representation of the characters and the predictable ending. Looking specifically at Marlowe and Mrs. Regan, it is easy to see that Hawks changed some things about their characters simply because of the high profile actors: Bogart and Bacall. Such a change in the characters was most likely a decision made by Hawks in order to make the novel more believable or exciting to the audience, perhaps assuming the majority of the viewers may not have read the novel. The end of the movie w as completely predictable and I think Hawks took the easy way out when making his decision to end with Marlowe and Regan ending up in love. The changes Hawks made in the characters as well as the end are ones that I assume Hawks made on the basis of what he thought would produce the best film. I can respect Hawks' goal, but I think anyone who has read the novel would agree that the novel is the better version between the two.    Starting with the character of Marlowe, the differences in his character are major ones. In the novel Marlowe is somewhat of a loner- a characteristic that I found intriguing. It is made clear that Marlowe knows this about himself and even revels in this aspect of his personality. He likes to ponder things alone and does not even long for company. Throughout the novel, there are several instances where Marlowe is put in social situations and is always strictly business. Marlowe has drinks with Mr. Geiger while doing business, but does not elaborate on conversation with him. Marlowe is very subdued and laid back in his manner; when he is done talking business with Mr.

Joyce Campbell :: Short Stories Papers

Joyce Campbell Melissa Everett was sitting comfortably in her swivel chair staring down on the busy city of New York. She dreamily began talking to herself: â€Å"How lucky I am,† she thought. â€Å"My life is so perfect right now, my family supports me and I have great friends.† She calmly looks around her large office and thinks to herself, â€Å"And look how far I have come!† She thinks back to her struggles and to her climb up the companies latter. â€Å"Without the help of Joyce, I and several of the other female executives of Tie Technologies would not be here. How did she do it? I wonder how it was back then†¦.† Melissa eyes grew slightly heavy, her head filled with thoughts and she quickly slipped into a light sleep†¦. June 27th, 1957. The sun was out; the sky was blue, dusted with only a few white clouds. This morning was like any other morning: Typical. The sun was shining warmly onto the houses, cars and people of Apple Lane. Number 203, residence to Gregory and Judy Stephenson was a bustle. This newly built large brick home is surrounded with others identical to itself. In this suburban neighborhood, the streets are cluttered with children and mother’s offering goodbyes to their loved ones as the men commute to their work. Judy stands waving softly to the old Cadillac pulling out of the driveway. Her skirt blows into the air, and her wispy blonde bangs sweep to the side of her face. She holds her baby girl in her arms and touches the shoulder of the young boy below her. It’s very early, she dresses her children for school and shovels them out of the door an hour or so later. She crochets, bakes a few batches of cookies for her returning children, walks to the market to purchase the necessary items for dinner - baked potatoes, carrots and flank steaks - and decides to walk over to her friend Joyce's house. She arrives; unfortunately the bottom inch of her skirt has been caked with wet dust, and approaches a young woman with a big straw hat on reading quietly on her porch. It is routine. Judy sits down next to her takes out her new romantic novel and decides to go make herself cold lemonade.

Organization Psychology Essay

During the period between 2002 and 2005 a cancer center in Jordan i. e. King Hussein Cancer Center (KHCC) changed its organization model from traditional to transformed model. The need for transformation was in response to external factors of the environment in order to accommodate the needs of its stakeholders. Initially the center was called Al-Amar center which had operations and image problems that were affecting the organization (Miller, 2006). Al-Amar centre was perceived to be ineffective institution for caring of cancer . However it has transformed into a comprehensive centre for cancer that resemble western styles. The name of this centre changed to King Hussein Cancer Centre (KHCC) following the change between 2002 and 2005 there were improved care services and improved its quality levels. In the same period the center was accredited and achieved Joint Commission International (JCI) (Miller, 2006). Organization Psychology Following the changes of KHCC it was able to achieve accountability, fiscal balance, certificate of accreditation from the international body and diversification of the service. There are three concepts which are believed to have led to the rapid changes in KHCC these are transnational culture, transformational leadership and political competence (Jeffrey, Gregory & Andrew, 2007). Both natural and political values are included in transformational leadership formulation. Transformational leadership can be explained by looking at the values, norms and cultural organization behavior; others are like internal negotiations, political influence in assessing such resources and setting external boundaries. The mechanisms that facilitated changes lie within the capabilities of the leaders and their behavior. The leaders in KHCC were seen to sacrifice themselves a great deal in drawing out themselves and the followers. The leaders were devoted to attend to the needs of patients and those of lower level employees. This was in an effort to raise the healthcare standards the attributes that result from transformational leadership are universal and are mediated by specific cultural expectations from the lower employees (Miller, 2006). The characteristics of leadership in KHCC were not cultural specific. There is new form of leadership that is different from the previous one. The new leadership is goal oriented and allows participation of the followers in identification, implementation and evaluation of projects and programs aimed at improving the performance of the healthcare. However transformational leadership can be autocratic or democratic but the form of leadership that is observed in KHCC involves all the stakeholders in the project design and implementation of their programs. The aspect of involvement of the stakeholders fall under four components in KHCC i. e. intellectual stimulation, idealized stimulation, ideological motivation and individual consideration (Jeffrey, Gregory & Andrew, 2007). Inspirational motivation can be created by leaders by articulating the future of the organization through setting of higher goals and standards that are inspiring and appealing to the follower. These goals or standards make the follower to be optimistic in what they are doing and therefore they will sacrifice themselves even where there are difficulties. For an organization to move to higher level of service it requires the team members to sacrifice themselves. Activities such as problem solving, daily meeting and working in late hour’s in order to meet the goals and objectives of the organization requires personal sacrifice and therefore there is need for the stake holders to be motivated (Miller, 2006). Initially the safety of the patients was compromised and therefore the leaders and the followers of KHCC committed themselves inured to create higher standards and improve the health care services. Idealized influence can be achieved when the follower admire or emulate a leader as being ideal. The followers of KHCC admired their leaders since they had high level of commitment, show of professionalism and they were willing to take care of patients. Respect of the leaders is also necessary in the achievement of the vision of the organization. In KHCC the goals are expressed to the team as inspirations and all the stakeholders are involved. There is training for staff at all levels based on the individual needs. Team building serves to reinforce commitment mutual respect and gathering ideas. Intellectual stimulation and individual consideration are behaviors among the leaders that attend to individuals with challenging issues or needs, concerns and soliciting the ideas of others (Andrea, 1997). Cultural sensitivity also contributed to the transformation of KHCC. This refers to the art of understanding the preference, norms and biases which may result to ineffective patient interaction. Cultural sensitivity and competence contribute to the success of the organization. At KHCC the staffs are recruited with knowledge of global technologies and communication that contribute to a medical society globally. Currently many international corporations are living expatriates with both local and western knowledge. Cultural competence can be gained by deploying information technology (Bommel, 2005). Prior to the transformation of KHCC information technology was poor and therefore the rapid growth of the center required a wider distribution of information technology. At KHCC video conferencing internet and e-mail access, access to national and global libraries of health, telepathology have been made possible. The increased use of information technology has influenced transnational culture (Moe, 2007). The establishment of the information technology was to enhance the health services to patients. The technologies have made KHCC to advance into western center for cancer. There is advanced training that has facilitated competent and qualified clinical scientist who is familiar with therapeutic and clinical oncopology practice. Through the training they have succeeded in both internal and international medical environment (Bommel, 2005). â€Å"End of life† is a service that has been implemented in KHCC and did not exist previously. This is a system that was implemented during transformation and was aimed at prolonging life. The system is also aimed at paying attention to quality of life of patients. The staffs have been able to create and mobilize cultural support through training that they undergo under palliative care. The staff has also diversified their language in order to break the language barrier and cater for the needs of all the stake holders. The influence and control between the stakeholders also have contributed to the rapid transformation of KHCC. The confidence and trust that is created by the leaders confer the followers’ willingness to follow or have an explanation of their willingness. KHCC staffs were able to create this confidence among their followers and therefore contributed to the rapid growth (Andrea, 1997). The staffs were also genuine and sincere in their commitment towards the achievement of KHCC the relationship between the domestic organization of healthcare, senior staffs and the overseas organization was vital for the transformation of KHCC. This relationship enabled the center to use effectively the technologies in order to cater for the needs of the stakeholders. Conclusion Culture extends beyond the boundaries of institutes. The professional role of culture and cultural context that is carried within information technology can make globalization to be possible. Political competence as a characteristic of a leader has a particular utility in the role of government in promoting health care and resource use and exchanges. Government incentives should include political capabilities in setting external broader boundaries in environment. Political capabilities can help to achieve the desired goals of an institution since they impact on their financial status. Therefore political competence need to be identified and leaders be trained on how to posses them. During the rapid changes of KHCC there were growing number of patients and programs and services increased (Moe, 2007)

Turkish Reform Under Mustafa “Ataturk” Kemal

Turkish Reform Under Mustafa â€Å"Ataturk† Kemal: A Review on the Six Arrows of Kemalism In the aftermath of World War I, the once great Ottoman Empire was left in shambles. After having lost almost all of the empire’s territory to European mandates in 1918, what little they had left became occupied by Allied troops. In order to return the Turkish people to their former glory, the Turkish War for Independence was fought, resulting in the creation of a new government in Ankara. By 1923, this government declared the end of the Ottoman Empire and proclaimed the name of the Turkish Republic.At the forefront of this new nation’s birth was Mustafa Kemal, a man who would come to be known as Ataturk, or â€Å"Father Turk† for his contributions to the establishment and reforms of this young state. But what exactly did this Ataturk do for the Republic of Turkey? In order to understand how much an influence Kemalist ideology had on the early days of the Turkish Repu blic, one must define the six basic principles behind it, known as the Six Arrows, learn how they were implemented in the early republic, and analyze the motives behind Kemal’s specific reforms.After doing thusly, one will discover that, had it not been for the influence of Kemalism, Turkey would never have existed in its modern form. The first of the Six Arrows is Republicanism. Republicanism can be defined as a form of government in which the people rule indirectly. Unlike the former Ottoman Empire, in which the primary ruler was the sultan who inherited his position through his genealogy, the Turkish Republic was conceived as a nation through which representatives from among the people would make decisions (86-88). In order to see this idea of Republicanism come to fruition, the long standing sultanate had to be dissolved.Though Kemal intended for this to be a reality since the early days of the War for Independence, he kept this agenda a secret from the populace in order to keep morale and war support high. Had he announced the idea of Republicanism earlier, he might not have been backed by the more traditionalist sectors of the nation. Even after securing victory in the war in 1922, Kemal met with some difficulty in ending the sultanate. Firstly, since its historical foundation under Osman I, the Ottoman Empire had always been ruled by a sultan. This time-honored tradition made the bolishment even more difficult due to the fact that for the past four centuries, the Ottoman sultan occupied the position of caliph of Sunni Islam. So long as the same figure was assigned to both roles, Kemal would have difficulty ending either one. Therefore, in an assembly discussing the nature of the caliphate and sultanate, Kemal claimed that, aside from the Four Rightly Guided Caliphs, the position had become politicized and drifted from its original purpose of solely guiding the Muslim populace on a spiritual level, bereft of any temporal authority.His address to t he assembly resulted in the separation of these two powers and the end of the sultanate. While the last sultan, Mehmed VI, was expelled from the nation shortly afterward, his cousin, Abdulmecid Efendi, took the position of Sunni Caliph – something which Mustafa Kemal would deal with in the years to come (Hanioglu 135-40). In September of 1923, Kemal declared the founding of what would eventually become the Republican People’s Party, made up of representatives from all walks of life including farmers, scholars, merchants, and common workers which would be able to represent the people adequately (143).That October would see Kemal’s declaration of the nation of Turkey as a republic through a unanimous decision from the National Assembly, who would then elect him as the first President of the Republic of Turkey (Volkan 236-237). The next Kemalism’s Six Arrows is Populism. In his review on Turkish History, Sina Aksin describes populism as â€Å"an ideology wh ich safeguards the people, promoting policies for the welfare of all. While populism as a principle designed to bring about what it deems best for the populace as a whole, it is also concerned with enacting change for the better of the minority and individual, bringing all groups within the Turkish nation to a common standing, so long as such change has a positive effect on the mainstream society (Aksin 231). One of the most radical ways that Kemal brought this principle to life was through the emancipation of women’s rights. Being a heavily traditional Muslim society, the Ottoman Empire allowed women very few freedoms.Mustafa Kemal, on the other hand, borrowing from the Swiss legal system, developed new laws which gave Turkish women more rights. Previously, it had been acceptable for a man to marry several women and divorce his wife at his own discretion, where as a woman was unable to ever leave her husband on her own accord. Under the new laws, men were only allowed to hav e a single wife through a civil marriage, which could only be dissolved through a civil divorce process.Furthermore, until the new civil codes came into existence, traditional Muslim sharia law only allowed a woman to inherit up to half the value of a man’s inheritance, regardless of her familial position. Women were finally given the ability to enter a number of different lines of work, the most important of which were teaching positions (Mango 437-38). Perhaps an even greater societal change in the Turkish nation came with the end of the millet system. Though this was never an officially declared reform, it came naturally with the institution of national Populism.Under the Ottoman sultanate, members of minority groups existed in small autonomous settlements within the empire called millets, usually classified according to their professed religion. However, since Kemalist ideology effectively sought equality among all citizen groups, this naturally extended to those of diffe rent religious creeds. Under the new laws, which applied to everyone, the legal exceptions made for Christians and Jews in the millet system became obsolete, and eventually they ceased to exist altogether (Volkan 319).Though not originally in the constitution, the principle Arrow of Secularism came to be one of the most influential ideas of the Turkish Republic (Reisman 7). The modern idea of Secularism is a complete separation of Church and State, in which neither institution is involved in influencing the other. Kemalist Secularism, on the other hand, is concerned primarily with placing the State above the Church. Kemal sought not only to keep the influence of Islam and the ulema out of Turkey’s new governing body, but to give the ruling faction the power and authority to regulate and suppress Islamic ideologies.This is not to say that Kemal was anti-religion. Kemalism simply attempted to confine religious fervor to the private sector. The earliest and most drastic implemen tation of this principle was seen in the dissolution of the Sunni Caliphate. While separating the political authority of the sultan and the spiritual rule of the Caliphate caused Kemal to be heralded as a champion of Islam, such cheers of heroism would be silenced once he revealed his plan to dissolve the Caliphate as well. He would justify this by again explaining that, after the reign of the FourRightly Guided Ones, the true Caliphate had ended, becoming a tool of the nation (Hanioglu 151). Though Kemal professed to impose this reform for the sake of Islam, it is far more likely that his motivations were anticlerical. Considering the heavy influence that the ulema had on the former Ottoman Empire, Kemal’s choice to dismantle the Caliphate came from a desire to secure power in the secular government without question from a higher religious authority (Davison 138). In addition to this, Kemal closed down the madrasas in 1924, replacing them with secular schools, and in 1925 ba nned all Sufi mystic lodges.While some claim that these efforts were attempts at making religion seem obsolete, it is far more likely that Kemal did this to keep loyalties in order. Since the idea of Turkish Nationalism was still fairly new, Kemal needed to suppress religious zeal so that the populace would be committed to the state first, and their faith second (Hanioglu 155). Added alongside Secularism, the next of the Six Arrows is Revolutionism, the motives for which can best be summed up in a quote from Kemal himself: â€Å"The aim of the revolutions which we†¦ re now accomplishing is to bring the people of the Turkish Republic into a state of society entirely modern†¦ in spirit and from. This is the central pillar of our Revolution† (qtd. in Davison 87). Despite its etymological implications, Revolutionism in the Kemalist sense is intended to be completely peaceful. Some translate the term inkilapcilik, used in the Turkish constitution, as Reformism, in order to distance the concept from the violence associated with the historical idea of revolution. Revolutionism as a Kemalist ideology simply means the modernization, and, in the case of Turkey, the westernization of the country (Parla 92-93).One of the most significant reforms in this area was the state enforced usage of surnames. While this may not seem very progressive to western cultures, the Ottoman Empire existed for centuries without the usage of family names. With the introduction of this practice, the government was able to organize documents far more efficiently. Whereas before, governments had to include names of one’s father and mother as well as significant personal information to identify someone, the usage of a family surname made people far more distinguishable on paper. This reform was enforced further by the ban on usage of traditional titles such as Pasha r Efendi, which gave a description of one’s status. Instead, men were force to use Bay and women had to use Bayan, which were respective Turkish equivalents for Mister and Miss (Mango 498-99). Though seemingly less significant to western audiences, the Hat Law of 1925 brought about a change towards Revolutionism in a way that was not only profound, but visually noticeable. Under this new law, government officials were required to wear western style hats, while traditional headgear, such as the fez or turban, was banned. In the Ottoman Empire, one of the distinguishing features of class could be seen in the headgear that one donned.The turban was a hat which only the ulema, or religious scholars could wear. The fez, on the other hand, was worn by civil servants of the empire, eventually becoming a feature that westerners began to associate solely with the Oriental idea of the Ottoman Empire. Kemal used the Hat Law of 1925 to ban these two types of hats, not only because they inspired segregation between difference national classes, but because he felt a strong need to break all ties with the previous empire, intending Turkey to become a modern western nation in spirit (Aksin 202-04).Perhaps as important to Kemalist ideology as the idea of Secularism, if not more so, is the Arrow of Nationalism. Unlike the western concept of Nationalism, which is concerned with the geo-political superiority of one’s state, Kemalism sought to promote Turkish Nationalism through the country’s own merit as an individual nation. While the European Nationalist regimes of Napoleon or Hitler attempted to further their state’s through imperialistic conquest, Kemal saw no need to expand Turkey’s borders, instead focusing on bolstering pride in being a member of what he saw to be a noble race (Aksin 230).Kemal hoped to establish an identity for the Turkish people, who, until this point, had never had a true homeland of their own. After the dissolution of the Ottoman Empire into French and British mandates cut off most of the empire’s Arab citizens, the remaining population was almost entirely Turkish, with the exception of a small Kurdish percentage (Hanioglu 133). In order to set up this new identity, Kemal set about commissioning a number of scholastic reforms of Turkish society. He began this by heading the idea known as the Turkish History Thesis. After founding the Society for the Examination of Turkish History n 1931, Kemal recruited renowned archeologists and historians such as Eugene Pittard, and formed a theory proclaiming the Turks as the original civilized race. They claimed that since Trojans and Greeks were racially similar and Trojans came from Anatolia, the Trojans were descendants of the original Turks. Likewise, when ancient Turkish society, which these historians believed came from Central Asia, began to migrate, they founded the Sumerian and Hittite Empires and began to help in the development of other primitive civilizations, such as the Chinese and Indians (164-170).Yet as extensive as Kemal’s attempts at forming the Turkish History Thesis were, they did not accomplish the practical advantages that his language reform did. This began in 1928 with the state enforced switch from the Arab-Persian script to a Latin based alphabet, which Kemal believed more suitable to the Turkish language. He furthered this idea by commissioning scholars to discover what they deemed â€Å"pure Turkish vocabulary,† derived from words and phrases used in Turkish speech but not in other languages.Soon after, these scholars developed the Sun-Language Theory, which, based off of similarities between Turkish and other world languages, claimed that Turkish was the first spoken language (Mango 494-95). Though this theory lacked legitimate evidence, it justified borrowing words for the new state approved form of Turkish, as through this view all words developed from an original Turkish language. Soon after the language the development of the new standard Turkish, translations of many of the nationâ€⠄¢s important documents, such as the constitution and Kemal’s Great Speech were translated.It would take a number of years for the new form to be used fluently by the people, however these efforts were sped by state issued pocket Ottoman-Turkish dictionaries (Hanioglu 171-79). Finally, Kemalist ideology is also defined by the Arrow of Statism, or Etatism. This is the idea of modernizing in terms of economic and technological advances. A major part of Kemalist Statism is the government’s active role in guiding the economy. That is not to say that Statism is completely anti-capitalist. On the contrary, Kemalism supports the idea of personal property and free enterprise when it benefits the people.However, for the most part, the ideal Kemalist government is one that is heavily involved in the regulation of such commerce (Parla 125). The first attempt at government managed economy was the nationalization of foreign commerce. This was done for a number of reasons. First, Ke mal wanted to establish ties with foreign, mostly European nations in an attempt towards westernization and expansionism. Since Kemal based most of his models for his new nation off of preexisting European ones, he felt that relations with such nation would prove to be a useful tool.Ironically, Kemal’s other reason for nationalized foreign investment was to prevent such expansionism in the other direction. With World War I still only a short time behind them, most of the world had eyes on Turkey. Foreign powers could easily turn investment in the public sector of the Turkish people into a bridge for imperialism. Thus, to prevent such threats from coming to fruition, the Turkish government sponsored services including electricity, water distribution, docks, and gas instillations, starting in the early 1920s.This not only helped Turkey provide for the necessities of its people, but gave them a strong economic foothold in the years of the Great Depression. Among these new govern ment funded resources, there was a large emphasis on the construction of railroads. Beginning in 1923, new railway lines spanning over 3,350 kilometers were constructed. This focus on railway expansion was due to the limited resources owned by the state. Trains ran on steam engines, fueled by coal, which was an abundant natural resource in Turkey.While many other nations focused on expanding motorways during this period, this would have caused a need to import petrol from foreign nations, making Turkey economically dependent on countries able to provide such fuel (Aksin 223-24). Mustafa Kemal continued to implement his idealistic reforms until his death in 1938. Despite never being able to establish Turkey as a nation that completely embodied his ideology, he left behind a legacy by which he is revered to this day. Street corners and government establishments are still adorned with his image, in honor of his great achievements.It is safe to say that had it not been for his efforts a t reform, Turkey would never have risen to it’s current place in the modern world. It is possible that it may never have even existed without him. In conclusion, one may realize that many of Ataturk’s reforms seem to fall under more than one of his Six Arrows. The establishment of a single party, made up of representatives from all classes fulfills the Republican requirements of the new government, while assuring that the Populist â€Å"voice of the people† will be heard.Ataturk’s language reforms were not only Revolutionary, completely reorganizing the old Ottoman linguistic structure, but helped establish a Nationalist identity through the Sun Language Theory. One can only understand what Kemal did for Turkey by understanding that the Six Arrows of Kemalism were guidelines by which Ataturk devised new laws for the new Turkish Republic – guidelines which compliment and fulfill each other – guidelines devoted to the progress of the Republic of Turkey. Works Cited Aksin, Sina. Turkey: From Empire to Revolutionary Republic. Washington Square, NY: New York UP, 2007. Davison, Andrew.Secularism and Revivalism in Turkey: A Hermeneutic Reconsideration. New Haven: Yale UP, 1998. Hanioglu, M. Sukru. Ataturk: An Intellectual Biography. Princeton: Princeton UP, 2011. Mango, Andrew. Ataturk. Woodstock, NY: Overlook, 2002. Parla, Taha, and Andrew Davison. Corporatist Ideology in Kemalist Turkey: Progress or Order? Syracuse, NY: Syracuse UP, 2004. Reisman, Arnold. Turkey's Modernization: Refugees from Nazism and Ataturk's Vision. Washington, DC: New Academia Publ. , LLC, 2006. Volkan, Vamik D. , and Norman Itzkowitz. The Immortal Ataturk: A Psychobiography. Chicago: University of Chicago, 1986.

Abina and the Important Men

Abina and the Important Men BY ckc74426 Abina and the Important Men: A Graphic History This graphic novel was a very interesting and unique take on history and on how it's traditionally told. The story is based on a young African slave girl, named Abina Mansah, in the nineteenth century. Most of the events that occur in the book take place in West Africa and more specifically in the Gold Coast Colony. It's based on the real-life event of Abina's trial against Quamina Eddo, who was a powerful and wealthy man. She believed that she was wrongfully enslaved.She wanted her voice to be heard and decided that she would take this man to court. The only problem with this was that he grew palm oil, which at the time was vital component of Britain's growing industrial production. Therefore, bringing him to court was a big deal. They were walking a very fine line in doing so, but in the same token they had to honor the new laws that they passed abolishing slavery. None the less, William Melton, the acting Judicial assessor, decided to give the girl a shot in court to prove Eddo guilty of wrongfully enslaving her.The account goes on to tell of the events that occurred in court. Abina tells her account of what had occurred and is questioned about her experience by Eddo's attorney, her own attorney, and Melton. She states that she was left by her old master in the hands of Eddo, but that her old master was going to return for her later. While staying at Eddo's plantation with his sister she was approached by his sister and was told that she was going to have to marry a man, Tando, against her will. She told them that she didn't like the man and wouldn't marry him.With this she was threatened and told that if she didn't marry him then she would be flogged. After she was told this she ran away and knew that she wanted her story to be heard. This is why she had come to Cape Coast to be free. In the end Quamina Eddo was found innocent of enslaving Abina. She was very upset by thi s news and stated that all she wanted was to be heard. She wanted to go to the court so that she could say what needed to be said. She wanted them to know how her life was. In the second half of the book you can find the original transcripts that tell you xactly of what was said during the trial.You can also find a section on the historical context, a reading guide, and a classroom guide. Personally, I thoroughly enjoyed this graphic novel. It was a really creative twist on the usual context of how history is normally told! I think that it kept me more interactive in the story and engaged. The main reason I enjoyed the book, along with many others I'm sure, is the story being focused on an unlikely person in history. Abina was Just a normal girl in history. She as a slave girl who didn't have any fancy education, nor was she wealthy or powerful.Basically, she was kind of like you or me in the grand scheme of world history. We don't hold any important role in history, yet we make up the majority of people in the history of our time. Its a wild thing to think about. It really makes you think about all of the history that was lost throughout the years! Who knows what other occurrences happened that, due to lack of good documentation or preservation was lost. What's even worse to consider is that throughout history there were people ho took it upon themselves to decide what was important and what was not.This is discuss is timely question of how people can so easily ignore what is right? For instance the men that were on the Jury and William Melton knew that Abina was most likely a slave. Even if she was labeled so, she was still being forced to marry a man that she didn't want to. This leads me to my next question, was she really a slave? My answer to that is a yes I believe, but I still would like to hear what others opinions are. As a girl, I can't help but side with Abina on this matter.Not only were they attempting to force her to marry someone else, but they were essentially taking her freedom away to choose her own path in life. No one likes to be told what to do and I admire her determination and courage in trying to give a voice to those who couldn't speak up for themselves. All in all this was a great book and I am really happy that you introduced us to it! It definitely made me consider all the voices that have gone unheard throughout history, but now I am left with only more questions about the history of our world and what it all means!

Globalization of Mcdonalds

Contemporary World Culture Globalization of McDonalds Globalization has affected almost every aspect of life in most all countries around the world from economic to culture with the exchange of goods, services and ideas influencing cultural changes around the world. Food is an important element in defining culture and the globalization of McDonald’s is huge. Most people when they hear the name McDonald’s immediately think of America. Equating McDonald’s with America is sensible since they opened their first restaurant in America back in 1953 and over the years directly influenced American culture in a tremendous way. From the days of a child’s first words McDonalds naturally comes off their lips as a place they want to eat. McDonald’s terms such as super size me have influenced teen culture by making its way into slang. McDonalds is the cool place to eat while at the same time driving our fast past give it to me now American culture. McDonald’s made it easy for Americans to get what they want fast and move on with life. McDonald’s has and still is a strong expression of American culture. When a McDonald's opens in a new neighborhood in a different country, people think of Americanization of the local culture. In reality McDonald’s more times than not has conformed to the local culture, not the other way around. McDonald’s also alters its regional menus to conform to local taste. McDonalds is in the business of making money and has found it makes the most money by giving people what they want. Different countries and cultures around the world have different needs and wants thus becoming an expression of global culture bring a common thread to pull together different cultures from around the world into one global fast food culture.

A Case Study On Potential Correlation Between Specific Student Characteristics And Academic Dishonesty In Writing

A Case Study On Potential Correlation Between Specific Student Characteristics And Academic Dishonesty In Writing Does academic dishonesty in writing differ among various student demographic categories at Emory? The purpose of this study was to examine potential significant associations between certain student characteristics (college year, gender, GPA, credit hours, hours spent on academics and pressure felt to succeed) and their involvement in academically dishonest activities on writing assignments. The data for this analysis were obtained from a voluntary questionnaire attempted by 228 students in QTM100 during the Fall 2014 semester. However, after applying exclusion criteria, only 195 out of the 228 were included in the analysis. Any student that did not have a fully completed survey was excluded; also, any observation with improbable or impossible responses was also not considered. For example, any student listing a GPA above 4.0, enrolling in credit hours above 22 or below 12, and/or spending over 70 hours per week on academics outside of class was excluded. In the questionnaire, cheating in writing was assessed through six parts, including citing fake page numbers and sources, having someone else write the paper, purchasing the paper online, paraphrasing without acknowledging sources, directly copying words without giving credit, and borrowing ideas without crediting the original source. If a student provided an affirmative response to any of these six parts, he/she was considered a â€Å"yes† for having taken part in academic dishonesty in writing; otherwise, he/she was identified as â€Å"no† for not having participated in such activities. Two-sample t-tests were conducted for the quantitative independent variables, namely GPA, credit hours and time spent on academics. The ?2 test was used for the categorical variables (pressure, gender, grade level). The sample of 195 students studied was majority freshman (51.3%), large majority of female students (73.3%), averaged a GPA around 3.41, was enrolled between 16-17 credit hours and spent an average of almost 17 hours every week on academics outside of class. The overall sample appeared to mostly feel a fairly high amount of pressure to succeed. A statistically significant association (a = 0.05) was only found for gender, where there is strong evidence to suggest that cheating in writing differs between males and females. For the other variables, we failed to find any significant association; rather, there is no apparent difference between those that have committed academic dishonesty in writing and those that have not. By comparing the â€Å"Yes† and â€Å"No† columns for each respective independent variable except gender, it can be observed that means for GPA, credit hours, hours spent on academics, and proportions for pressure felt to succeed between the two groups are largely the same. There are several limitations to what we can infer from this analysis. First, we cannot conclude any causal relationships due to the study’s observational nature. Also, this is not a random sample, so it may not be a good representation of all Emory students. The self-reported nature of the study also means that the accuracy of the data cannot be ascertained. However, in a greater sense of the Emory student population, it can be realized that academic dishonesty in writing is not specific to certain student demographics; many people, regardless of their GPA, the amount of pressure they feel or how busy they are with academics, have been academically dishonest in writing assignments at one point or another; oddly enough, though, it appears females are far more likely to cheat in writing than males. Appendix 1: Data cleaning and recoding. There was an extensive process to remove implausible values from the data set, including the following exclusion criteria. For GPA, initially, the minimum was 1.9 and maximum was 4.2. As it is impossible to obtain a GPA above 4.0, all GPA values above 4.0 were removed. For hours spent on academics, values ranged from 3 to 109; however, since the higher end of this range is fairly unlikely, the limit for hours spent on academics outside of class was decreased to 70, which seems to be a reasonable weekly maximum, after factoring in class time and necessary living tasks. Credit hours were adjusted to only contain values between 12 and 22, since this is the acceptable range for number of credit hours enrolled to qualify as an Emory College student. The original question â€Å"On a scale of 1-10, indicate how much pressure you feel to succeed† naturally yielded quantitative results under the â€Å"pressure† variable, but these numerical values were recoded into 3 categoric al intervals of pressure levels: minimal/moderate (0-5), high (6-8) and very high (9-10). Because QTM 100 is considered an introductory college course, it was unreasonable to expect an even distribution of students between the four college years; more than half of the eligible sample consisted of freshmen (100 of 195). As a result, the categorical variable representing year in college was re-coded into a dichotomous categorical variable, with possible categories of freshman and 2nd year and above. Any observation that failed to meet the above limit criteria, or originally did not have the entire questionnaire complete, were coded as missing and excluded from the analysis. Appendix 2: Statistical analysis. *All mentions of â€Å"cheating† and â€Å"academic dishonesty† refer only to academic dishonesty in writing. â€Å"Yes† and â€Å"No† groups refer to those that have been academically dishonest in writing and those that have not, respectively. Association between college year (freshman, 2nd year and above) and academic dishonesty ?2 test of independence H0: college year and academic dishonesty are independent HA: college year is associated with academic dishonesty. ?2 = 1.45; p-value = 0.2279 At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of college year, and there is no statistically significant evidence to suggest there is an association. This result is quite practically meaningful, as it appears that cheating is independent of college grade level. Association between gender (male, female) and academic dishonesty ?2 test of independence H0: academic dishonesty is independent of gender HA: gender is associated with academic dishonesty ?2 = 10.64; p-value = 0.0011. At the a = 0.05 significance level, we reject H0 and conclude that academic dishonesty is associated with gender. Specifically, there is statistically significant evidence to suggest that academic dishonesty is far more prevalent among female than male students. It is hard to say if there is any practical significance in this result, given the largely disproportionate amount of females in the sample, but the very low p-value suggests that in practice, perhaps females are far more susceptible than males to participate in academic dishonesty. Association between GPA and academic dishonesty â€Å"Yes† group: mean GPA, 3.41; standard deviation, 0.36 â€Å"No† group: mean GPA, 3.42; standard deviation, 0.40 Two-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean GPA t = 0.34; p-value = 0.7352 There appears to be no apparent difference in GPA between the two groups. Unsurprisingly, at the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of student GPA, and there is no statistically significant evidence to suggest an association. This result is quite practically meaningful, as it is surprising to observe that students with lower GPAs are not more susceptible to cheating. Association between number of credit hours taken and academic dishonesty â€Å"Yes† group: mean credit hours, 16.37; standard deviation, 2.17 â€Å"No† group: mean credit hours, 16.44; standard deviation, 2.12 2-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean number of credit hours taken t = 0.24, p-value = 0.8119 At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of number of credit hours taken, and there is no statistically significant evidence to suggest an association. This result is quite surprising as well, as it would be expected that students with a greater course load would have less time on average to allot to individual assignments, leading to a higher amount of cheating; however, this does not appear to be the case. Association between hours spent on academics outside of class and academic dishonesty â€Å"Yes† group: mean hours spent on academics, 16.29; standard deviation, 7.18 â€Å"No† group: mean hours spent on academics, 17.19, standard deviation, 8.71 Two-sample t-test for difference of means H0:  µYES =  µNO, HA:  µYES ?  µNO, where  µ represents true mean hours spent on academics outside of class t = 0.78, p-value = 0.4336. At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of number of hours spent on academics outside of class, and there is no statistically significant evidence to suggest an association. This is also surprising, as in practice, it would be expected that those that spend less time on academics tend to be more lazy and find shorter ways to get their writing assignments done. Association between pressure felt to succeed and academic dishonesty ?2 test of independence H0: academic dishonesty is independent of pressure felt HA: pressure felt is associated with academic dishonesty ?2 = 0.50, p-value = 0.7791. At the a = 0.05 significance level, we fail to reject H0 and conclude that academic dishonesty is independent of pressure felt to succeed, and there is no statistically significant evidence to suggest an association. This is quite practically meaningful, as it would be expected that those that felt a lot of pressure to succeed would be more likely to succumb to cheating, but in fact, it is those that feel little/moderate pressure that have the highest proportion of cheaters.