The Emergence of Middle Class an Example of the Topic Economics Essays by

The Emergence of Middle Class For the longest time, status in the society is determined by the wealth a person was able to acquire and to use. Money has been the significant tool in knowing the place of a person in the society. However, in nineteenth century, another class in the society was developed due to several reasons which highly include economy of the country. There are no enough descriptions and sources about the middle class. Throughout the years, society has been into the rich and the poor, the high and the low but in the nineteenth century of American society, middle class came out and ruled the whole country. In times of recession, middle class emerged as the saving tool of the country from total destruction. Need essay sample on "The Emergence of Middle Class" topic? We will write a custom essay sample specifically for you Proceed Undergraduates Usually Tell EssayLab writers: I experimented to do my topics essay on my own and it was a failure. Click On Order Button And Get Set To Be Impressed Essay Writing Service Get Paid To Write Papers For Students Essay Writing Service Cheap Essay Help In nineteenth century, American Society was indeed in good shape going into bad situation. There are divisions in the society and among these divisions was middle class. Although middle class emerged late already compared to other classes, it made a remarkable impact both in the society and in the economy of the country. The development of this class although not that clear in present drove several social history researches in present. However it is understood that the development of middle class is due to the transformation of classes in the society and because of the changes in occupational structure. Due to these changes in occupational structure, growth of industrial-capitalism soon followed together with rapid urbanization, number of immigrations and the geographic mobility in the United States of America (Archer and Blau, 1993). The emergence of the middle class in the nineteenth century is something new to the society. Middle class although is not the superior holds a lot of power and saying over the society. They have so many differences to the other classes provided that they are of the same nature and race, mostly immigrants and workers. What mattered at that time for the classes was not entirely the money but how these people choose to spend their money and on where they invested it. Furthermore, they were identified because of their ability to make social connections and how they build social relationships because of their money, their funds and investments (Purcell). Being part of the middle class requires a lot of things although not that hard to achieve but usually are very naturally. For African-Americans, being middle class is impossible. In the case of the immigrants, especially Irish immigrants, it is kind of hard also to break in into the world of the middle class because in them, nativity is inculcated (Purcell). Hence, it is well understood that the development of middle class in the American Society of Nineteenth Century is brought of transformations and social changes, including social mobility. Although the latter is really limited, being middle class is easy for native born and the member of the White society. References Archer, Melanie and Blau, Judith R. Class formation in nineteenth-century America: the case of the middle class. Annual Review of Sociology, Vol. 19, 1993 Purcell, Sarah J., Ph.D. The Emerging Middle Class. Grinnell College.

Psychoanalysis and the Cinema Essays - Freudian Psychology

Psychoanalysis and the Cinema Essays - Freudian Psychology Psychoanalysis and the Cinema Metz 3 Reduced to its most fundamental procedures, any psychoanalytic reflection on the cinema might be defined in Lacanian terms as an attempt to disengage the cinema-object from the imaginary and to win it for the symbolic, in the hope of extending the latter by a new province: an enterprise of displacement, a territorial enterprise, a symbolising advance; that is to say, in the field of films as in other fields, the psychoanalytic itinerary is from the outset a semiological one, even (above all) if in comparison with the discourse of a more classical semiology it shifts its point of focus from the statement to the enunciation. 7 The institution is outside us and inside us, indistinctly collective and intimate, sociological and psychoanalytic, just as the general prohibition of incest has as its individual corollary the Oedipus complex, castration or perhaps in other states of society different physical configurations, but ones which still imprint the institution in us in their own way. 17 What contribution can Freudian psychoanalysis make to the study of the cinematic signifier?

Discussion 3 Assignment Example | Topics and Well Written Essays - 250 words - 3

Discussion 3 - Assignment Example She entrusted her son’s life to that hospital for her to bring him in it the first place; only to come and be treated so unfairly. I think what the nurse should have done was speak nicely to the lady, be attentive, and have the courtesy to update her during the long wait. Making patients feel like unique individuals and giving them updates from time to time helps increase their satisfaction and might influence their healing (Diane 363). In this video, a worker is asked by his colleague to help her with medical coding. He later responds sarcastically that he does not remember when he last dealt on that area and even goes further to tell her that it is somebody else’s job and not his. The colleague then walks out of the room angry. My thoughts about this video are that the worker practically is not responsible, and it is like he does not know the reason he’s there in the first place. For him to refuse to help with the coding means that he has no interest in knowing how it is done because I feel he should have asked the lady for assistance instead of dismissing her like that. It is, therefore, important for a worker to understand his or her role within an organization to be able to perform well and

Research proposal in Systems Biology Essay Example | Topics and Well Written Essays - 500 words

Research proposal in Systems Biology - Essay Example For instance, "power techniques like RNAi for the first time enables a very precise perturbation of parts of biological pathways," (Goldbeter, 2002) and development in fluorescent techniques offers us for the first time the possibility to measure mobility of single molecule in a living system and the distances and interaction of protein in vivo or calcium concentration in Cytoplasm or organelles (Goldbeter). It is no longer news that reconstructing genetic circuits into synthetic replicas may afford unique insight into the underlying mechanism of the circuits, and that, consequent on this synthetizaton, the possibility now exists to study circuits' mechanism without impairing cellular functions. However, such insights into underlying mechanisms cannot explain why certain kinds of biological behavior can occur only under certain sets of precise conditions, and why extrapolative and intuitive expectations based upon very exact (non-quantitative) descriptions do not suffice to accurately predict such conditional behaviors. For instance, cytosolic Ca2+ oscillations of the cellular rhythms [2,3] category "are triggered in various types of cell by treatment with a hormone or neurotransmitter." (Science Week, 1997) contrary to speculative expectations of such outcomes as dissimilar, perhaps

Not Real Apology Essay Example | Topics and Well Written Essays - 1500 words

Not Real Apology - Essay Example Although both Lewinsky and Clinton initially both refuted the affair before a grand jury. They eventually admitted to the affair on national television. Clinton later on apologized to his family, the American people and to God for the affair. By conducting a rhetorical analysis of the speech that was given by President Clinton as he apologized, this paper will seek to argue that President Clinton did not want to make an apology to his family and country. An analysis of President Clinton’s speech in his apology reveals some elements that hint at the probability that President Clinton did not really want to apologize to his family and America. These elements include: In his speech, President Clinton alludes to the fact that he had just finished testifying before both the grand jury and the Office of Independent Counsel (OIC). He mentioned that although he had answered the questions in a truthful manner, he had answered a number of questions pertaining to his own private life; questions which he points out no American citizen would ever want to answer. This statement hints at the fact that President Clinton might have been forced to answer a number of questions which he was not quite comfortable with answering. The opening statement also suggests that it is quite possible that Clinton was using the speech not as an apology, but as a means to denounce the OIC and the Grand Jury for the fact that he had been forced to answer a number of private questions pertaining to himself. This position is further strengthened by the fact that in his next paragraph, Clinton does not apologize but instead argues that during a deposition that had been conducted in January, although he had not volunteered any information, his answers during the deposition had been legally accurate. Clinton does not apologize for his relationship with Miss Lewinsky but instead terms it as having been wrong. Immediately after terming the relationship as a personal

Bilingualism and Brain Lateralization

Bilingualism and Brain Lateralization Polina Gavrilova Brain Lateralization and Neural Networks in Bilinguals In recent years, various studies have been conducted on bilingualism in regard to the neural basis of the first language (L1) and second language (L2) processing. The new technical advances, such as position emission tomography (PET) and functional magnetic resonance imaging (fMRI) are used to determine whether L1 and L2 share a common neural network or whether languages are represented in different areas of the brain (Dehaene et al., 1997; Perani et al., 1998; Liu, Hu, and Peng, 2010). Studies in neuropsychology have shown that for most people language processing takes place in the perisylvian areas of the left hemisphere. Research on bilinguals and polyglots who suffered brain injury revealed that occasionally aphasia affects only one of the languages that were previously acquired. This finding suggests that languages are represented in different parts of the brain (Paradis, 1995, cited in Perani et al., 1998) and that L2 has reduced leftward lateralization (Albert Obler, 1978, ci ted in Dehaene et al., 1997). Various studies that examined bilinguals and their language processing have shown that L2 in comparison to L1 doesn’t consistently activate the same neural networks across subjects. The inconsistency between participants could be attributed to the age of acquisition and proficiency level of L2 (Dehaene et al., 1997; Perani et al., 1998; Liu, Hu, and Peng, 2010). This paper examines whether L1 and L2 are supported by a common neural system or whether a dedicated cortical area represents each language. Furthermore, this paper identifies neural substrates activated by L1 and L2 during auditory, word production, and picture naming tasks. Dehaene et al. (1997) examined bilinguals (French-English) who acquired L2 after the age of seven. The researchers found that while listening to a task the superior temporal sulcus (STS), superior and middle temporal guri (STG and MTG), temporal pole (TP), and left angular gyrus (AG) were constantly activated in the left hemisphere for L1. STS and TP were also activated in the right hemisphere but it varied across subjects and the activation wasn’t as strong as in the left hemisphere. In addition, the neural pathway didn’t extend to AG. The findings for L2 showed greater inter-subject variability than for L1. The results of fMRI found that six subjects activated STS, STG, and MTG in the left temporal lobe for L2. However, the pixels of these activations were dispersed compared to the results for L1. The second language didn’t cause any activation in the left TP and AG. Also, some of the subjects didn’t show any neural activation in the left temporal region , which suggests that L2 is mostly dominated by their right hemisphere. The results also displayed that subjects activated additional resources while listening to L2. These additional sub-regions were the right STG and STS in the right temporal lobe. In addition, results of L2 showed that some subjects activated various networks outside the temporal lobe. Specifically, these subjects used the left inferior frontal gyrus, located in the Broca’s area, the inferior precentral sulcus, and the anterior cingulate. The research shows that L1 consistently activated the temporal lobe, especially stimulating the STS, STG, and MTG in the left hemisphere. Some subjects also activated these cerebral regions for L2 but with greater dispersion. Participants had strong leftward lateralization for L1 and inconsistent lateralization patterns for L2 across subjects. These results are consistent with the hypothesis that L1 is represented in the left hemisphere for most people. Furthermore, the study suggests that late bilinguals require additional neural networks for L2. Therefore, some subjects recruited left inferior frontal gyrus, which is responsible for language production to help maintain L2 while processing it during tasks. The anterior cingulate was another additional resource, which is responsible for attention and control. This suggests that L2 is not as autonomic as L1 and subjects needed more resources and attention to process L2 (Pardo et al., 1990; Posner Dehaene, 1994; Paulesu, Frith, Frack owiak, 1993, cited in Dehaene et al., 1997). Perani et al. (1998) studied cortical responses by evaluating bilinguals with high proficiency, late acquisition (HPLA) and high proficiency, early acquisitions (HPEA) and comparing their results with low proficiency, late acquisition (LPLA) study (Perani et al., 1996). Similar to previous studies, L1 of the LPLA bilinguals activated the left hemisphere, including perisylvian areas and temporal lobes and L2 activated different networks across subjects (Perani et al., 1996; Dehaene et al., 1997, cited in Perani et al., 1998). On the other hand, the results demonstrated that balanced bilinguals, HPLA and HPEA, activated similar networks while listening to stories in their native and acquired languages. HPLA subjects activated left hemisphere in the temporal pole, the STS, MTG and hippocampal structures for L1, which is consistent with previous results. However, L2 activated similar neural pathways, which suggests that when L2 is acquired to a high proficiency the speakers activate the same areas of the brain for both languages. HPEA subjects activated temporal poles, hippocampal structures and lingual gyrus for both, L1 and L2, which is similar to the results of HPLA speakers. These results show that once the proficiency level of L2 increase, the speakers recruit less networks to maintain L2 and the activation foci between languages doesn’t vary as it does with unbalanced bilinguals (e.g., LPLA). Furthermore, the results showed that the temporal lobes were consistently activated during tasks. Previous studies showed that the temporal poles get activated during tasks that require listening, reading, or speaking (Mazoyer et al., 1993; Perani et al., 1996, cited in Perani et al., 1998). Therefore, the authors suggest that the temporal poles are responsible for processing at the sentence level rather than unconnected word level. In another study, Liu, Hu, and Peng (2010) examined Chinese-English bilinguals using word production and picture naming tasks. The results showed that there was increased activation for L2 in the left inferior frontal gyrus (IFG), bilateral supplementary motor area (SMA), left precentral gyrus, Brodman’s area (BA) and bilateral basal ganglia, including the putamen, globys pallidus, and caudate, and bilateral cerebella.The bilateral SMA, left precentral gurys, and the cerebella functions are related to motor processing for word production; therefore, activation in these regions might be related to phonological and articulatory processing in language production. The researchers also found that L2 activated Brodman’s area of BA44/45/48; the BA44 and BA 45 are known are Broca’s area, which is responsible for motor planning and articulation, as well as phonological processing. Activations in these areas suggest that L2 is less autonomic and requires more neural pathwa ys to maintain and control language production for L2 (Braun et al., 2001, cited in Liu, Hu, and Peng, 2010). L2 also activated regions of basal ganglia, which is related to motor behavior and cognition functions (Graybiel, 2000) and regulates planning and execution of actions, and speech motor control. The activations in these areas could be attributed to the fact that unbalanced bilinguals try to reduce interference from a more dominant L1 (Elsinger et al., 2006; Alm, 2004, cited in Liu, Hu, and Peng, 2010). Interestingly, the authors found that L1 activated the right putamen and right globus pallidus of the right basal ganglia. The dissociation between L1 and L2, which activated the left basal ganglia, suggests that different regions of basal ganglia are responsible for different levels of speech execution( Jueptner and Weiller, 1998, cited in the study). The difference between activation of basal ganglia could also be attributed to the fact that Chinese and English use different phonological systems and language scripts, which might activate different parts of basal ganglia (Liu et al., 2006, cited in Liu, Hu, and Peng, 2010). The results also showed overlapping between neural pathways for L1 and L2. Both languages activated the left IFG, which is associated with semantics and phonology, posterior perisylvian area which is responsible for linguistic functions and the cingulate gyrus for cognition and motor control. The literature review and the present studies concur that L1 has a consistent neural pathway within the left hemisphere and L2 has a more varied cerebral activation patterns. The differences between L1 and L2 are being attributed to the language proficiency of L2 Dehaene et al., 1997; Perani et al., 1998; Liu, Hu, and Peng, 2010). Nonetheless, L1 and L2 also activate common neural system, which differed from one study to another due to the tasks, languages involved, and the level of L2 acquisition. The results of the studies suggest that L2 is less autonomic than L1 and requires more resources to maintain the L2, however as the proficiency of L2 increases the need to activate varied neural pathways decreases, as L2 becomes competent to L1. It’s important to study about the way languages are represented in peoples’ brain as these studies will contribute to our understanding of brain plasticity, language acquisition and neurological diseases, such as aphasia in bilinguals . Also, new studies using advanced technologies will help to clarify agreed upon hypothesis of language lateralization and representation in the human brain. References Dehaene, S., Dupoux E., Mehler, J., Cohen, L., Paulesu, E., Perani, D., et al. (1997). Anatomical variability in the cortical representation of first and second language. Neuroreport, 8, 3809–15. Liu, H., Hu, Z., Guo, T., Peng, D. (2010). Speaking words in two languages with one brain: neural overlap and dissociation. Brain Research, 1316, 75-82. Perani, D., Paulesu, E., Galles, N.S., Dupoux E, Dehaene S, Bettinardi V, et al.(1998). The bilingual brain: proficiency and age of acquisition of the second language. Brain, 121, 1841–52.

An Overview of Capital Punishment Essay -- Argumentative Persuasive Es

An Overview of Capital Punishment Introduction   Ã‚  Ã‚   Capital punishment is punishment by death for committing a crime.   Since the early 1800's most executions have resulted from convictions for murder.   The death penalty has also been imposed for such serious crimes as armed robbery, kidnapping, rape, and treason.   There is much disagreement about whether or not capital punishment is effective in discouraging crime.      Ã‚  Ã‚   In the early 1990's, 36 states of the United States had laws that permitted the death penalty.   These laws were greatly influenced by a 1972 decision of the Supreme Court of the United States which had banned the death penalty as it was then imposed, describing the carrying out of the death penalty as cruel and unusual punishment.   But the court left open the possibility that the death penalty might be imposed for certain crimes and if it was applied according to clear standards.      Ã‚  Ã‚   After this decision was made, new capital punishment laws were made to satisfy the Supreme Court's requirements.   These laws limit the death penalty to murder and to other specified crimes that result in a person's death.   These crimes include armed robbery, hijacking, and kidnapping.      Ã‚  Ã‚   Many countries, including most European and Latin-American nations, have abolished the death penalty since 1900 - including Canada, which did so in 1976. In the early 1990's, the United States was the only Western industrialized nation where executions still took place.    History      Ã‚  Ã‚  Ã‚   Capital punishment was common among all ancient civilizations.   It was used for a variety of offenses that today aren't crimes at all, like stealing the keys to someone's wi... ...e only two states which use this method are Utah and Idaho.    Conclusion      Ã‚  Ã‚   While writing this essay, I found a lot of different arguments both for and against capital punishment.   After weighing both sides of the issue, I came to the conclusion that capital punishment isn't a good idea.   There are too many risks involved - such as executing an innocent person.   Many people feel that if someone murders another person, then he too deserves to be killed.   But murdering another person won't bring the other one back, and two wrongs don't make a right.   I think it would be worse to spend the rest of your life in a cell than to go through hell for a few minutes but then be over with it forever. Therefore, I think that a good alternative to receiving the death penalty would be a life sentence in prison with no chance of parole.