Propaganda is as effective a weapon as a gun

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"Propaganda is as effective a weapon as a gun." To what extent do you agree with this statement?

On the accepted premise that a gun is an extremely effective weapon, with the ability to inflict fatal injuries, and to cause enough pressure on an individual to persuade them to do just about anything, the statement 'propaganda is as effective weapon as a gun' can be agreed with only to the slightest of extents because propaganda, "the material disseminated by the advocates or opponents of a doctrine or cause"1 is simply a far more effective weapon. In the context of World War One, which marked the zenith of propaganda as a psychological weapon in modern history, propaganda was utilised in many different forms, the most common of which were posters, films, post cards, brochures and artwork. This diversity was however matched with the similarly innovative military weapons of World War One; machine guns, flame-throwers, poisonous gas, heavy artillery, aircraft, and tanks. The superior effectiveness of propaganda as a weapon in World War One in fact lay in its flexibility in terms of the messages that could be successfully portrayed, and the unlimited nature of its effects. The physical weapons utilised by the Allied and Central forces in the duration of World War One each had definite effects and specific purposes; heavy artillery was an "area weapon", it was simply designed to cover an area of ground with fire with the explicit intentions of softening enemy lines and providing defense. Its effects could be increased with the implementation of specific strategies and tactics such as preparatory bombardments and rolling or creeping barrages, but its effects were limited not only to the battlefield, but also by tangible obstructions such as communication. Propaganda as a weapon in World War One could however portray any message from encouraging wartime thrift to demonizing the enemy through various techniques; word games, false connections and special appeals, without any apparent repetition and it was able to reach both home fronts of participating nations and the battlefronts alike. Furthermore, because each publication of propaganda could be interpreted on so many different levels, and each slightly differently by every individual, it was the most effective weapon utilised in World War One, far more influential than any physical weapon, and thus, the statement 'propaganda is as effective weapon as a gun' can be agreed with only to the slightest of extents.

Propaganda was such an effective weapon in World War One, because just about any message could be portrayed successfully. A major element to this success was the numerous techniques used, so that the same message could be "recycled and regurgitated" into various different forms, so that the message did in fact bombard the audience, but it didn't seem as such because it never became exhausted. The first of these techniques is word games, which was used in World War One with the use of two main devices, name calling and glittering generalities. Name calling is a device that basically "links a person or an idea"4 to a negative symbol with the objective for the audience to "reject"5 this person or idea solely on the basis on this connection. Many Allied propaganda campaigns launched throughout World War One predominantly used this technique, with the development of the connection between the nation of Germany and Huns; members of a nomadic pastoralist people who invaded Europe in the fourth and fifth centuries A.D. and who were defeated in 455. This connection portrayed the nation of Germany and German soldiers as barbarous and destructive, examples of propaganda posters which use this technique are shown in figures one, two and three.

Figure One Figure TwoFigure Three

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Figure One

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/uk.htm

Figure Two

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/uk.htm

Figure Three

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/aus.htm

The Central Powers also utilised this device extensively, interestingly targeting Russia most commonly with this technique. An example of this is provided in figure four, a poster from a German propaganda campaign which compares Leon Trotsky, the Russian Revolutionary theoretician and leader of the Bolshevik Revolution in117, to both a medieval knight and the devil, effectively portraying his ideals as "out of date and evil"6.

Figure four

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/ger.htm

The name calling device attributed to propaganda's effectiveness as a weapon during World War One as it successfully attributed to anti-German and anti-British sentiments throughout the war, emotions which needed to be present at home fronts and battlefields alike to maintain civilian and soldier support, and thus to continue the conflict.

The propagandistic device, glittering generalities involves the use of "virtue words"7, such as "civilisation, Christianity, good, proper, right, democracy, patriotism, motherhood, fatherhood, science, medicine, health, and love"8, to which individuals in society have deep set ideas. The basis for this device is that these words mean different things to different people, and they can be used in different contexts to change their meaning. Therefore, the glittering generality device is essentially name calling "in reverse". Name calling seeks to make the audience form a decision to reject and condemn without examining the evidence, whereas the glittering generality device seeks to make us hastily approve and accept. This technique was used in conjunction with other propagandistic techniques and devices in the majority of propaganda campaigns launched by the opposing forces of World War One as it only controlled a very small part of the publication, invariably one single printed word. An examples of a World War One propaganda poster in which this device is used are shown in figure five, a French propaganda poster. The glittering generality device can also be used quite subtly with the overall theme of the publication making use of these 'virtue' words, an example of which is shown in figure six. The US poster clearly uses patriotic symbolism with the images of the American Flag and the US navy uniform, but it does not specifically use the word patriotism. This device was extensively used in other propaganda campaigns launched

Figure Five 'Justice.'Figure Six

Figure Five

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/fra.htm

Figure Six

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/usa.htm

during World War One such as those encouraging enlistment and wartime thrift. This technique particularly contributed to the effectiveness of propaganda as a weapon in World War One because it was an element that dictated the specific messages that "spoke" to the reader, the part of propaganda publications that arguably had the greatest impact on the viewer.

False connections is a further propagandistic technique that was used during World War One. This technique is achieved with the use of the device, transfer. The basis of the transfer device is the "carrying over of authority, sanction, and prestige of something that the audience knows and respects and reveres it to something that the propagandist would have them respect"10. In this device, symbols are also frequently used. This device was used in propaganda campaigns during World War One that were aimed at eliminating anti-war sentiments on respective home fronts, attempting to justify the nation's war effort. German campaigns of this kind often use the authority of Von Hindenburg, the prestigious German General, an example of which is shown in figure seven. Similar Allied propaganda campaigns used cartoons such as Lord Kitchener and Uncle Sam to represent the opinions of entire nations. These symbols were also commonly used to encourage enlistment, as exemplified in figures eight and nine.

Figure SevenFigure EightFigure Nine

Figure Seven

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/ger.htm

Figure Eight

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/uk.htm

Figure Nine

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/usa.htm

The transfer device was also often used in conjunction with demonisation. As exemplified in figure ten, a German propaganda poster that uses god and religion to portray a message that makes "no doubt"11 about who the public is meant to hate. Interestingly, Great Britain used religious transfer in a very different way during World War One. Any presence of religion in British propaganda was in a positive context. This is shown in figure eleven, a British propaganda poster that uses, not specifically religious transfer, but religious sentiments all the same. This device especially contributed to the

Figure TenFigure Eleven

Figure Ten

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/ger.htm

Figure Eleven

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/uk.htm

effectiveness of propaganda as a weaponin World War One as such enlistment campaigns launched by Great Britain are among some of the most successful propaganda campaigns of World War One. Although conscription still needed to be introduced in Great Britain by 116, the campaign, of which figure eight is an example, aided the signing up of over ,000,000 volunteers in the first two years of the war.

The propagandistic technique of special appeals is the final technique that attributed to the effectiveness of propaganda as a weapon in World War One. This technique is accomplished with the use of the bandwagon device. The bandwagon device generally means that the message of the propaganda publication is basically in the form of "everyone is also doing it, and so should you"1. The effect of this device is that it makes the viewer feel as if they are being left behind, this effect is heightened by the way in which the propagandist exaggerates the urgency of the situation. The two main propaganda campaigns that this device was used in during World War One were those that encouraged women on the home fronts to join the workforce and for civilians to make financial investments in the war effort through war bond, victory bond, or war certificate programs, examples of which are shown in figures twelve and thirteen respectively. In these campaigns, this device was often employed quite

Figure TwelveFigure Thirteen

Figure Twelve

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/usa.htm

Figure Thirteen

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/usa.htm

subtely, so the source of the bandwagon device is quite difficult to locate in the publication. An example of this is in figure fourteen, a German propaganda poster

Figure Fourteen

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/ger.htm

encouraging the purchase of war bonds. The fact that the poster provides no elementary information about the German war loan program itself shows that it is directed at an audience that already has knowledge of the concept, something that is constant with the poster targeting an audience who have already made investments, and it is simply trying to persuade them to increase their pledge. To a viewer who has not yet made an investment, they would effectively feel as if they need to invest in the war loan in order to keep up with those around them, and the viewers who have already done so, are lead to believe that everyone around them are already in the process of making further investments, and more than likely are lead to do the same. The use of the exclamation mark only intensifies the effectiveness of the bandwagon device by exaggerating the sense of urgency. The bandwagon device contributed to the effectiveness of propaganda as a weapon in World War One, as it helped to create the conformity among the home fronts, something that was essential for their productiveness, and thus their contribution to the war effort. This device was also imperative to the success of the large scale propaganda campaigns run by both forces to achieve funding for their respective war efforts.

Propaganda was not only such an effective weapon in World War One because just about any message could be portrayed successfully, as a result of various propagandistic techniques used, but simply because of a propaganda publication's nature of having several different levels that its message can be interpreted on. This can be shown by using figure fifteen as such an example of a publication. The message of this

Figure Fifteen

SOURCE First World War.Com Propaganda Posters, http//www.firstworldwar.com/posters/uk.htm

poster, on a quite straight forward level, is simply that British civilians should be thrifty in their consumption of bread in light of Britain's present war commitments. This same message can however, also be interpreted with the bread symbolizing many different resources that the British people utilize. These resources, which are inferred to be consumed in British daily life with the mundanity of the bread, and to be quite essential with bread being a simple "necessity for sustaining life"1, include all food products, electricity , gas, diesel and coal. The poster quite strongly urges the viewer not to waste these resources, as what is wasted, is again demanded, and must be produced at what the message of the poster promotes to be the costly and unnecessary expense of the British nation in the context of Britain's war effort, thus taking 'a slice off Britain's loaf.' The message of this poster can be seen to subtly promote British civilians to furthermore endure severer sacrifices for Britain's war efforts. This can be seen by the way in which the poster brings very close attention to the conduct of the viewer's lifestyle, and in this way introduces a sense of scrutiny. As a result, a great amount of guilt is placed upon the viewer, as they would be lead to question what is essentially a very private section of their life, their conduct within their homes, as the message of this poster quite strongly insinuates that such actions are an indication of one's dedication to their nation, and its commitments. This would invariably lead to individuals choosing to endure quite harsh sacrifices in order to clear their consciences that have been impacted by the message of this poster. Thus, the effectiveness of propaganda as a weapon during World War One can further be attributed to the ability of most of propaganda publications to be interpreted on a number of different levels, which also differ depending of the audience. This makes each publication in itself extremely efficient in its dissemination, and attributes to the overwhelming success of the majority of the propaganda campaigns launched by both the Allied and Central Powers during World War One.

Therefore, propaganda was an extremely effective psychological weapon employed during World War One, so much so that its effectiveness was superior to any physical weapon which was employed during the conflict, which each had specific purposes and definite effects. This was because propaganda as it appeared in World War One was so flexible, having the ability to successfully disseminate almost any message because of the use of the propagandistic techniques; word games, false connections and special appeals, and the unlimited nature of its effects; a propaganda publication's ability to be interpreted on several different levels, that can in turn vary depending on the audience. Thus, the statement, 'propaganda is as effective a weapon as a gun' can only be agreed with to the slightest of extents, because propaganda is essentially a much more effective a weapon.

Word Count 411

Endnotes

1.F. G. Fowler and H. W. Fowler, (eds.), The Concise Oxford Dictionary, Oxford University Press, London, 176, P. 140.

.M. McAndrew, D. Thomas and P. Cummins, The Great War And Its Aftermath, Cambridge University Press, Cambridge, 001, P. 116.

.ibid, P. 4

4.Propaganda, http//www.propagandacritic.com/

5.ibid.

6.ibid.

7.ibid.

8.ibid.

.ibid.

10. ibid.

11. ibid.

1. ibid.

1. F. G. Fowler and H. W. Fowler, (eds.), op.cit, P. 70.

Bibliography

First World War.Com Propaganda Posters. http//www.firstworldwar.com/posters/ger.htm

First World War.Com Propaganda Posters. http//www.firstworldwar.com/posters/uk.htm

First World War.Com Propaganda Posters. http//www.firstworldwar.com/posters/usa.htm

Fowler, F. G. and Fowler, H. W. (eds.), The Concise Oxford Dictionary. Oxford University Press, London. 176.

McAndrew, M., Thomas, D. and Cummins, P., The Great War And Its Aftermath. Cambridge University Press, Cambridge. 001.

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The metaphors in Kings speeach

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In 16, Dr. Martin Luther King, Jr. on the steps of the Lincoln Memorial in Washington D.C. preached his famous speech "I Have a Dream." His astonishing speech touched many citizens of our nation about the racial injustice in our nation continuing since the Emancipation Proclamation. In order to seek and fulfill the hearts of many citizens through his speech, King developed a powerful speech that contained metaphors to persuade his audience. King used reference to the Bible and other sources that drastically enhanced his speech to be very moving, touching and persuasive. King's speech was not a boring speech a professor will lecture when one sits the first day of college class. It was more of a speech with action and persuasiveness in order to catch his audience attention using metaphors like five score years ago, I still have a dream, and to cash a check. King knew that metaphors were going to be a good strategy in making his speech quite persuasive and effective.

The phrase "Five score years ago" is an effective introduction to his speech because these words are similar to those words of the well-known United States President, Abraham Lincoln. To use the image of an American hero like Abraham Lincoln in a speech to catch the audience attention was an outstanding technique. King used the words of Abraham Lincoln to prove that though an important figure of history like Abraham Lincoln who freed slaves from captivity by initiating the Emancipation proclamation, the image of slavery still stood in the shadow of this famous hero. In other words, King asked how the Untied States could envy and honor a man who supposedly freed slaves if the discrimination of slavery was still a burden upon our shoulders. Five score years ago, was a famous speech said years ago, but instead of freeing slaves from their captivity it came as a warning to slavery that in the future they where still going to be protesting for their rights. Five score years ago in King's Speech interprets that it is the new era Lincoln Speech naturally inclined to end discrimination, something that Lincoln's speech never made a change.

African Americans just like any other racial group in America that were granted their rights in the Constitution still have a dream that the racial injustice will diminish from the streets. I still have a dream, was an effective type of metaphor that was deeply rooted within King's speech. This statement was not only intended for the African American audience, but to all men that were granted the statement of all men are created equally. I believe that King was trying to say that just like African Americans who were facing the difficulty of segregation and discrimination, whether one is not black, but Jewish, Caucasian or Latino all of our destiny and freedom was inextricably bounded to one another. Dreams can be hard to accomplish. The imagery of dream is that, just like everyone who has a dream and fight for their dream to come true. We as individuals must gather all of our dreams together in order to accomplish the goal of ending racial discrimination. The more one keeps on fighting for their dream, the closer that dream will get.

To come to our nations capital to cash a check, symbolized that not just African Americans, but other minority groups were all gathered that day as if they were still paying or working hard for their freedom that was granted years ago. Like American's had broken 7 treaties with the Native American Indian's, the African American's have had the same fortune of being stripped from their freedom and in return have been given a check marked insufficient funds. People of minorities who already struggle to live in this world, still struggle to seek freedom and in order to end the insufficient funds that the African or minority populations are receiving. The nation must gather as a brotherhood to cash that check that makes the economy or democracy of the Untied States, to gain the riches of freedom and the security of justice. Cashing a check gives us some type of superiority or some type of security that allows them to buy some power in the economy of the United States. Therefore, the 16 gathering at the nation's capital was like an individual stock market shouting to buy or sell stocks, but in this case to win their rights of life, liberty, and pursuit of happiness that was granted to them by the founding fathers of this nation. Hence, like cashing a check gives one a type of security to live, they were all gathered that day to cash that check as one ethnicity or nation to revive the riches of freedom and the security of justice, for all citizens of colors, that the nation has failed to satisfy.

Dr. Martin Luther King Jr. used extensive metaphors in his speech to catch his audience's attention. It was a figurative form of speech that was persuasive and made a difference in the Civil Right Movement of 16. Without the leadership of King, I wonder where we would be at today, probably still saying "I have a dream." As individual's different backgrounds and ethnicity we must challenge our obstacles in life to live up to our own individual dreams, instead of wondering where we could have been. As the great leader, King himself once said, "I Have dream..." we must continue to further that dream to where ever it may lead.

Please note that this sample paper on the metaphors in Kings speeach is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on the metaphors in Kings speeach, we are here to assist you. Your cheap research paperson the metaphors in Kings speeach will be written from scratch, so you do not have to worry about its originality.

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What motivates us

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Humanity is always left to wonder. What is it that drives human personality. How come that we have great and successful artists, managers, poets, scientists. And some not very successful and some outright mediocre. What motivates us to do what we do, to purse success, or to pursue happiness. Is it self interest. We associate motivation with human behaviour,meaning, a state of mind that moves us to action. Why am I pursuing a post graduate degree in Business.

Each day brings with it an endless list of decisions to be made. The process of making those decisions is driven, in large part, by the hope of a benefit or the fear of a consequence. Is that benefit our self interest or a we scare of the consequence of inaction or failure. For example many immigrants, like myself, come to America with a future that is so uncertain, they pick up menial jobs right away because they have to survive today, but they attend community college in the night either because they seen education as a veritable vehicle for material success or because they are so fearful of getting stuck in doing menial job.

Literally, every decision we make is filtered through this process. Some psychologists have defined these consequences as needs. Our needs for sustenance, safety, security, belonging, recognition, and a sense of growth and achievement become strong drivers (motivators) of behavior. Everyone, either directly or indirectly motivates every other person. Parents motivate kid to be the best they can. The CEO motivates and influence his managers. The managers motivates his/her troops. Do we get moving by imaginging the benefits of what we are going to do or do we imagine the consequences of not doing it.

So as we attempt to understand motivation and what drives it, we need to appreciate the subtleties that exist in human behavior, and focus our attention on general principles of motivation that have wider application. At least if we can understand some of these principles, we might be in a better position to understand the roles of self interest and fear in human behavior.

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Understanding human behavior is fundamental to understanding how organizations and human society operate and met it set goals and objectives.

Let us explore motivation based on fear and self interest as a veritable avenue to motivation and consequent goal attainment. Fear motivation is the easiest form of motivation. It is based on intimidation. It is founded on "do it or else we can replace you" approach. It is always coupled with threat of loss or punishment for not attaining envisaged goal(s). It leads to situations where "when the cat is away, the mice will play". . Though a measure of achievement could be attained through fear motivation, however, it always result in inner anger and resentment against organization, society or the person who induced it.

Self interest motivation occurs when and environment is created that cause people to want to achieve and excel because their interest is coterminous with the envisage objective. People will work their hardest for something they accept and believe in. When self interest underlines motivation, then the need pose the question "What's in it for me?" became relevant. And this question must be unequivocally answered. People will always want a return on their investment of time, talent, money and efforts.

Think for a second. Is self interest motivation the antihesis of altruism. Does self interest subvert public interest and public good. In 1776, Adam Smith -- the acknowledged father of economics -- published An Inquiry into the Nature and Causes of the Wealth of Nations.

He stated, and I totally agree

He (the businessman) generally, indeed, neither intends to promote the public interest, nor knows how much he is promoting it. .. . He intends only his own security; and by directing that industry in such a manner as its produce may be of the greatest value, he intends only his own gain.

Smith continues He is in this, as in many other cases, led by an invisible hand to promote an end which was no part of his intention. ... By pursuing his own interest he frequently promotes that of the society more effectually than when he really intends to promote it. I have never known much good done by those who affected to trade for the public good. ... It is not from the benevolence of the butcher, the brewer or the baker that we expect our dinner, but from their regard to their own interest.

As Walter E. William stated in one of his papers "Self-Interest Makes the World Go Round" on self interest

Self-interest is the human motivation that is most trustworthy and predictable, and gets the most wonderful things done. I love it when people, in effect, offer, Williams, I really dont give a hoot about you, but if you do this wonderful thing for me, Ill do this wonderful thing for you.

What worries me is when someone tells me, particularly a politician, Theres nothing in it for me, but I really care about the health and education of your daughter. Even more disturbing is when I ask that politician whether he even knows my daughters name and he cant answer.

It is therefore in our self interest to strive to meet this needs, In essence the question that confronts us is.

Self-interest is the human motivation that is most trustworthy and predictable, and gets the most wonderful things done.

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Alexander Fleming

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Who in your opinion was the most important individual in the 0th Century?

Throughout the 0th Century there have been a number of significant personalities who with their attributes have changed the course of history for the benefit or destruction of humankind. Prominent individuals have significantly contributed to society through many fields, ranging from science and technology to politics and human rights. Alexander Fleming was one of the most important scientists in the medical world whose actions changed the course of history through his scientific breakthrough. Through years of sacrificial work, Fleming discovered Penicillin - the first antibiotic in medical history that has saved millions of lives worldwide.

Alexander Flemings extraordinary medical voyage commenced in 101, when his uncle died leaving him an inheritance of £50. This inheritance enabled him to receive medical education and training at St Mary's hospital. Great interest had not led him to the medical field but rather his brother's persuasion to become a doctor as well as an opportunity to leave his tedious job "...he had no burning enthusiasm for medicine but it offered an escape..."1. In 106, after graduating from St Mary's hospital he was greatly influenced by John Freeman to continue and work as an bacteriological research assistant. Initially, Fleming intended to succeed as a surgeon qualifying in 10, however he was extremely committed to research and therefore pursued a career in bacteriology.

The experience of WWI compelled Fleming's continued dedication and pursuit of a miracle drug that would prove essential, in the combat of infectious diseases. He served in France as a Captain in the Army Medical Corps, primarily treating wounded soldiers. Fleming's battlefront experience had proven to him that simple infections were deadly, and soon he realised that there had to be an antibacterial substance that would kill harmful bacteria without harming human tissues. The War had altered his purpose in the bacteriological field, and when he returned to St Mary's hospital he devoted himself in finding an agent to kill the bacteria responsible for infecting wounds.

In 1, through extensive research, he discovered lysozyme, a natural substance found in tears and mucus that unlike antiseptics could fight some bacteria without harming human cells. This remarkable discovery received a cold reception as it proved to insubstantial in killing harmful diseases, however Fleming was certain that lysozyme would benefit mankind. "We shall hear more about lysozyme one day", indeed he proved to be correct as countless scientific papers have been written regarding the significance of lysozyme. Due to this useful discovery, lysozyme has been used in many beneficial ways. The Russians use it for preserving caviar, doctors add it to cow - milk to reproduce the component structure of milk and it is used to treat some intestinal infections as well as some eye infections.

With the lysozyme discovery, came Fleming's realisation that he could find a substance with the strength to kill bacteria but not adversely affect the human body. Thus he embarked on a journey that would eventually lead to a scientific breakthrough.

"I can only suppose that God wanted penicillin, and that this was his reason for creating Alexander Fleming", in 18, his most significant discovery occurred, subsequently altering the course of history forever. Returning from a two week holiday to his laboratories he accidentally discovered the first antibiotic in the medical world,"One sometimes finds what one is not looking for"4, Fleming stated regarding his chance discovery. The fulfilment of his goal, was a result of his persistent efforts and his apparent disorderly habit of not discarding culture plates promptly. On a culture plate of staphylococci a mould (penicillin notatum) introduced by accidental contamination had dissolved the colonies of staphylococci, an example of antibiosis . He found that the broth containing the bacterial substance (penicillin) produced by the mould was unstable and lost it's activity. He concluded that penicillin was non toxic to humans and was sufficient in treating many harmful bacteria.

The discovery of penicillin was one of the most crucial events in the history of medicine, but it took a while before people could comprehend how effective it was in curing diseases. In June 1, Fleming published the first ever report on antibiotics and the benefits of the wonder drug in the British journal for Experimental pathology. These publications were distributed to several editors including pathologist Howard Florey. During that time Flemings accounts failed to rouse other scientists, however is now regarded as one of the most important medical papers written as it marked the beginning for a medical revolution, "the starting point for a clinical revolution that has affected the lives of almost every human on earth'5.

Fleming proved to be a significant figure in the medical world as his discovery would not only save millions of lives but also lead the way for the widespread, globally accepted practice of antibiotic therapy for infectious diseases.

Despite receiving little medical attention,Fleming continued to work with penicillin for some time but lacked the chemical expertise to purify penicillin and develop penicillin into a drug. His work was taken over by a team of chemists and mould specialists, yet they achieved little as several of them died or relocated.

"We owe a lot to Florey, Chain and their co-workers. They did not initiate penicillin but they put it on the map as an effective drug6" Fleming generously stated. Fleming's sacrificial efforts had become the gateway that eventually led Australian, professor of pathology Howard Florey and German Chemist Ernst Chain to the development of penicillin.

Impressed and enthused by Fleming's articles describing the effects of penicillin Florey, Chain and their colleagues set out to work on developing penicillin into a usable drug, "I had come across this paper early in 18 and on reading it I immediately became interested",7 Ernst Chain wrote. By 140, through enhanced chemical techniques the Oxford University Team (Florey, Chain and co-workers) successfully purified and refined penicillin into a wonder drug. Armed with increasing evidence of the remarkable powers of penicillin the Oxford team were unable to engage British drug companies, so American pharmaceutical companies took over and mass produced the world's first antibiotic drug.

Due to Fleming's connections in the British government, a penicillin committee was established to push British drug companies in mass producing penicillin thus introducing the miracle drug to Britain. By D-Day adequate penicillin was available to treat Allied soldiers in need of it.The importance of penicillin was fully recognised as it prevented thousands of deaths during the Second World War. Along with the other antibiotics, it revolutionised healthcare, dramatically reduced mortality rates and significantly contributed to the modern pharmaceutical industry.

Flemings unearthing altered the course of history as deaths once caused by bacterial infections plummeted. Penicillin had positive effects on society through the technological world, the economy and environment. Penicillin possibly helped technology, as great minds lived longer and healthier, therefore were able to create and invent valuable innovations. The economy rapidly grew due to less deaths and population increase, therefore people employed in industries lived longer hence worked longer.

"My only merit is that I did not neglect the observation and that I pursued the subject as a bacteriologist. 8Fleming was honoured for singular contribution that changed the practise of medicine. These awards and accolades came to Fleming in sudden succession, including a knighthood along Florey in 144 and in 145 with Florey and Chain the Nobel Prize for Medicine and Physiology. Medical centres, research institutes, including a moon crater were named in honour of the beloved 'father' of penicillin, proving his importance to medical science.

Sir Alexander Flemings discovery of penicillin signified the dawn of modern medicine and presented true hope in the battle against infections. Millions of people worldwide owe their lives to Flemings discovery. He has proved to be one of the most important scientific figures in modern history, as he pioneered the universally accepted practise of antibiotic therapy for infectious diseases. Fleming has profoundly secured his place among the elite group of individuals whose contributions have greatly altered the course of 0th Century history.

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᠄http//www.telus.net/st_simons/cr000.htm

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Learning Styles Reflection

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Learning Styles Reflection

In my research for Learning Styles, and based upon results I received from a Temperament Test, I found that my temperament type was a Guardian. I learned that most people are classified as Guardians and that they comprise as much as forty to forty-five per cent of the population. Guardians are good managers who keep things running smoothly in their families, schools, churches and other social institutions.

It is no surprise that my temperament type is classified as such, since I have children that I manage every day. Being a good manager requires organization, and I like to keep everything organized. Organization assists me in managing my every day life. Tasks, such as maintaining my planner and scheduling my activities, help me to remember and to follow up on important duties.

The second area of testing concerned Emotional IQs. My results showed that I scored a total of one hundred eighteen, which is categorized as very good. The test findings revealed that I am able to express my feelings clearly in appropriate situations, effectively communicate and interact with others, and deal successfully with stress. I agree with these results since I typically try to express how I feel to others in my interactions with them. This strength will help me build strong relationships with family, friends and co-workers so that I will have the opportunity for a happier and more fulfilling life.

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The last information I researched related to the three learning styles. The first style described was Visual Learners who learn most easily by seeing and are most responsive to diagrams, textbooks with pictures, overheads, videos and handouts. I see myself as this particular learning style since I understand concepts more clearly when I can visualize and obtain a mental picture of the information.

The second learning style described was Auditory Learners who learn best through verbal lectures, discussions, talking things through and listening to what others have to say. I would expect these learners to perform well in school because most classes consist of lectures and note taking.

The last learning style pertained to Tactile/Kinesthetic Learners who learn best with a hands on approach. It is likely that these learners will have to work harder to accomplish their goals.

Overall, the results of these tests have provided me with tools for succeeding in my classes and ultimately in the world. Previously, I was not aware of these learning styles. Knowing my particular learning style will enable me to focus on any weaknesses and work toward developing them into strengths.

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Lord of the Flies 2003 Alternate Ending

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LOTF Alternate Ending

It was still dark when Ralph awoke, safe in his bed after another torturous nightmare. His memories of the island were so vivid, watching Simon's death, and Piggy's, over and over until he wept. Ralph crept quietly out of the house, into the quiet neighborhood, the safe neighborhood, his parents had taken him to after the incident, as everyone dubbed it. No one dared mention it in his presence, of course. He might get sad, he might cry. The whole town knew about it, Ralph was sure. He'd been on the news and everything. But no one spoke of it. It was just a hidden trauma left behind closed doors. Ralph had been left behind closed doors too. His parents, who had been relatively open-minded before the incident, were now the most protective on the block. Ralph was to report home right after school, and not to leave the house without permission. If, by some chance, he was invited to a friend's house, he had to be home well before dinner and couldn't even think about spending the night. If Ralph's fame and terrible past weren't enough to scare off the other children at his new school, his overprotective parents did the job. Sometimes Ralph snuck out at night, just to sit on the front porch and watch the stars, breath the fresh air, and enjoy the outside. It was at these times that the memories flooded back, worse than any other. The horror was still very real, even after two years of being safe. The nightmares still came at least once a week, and he still replayed Simon and Piggy's deaths whenever he was alone to think. He wasn't alone very often. Tonight was one of those nights when Ralph needed to relive the horrible memories. It was odd, but he was addicted to the past. He wasn't sure whether it was driving him insane or keeping him sane, but he needed to think about what had hurt him so badly. It hadn't always been like this, of course. In the beginning, he hadn't been able to think about it. He had tried everything to keep himself occupied, keep himself from his thoughts. He hadn't slept for weeks, only catching a nap here and there. But then he started wishing that he would think about it more often. He had truly grown close to some of the boys, Piggy and Simon particularly, and reliving those horrible times kept them alive, in his mind if no place else. The tears began to come, burning Ralph's eyelids as he slammed them shut to block the flow. He had thought that Simon was an angel. Immortal. He was too good to be just another boy on the island, way too good to be in the same group as Jack. And Jack had looked down on Simon for his occasional fainting spells. Simon should have looked down on Jack, should have scorned Jack! He was so much better than Jack.

Ralph closed his eyes and pushed back the memories, pushed them behind closed doors in his mind. He liked thinking about his friends, but he could only remember so much in one night. Memories of Simon, so innocent and pure, a true angel, always hurt the worst. Hey, you're the Island Boy, aren't you? Ralph jumped several inches as he sought the face behind the voice. Nearby was a boy, about his age, with blonde hair and a gentle smile. S-Simon? Ralph stammered in amazement. The boy looked puzzled. No, my name is Gavin. What's your name? Ralph. Gavin smiled. Simon was one of the boys on the island, wasn't he? What happened to him? Ralph had never met someone like Gavin. At least, not someone here. It only took a moment for him to start speaking. He told Gavin all about the island, about Simon and Piggy and Jack and the lot of them. When he had talked himself into exhaustion, he sat back in his chair and waited for the other boy to speak. Gavin took a second to absorb what he had been told. They tried to kill you? he exclaimed. Wow, no wonder no one wants to talk to you about it.. Ralph shrugged. I feel better after talking to you. You know, like someone took all the hurt and memories and stuff and they took it away, or lessened it, or something. Know what I mean? Yeah, actually. When my mom died last year, everyone tried to keep from talking about her in front of me, but when I finally got someone to talk to, it made dealing with it better, Gavin admitted. He gave Ralph a half-smile. It's a lot like being locked up sometimes. With no one to talk to or anything. Everyone wants you to just forget it ever happened, but that's not possible so you keep everything inside but sometimes you just feel like you want to burst, right? Ralph smiled back shakily. Yeah. That's exactly it. He ran a hand through his tousled hair and glanced into the sky where the sun could be seen peeking over the horizon. I'd better go back inside before my folks wake up. They're a bit protective. Obviously, Gavin replied wryly. I'll see you soon? This time Ralph's smile was broad and heart-felt. All right. How 'bout tomorrow, same time? Great. Ralph disappeared into the house to try and catch a few more hours of sleep. When he found himself drifting, he called up one last memory of the island. It wasn't a struggle, like always before. The doors that had once confined the memories had been opened. He was no longer locked behind closed doors.

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Child Abuse

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Cheryl Lyles

Pg.177

Not more than 0 years ago my parents used to slap my sisters and me, or beat us with what ever they could get their hands on. It was not considered abuse back then, it was called discipline. I became interested in this topic because now a day if you spank your child it is considered child abuse. The idea of "child abuse" is controversial. Are children getting it easy these days or are they really being abused?

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There are four major types of abuse, physical, sexual, emotional, and neglect. The one I am going to focus on through out my paper is physical. Physical abuse is defined as any physical injury (ranging from minor bruises to severe fractures to death) as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with hand, stick, strap, or other object), burning or otherwise, harming a child (www.calib.com). Why would a parent want to harm their child in such a way? Some people may have no control over their actions. They may be so drunk they do not realize what they are doing. It made me wonder, if a parent does not want their child why don't they just give it up for adoption? In some cases there are things a parent can do if they do not want to keep their child. In some states you can drop your baby off at the hospital, no questions asked, but that is consequently that is not so in all states. Child abuse is a relatively common problem in our society. "In 000-001, 1,85 children reported being physically abused to childline" (www.childline.com).

When I first started my paper I was convinced that children were getting off easy these days. As I did more research on the subject I realized that child abuse is a problem. Child abuse is found in all societies and is almost always a highly protected secret, wherever it takes place. Only recently and in various countries and cultures, has the abuse of a child come to be seen as a major social problem and a main cause of many people's suffering and personal problems. Yet abuse on younger children has a more devastating impact if they are not treated in their childhood.

Abuse usually occurs when a child is unwanted or in single parent households or when a family is suffering from financial problems. Parents who have drug and alcohol problems may also abuse their children. Most children who are abused as a child become abusing parents when they have children. The impact of abuse is far greater than its immediate, visible affects. Survivors of child abuse may be at a greater risk for problems later in life. They may have low academic achievement, drug use, teen pregnancy, and criminal behavior. There are short and long term consequences that can be caused from child abuse, such as brain damage, developmental delays, learning disorders problems forming relationships and aggressive behavior and depression.

After reading the definition of child abuse I could not understand how a parent could throw, shake, stab, choke or burn their child. I understand that parents get mad and frustrated but there is a point when you need to walk a way and let your self cool down. "In the year 000, an average of ,400 children was found to be victims of child abuse each day" (www.calib.com). "At least ,000 children die each year as a result of child abuse" (www.jimhopper.com). "Furthermore, 5 percent of children that were abused were abused by some one they know" (www.childline.com). When the abuser is some one the child knows it can cause more problems for them. If a child is being abuse they can always call a child abuse prevention agency to get help. They can also go online or talk to a teacher or councilor to get help.

They are unsure weather or not they should turn their abuser in because of threats or weather or not some one is going to believe them or not. The fact that a child might have to grow up with the devastation of being abused is horrible. They have a less chance to succeed than someone who was not abused as a child.

The court system has begun to step in and try and help children that are being abused. In most cases that is not enough. They can always try and remove a child from the home but in some cases it might be some one that does not live in the home that is abusing a child. You can always lock an abuser up, but if they did not commit murder they are likely going to get out sooner or later. Who is to say they will not go after the child that got them locked up in the first place?

After doing research on child abuse my views totally changed. I learned that child abuse goes beyond a spanking or a whooping. Furthermore, it is not just a problem in the U.S. but all over the world. Child abuse can be very harmful to a child, not only physically but mentally to. And can affect them for the rest of their lives. It makes me rethink they way I should raise my children when I have them. Just because I used to get whoopings and I turned out fine does not mean that if I whoop my child they are going to be fine to. I hope that one day everyone will come to realize that child can not protect themselves and we will do everything we can to protect them.

WORKS CITED

Jim Hopper "Child Abuse Statistic, Research, and Resources"

http//www.jimhoppper.com/abstats

"What is Child Abuse"

http//www.calib.com/nccanch/prevention/overview.child

"What is Child Abuse"

http//www.childline.org.uk/Childabuse.asp

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