Robber Barons in America Essay -- Cornelius Vanderbilt Wealth Money Es

Robber Barons in America What is a robber baron? Webster’s New Dictionary defines it as an American capitalist of the late 19th century who became wealthy through exploitation (As of natural resources, governmental influence, or low wage scales) or a person who satisfies himself by depriving another. In America we had a lot of these kind of people. For this report I am going to tell you about the ones that I found most interesting to me. I would first like to tell you about Cornelius Vanderbilt. Cornelius Vanderbilt was born in Port Richmond on Staten Island, N. Y. in 1794. Cornelius at the age of 16 had already stepped into the busniess world and he didn’t even know it. At 16 he entered into the steamboat business when he established a freight and passenger service between Stanton Island and Manhattan. Little did Cornelius know this would be one of the key ways he would make his millions upon millions. Cornelius entered the steamer business in 1818, and bought his first steamship in 1829. Cornelius was not a laid back guy nothing was ever good enough for him. If you had and Cornelius Vanderbilt wanted it there wasn’t much you could do to keep him from getting it. This is the kind of attitude that put him on top of the world. After establishing his steamboat Vanderbilt became a very vigorous competitor, lowering his rates while also making his ships top of the line. Vanderbilt the entrepuner himself soon controlled must of the Hudson River. After awhile his f ellow competitors in the steamboat business paid him to take some of his traffic elsewhere so that he wouldn’t get all the work. By 1846 Vanderbilt was a very wealthy man and with wealth he learned cam power. He became widely know as the Commodore Vanderbilt. Vanderbilt sold his steamboats in 1862 and began buying railroad stocks. In a mere 5 years Vanderbilt used his power to uphold most of the New York Central Railroad system. Vanderbilt like in his steamboats strived to be the best in the railroads now. Vanderbilt established many railway systems during his railroad career maybe his most famous was that of the one that connected New York and Chicago in a direct rail route in 1873. At the time of Vanderbilt’s death in 1877 he was worth over 100 million dollars the most at that time. Another questionable hard workingman is that of John Davison Rockefeller. Rockefeller was born in R... ...of what we know about cars to Henry Ford. Ford died April 7, 1947, in Dearborn. Who owns the â€Å"Superstation† and the Atlanta Braves? The television king Robert Edward Turner III who was born in Cincinnati, Ohio in 1938. Turner who was educated at the Georgia Military Academy and Brown Universitey. Turner had a major set back in his life after his dad committed suicide. He inherited the family billboard-advertising business. In 1970 Turner had bought a failing television station in Atlanta, Georgia and by 1975 he had transformed it in to one of the leading stations.. He did this by showing low-cost sports and entertainment programs via satellite to cable systems throughout the country. In 1976 Turner bought the baseball team the Atlanta braves and then the next year he bought the Atlanta Hawks In 1980 Turner invented Cable News Network(CNN) the first 24 hour news station. In 1988 he launched Turner Network Television(TNT). Then in 1991 Turner married the actress Jane Fonda. Turner now at the age of 63 still owns all his companies. I would have to say that after doing this report I learned that no matter how you earn the money you just have to have it to be successful.

The Basics of Economics :: Economics

Economics is the study and understanding of the economy or the system of government and people that deals with money and financial things. Because the government officials did not understand my report about the economic reforms that are supposed to help stimulate the economy, I have decided to teach them about few concepts about the economy and how it works and how they can benefit from me and use these concepts to make wise and good decisions to stimulate the economy. The first thing I decided to teach the government officials about is economic freedom. People highly care about their economic freedom, thus, the government needs to give the consumers or people some freedom. People want to make their economic choices; their job or occupation, what they are going to do with their money, what to produce and how to produce it. Another important concept concerning the people is economic equity; people greatly value equality. Treating people fairly without discriminating between them is an important rule. Thus, discriminating on the basis of age, sex, race, religion, or disability is illegal. An example for economic equity would be minimal wage; the lowest legal wage that can be paid to a worker. People who are not very rich get affected dramatically by inflation; therefore, people prefer to have price stability. Price stability is important because inflation can damage a lot of business and people, discouraging them to get in business and this lead the people to poverty and hating the government and doing riots and strikes. Inflation can also at the end result in increasing the percent of unemployment. Full employments is when most of the society or nearly all of it are employed or have jobs, people wish for this but it will never properly be implemented. Competition is the result of having freedom in an economic system. Competition is the opposite of the monopoly; competition is when the sellers struggle to attract the buyers or consumers. Competition exists because the individual entrepreneurs have the freedom to choose their products. Competition benefits both the seller and the buyer. Many people recognize scarcity and they want to know how to deal with it. People know that if the resources are wasted then the number of products will decrease and thus efficiency in economic decisions is a definite thing. The government must be efficient in solving the people's problems. People hope for the economic growth to increase because everyone wants to have a luxurious and enjoyable life.

Ghandi vs Jesus

Jesus Christ, who is the founder for Christianity, and Mahatma Gandhi, who is the teacher for Hindu, is two teachers that have similarities in their ways of teaching. These two religions are totally different, but they Gandhi was considered a modern day of Jesus, since they share same ideas about what they teach and practice. One major similarity in teaching between these two religions, are that they are both based on non-violence. Gandhi and Jesus both believe that, non-violence is the greatest force that human must maintain and use to achieve in any struggles. They also teach that non-violence should be use as a means to bring about changes within a society, which can be social or even political. This brings about also another similarity in their teaching, which is the teaching of being compassion. Jesus teaches his followers to love their enemies as thyself (Matthew 5:44), instead of showing them hatred and anger. Gandhi teaches the same to his followers, showing compassion to everyone including the enemies, instead of fighting against each other who might be the enemies. Gandhi believes that this will assist with easing the anger and violence that they might have for each other, which will then allows individual’s reactions towards them become compassionate. The â€Å"Sermon on the Mount† is what is said to attach Gandhi towards Jesus teaching. Gandhi states that this part of the bible made him become more aware of not only of non-violence, but also the â€Å"Law of Love†. They both believe and teach that individuals should have endless love and should not retaliate no matter of the situation. The good shall be embrace and the evil should not be thought about in order to live a life without issue and which is good. Forgiveness was another common similarity in Jesus and Gandhi teachings. Jesus state that one should forgive and forget, also one should turn the other cheek instead of hitting back an abuser. This also incorporates the teaching of non-violence, they both teaches that violence will bring about more wrongs instead of rights. Jesus sacrifices himself for his people which were also showing love to his followers. While this was being done, he asks God to forgive the people conducting the sacrifice since they do not know what they are doing. Gandhi teaches that forgiveness truly show the truth and also the love in man. They both teach that one should forgive in order to continue living with compassion for each other. In conclusion, while examining the teachings of Jesus Christ and Mahatma Gandhi, there are a few common traits which are similar in their ways of teaching. Teaching their followers to be compassion, showing forgiveness and also teaching the followers to always behave in a non-violence way is some similarities between these two teachers. They both taught people to follow the right path in life, through having peace with each other, showing compassion and also loving each other. The main aim was to allow the followers to live a good life.

Happy Endings by Margaret Atwoods Essay

Every literature tries to make a specific point. A good writer always associates her opinion, ideas and thoughts in her or his masterpiece. Some produce literature are purely for entertainment stressing that life is funny and humorous, some include many ironies highlighting that life is complicated and hard to understand, some literature especially those classics are for the purpose of political movement portraying the kind of values and morality the society has, some are for the purpose of religion and spirituality and some literature was made to emphasize creativity or unconventional way of creating a literature. Happy Ending by Margaret Atwoods  was used by her to portray what makes a literature genius, more authentic and interesting. Most readers consider a literature ‘nice’ if the ending satisfies them and satisfaction is always in connection to happy ending, giving a social justice to the characters’ predicaments especially of those protagonists. However Margaret Atwoods illustrates in her short story that it is not the end of the story that is important but how well the beginning especially the middle were structured. How and the characters’ circumstances happened are more significant than what happened in the end. The creation of â€Å"Happy Endings† by Margaret Atwoods is not so much about the how the story ends. The writers give different options on how the story might end and the various possibilities of John and Mary’s love story. The story is divided into six possible life scenarios of John and Mary’s love story. Atwood sums it up in her concluding remarks. â€Å"John and Mary die. John and Mary die. John and Mary die. † On plot A, it offers the classic boy meets girl story that demonstrates the usual â€Å"live happily ever after† ending. This is the type of story that most readers wanted to believe in. However the succeeding version breaks away from the cliche of fairy tales, introducing a more realistic perspective in the midst of dominance, tragedy and cynicism. The point is that the writer compels and reminds us to the basic reality of life, that every body dies and that everybody fades away- that is the real and ultimate ending for every human being. Margaret Atwoods is particularly stressing that the readers should not seek the satisfaction on the ending because the ending will not help them to relate about life because all lives has the same ending. In order to fully embrace the importance of literature, one must critically meditate on how and why the characters commit a particular action and decision. The story is not found in the ending but it’s in what we do while we are alive that gives meaning to our existence. Literature for Atwoods has no ending if the characters did not die. The author’s belief that fiction has many beginnings and middles, but only one eventual ending. Margaret Atwoods suggests that we can do nothing about our mortality but we can precisely do something about the quality of our lives. Atwoods says that life is a continuous and never ending journey that there is no concept of happy ending as long as you live in this world. You might end up marrying your dream person but that doesn’t already mean and guarantee that your life is a happy ending; no one knows what will happen next. Every existing being has only one ending and that is death. This story also takes us through our childhood preconception about how love and life is supposed to turn out based on what has been written in fables and fairy tales. As human being grows older, they slowly realize through experience that most fiction fairy tales ending is unattainable. Obviously Atwoods opens up with various settings, different versions and opportunities that are grounded to reality. Atwoods may also want to redefine the stereotypical characterization of men and women and to the readers who readily accepts such gender typing. Most love stories always employ women as a weaker sex who is incapable of themselves most of the time. But in this story, Atwoods introduces the different facets of women who are both capable of vulnerability, unselfish love and extraordinary strength just like men. Atwoods employ both the weaknesses and strengths of Mary and John from those various possible plots. It challenges the writers on where to proceed next from the typical and conventional creation of love story with a more realistic endings and scenarios. Writers must not stay to those predictable stories that will not help the readers much. Writers must be more realistic in portraying themes so that the readers’ life will not lead to destruction. Typical fairy tales as we all know has been destructive, it makes the readers detach to reality, hoping unreasonably that everybody has a happy ending. Hoping of something unattainable will corrupt one person and eventually the society.

Volunteer work

For example, many high school and college students in the United States often spend many hours as volunteers in hospitals, orphanages or homes for the aged. They read books to the people in these places. Sometimes the students Just visit them, play games with them or listen to their problems. Other young volunteers work in the homes of sick or old people. They clean up their houses, do their shopping or mow their lawns.For boys ho no longer have fathers, there Is a voluntary organization called Big Brothers. College students take these boys to baseball games and help them to get to know things that boys usually learn from their fathers. Some high school students take part In helping disadvantaged or handicapped children. They give care and comfort to them and help them to overcome their difficulties. Young college and university students participate In helping the people who have suffered badly In wars or natural disasters.During summer vacations, they volunteer to work In remote or mountainous areas to provide education for children. Each city has a number of clubs where boys and girls can go to play games. Some of these clubs organize short trips to the mountains, beaches or other places of interest. Most of these clubs use a lot of high school and college students as volunteers because they are young enough to understand the problems of younger boys and girls. Volunteers believe that some of the happiest people in the world are those who help to bring happiness to others.

Behaviorist Cognitive And Social Learning Theory Education Essay

In Miss Tan ‘s Kindergarten 2 category of 15, assuming that kids aged five to six, it had been divided into six groups ; Group A, Group B, Betty, Andy, Tom and Jim. The abilities amongst the kids ranged either mean or above norm. In add-on, there were a figure of challenges mentioned in Miss Tan ‘s category. From the list of challenges stated, it can be categorized under 3 classs ; Behaviorist, Cognitive, and Social Learning theory. Therefore, in this written essay, with the usage of assorted theories from assorted theoreticians, I will furthur lucubrate on the different types of challenges met in Miss Tan ‘s category. Behaviorist Betty, being the lone kid, frequently fights over toys with her friends over sharing of playthings. Jean Piaget had come up with four phases in cognitive developments, viz. Sensorimotor phase, Pre-operational phase, Concrete operational phase and Formal Operational phase ( Huitt and Hummel, 2003 ) . Hence, kids in Miss Tan ‘s category falls under Piaget ‘s Pre-operational phase. Harmonizing to Huitt and Hummel ( 2003 ) , it was stated that egoism in kids really much exist in this phase. Besides, kids are engaged in symbolic drama at aged five to six. On top of that, Betty is an lone kid, her prosocial accomplishments may non be every bit developed as other kids with siblings. As mentioned from Preusse ( 2008 ) , for sharing to happen among kids, kids ‘s cognitive and emotional abilities are to be developed. In a sense, kids needed to be able to see themselves executing a certain undertaking and demoing empathy towards other kids severally. Merely when these three el ements are present, kids so will be able to portion. As for Betty, she is confronting cognitive issues. Therefore, it would be harder on her to portion her playthings with other kids. Besides, being an lone kid, Betty may hold a higher degree of egoism. In add-on, Betty and Tom are active kids. There were three constituents of personality under Sigmund Freud ‘s Theory of Personality ; ID, Ego and Super self-importance ( Changingminds, 2002-2011 ) . In relation to Freud ‘s Theory of Personality, Betty and Tom may be missing in the Ego facet. It was theorized that kids under the Ego facet should be able to understand that certain behavior may take to certain effects ( Changingminds, 2002-2011 ) . Such effect may be interlinked with kids ‘s societal interaction with their equals. Bing active kids, they may non be able to see the effects due to their personalities. As a consequence, Betty and Tom could be missing in the Ego facet being active kids. As for Betty, she may be missing in the logical thinking accomplishment, which resulted in her combat with other kids over sharing of playthings. On the other manus, Tom is normally non cognizant that he pushed his friends which led other friends avoiding him. For these grounds, it had surely affected Betty and Tom ‘s societal facet. Furthermore, Tom is unprompted and was ill coordinated. As mentioned above, he is incognizant when he pushes his friends. Albert Bandura ‘s Social Learning theory shared about how people ‘s behaviors can be learned through detecting others, patterning or even imitation of others ( Learning Theories Knowledgebase, 2011 ) . In effect, Tom ‘s impulsiveness may be a consequence of imitation of others or his observations on the people around him. With respect to Howard Gardner ‘s Multiple Intelligences theory, Tom ‘s ailing coordination may be due to the deficiency of bodily kinaesthetic intelligence. Nolen ( 2003 ) elaborated on the term bodily kinaesthetic intelligence as 1 who has really developed mulct and gross motor accomplishments. Likewise, one with bodily kinaesthetic intelligence is able to execute moves that require chiseled actions or control. Above that, Tom ‘s issue may be linked to how his encephalon plants. There might a deficient in the map of parietal lobe and cerebellum. These two maps are associated to one ‘s coordination of motions, orientation and position ( Serendip, 1994-2011 ) . Hence, with the under developed of his motor accomplishments and the maps of his encephalon, it caused Tom to be ill coordinated. Following, Andy was a diffident and recluse male child. Both of his challenges can be related to Maslow ‘s Hierarchy of Needs. As a diffident male child, Andy ‘s sociables demands may non be met based on Maslow ‘s Hierarchy of Needs. Andy may be missing in interactions with other people which had reduced his demands of friends, a sense of belonging and love ( Netmba, 2002-2010 ) . Based on Maslow ‘s Hierarchy of Needs, Andy ‘s esteem demands may non be met which led him to be withdrawn. Harmonizing to Netmba ( 2002-2010 ) , there are two types of regards ; internal and external. Therefore, esteems demands are mentioning to self regard, accomplishment, attending, acknowledgment and repute. As a consequence, there may be a possibility that Andy is missing in one or two regards demands which had caused him to be withdrawn. Besides being a bright male child, Jim was besides sensitive. On top of that, Jim calls when he feels frustrated or he did non execute up to his personal outlooks. Howard Gardner Multiple Intelligence on Intrapersonal shared that one component of intrapersonal intelligence is that the kid may be in demand of acknowledgment and congratulationss often ( Nolen, 2003 ) . In conformity to encephalon research ( Serendip, 1994-2011 ) , the limbic system which is besides known as emotion encephalon may hold affected Jim as he might non able to command his emotions. In all, without recognition from people around him and the deficient of the limbic system, it may hold led Jim to experience defeated and call when he feels that he does non run into ain personal outlooks. Cognitive Children in Group A were classified to be able to number up to 10. Harmonizing to Queensland Government ( 2003 ) , kids aged five to six should be able to number up to 20. Therefore, in relation to Howard Gardner ‘s Multiple Intelligence, kids in Group A may be in short of the ability to observe forms, logical thought every bit good as the ability to ground deductively ( Nolen, 2003 ) Harmonizing to U.S. National Library of Medicine ( 2011 ) , kids aged five to six should hold a broad vocabulary of about 2000 words. However, kids in Group A are merely able to place letters and simple sight words. Lev Vygotsky ( 1978 ) theorized that Zone of Proximal Development ( ZPD ) refers to a kid ‘s ability to execute a undertaking with and without aid from grownup. Similarly, deficiency of ZPD may use to kids in Group B ; able to compose simple sentences and the capableness to make add-on up to 20. Without aid from grownups, kids may non be able to make their possible. As a effect, it had led kids in Group A and B to hold such challenges. Not merely Betty was a slow scholar, she has trouble numbering up to five. Swimming ( 2008 ) shared about Arnold Gesell ‘s theory on ripening that kids were non allowed to turn at their ain rate. Likewise for Betty, she may be missing in logical mathematical intelligence, theorized by Howard Gardner as she has trouble numbering up to five. Bing a slow scholar, it could be of import for Betty if she could be able to turn and larn at her ain gait. Last in the list for cognitive challenges are Tom and Jim. Both of them have to fight in reading and composing letters in sequence. Nolen ( 2003, p.1 ) quoted â€Å" They have great ability to utilize words with lucidity. † However, Tom and Jim do non expose such facet. Following Howard Gardner ‘s Multiple Intelligence, both Tom and Jim may be missing in lingual intelligence. Despite being above norm male childs, Tom and Jim ‘s portion of the encephalon may be non to the full developed. Harmonizing to Serendip ( 1994-2011 ) , Tom and Jim occipital lobe could be affected as this portion of the cerebrum is related to ocular processing. Due to this defect, it may hold resulted in the troubles of reading and composing letters in sequence. Social Learning As supra mentioned, Betty battles with her friends over sharing of plaything. Harmonizing to Albert Bandura ‘s Social Learning theory about how people ‘s behaviors can be learned through detecting others, patterning or even imitation of others ( Learning Theories Knowledgebase, 2011 ) , it could be a instance whereby Betty did non hold the chance to larn how to portion her plaything as she was the lone kid. Therefore, Bronfenbrenner ‘s ecology theory will be able to come in topographic point every bit good. The micro system which consists Betty ‘s household and school, should farther steer Betty in her behavior ( Division of Educational Studies, 2008 ) . Equally good as the meso system that is, for illustration, the relationship between the place and school, should work together to assist better Betty ‘s behavior. Last but non least, Andy, a slow scholar, may be missing in lingual intelligence. Howard Gardner mentioned that one with lingual intelligence is good with words and through linguistic communication, it might a span of communicating ( Nolen, 2003 ) . However, Andy barely speaks due to speech and linguistic communication troubles. Therefore, in relation to Howard Gardner ‘s theory, lingual intelligence affects one ‘s verbal ability every bit good as their ocular accomplishments. In add-on, portion of Andy ‘s encephalon, the frontal lobe, may hold affected him. For case, due to his frontlet lobe which is associated to parts of address and emotions, it had caused Andy ‘s address and linguistic communication troubles ( Serendip, 1994-2011 ) . Similarly for Andy, Bronfenbrenner ‘s ecology theory will be able relevant to Andy ‘s state of affairs. Harmonizing to Division of Educational Studies ( 2008 ) , through the place and school ( micro system ) and the better relationship between place and school ( meso system ) , it might further heighten Andy ‘s to get the better of his address and linguistic communication trouble. Classroom Environment Harmonizing to Miss Tan ‘s category, I ‘ve identified six different larning demands. First, to assist kids in Group A identify more simple sight words. Second, to assist kids in Group B to execute add-on activity by acknowledging Numberss. Third, to assist Betty heighten her prosocial accomplishments such as sharing her plaything with her friends. Following, is to assist Andy talk up with the people around him. Subsequently, is to assist Tom write letters in sequence. Last, is to assist Jim to be able to command his emotions. One facet for kids to larn better will be the learning environment. Highland Council Education, Culture and Sport Service ( 2010 ) mentioned that a contributing and exciting larning environment allow kids to pass on with their friends during the procedure of acquisition and instruction. Identify more sight words Besides holding a contributing environment, in order to run into kids ‘s acquisition demands, the schoolroom may necessitate to be aesthetically pleasant to the kids as good. For case, to assist kids recognize words, kids will necessitate to be exposed to those words. In add-on, instructor uses phonics to foster guide kids. Therefore, what a instructor can make is to make a word wall for the kids. Additionally, teacher designs another â€Å" I can read! † wall that shows that kids are able to place certain words. For this word wall, teacher will present simple words to more complex words. With the usage of phonics, simple words may be words incorporating sounds of consonants and more complex words refer to words that include blends. For each hebdomad, teacher topographic point two words for kids to recognize. With every word that the kids recognised, instructor will put it into the â€Å" I can read! † wall. However, teacher has to be observant of kids ‘s acquisition procedure and advancement. If a kid needs more clip to larn, instructor should follow kid ‘s gait and non hotfoot kid. In this manner, kids emotional demands will be met as kids will experience good approximately themselves as they are able to recognize more words. On the other manus, if kids needed more clip to finish this undertaking, they know that the instructor is non forcing them excessively hard. Performing add-on activity Similarly, kids need to be exposed to Numberss for them to execute add-on activities. Therefore, instructor can set on a figure chart up to 20 in the Mathematics acquisition corner. Additionally, teacher can plan an â€Å" I can number! † chart for kids. To run into kids ‘s acquisition demands, Teacher foremost rote counts with kids from one to twenty. After that, teacher introduces 10s and 1s to kids. On top of that, instructor does add-on activity with kids harmonizing to the complexness of the activity, get downing from the simplest. In order to run into kids ‘s emotions demands, with every equation that the kids did right, kids will put it onto â€Å" I can number! † chart. By making so, it may assist kids to experience good about themselves. On the reverse, some kids may non be every bit fast as other kids in the group. Therefore, it is of import that instructor have one to one session with these kids. Besides, teacher has to pattern with kids daily for slower kids grasp the mathematics concept. Most significantly, instructor should ne'er set the kid down if he or she can non the equation. Enhance prosocial accomplishments Following, teacher has to assist Betty to better her prosocial accomplishments. In order to assist Betty, instructor has to reenforce the kid ‘s societal interaction with other kids ( Essa, 2003 ) . Furthermore, instructor should reenforce other kids to interact with Betty every bit good ( Essa, 2003 ) As Betty is a slow scholar, in order to run into her larning demands, instructor has to clearly show to her what does interacting with other kids mean. In add-on, teacher needs to demo Betty the manner to portion playthings with other kids and explain to her that the playthings do non entirely belong to Betty. On the other manus, instructor can assist to run into Betty ‘s emotional demands is by foregrounding to their kids that they should seek to interact with Betty. Likewise, other kids can portion with Betty their playthings and Betty may pattern such behaviors. By making this, instructor and other kids may assist Betty to experience that a two manner communicating is needed to assist Betty in her prosocial accomplishments. Enhance address and linguistic communication In order to run into Andy ‘s acquisition demands and to do him speak, instructor can promote and reenforce speaking for him ( Essa, 2003 ) . Teacher observes and picks out a certain activity that Andy may bask the most. From at that place, instructor may seek to acquire child talk about the activity. As for Andy ‘s emotional demands, instructor should non coerce Andy to talk up. Most significantly, teacher should understand that Andy may get down to speak when he feels more comfy and when he is ready. Writing letters in sequence To assist Tom run into his larning demands, instructor can get down a simple activity with him. For illustration, instructor may desire to pattern with Tom the manner to compose the letters. Teacher starts by keeping his manus to let Tom to hold the feel how to compose certain missive. After so, instructor will cut down the clip that she helps Tom. However, this has to be done over a longer period of clip. For Tom ‘s emotional demands, instructor may desire to pattern on one missive per twenty-four hours with Tom. This may give Tom more clip and to assist him come on at his ain gait. In add-on, Tom may non experience to emphasize over the day-to-day practicing of composing letters. Have control over ain emotions As Jim is a bright male child and to run into his larning demands, instructor may desire to put clear outlooks with Jim. Teacher explains and discusses with Jim the methods he can utilize when he feels frustrated. In add-on, instructor can hold a chart for Jim that shows how many times he can command his emotions. The chart may assist to reenforce Jim ‘s positive behavior. Most significantly, teacher demand to show to Jim that she is pleased and happy that Jim is bettering and she would wish to see Jim expose such behavior ( Essa, 2003 ) .

Forester explored the idea of the foreigner who is reborn in Italy Essay

Forester explored the idea of the foreigner who is reborn in Italy - Essay Example The tragic comedy developed by Forester outlines various consequences faced in marriages through the example of Lilia and Gino. While Philip and Miss Abott go to fight for the custody of Lilia’s son, Italy transforms them in a positive way. Italy significantly changes Philip to an understanding and a loving person. When Lilia was to about get married to Gino, Lilia’s mother-in-law dispatched Philip, a barrister and aesthete, to go and stop the marriage only to find out that they had married. Philip’s goes to Italy amidst his dislike of the place. Forster (6) asserts that Philip never liked Italy. The author states that, â€Å"And Philip, whom the idea of Italy always intoxicated, had started again, telling her of the supreme moments of her journey- the Campanile of Airolo, which would burst on her†¦Ã¢â‚¬  (Forster 6). This excerpt indicates that Philip hated Italy with passion hence went upon the request of her mother to stop Lilia’s marriage to Gin o. In life, there are many times that individuals engage in actions where they are deemed not to due to challenges. Philip hated Italy with passion but accepted to go upon the request of his mother. From this excerpt, it is true that every individual who wants to achieve success and progress must endure various challenges, like Philip endured his dislike for Italy in order to stop the wedding between Lilia and Gino. Foster (6) adds that, â€Å"They all smiled steadily, excepting Philip, who was choking in the fog†¦Ã¢â‚¬  This is an indication that while he was there, Philip hated Italy. Nonetheless, he had to go and fulfill his mission despite the hatred. Every individual needs to focus on their success and progress without taking into considerations challenges associated. Had Philip followed his hatred for Italy, he would not have gone for the mission in the first place. After their return back home, Lilia wrote to them many letters from Italy. At this time, Philip still had strong hatred for Italy. However, in very few occasions, he was getting excited with Italy. For instance, when Lilia letter came from Monteriano, Italy, Philip was so excited (Foster 10). According to the author, â€Å"The letter was from Monteriano, and concluded with a not unsuccessful description of the wonderful little town†. It seems from this excerpt that Philip hated Italy before he had actually seen the place. However, after visiting the place for the first time during a mission to save Lilia from getting married to Gino, Philip started appreciating the beauty of Italy. Like scholars have asserted from the classical period, it is irrational for individuals to judge ‘books from their covers’. Philip had judged Italy without seeing the place. Having visited the place during his mission, Philip appreciated the beauty of the place to the extent that he wanted to go back again. While on their way to Italy, Philip had a chance of talking at length with Miss Ab ott. The two got involved in an intensive conversation throughout their journey into Monteriano. As Philip and Miss Abott got into conversation, they developed likings towards each other to the extent that romantic and love topics were brought into the conversation. Foster (22) clearly puts it that, â€Å"