The Influence of Jealousy in Men and Women in resp Essay Example For Students

The Influence of Jealousy in Men and Women in resp Essay onse to InfidelityJealousy can be defined as a fear and rage reaction fitted to protect, maintain, and prolong the intimate association of love (Davis 1948, cited in Buunk et al 1996) Sexual jealousy has frequently been observed as a powerfully strong emotion, however, research on this topic has been limited as most emotion researchers consider jealousy as a combination of the more basic, central primary emotions. Evolutionary psychology is seen to be a popular perspective from which to understand jealousy. to This perspective postulates that the origins of jealousy are ascribed to the evolutionary history of humans (Buss 1991, 1995). We will write a custom essay on The Influence of Jealousy in Men and Women in resp specifically for you for only $16.38 $13.9/page Order now

Landscape

Landscape Landscape Landscape By Maeve Maddox A reader asks, What is the meaning and usage of landscape in [phrases] like emerging media landscape or emerging distribution landscape? First I’ll address traditional meanings of the noun landscape as it refers to scenery. Although Old English had the word landscipe, meaning â€Å"a tract of land† or â€Å"a region,† the word landscape entered modern English in the early 17th century from another Germanic language, Dutch. It was borrowed as a technical term for a painting or drawing that represented natural inland scenery–as opposed to a portrait or a seascape. By the 19th century, landscape had also come to mean â€Å"a tract of land with its distinguishing characteristics and features, especially considered as a product of modifying or shaping processes and agents.† The features could be the result of either natural processes or human design. Here are current examples of both meanings: William Turner (1775-1851) was an English Romantic landscape painter, water-colorist, and printmaker. Running for 186 miles, the Pembrokeshire Coast Path takes you through a rich assortment of different landscapes along Wales’ west coast, from limestone cliffs to red sandstone bays and lush, glacial valleys. The New California Landscape promotes a balance between urban landscapes and the environment, includes diverse and beautiful aesthetic qualities, and facilitates the efficient use and management of resources, especially water. The phrases â€Å"emerging media landscape† and â€Å"emerging distribution landscape† reflect landscape’s new use in the vocabulary of marketers and bureaucrats. The Ngram Viewer shows that â€Å"media landscape† appeared in the 1960s, but didn’t soar until the 1980s. â€Å"Distribution landscape† emerged in the 1990s. The â€Å"media landscape† refers to the way people get their news and entertainment. In earlier times, we read newspapers and books, listened to the radio, watched television, collected records, and went to the movies. That was the â€Å"old media landscape.† Now we have smart phones, electronic notebooks, digital books, home theaters, and the Web. Distribution in â€Å"distribution media† is a business term referring to the way vendors get their products to consumers and how consumers pay for them. One channel of distribution is the simple transaction of buying a set of dishes at a yard sale: the seller of the dishes puts them outside with a price on them; the buyer hands over cash and takes them home. A more complicated channel of distribution is involved in buying a computer. The buyer places an order–in a store, on the telephone, or online. Payment is made in advance–by cash or check in the store, by credit card in the store or online–or by some other method, such as PayPal. The computer is then transported–likely from China–by air and by truck to the point of purchase. The â€Å"new distribution landscape,† moves beyond traditional methods of delivery. For example, it’s possible to buy a product such as software or music online and have it delivered by download. This figurative use of landscape has nothing to do with the physical world. It seems to be a trendy replacement for the once-fashionable paradigm as an inflated synonym for pattern or model. This abstract use is trickling into other contexts: The Changing Content Distribution Landscape Reflections on the New Compliance Landscape Navigating the New Rural Banking Landscape The New â€Å"Meaningful Use† Landscape: A Transition from Incentives to Penalties A brief discussion about  the new lending landscape In the context of printing, landscape is used as both adjective and adverb in reference to shape (oblong) and directionality (horizontal). The opposite of landscape in this context is portrait (vertical): Should I design my illustrated kindle ebook for portrait or landscape mode? AOL pages print Landscape Instead of Portrait Print set-up shows portrait but prints landscape. As a verb, landscape means to beautify an outside area by making it part of a continuous and harmonious scene. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?"Latter," not "Ladder"7 Other Types of Pronouns

Reflection paper Essay Example | Topics and Well Written Essays - 750 words - 20

Reflection paper - Essay Example Unfortunately, without any consideration on the possible consequences that such an action or decision may have on the society as a whole. The chapter tries to outline the adverse impacts that a capitalist society has on the development of the entire community, whilst negatively getting biased towards such an economic system. To help create the picture of the situation, three persons are used, A, B and C, who put their funds in a use that best suits them. The example of landholding, whereby A leases its holdings to B. if checked into considerably, the after effect on the society mainly depends on the actual purpose that the ultimate user of the property puts it into. In other words, the output of the property determines its usefulness to the society in a capitalistic system. A property may be leased out or sold from one individual to the next, say A to B. for A, they shall have gotten the value worth their property, hence not suffered any loss. However, the problem remains in the sense that the ultimate output of the property is rolled to the society. In the case of A, the society benefits depending on the use to which they put the property. If they, for instance, decide to squander the money accrued in the sale or lease of the property, it remains up to the society. Another problem falls on person B, who has bought the property. They may have it channeled in a use that is beneficial to them, or worse still, have it put in an investment that may be considered unproductive. For example, say B has a series of employees, who manage their property. If the employees choose to rip him of the property or divert the usage, the loss shall have been suffered by him, yet the eventual loss stills fall on the community. In a capitalist society, the government also falls a victim of blame depending on the use to which its various assets and revenues are put. To help outline the precept from the perspective of the

Currency Depreciation Essay Example | Topics and Well Written Essays - 500 words

Currency Depreciation - Essay Example Dollar would be worth less relative to other world currencies. Thus, demand for U.S. goods in the international market would increase, and demand for foreign goods in the U.S. would decrease. Thereby, benefiting the balance of payments and improving the U.S. trade imbalance. In wake of losing comparative advantage with the U.S. in terms of exchange rate, other countries can protect their local firms through protectionist policies, higher tariffs, and duties etc. This would make U.S. goods expensive for foreign consumers and equate the depreciating dollar advantage of the U.S. Furthermore, the U.S. economy can benefit a lot if depreciation in dollar helps to increase exports and decrease imports. An increase in exports could stimulate demands and push firms to hire more people. This would be a good sign for the U.S. economy which is facing an unemployment rate of around 10%. Furthermore, the U.S. companies would get more revenue from selling abroad, and thus, would be obliged to pay more taxes to the government. However, a depreciated dollar can have negative consequences both for itself and the world. Oil is traded in U.S. Dollars on the international market, and oil and dollar share an indirect relationship. That is; a rise in dollar value decreases the price of oil, whereas a fall in the U.S. Dollar increases the price of oil.

With rreference to recent case law discuss the impact of the human Essay

With rreference to recent case law discuss the impact of the human rights act 1998 on the doctrine of parliamentary supremacy - Essay Example The UK Constitution is rightly deemed an unconventional, uncodified constitution that is a pragmatic product of experience and experiment. Central to the UK Constitution is the doctrine of parliamentary supremacy which endows the UK Parliament an overweening supremacy above all other governmental institutions including the executive and the judiciary. As defined by Albert Dicey, it is a doctrine wherein the Parliament has â€Å"the right to make or unmake any law whatever and further, that no person or body is recognised by the law of England as having a right to override or set aside the legislation of Parliament.†3 Parliament is not bound by its predecessor. In other words, it confers upon the Parliament the title â€Å"Supreme Lawmaker† by which the notion of judicial review does not apply. Thus, no court is allowed to question the validity of an Act of Parliament. Moreover, the Parliament’s legislative competence is rendered unlimited and by ordinary Act of Parliament it is empowered to alter any aspect of the existing Constitution. This doctrine had been questioned but was upheld in the Madzimbamuto case with finality, holding that if Parliament chose to enact a law that is improper or immoral, â€Å"the court will not hold the Act of Parliament invalid†.4 This doctrine had also been lambasted by such judges as Lord Chief Justice Woolf on the ground that it causes the British courts to become a weakened judiciary, stripped of the power of judicial review and the power to interpret civil rights implications while the Parliament is free to enact any legislation that it desires.5 It is a reality though, that the doctrine of parliamentary supremacy was threatened and suffered an erosion when UK decided to become a member of the European Union in 1972 and had to accede to European laws and the principle of the supremacy of European union law. The case Costa v ENEL

Rise of the Merchant Class in the Middle Ages

Rise of the Merchant Class in the Middle Ages The Middle Ages, which is considered to be the time between 500 and 1500 AD gave rise to a new economic and cultural experience in Europe. The transition from the Classical Age to the Renaissance was a process of evolution. After the barbarian invasions of Europe during the fourth and fifth centuries by the Anglos, Saxons, Goths, and Huns, the great Roman Empire declined. It was only starting in the eighth century that Europe slowly began its cultural, as well as economic, recovery. Politically, several new states emerged starting in the year 900, including the consolidated Scandinavian states under King Sweyn of Denmark; the creation of a Hungarian state; and the states of Bohemia and Poland. These states were very stable monarchies, which helped widen commercial exchange between one another. The Scandinavians traded extensively with the east, the Mediterranean countries, and with Russia. The end of various civil wars in Europe helped countries like Italy make a name for themselves in trade with the Mediterranean. Pisa, Genoa, and Amalfi, were all major commercial hubs. Germany and northern Europe were also able to make use of trade routes to the Mediterranean through Italy and France. Another result of the more settled Europe was the revival of agriculture, which was further stimulated by commercial expansion due to the growing exchange economy. Many cities began expanding, creating the demand for larger amounts of agricultural produce. As a result, previously unproductive lands in countries such as France and Germany were converted to fertile farms, rich with grazing herds. Nobleman with large pieces of uncultivated land offered these lands to peasants for cultivation in return for which they collected payment or rent. This was the beginning of the feudal system in Europe. Under the feudal system, kings gave nobleman large grants of land in exchange for soldiers. In exchange for fighting, the soldiers were given gifts of jewels, horses, and sometimes land, in territories that had been newly conquered, called fiefs. These vassals, or servants to the king had authority over the peasants, called the serfs, who worked on their land. The vassals became powerful local rulers who made their own laws, which the workers on their land were required to obey. Economic progress stimulated by this system gave rise to new towns and a rise in population in areas that were previously unsettled. The rapid increase in population due to the economic revolution resulted in a shortage of land. However, instead of causing a problem, farming and land cultivation techniques improved so that land could be used more efficiently. This also shifted quite an amount of the population away from farming jobs, and into jobs in towns and cities. By the 1100s, these hard working urban citizens formed the middle class and were enterprising, ambitious, and contributed to the success of an early form of capitalism. This medieval capitalism is often referred to as the birth of capitalism. Contributing to the development of the European intellectual, religious, and moral recovery was the setting up of new monasteries, since the church had also suffered due to the numerous invasions in the past. The more settled political climate helped bring back the influence of the church. A few of the great noblemen founded new reformed monastic houses that were more inclusive including the famous abbey of Einsiedeln, the monastic school of St. Emmereram, and the Episcopal school of Bamberg. This reformation of the monasteries broke down regional differences and revived discipline as well as literary and artistic life. The feudal ideas of lordship extended even to the monasteries, as in the case of the abbot of Cluny who was the head of all monasteries founded or reformed by his order. Even though there was much political, economic, and religious progress, new problems were created by all this development. Consolidation of kingdoms created complications for German, Italian, Hungarian, and Polish rulers. In Germany, the economic recovery caused tension between the aristocracy, which was only interested in profiting as much as possible from the revived economy, and the government. In Italy, it led to antagonism between the knights, and their feudal lords, or bishops. However, the social revolution between the knights and the bishops gave rise to powerful new classes that strived to better their positions, leading to nobles and non-nobles. In spite of all of these tensions, people still had jobs to support the growing population in cities and towns. Any commodity that was unavailable in individual fiefdoms, was obtained by barter. Artisans made farm implements, dishes, and clothing, which they exchanged for the grain, wine, and meat produced on the farms. Beginning in the tenth century, a new class of trading people emerged, referred to as peddlers. Peddlers traveled from town to town, supplying the nobility and the peasants with the products they needed. The areas frequently visited by them quickly developed into towns, which emerged as major centers of trade and attracted many merchants who supplied the prospering nobility. As the nobility got wealthier, they were able to afford gems, silks, exotic spices, and other symbols of wealth. The merchants who previously went from town to town, were now traveling to foreign locations such as Egypt, Morrocco, and Turkey. The activities of the traders permanently altered the f ace of European society, leading to a commercial revolution, which was essentially the shift of power from the landlords and nobility to the merchants. Concentration of wealth in emerging cities such as Florence, Venice, London, and Paris attracted merchants worldwide. By the tenth century, extensive trade routes had been established connecting Britain, the European continent, the Middle East, and North Africa, by river and by sea. Asia and the Middle East had several excellent overland trade routes. For instance, the four thousand mile long Silk Road led out of China all the way to the Black Sea in Eastern Europe, through Persia, Afghanistan, and India. Germanys Hanseatic League saved traders time with their larger ships that carried wine and salt to the East in exchange for the grain and timber they bought back. Some traders and merchants began plying the sea routes in search of more goods and profits. Due to its location between the East and Europe, Italy was a vital trading country. Merchants from Venice traded with those from the Byzantine Empire through Turkey, and merchants from Pisa and Genoa traded with cities in North Africa. They brought back African gold and ivory, precious stones, silks, perfumes, and spices from Persia and India, Turkish carpets, Persian ceramics, and Syrian glass and metalwork, all of which commanded high prices in Europe. In the eleventh century, local merchants primarily sold their goods in weekly markets. A network of weekly markets was one of the main components of the booming economic progress that swept across Europe in the Middle Ages. These markets spurred the creation of money, and harbored huge amounts of wealth to the merchants. Fairs, which lasted for weeks and were held at crossroads of important trade routes, were another means by which well-established merchants bought and sold goods. Some of the most important trading fairs included the 12-day cloth fair and the 8-day leather fair, both held in Champagne, France. Since fairs and markets could easily be ruined by undesirable weather conditions, some traders eventually came up with ways to make profits without ever leaving their homes. Using credit, they bought and sold goods through agents at various fairs, giving rise to a form of banking. This contributed to a free flow of money, which enriched the lives of people in all classes of society. This increase in wealth helped patronize artisans, goldsmiths, and retailers. The towns that expanded around the fair sites attracted business and brought about the standardization of currency, weights and measures. The merchant class largely populated the new towns that sprang up, and influenced the economy and social life of their societies. The towns attracted specialists such as grocers, spice merchants, cobblers, apothecaries, and goldsmiths who formed unions called guilds. These guilds set the prices for the goods they produced, as they were the only ones in the area creating this product in the area. Therefore the citizens in this area were willing to pay whatever price they charged. Their control over these prices led to much of their control over the economy. Additionally, they effected and influenced social life with the elaborate feasts and celebrations they held for religious services, holidays, and similar events. With the increase of merchant activities and the rise of the merchant class, it became necessary for them to learn to read, write, do arithmetic, and have a general knowledge of foreign affairs. Local governments and scholars, both of which profited from teaching the children of these merchants, set up schools to take care of the demand for education. The success of the schools in turn, led to the establishment of universities, so that people were able to continue their education if they desired. Some of these universities include Oxford, Cambridge, Chartres, Reims, and the University of Paris. The rising importance of schools broke the monopoly that the church previously had in the area of education. Since merchants made great profits from buying and selling goods, they were considered sinners by the church, because they enriched themselves rather than working for common good. The fear of hell was very real and the church often confiscated merchant estates. To avoid this, merchants began contributing some of the wealth they made to monasteries and churches, and providing funds to charitable causes including hospitals and homes for those without shelter. The rise of the merchant class gained them access to high society and some became famous patrons of the arts, constructing concert halls, churches, and other cultural centers. These merchants spread wealth and culture to the masses and assisted in dissolving the previously existing social structure by creating a society where even a peasant was able to rise in wealth and status. Merchants that joined the ranks of nobility further strengthened their position in society by patronizing the arts even more. They hired artists, musicians, and writers to produce works that still live on today, including works of art such as Madonna and Child, Nativity, and the Wise Man, by renowned artists such as Michaelangelo, Botticelli, and Leonardo Da Vinci. Some of the extremely successful merchants, known as the merchant princes, sometimes became so powerful they controlled their countries wealth. The Medicis, a family of bankers that lived Italy, are an example of such powerful and successful merchants. As a result of this patronage of the arts, many architectural and artistic gems were produced during this time. Some of the buildings built during the Middle Ages using the Gothic or Romanesque styles used such advanced techniques that these buildings are still existent today. The Chartres cathedral, the Laon Cathedral, and St. Denis, all in France for instance, represent the quality of the churches, houses, and castles built during that time. Also produced during the Middle Ages was some beautiful art work that is often overlooked, including jewelry, pottery, metalwork, carved woodwork, sculptures, and illustrated manuscripts. Most of the art work was created in the setting of the church, such as murals of Biblical stories, chalices, shrines, reliquaries, and statues of angels and saints. The rise of the merchant class also made portraits very popular, along with intricate work for personal use such as woven tapestries, decorated manuscripts, tableware, jewelry, and carved furniture . Inventions and technology during the Middle Ages were in the form of a gradual improvement in the way things were done, rather than a series of dramatic discoveries. It took place in the form of a gradual shift away from mass slavery, the use of wind power, of open fields in agriculture, the use of the wheelbarrow, double entry book-keeping, and finally the use of firearms and printing. The windlass, a rope around a barrel which turned using a crank, was used to lift heavy loads. Water mills and windmills were used to power all kinds of machinery. For instance, a hammer driven by a mill was used in fulling cloth, which is a method of cleaning fabric used in textile production. A new kind of loom was introduced as well as the invention of the spinning wheel, which greatly reduced the time taken to weave cloth, and produce new fabrics. The secrets of producing silk were passed on from Greece to other parts of Europe. Papermaking was brought back from China, greatly reducing the cost an d time to write and produce books. The growth and progress of the European civilization in the middle ages was largely due to the rise of the merchant class. With their ambition and hard work, they paved the way for modern times. Under their leadership, Europe enjoyed a prosperity not known since the Roman Empire. When Europe emerged from the Middle Ages, it had attained a level of sophistication in its universities, literature, art, learning, science and technology, that were unmatched in the world. Significant advances were made in the areas of tenant farming, harnessing the horse to the plough, cloth making, iron working, ship building and navigation. This technical progress would not have amounted to much if it had not been coupled with the intellectual tools that the businessmen of that time used to manage his business and observe and measure fluctuations in the economy. The world of trade had to perfect various systems: from dealing with rates of exchange for goods and services outside their towns or even countr ies, establishing credit procedures, legal bases in keeping with the times, and methods for monitoring and balancing their accounts. All of these eventually became the foundation for our modern system of economic relations. Although it is often ignored in history, the Middle Ages saw the birth of a new cultural experience in Europe, which eventually led to the Renaissance. The cultural heritage of the Middle Ages is still apparent in architecture, art, education, science and technology, that have survived the test of time. Bibliography: Gold and Spices: The Rise of Commerce in the Middle Ages, Jean Favier The Medieval Merchant, Stuart A. Kallen The Middle Ages, Giovanni Caselli The Late Middle Ages, Raintree Steck-Vaughn Library The Medieval World, Mike Corbishley Life During the Middle Ages, Earle Rice, Jr.

The Effects of World War II on Kurt Vonneguts Writing :: Biography Biographies Essays

The Effects of World War II on Kurt Vonnegut's Writing February 13, 1945: Dresden, Germany. War is raging across Europe. In a deep underground meat locker beneath Schlacthof-Funf, Slaughterhouse Five, 100 American prisoners and their six German guards feel the Earth move as Royal Air Force bombers lay wreckage to the city above. They can only hear the mass terror as the greatest slaughter in European history takes place, killing an estimated 135,000 civilians and destroying cathedrals, museums, parks, and even the zoo. In the morning, after the carnage has ended, the prisoners are put to work excavating bombed-out buildings to search for the dead. One of those Americans was none other than Private Kurt Vonnegut, Junior. Vonnegut's experiences in World War II were to haunt him the rest of his life, and were to feature prominently within his writing. Two of his novels, Mother Night and Slaughterhouse Five, take place almost entirely within Hitler's Germany. The latter is perhaps Vonnegut's most autobiographical work to date, the action occurring in and around Slaughterhouse Five, the very hellhole in which he toiled for his captors. The former is no doubt less autobiographical, but the main character certainly has many things in common with his creator: an American artist within Nazi Germany, doing what he felt was necessary to stay alive and to further his work. Mother Night, ironically, was not brought about as much by Vonnegut's exposure to the Nazis in Dresden, but more from his impressions and experiences in the mid-West during the Thirties, when American Nazis were rampant in Indianapolis and his own aunt encountered the new race laws of the German Germans, but it no doubt drew heavily upon his experiences at the hands of Nazi captors and his time spent in their land. Even in the stories that do not actively portray the

The Life and Times of American POWs in Korea

The world war two as well as the cold war was understood in a different concept from the Korean War. In them the Americans fought for both survival and virtue not Realpolitik, there was little chance in the imaginative minds for negotiation even though the general public had a very simple understanding of the Korean conflict. The U.S government planners tempered them own impressions with such strategy and belief of thrust and parry. The U.S interest in the Korean peninsula is often said to have been limited in that planners were ready to cut their losses in the even that the conflict challenged to undermine the global prepondence of power. Thus, there were various effects whose magnitudes were immeasurable. For instance, the shootings within the peninsula may have been limited, but the magnitude of fear among the fighting soldiers was not.[1] The fighting was so intense and fierce as well as unpredictable that even Seoul, changed hands about 4 times.   Initially the Americans seemed to have won the war when General Douglas until the people’s republic of china got involved in the war. The Chinese army and other communist forces surrounded the Americans to hand them their worst defeat ever. The often called â€Å"great bug out† was a cruel shock and a rude awakening to a nation that had invented the atomic bomb, beat the Axis of â€Å"evil† attained prosperity while rebuilding Europe and with the belief that their Asian counterparts were backward and incapable of mounting any major challenge. The Chinese propaganda machine put a lot of emphasis on allied atrocities as well as conversion of POWs to Marxism. [2]At the early stages of the wrangles ever peace terms Republic of China started relentless changes of germ warfare. A majority of the reports published were supported by confessions relieved from POWs who were under () with often supervision from international inspectors with varying credibility. A large number and probably all the germ warfare confessions were falsified. At the end of the armistice talks, most of what was left was dedicated to the prisoners with the talks lasting for about half the time of the war. More recently the thesis that the Korean prisoners of war certainly prone to collaborate have been judged as a tenacious one, even though it had been meticulously debunked as early as 1963 by the pentagon. The situation in Korea was that of captivity being different rather than the captive. The U.S prisoners were coerced to give confessions in Marxist jargon. Instead of having just a quite session to inform fellows, as had been the case in earlier conflicts. The Korean was encompassed periods of incarceration as cruel as any American encounter, with about a third perishing resulting in a highly coercive atmosphere. If by any chance there was collaboration in Korea, then the situation can best be explained by the demands of the captors as well as the conditions the captive were subjected to instead of just a decline in character of youth. Although the POWs, may not have a permanent or profound revolution in their thought patterns still they were subject to vigorous and routinely indoctrination processes. This kind of methodology was responsible for a large number of collaboration that superficially appeared as a personality transformation. Within the camps, separating officers and â€Å"natural† leaders from the rest of POWs did the segregation. Such tactics like the encouraging race, class as well as political affiliation so as to abrade personal lies and group places among the POWs. Albeit the Chinese forces proclaimed the policy of â€Å"leniency† it was often on the theoretical basis as most the camps were inherently coercive.   In this often-coercive environment the Chinese forces added a forum from where the prisoners could often be minutely scrutinized for compliance. A brief summery of personal accounts from some of the soldiers who took part in the Korean War would probably provide a better insight to the flight of the prisoners of war. After graduating from high school (1950) Tom Gaylets was recruited in the U.S army, fort Knox, Kentucky for a period of six weeks. He later joined his brother and other soldiers who were in Korea. His unit has changed with the duties of blowing up bridges making roads while at same time removing and locating enemies. This particular unit according to tom moved up and down Korea encountering 21 battles in extreme wealthier condition. (summer 100 degrees) to less than 40 degree in winter) the experience according to him was like â€Å"a hell hole because we fought the war 24 hours a day seven days a week†.[3] There was no such a thing as taking a break. The soldiers were always at the frontline. The following year (may 17 1951) tom was called up by his commanding officer with the excitement at the prospect of arriving home was short lived the following morning when Chinese soldiers attacked their division. After a while the Chinese soldiers captured them, they were taken to a holding area until later at night in order to move them. After that the torture exercise began the Chinese made them carry sickness, hunger, and fatigue! They were not offered anything to eat by the Chinese soldiers, and ate anything that they could find on their way.[4] The food that was served to soldiers was terrible though there was a gradual change after some time. For instance there was one point where tom says that they were served rice and noticed some piece of meat in the rice. Thinking that things had changed for better the soldiers were upbeat only to realize the following day that a rat had accidentally gotten in to their food but the Chinese soldiers intentionally ignored and instead went a head to serve it to them. They were not served meat in their meals until some time in 1953. In the course of his stay at the camp as a POW tom says in the book that about 1,500 men died. During the winter seasons the dead soldiers were wrapped and chopped on the hillside without any decent depict an act of dehumanization. Tom himself almost succumbed to death due to various factors like starvation, bouts of dysentery and apparently about 100 pounds.[5] The Chinese soldiers were constantly looking for excuses in order to punish the POWs. A friend was routinely (every morning) put in a four –by- four foot-hole and left for the rest of the day with a hat on his head. After that he would be taken out of every night only to be returned the next morning where he would fill out information with his hat on and then taken back to the hole. When Tom left to go and see some of his friends in the other company the Chinese solders would move him into a hut their start a fire there and leave him closed up for days. Another account by a soldier named David is a description of the deplorable conditions that they were subject to. After eluding the enemy soldiers for a couple of days, David and his compatriot were captured they were then taken through then initial positions and in fields and then hidden under cliff during the day. (Out-doors) they were not offered any sanitation or medical care. The food that was served to them was a brown powder and which was very little in quantity. This state of affairs was routinely carried out until June of 1951 when they were moved to a mining camp. At this stage a large number of prisoners began to die from starvation, while others died as a result of no medical care for the wounds and injuries sustained and others died from torture. Within his camp everyone according to David was plagued with dysentery that resulted in large number of soldiers dying in this camp. After about three months at the camp the soldiers then started moving them out to new camps. The transfer involved a matching process with no food while at the same time some of them were bombed by the U.S B24 which resulted to even more deaths. During the winter seasons some prisoners were given a pair of cotton pajamas but this all they had for the remaining seasons in spite of the fluctuating weather conditions which could go as well as below zero by about 40-50 degrees in the cold season be as lot as this in the included: body lice, dysentery, pneumonia, skin disorders, intestinal disorders, night blindness, beriberi, frostbites and the more insensitive one was the threat to be executed which often accompanied all Out of the approximately 7,190 prisoners of war, who were captured largely in the first months of the war, about 3,000 of them are estimated to have died in captivity about 43% of the mortality were as a result of starvation in a period that last about for six months (Nov 1950-Apr 1951. often the Chinese soldiers communist apologist normally argue that the U.S bombed most of the areas, thereby preventing the delivery of food.[6] However, some soldiers also claim that even though a large apart of the North Korean supply were heavily bombed most of the camps where the POWs were situated were right on the border of china, which had been exempted from bombing. Although the purposeful starvation of the American POWS had ceased in the early summer of 1951, a new phase of treatment greeted the POWs. This phase easy characterized by very disturbing experiences even to the American public than the initial murder by starvation method; the mass indoctrination in propaganda that were anti-American in philosophy often referred as brainwashing as well as the recruitment of the prisoners of war to regurgitate/repeat the learned propaganda in signed statements and even public broadcasts took hold. Even though the â€Å"brainwashing† term eventually fell out of favor, due to the belief by psychologists that the communist indoctrination had no permanent effect on a majority of POWS as soon as they returned, it however was both a mental and physical torture process. In the history of the war they were some points (1950-1951) that are considered significant. For instance, the purposeful starvation of POWs by the Korean and Chinese soldiers often broke the spirit of the prisoners. The resulting effect was that they ceased to help one another. Attempts by most officers to take command, coercing them to cooperate in their common interest, were often thwarted by the communist guards, unless the officers were willing to be collaborators. Some officers took up this choice, for example a Lt. Col Paul Liles and Harry Fleming chose this method by creating communist propaganda, and in return cutting down on the number of deaths in their camps.   Even though these officers were later court martialed, many still believe they played a crucial role in saving many lives that would otherwise have been lost if they had not taken this stance. Elsewhere, many prisoners were too apathetic to defend their comrades and even themselves from the predators and other thugs like James Gallagher and PFC Roth well Floyd. In one particular instance, that has stood out happened in 17 Feb 1951 when Sgt. Gallagher tossed two POWs that had been severely weakened by dysentery from inside the barrack to the cold where they froze to death. The reason given by him was that the body stench and the general stink of the unclean dysentery patients was a revolting one.   Although this may be accurate, when soldiers act as a team and care for one another, the survival rates is gotten very high. There were some prisoners too who were never reported. The U.S authorities had documented about 66 American personnel that had been held back by the communist forces against their will after the war ended. A majority of them had been captured outside of Korea, and as such were not considered under the armistice terms. So far nothing ever came of them over after concerted efforts by diplomatic missions to secure their release. There were about three general phases to the encounters of the POWs per most of the soldiers especially the ones who hired to tell their tale. For instance the soldiers who gave their personal accounts had the experience of marching which can be referred to as the â€Å"marching phase† in this phase the communist soldiers and particularly the Chinese subject the POWs to often walking barefoot while poorly clothed in bitterly cold weather. They were then marched from their points of capture to camps that were situated deep inside North Korea. The second phase which took place until sometime in October 1951 when a majority of the camps were left to the Chinese control, In this phase where a great deal of deaths about 40 percent as a result of starvation, malnutrition as well as denial of Medicare by the unsympathetic north Korean PA guards. Other than malnutrition, starvation and lack of medical care the experience of the soldiers also included such acts like night blindness. Most of the men interviewed have discussed night blindness among prisoners as well as guards, vegetable competing lacking from their diet or in small quantities that do not make up a balanced diet. These are enough conditions about torture lice cold together with dysentery. There are instance where a guard is told who was ready to offer his bag of lunch plus 2 hours head start to any prisoners of war was willing to escape from the prison camps. This is a testimony of the deplorable state of the prisons and the treatment offered to the soldiers. Most of the times there was no medication and if it was provided then it was inadequate with no records at all. Some prisoners were indoctrinated on a daily basis with the sessions lasing from morning to night with just a short break for the Chinese soldiers to have their lunch. In the mean time the prisoners were not offered any food and it is during such times when the brains rushing process began. The perception that was instilled in them was that of repeating communist ideals and philosophy that they had learned in the process.   At night the soldiers would come into the huts and make the soldiers sit while facing eth wall, and warmed with flash lights that shone on the prisoners’ faces, the soldiers made them repeat the communist philosophy References: Harry Spiller, 1998. American POWs in Korea, sixteen personal accounts. McFarland & Company Raymond B. Lech, 2000, Broken soldiers, University of Illinois Press, Urbana and Chicago IL, 330pp [1] Raymond B. Lech, 2000, Broken soldiers, University of Illinois Press, Urbana and Chicago IL, 330pp [2] Raymond B. Lech, 2000, Broken soldiers, University of Illinois Press, Urbana and Chicago IL, 330pp [3] (Harry Spiller, 1998). [4] (Harry Spiller, 1998). [5] Harry Spiller, 1998. American POWs in Korea, sixteen personal accounts. McFarland & Company [6] (Harry Spiller, 1998)   

Parallel Structure for ACT English Grammar Rule

Parallel Structure for ACT English Grammar Rule SAT / ACT Prep Online Guides and Tips Parallel structure is a grammar rule that is often referenced yet often misunderstood. After reading this article, you’ll comprehend parallel structure and be able to correctly answer ACT English questions that test your knowledge of parallel structure. Because you will most likely see parallel structure questions on the ACT, let’s learn this rule and raise your ACT English score. In this post, I'll do the following: Explain parallel structure. Detail the types of parallel structure questions on the ACT English section. Offer strategies to correctly answer parallel structure questions. Provide additional practice questions to test you on what you've learned. What Is Parallel Structure? Parallel structure means using the same pattern of words for two or more words or ideas in a sentence. Using parallel structure shows that the words or ideas have the same level of importance and makes the sentence easier to understand. The basic parallel structure rule is that the things in a list should be in the same grammatical form. If you're listing three things, the construction of that list should benoun, noun, noun,orverb, verb, verb,orgerund, gerund, gerund,etc. Any inconsistency within the list is an error in parallel structure. Here's an example of a sentence with an error in parallel structure: LeBron James often dunks, steals, and blocking the basketball. The sentence is listing three things that LeBron James does with the basketball. The first two things are verbs. The last thing, "blocking," is in the gerund form. A gerund is a verb that acts like a noun and ends in "ing." All three things should be in the same grammatical form. To correct the error in parallel structure, the last item in the list should be in the verb form, too. Here's what the sentence looks life after it's corrected: LeBron James often dunks, steals, and blocks the basketball. Now all the items on the list match. Excellent! So how does the ACT English section test your knowledge of parallel structure? Parallel Structure on the ACT There are two primary types of parallel structure questions that appear in ACT English. Parallelism Type #1: Lists The example from above was a parallel structure list sentence. Generally, in list questions, three things are listed and you have to verify that all the items in the list are in the same grammatical form. This is another "list" sentence that contains a parallel structure error: Martin Luther King is admired for his courage, his dedication, and being intelligent. Can you recognize the parallel structure error? The first two items are nouns, traits that people admire in MLK. In the last item, "being intelligent," the word "being" is a gerund and "intelligent" is an adjective that describes MLK. We want all three items in the list to have the same construction. After fixing the parallel structure error, this is our sentence: Martin Luther King is admired for his courage, his dedication, and his intelligence. All of the list items are in the same form. The sentence reads better and the structure is parallel. Let's go over some tips for how to figure out parallel structure list questions on the ACT. ACT English Strategy To correctly answer parallel structure list questions, first identify that there is a list of items. Usually the list will look like this: x, y, and z. Make sure that the commas are separating items in a list and are not just separating clauses. Once you have identified the list, determine whether the items in the list are as consistent with the other items in the list as possible. How do we do that? Break down each item in the list by identifying the parts of speech of the words and make sure that all the items match. We want each item to be in the same grammatical form. After breaking down the list items, there should be no inconsistencies. Once we fixed our previous example sentence, the items in the list included "courage" (noun), "dedication" (noun), and "intelligence" (noun). While the list questions are relatively basic, there's a second type of parallel structure question that can be a bit more challenging. ParallelismType #2: Phrases Parallel structure phrase questions are slightly more complicated than list questions, but they follow the same principle. The parallel structure rule regarding phrases is that the construction of a phrase on one side of a conjunction must match the construction of the phrase on the other side of the conjunction as closely as possible. Definition of a Conjunction Conjunctions are words that connect phrases or clauses. Examples of common conjunctions includeand, or, but,andso.Some of you may be familiar with the acronym FANBOYS. It stands for For, And, Nor, But, Or, Yet, So. Those are all conjunctions. Additionally, there are correlative conjunctions, also known as word pairs. Literally, these words come in pairs. The items correlative conjunctions compare follow each half of the word pair. Examples of word pairs include either...or, not only...but also, as...as, and both...and. Conjunctions!! Example Sentences Now that we know the rule and the definition of a conjunction, we can learn how this rule should be applied. This is a sentence with a parallel structure error: The ACT English section challenges students and frustration is found in them. There are two items in the sentence: the two things that the ACT English section does. The two items are connected by the conjunction "and." Let's break down each item by the parts of speech of the words in each item. The first item, "challenges students," is VERB+ NOUN. The second item that follows the conjunction is "frustration is found in them." That phrase's construction is NOUN + VERB + ADJECTIVE + PREPOSITION + PRONOUN. Even if you struggle identifying the parts of speech of certain words, you should be able to immediately recognize that the phrases are not consistent and the sentence has a parallel structure error. So how do we correct the sentence? We change the wording in the phrase following "and" to match the VERB + NOUN construction of the first phrase. This is the corrected version of the sentence: The ACT English section challenges students and frustrates them. The corrected sentence should appear more consistent and read better to you. Now the phrases have the same construction and there's no longer a parallel structure error. Also, it's perfectly acceptable to use a pronoun in the place of a noun as long as the pronoun has a clear antecedent. In case there's any lingering confusion, let's go over another example: Kanye West displays both reprehensible behavior at awards showsandon late night talk shows behaving bizarrely. The two items in the sentence are two things that Kanye West displays. Those things are connected by the word pair "both..and." Again, let's break down the parts of speech of the words in those things. Phrase #1 is "reprehensible behavior at awards shows," and "reprehensible"=ADJECTIVE, "behavior"=NOUN, and "at awards shows"=PREPOSITIONAL PHRASE. The basic construction of phrase #1 is ADJECTIVE + NOUN + PREPOSITIONAL PHRASE. Phrase #2 is "on late night talk shows behaving bizarrely." What is the construction of phrase #2? Well, "on late night talk shows"=PREPOSITIONAL PHRASE, "behaving"=GERUND, and "bizarrely"=ADVERB. The construction of phrase #2 is PREPOSITIONAL PHRASE + GERUND + ADVERB. We want the constructions of the phrases to match as closely as possible. Think about how you could change the sentence to fix the parallel structure error. Here's the corrected version of the sentence: Kanye West displays both reprehensible behavior at awards shows and bizarre behavior on late night talk shows. I changed phrase #2 to match the construction of phrase #1. Both phrases are now in the form of ADJECTIVE + NOUN + PREPOSITIONAL PHRASE. Check it out: "bizarre"=ADJECTIVE, "behavior"=NOUN, and "on late night talk shows"=PREPOSITIONAL PHRASE.Success! The constructions of the phrases match and the sentence is easier to understand. ACT EnglishStrategy If you see a conjunction connecting or comparing two items, identify the items. Then, break down the words in each item by their parts of speech and determine each phrase's construction. Make sure that the phrases are parallel. The construction of the phrases should match as closely as possible. Also, a preposition used on one side of a conjunction or word pair must appear on the other side. Look at this example with a parallel structure error: The mixed martial artist was complimented not only for his tenacity but also in his technique. In the above sentences, the prepositions "for" and "in" correspond with "complimented." The sentence is saying that the mixed martial artist was "complimented for" this and "complimented in" that. Hopefully, your knowledge of idioms would tell you that it's incorrect to use the expression "complimented in." Even if you weren't aware of the idiom error, to keep the sentence consistent and follow parallel structure rules, use the same preposition before and after "but also." This is how the sentence should look: The mixed martial artist was complimented not only for his tenacity but also for his technique. Let's apply these strategies and our knowledge of parallel structure to actual examples from the ACT English section. Actual ACT Examples Look at the following question from a real ACT and determine if there is an error in parallel structure. As a young woman, she wrote of pining for a valentine and of visiting the Chinese museum in Boston. F. NO CHANGE G. visiting to H. of her visiting to J. of her visiting at Explanation: There is nothing grammatically incorrect within the phrase "of visiting." Let's look at the phrase's function within the sentence. It follows the conjunction "and," and it's one of two things that she wrote about. For the sentence to be parallel in structure, the phrases before and after the conjunction should have as close to the same construction as possible. Phrase #1 is "of pining." After breaking down the words in the phrase, we can determine that the construction of that phrase is "OF" + GERUND. Phrase #2, "of visiting," also has the construction "OF" + GERUND. The phrases are parallel. The answer is F. If you're wondering why I didn't include "for a valentine" and "the Chinese museum in Boston," those phrases just provide descriptive information about what she pined for and where she visited; they do not alter the basic construction of the sentence. Here's another parallel structure phrase question from an ACT. Others, salt-encrusted, "sleep" in ancient caverns, waking after centuries to feed and to be bred. A. NO CHANGE B. for breeding C. to breed D. breeding Explanation: There's nothing wrong within the phrase "to be bred," but what's the phrase's function within the sentence? It's one of two listed reasons why the others wake after centuries. The reasons are connected by the conjunction "and." Reason #1 is "to feed." The construction of that phrase is simply an INFINITIVE ("to" + verb). Reason #2's construction is INFINITIVE + PAST PARTICIPLE. Even if you were unsure of the part of speech of "bred," you should notice that the construction of reason #2 is inconsistent with that of reason #1. To make the phrases parallel, reason #2 should be in the infinitive form. The answer is C. Here are some general tips to help you correctly answer parallel structure questions on the ACT. General Strategies for Parallel Structure SAT Writing Questions #1: Any Word or Phrase Underlined Within a List Indicates a Possible Error in Parallel Structure When you see a list of items, make sure that all those items are in the same grammatical form. #2: Make Sure Phrases that Appear Before and After Conjunctions are Parallel The "phrase" parallel structure questions tend to be more difficult. Common conjunctions and correlative conjunctions (word pairs) include and, but, not only...but also, so...that, at once...and, both...and, either...or, as...as #3: Break Down the Construction of Items Within a List or Phrase Identify the parts of speech of words within a list or phrases that precede and succeed a conjunction. Make sure the construction of the items matches as closely as possible. I've created some realistic practice problems to test you on your knowledge of parallel structure. Additional Practice Apply what you've learned in this article to help answer the following realistic ACT parallel structure questions. 1. More than twice as many people inhabit Nigeria as Ethiopia. A. NO CHANGE B. as in Ethiopia C. than Ethiopia D. as inhabit Ethiopia 2. Unsurprisingly, the diligent student completed his homework punctually, studied the material thoroughly, and his presentations were delivered well. A. NO CHANGE B. his presentations were well delivered C. delivered his presentations well. D. his delivery was good on his presentations. 3. Greg reached his dream not only of having a family but also of becoming a successful entrepreneur. A. NO CHANGE B. to become C. becoming D. became 4. Before leaving your house on the morning of the ACT, make sure you have pencils, a snack, and remembering a calculator. A. NO CHANGE B. a calculator C. to remember a calculator D. have had remembered a calculator 5. Because Matt does not get enough sleep, he has difficulty focusing and to stay alert. A. NO CHANGE B. stays C. staying D. OMIT the underlined portion Answers: 1. D, 2. C, 3. A, 4. B, 5. C What's Next? I commend you for putting in the effort to improve your ACT scores. Your investment should pay off. As you continue to study for the ACT English section, make sure you check out this post on 5 critical concepts to ace ACT English. Also, I highly recommend that you read this article about commas on the ACT. For those of you wondering whether the SAT or ACT is better for you, review this thorough breakdown of SAT Writing vs. ACT English. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The eNotes Blog How to Write a Character Comparison in 8Steps

How to Write a Character Comparison in 8Steps Sometimes two characters are clearly alike, while other times it’s not as obvious. In order to write a successful character comparison, you must move beyond a description of the characters and analyze how they relate to each other. You should examine both characters’ individual roles in their respective literary works to understand how they contribute to the overall meaning of the text. Let’s take a look at eight steps for writing a character comparison.    1. Choose two characters The first step to writing a character comparison is to determine two characters you want to compare. Before you start comparing, revisit parts of the text where each character appears. Take note of the various character descriptions throughout the text and become familiar with the role of each character. A few popular choices for writing character comparisons: Raskolnikov and Svidrigailov, Crime and Punishment†¨ Hamlet and Laertes, Hamlet†¨ Lucy Manette and Madame Defarge, A Tale of Two Cities†¨ Daisy Buchanan and Jordan Baker, The Great Gatsby†¨ 2. Establish a purpose for comparison Why are you comparing these two specific characters? Are you comparing to find meaningful similarities and differences or is it to demonstrate your understanding of the work as a whole? By establishing a purpose, you’re laying the foundation for your comparison and can refer back to it when you start to analyze each character. Several reasons for comparing two characters: Compare how each character’s actions and attributes affect the plot Major similarities or differences in character can show what themes the author wants to emphasize Explain how the relationship between the characters provides deeper understanding of the themes 3. Describe the characters This is a good time to refer to any earlier notes you’ve taken about specific characters in the text: physical descriptions, style of dialogue, narrative elements, etc. It may be helpful to create a two column chart where you can list the traits of each character and cross reference your findings. Remember to always cite direct textual evidence! Important points to consider: Physical descriptions Actions Speech Beliefs / Values Descriptions by narrator and other characters 4. Identify similarities and differences Although the assignment may say â€Å"compare,† the assumption is that you will compare and contrast- consider both the similarities and differences. Once you’ve determined the traits of each character, identify the similarities and differences between them. Focus on the overarching personal qualities or nature of the two characters rather than describing their physical features. For example, if youre writing about Pride and Prejudice, dont write something like, Darcy is a man, and Elizabeth is a woman. Instead, write something like this: Despite the fact that Darcy is a man and rich and Elizabeth is a woman and relatively poor, they share the following characteristics: ____. And then finish by supplying striking examples in a way that explains the novel for your readers. 5. Formulate a thesis Your thesis statement should reflect your purpose for comparing two characters and incorporate the effects their similarities and differences have on your essay. Refer back to your purpose for comparing characters as well as your list of similarities and differences in order to formulate the main claim you’re making in the essay. For example: Though both members of the same social circles, Daisy Buchanan and Jordan Baker reveal the freedoms and restrictions imposed on women in The Great Gatsby. Though both receive prophecies from the witches. Macbeth and Banquo react differently to the news, illustrating through contrast the corrupting effects of power and pride. 6. Form a conclusion Fill in the blanks of the following statements: I am comparing these two characters in order to show ____ about the work. These characters share the following characteristics: ___. These characters differ in the following ways: ____. These similarities and differences relate to the essential meaning of the work because ____. Once you’re able to complete these statements, refer back to your thesis for your character comparison. Have you gathered enough information to make an accurate comparison between the two characters? Have you demonstrated your understanding of the work as a whole? For example, If youre writing about Shakespeares Hamlet and you compare Marcellus and Gertrude, youve pretty much demonstrated you don’t understand the play well, because theres little meaningful connection between the two. On the other hand, if you compare Ophelia and Hamlet, as two adults following their respective fathers advice to their deaths, youve demonstrated superior comprehension. 7. Structure your comparison Consider how you will compare the characters. Broadly speaking, there are two general ways to structure your comparison: You can write about both characters in each paragraph (paragraph 2: As appearance, Bs appearance; paragraph 3: As motivation, Bs motivation, etc). You can write all about A, then all about B, and relate both characters to each other in a following paragraph. No matter which structure you choose, remember why youre comparing these two characters. You must always make a larger argument about the meaning of the similarities and differences, and you must always support those arguments with specific examples from the work. 8. Write Once you’ve outlined the structure of your character comparison, you’re finally ready to write! Make sure that all of the information in your essay is accurate and can be supported by the text. Once you’ve finished writing, it’s always a good idea to proofread your work and make revisions if necessary. For more how-to lessons, visit How To Series.

Tag Lines Essay Example | Topics and Well Written Essays - 750 words

Tag Lines - Essay Example As businesses have become highly competitive in today’s world so it has become very important for organizations to differentiate themselves from the other competing products in the market. Logos and tag lines are ways with which organizations differentiate their products and services in the market. Logos and tag lines are used everywhere by the organization; these two things are used in the packaging material, letter heads, invoices, business cards, shopping bags, flyers, brochures and therefore it is important that the logo and tag line of the company should be good and attractive enough to catch the attention of the audience (Davis, 2005). One of the most important aspects of logo and taglines is that it is used to communicate the audience about the offerings of the company and how the company or the product can help the customer. An attractive logo along with a catchy and engaging tag line can make the customer think of buying the product or service whereas a dull and boring logo might not entice the customer to buy or purchase the product or service in fact it can influence the buying decision of the individual (Verhoef, & Leeflang 2009). There are many things that the management has to look at while designing the logo and thinking about the tag line of the company. Some of the most important things that the management needs to look at include the target market, the kind of products and services the company is offering, the visual and look of the logo, combination of right colors and fonts so that the logo and tag line look attractive and eye catchy, the culture and image of the company and there can be several other factors. However it is important that the final visual and look of the logo is pleasing and attractive enough to grab the attention of the audience. Tag lines should be catchy enough that it positively influences the buying decision of the individual. Logo and tag lines

Analyzing a key business leader. (Jack Welch, Henery Ford) Essay

Analyzing a key business leader. (Jack Welch, Henery Ford) - Essay Example His thinking in this direction helped him in coming up with the line assembly model. The first wonder of Henry Ford was to produce an affordable car. He is considered as an industry leader in the car manufacturing niche. He was the owner and founder of Ford Motor company, and till this day he is considered to be the most revolutionary and successful leader in the car manufacturing industry. He was not only a genius when it comes to thinking of the ways to produce cost effective cars, he was a perfect human resource mobilizer as well. In the times when industry was suffering from great economic depression, he managed to come up with increased wages policy of labor and still mange to scrape a lot of profit. This was all due to his participatory leadership approach. Ford’s approach towards leading was to lead from the front. Yet he was fond of participatory approach. As for the niche n which he was better than many, he introduced the concept of line assembly of cars. The concept itself is a proof that he believed in the perfectly finished product with the combined effort of all who are involved. This was his style of leadership. So in general we can say that his approach towards leadership was participatory in nature. Also, he was a firm believer of the fact that if you have some reward for those who perform better than the others, you will keep your workers motivated. This was the reason that his leadership was successful. His labor laws were just wonderful. (Kraft, 43) As a leader, one of the most important rule and policy for which Henry Ford is known was his labor laws. He was one of the very strong believers of welfare capitalism. He was one of those very few industrialist leaders of his times who believed in improving the conditions of his workers to get loyalty from them in return. At that time after the World War I employee turnover was great and the great depression was