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The Progressive movement was a widespread reform effort that was aimed to cure the underlying and many political as well as social ills in the US after the end of the industrial revolution and therefore was aimed to mark a beginning to a new era. During the late 19th and the early 20th centuries, the nation of the United States underwent tremendous changes. One of the major changes in the new era included the shift from an economy that predominantly relied on agriculture to an economy that much relied on industrialization (Goldfield et al. 2001). The changes in the economy brought out a stark in the social changes to the United States, and therefore millions of people in the nation relied on other individuals such as business owners to earn a living. At times, most of the employers reinvested their profits into the company failing to pay the workers their salaries. It was believed that most of the business owners had a lot of power within the federal government, and most of the people in the United States believed that the business owners had massive influence over the national government. And as well that the employers possessed no desire to relinquish any of their powers to the working and the middle-class individuals.

By the year 1890, a group of reformers by the name progressives emerged with the primary aim of combating some of the ill effects of that resulted from the transition. As the rich and the business owners possessed the government, the progressive movements were characterized by people of the middles class with most of them possessing college education. The Progressives believed that industrialization was good for the United States, however, contended that human greed had taken heed to overcome the more positive effects that came as a result of industrialization (Goldfield et al. 2001). The Progressives hoped to instill in the United States citizens the moral values that were based upon the protestant religious beliefs as they wanted the employers to treat the employees as they as they wanted to be treated in return. The Progressives also hoped that if the working conditions were made better, a large number of the US citizens would not have the urge to engage in immoral activities such as gambling and drinking in an attempt to forget their problems.

The Progressive Movement sought better payments, improved and safe working conditions, increased working benefits for the workers as well as shorter working hours. With the belief that education was a crucial component for the people to make a better life, the Progressive Movement was opposed to child labor and therefore wanted the children to attend schools rather than spending their time working in the industries and mines. The Progressive Movement was in support of the prohibition and at the same time succeeded in the enactment of a ban on the manufacture, transportation, and distribution as well as the sale of alcohol with the eighteenth amendment of the US Constitution in the year 1919. The Progressive Movement as well sought to reclaim the government from the might and power; that is the business owners as well as the corrupt politicians through advocating and encouraging direct elections of the US representatives especially the Senators by the people (Goldfield et al. 2001). The progressive Movement as well succeeded in the attainment of the reform promoting for direct election by the people with the adoption of the seventeenth amendment of the US constitution in 1913.

Other reforms that were a success included the initiative that allowed the voters to pass legislation on their own, the referendum that allows the voter to repeal the laws to which they did not support. Recall was another reform that allowed the voters to remove an elected official from office to which also was a success (Goldfield et al. 2001). A large number of the Progressive Movement members were in support of the women’s suffrage, assisting the women to acquire and secure the rights to vote and this was also made a success through the adoption of the Nineteenth Amendment to the United States Constitution of the year 1919. It is also known that the progressive Movement was in a battle with the city bosses that included Cincinnati, Ohio’s George Cox and they did this through hiring city managers.

The Progressive Movement was responsible for the enactment of numerous positive reforms that were aimed to improving the lives of the citizens of the United States, but some of their goals to which they advocated for were questionable. With the quest for a democratic government in the United States and as well as protection of the workers, the Progressive Movement went ahead and sought to force their beliefs that included the social and political believes on others and therefore demeaning the freedom and democracy to which they seemed to fight for as one of their agendas (Goldfield et al. 2001). On the other hand, the Progressive Movement was opposed to immigration and therefore were responsible for the enactment of various immigration regulations during the early 20th century. The Progressive Movement also tried to force the immigrants to adopt their beliefs, and one of the ways that they tried to accomplish; it was by settlement houses within their control.

The settlement houses were existent in most of the major cities during the period of the late 19th century and the early 20th century. The settlement houses were regarded as places where the immigrants would go to receive free necessities such as clothing, food, educational classes as well as job training. The provision of the necessities to the immigrants was of great help, but in return, the Progressive Movement took advantage of the immigrants’ situation and therefore took the opportunity in the settlement houses to convince them to adopt their progressive beliefs (Goldfield et al. 2001). And this had the overall effect of making the immigrants forsake their culture and embrace a new one from the Progressives as they solely depended on them for their survival.

During the early 20th century, a majority of the members of the Progressive movement joined the Ku Klux Klan, which was a self-proclaimed religious group. The primary aim of the group was to enforce morality on other people in accordance with the beliefs of the Progressive Movement. As a result of the movement’s support for the prohibition as well as the immigration restrictions, most of the United States citizens seized their support for the movement as they were not happy of the movement’s activities and agendas (Goldfield et al. 2001). Up today, some of the aspects of the Progressive Movement remain, that includes a functioning and a clearly identifiable movement, but however, the movement began to weaken by the late 1920s and early 1930s due to reduced influence among the supporters who had previously seen the light in their fight for a better life in the American nation.

The success of the Progressive Movement can be attributed to the much publicity that was generated by the muckrakers, who were the writers responsible for detailing the horrors of poverty, the urban slums, child labor as well as the dangerous factory conditions. With most of the goals set aside by the movement, most of them were a success as they aimed to better the lives of the American citizens. Issues like education for the children for school going age, better salaries, reduced working hours as well as a safe working environment was among the things that made the Progressive movement achieve massive support. Also, the fight against corruption, balancing of power for the middle class as well as the esteemed fight for the voting rights for women was among great goals of the movement that achieved government attention, compelling for the legislation to accommodate their demands and this made their demands a success.

Reference

Goldfield, D. R., Abbot, C., Anderson, V. D., Argersinger, J. A. E., Argersinger, P. H., Barney, W. L., & Weir, R. M. (2001). The American Journey: A History of the United States; Combined Volume. Prentice-Hall.

Purpose

The purpose of this assignment is to explore a critical concept in nursing. The student will be able to demonstrate application of information literacy and ability to utilize resources (library, writing center, Center for Academic Success [CAS], APA resources, Turnitin, and others) through literature search and writing the paper.

Course outcomes: This assignment enables the student to meet the following course outcomes.

CO 2: Identify characteristics of professional behavior including emotional intelligence, communication, and conflict resolution.

CO 3: Demonstrate information literacy and the ability to utilize resources.

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 150 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

Locating Evidence

Using the Chamberlain University library, search for a recent (published within the last five years) evidence-based article from a scholarly journal that addresses one of the topics listed.

Safety

Delegation

Prioritization

Caring

Include the following sections.

Introduction – 20 points/13%

Clearly establishes the purpose of the paper

Includes key points to be covered

Captures the reader’s interest

Body of Paper – 60 points/40%

Provides a complete, well-developed discussion of key points from the article using appropriate citations.

Ideas and statements are supported by three or more examples from personal and/or professional experiences

Provides own perspectives on the topic that is reflective, insightful, and original

Logical development of ideas with clear and accurate information

Conclusion – 30 points/20%

Clear and concise

Summarizes key points discussed in the paper

Leaves a strong impression, message, or idea on the reader

Writing Style – 15 point/10%

Correct use of standard English grammar, paragraph, and sentence structure

No spelling or typographical errors

Organized around required components

Information flows in a logical sequence that is easy for the reader to follow

Paper should be no more than two pages (not including the title or reference page)

APA Format and Reference Page – 25 points/17%

There is correct and appropriate use of margins, spacing, font, and headers.

Document setup includes title and reference pages in correct APA format.

Citations of sources included in the body of the paper use correct APA format for direct quotes and paraphrased information.

Sources are cited correctly on the Reference page. All elements of each reference are included in the correct order.

All information taken from the source, even if summarized, must be cited, and the article must be listed on the Reference page according to APA.

All sources used are nursing journals published within the last five years

To stay up to date on proper citation guidelines, use https://apastyle.apa.org/ (Links to an external site.) and APA support tool APA Academic Writer https://academicwriter-apa-org.chamberlainuniversity.idm.oclc.org/Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned.

Grading Rubric

Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and

Required Criteria

(Points possible/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper

Introduction

(20 points/13%) 20 points 19 points 15 points 7 points 0 points

Required criteria

Clearly establishes the purpose of the paper

Includes key points to be covered

Captures the reader’s interest Includes no fewer than 3 requirements for section. Includes no fewer than 2 requirements for section. Includes no less than 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented.

Body of Paper – 60 points/40%

(60 points/40%) 60 points 55 points 46 points 23 points 0 points

Required criteria

Provides a complete, well-developed discussion of key points from the article using appropriate citations.

Ideas and statements are supported by three or more examples from personal and/or professional experiences

Provides own perspectives on the topic that is reflective, insightful, and original

Logical development of ideas with clear and accurate information

Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirements for section. No requirements for this section presented.

Conclusion

(30 points/20%) 30 points 27 points 23 points 12 points 0 points

Required criteria

Clear and concise

Summarizes key points discussed in the paper

Leaves a strong impression, message, or idea on the reader Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. Section present yet includes no required criteria. No requirements for this section presented.

Writing Style

(15 points/10%) 15 points 14 points 11 points 6 points 0 points

Required criteria

Correct use of standard English grammar, paragraph, and sentence structure

No spelling or typographical errors

Organized around required components

Information flows in a logical sequence that is easy for the reader to follow

Paper is no more than two pages (not including the title or reference page) Includes 5 requirements for section.

Includes 4 requirements for section.

Includes 3 requirements for section.

Includes 1-2 requirement for section.

No requirements for this section presented.

APA Format and Reference Page

(25 points/10%) 25 points 23 points 19 points 9 Points 0 points

Required criteria

There is correct and appropriate use of margins, spacing, font, and headers.

Document setup includes title and reference pages in correct APA format.

Citations of sources included in the body of the paper use correct APA format for direct quotes and paraphrased information.

Sources are cited correctly on the Reference page. All elements of each reference are included in the correct order.

All information taken from the source, even if summarized, must be cited and the article must be listed on the Reference page according to APA.

All sources used are nursing journals published within the last five years. Includes 6 requirements for section.

Includes 5 requirements for section. Includes 3-4 requirements for section. Includes 1-2 requirements for section. No requirements for this section presented.

Total Points Possible = 150 points

1. The project stakeholders are usually the ones involved in completion of the project as well as those who are influenced by the project. In this case the project stakeholders are students, the faculty and the management of the institution. Learning is important to the students, impacting knowledge is essential for the faculty and overall administration of the institution is important to the organization. Consideration and initiating structure, in relation to the Ohio study and leadership refer to two different approaches of leadership. In case of consideration the leader adopts a people oriented approach and in case of initiating structure the leader adopts a task oriented approach and this is essential as well as important to all of the stakeholders.

2.

People The project participants include students, faculty and the management

Situations The situation is of a masters degree in project management and issue is imparting knowledge effectively

Issues and requirements The concern is to maximize effectiveness

Environmental conditions High levels of competition

Project simulation Forming the course with benchmarked guidelines

Simulation results An effective course content

Analysis and action plan It is essential to consider the usage of benchmarking

3.

4. The interpretation of the grid shows that it is quite essential that project management techniques be used in order to make the course effective. It is important that the objectives of the stakeholders be considered and then an attempt be made to prioritize them according to their scores. Organizational development refers to processes that help improve the skills and competencies as well as the efficiency and effectiveness in an organization. It helps in development of the organization as a whole. Three organizational developmental activities include training, technology improvement and up gradation and capital. All of these can be used effectively for achieving better course effectiveness which should be a prioritized objective in this case.

Purpose

The purpose of this assignment is to explore a critical concept in nursing. The student will be able to demonstrate application of information literacy and ability to utilize resources (library, writing center, Center for Academic Success [CAS], APA resources, Turnitin, and others) through literature search and writing the paper.

Course outcomes: This assignment enables the student to meet the following course outcomes.

CO 2: Identify characteristics of professional behavior including emotional intelligence, communication, and conflict resolution.

CO 3: Demonstrate information literacy and the ability to utilize resources.

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 150 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

Locating Evidence

Using the Chamberlain University library, search for a recent (published within the last five years) evidence-based article from a scholarly journal that addresses one of the topics listed.

Safety

Delegation

Prioritization

Caring

Include the following sections.

Introduction – 20 points/13%

Clearly establishes the purpose of the paper

Includes key points to be covered

Captures the reader’s interest

Body of Paper – 60 points/40%

Provides a complete, well-developed discussion of key points from the article using appropriate citations.

Ideas and statements are supported by three or more examples from personal and/or professional experiences

Provides own perspectives on the topic that is reflective, insightful, and original

Logical development of ideas with clear and accurate information

Conclusion – 30 points/20%

Clear and concise

Summarizes key points discussed in the paper

Leaves a strong impression, message, or idea on the reader

Writing Style – 15 point/10%

Correct use of standard English grammar, paragraph, and sentence structure

No spelling or typographical errors

Organized around required components

Information flows in a logical sequence that is easy for the reader to follow

Paper should be no more than two pages (not including the title or reference page)

APA Format and Reference Page – 25 points/17%

There is correct and appropriate use of margins, spacing, font, and headers.

Document setup includes title and reference pages in correct APA format.

Citations of sources included in the body of the paper use correct APA format for direct quotes and paraphrased information.

Sources are cited correctly on the Reference page. All elements of each reference are included in the correct order.

All information taken from the source, even if summarized, must be cited, and the article must be listed on the Reference page according to APA.

All sources used are nursing journals published within the last five years

To stay up to date on proper citation guidelines, use https://apastyle.apa.org/ (Links to an external site.) and APA support tool APA Academic Writer https://academicwriter-apa-org.chamberlainuniversity.idm.oclc.org/Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned.

Grading Rubric

Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and

Required Criteria

(Points possible/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper

Introduction

(20 points/13%) 20 points 19 points 15 points 7 points 0 points

Required criteria

Clearly establishes the purpose of the paper

Includes key points to be covered

Captures the reader’s interest Includes no fewer than 3 requirements for section. Includes no fewer than 2 requirements for section. Includes no less than 1 requirement for section. Present, yet includes no required criteria. No requirements for this section presented.

Body of Paper – 60 points/40%

(60 points/40%) 60 points 55 points 46 points 23 points 0 points

Required criteria

Provides a complete, well-developed discussion of key points from the article using appropriate citations.

Ideas and statements are supported by three or more examples from personal and/or professional experiences

Provides own perspectives on the topic that is reflective, insightful, and original

Logical development of ideas with clear and accurate information

Includes 4 requirements for section. Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirements for section. No requirements for this section presented.

Conclusion

(30 points/20%) 30 points 27 points 23 points 12 points 0 points

Required criteria

Clear and concise

Summarizes key points discussed in the paper

Leaves a strong impression, message, or idea on the reader Includes 3 requirements for section. Includes 2 requirements for section. Includes 1 requirement for section. Section present yet includes no required criteria. No requirements for this section presented.

Writing Style

(15 points/10%) 15 points 14 points 11 points 6 points 0 points

Required criteria

Correct use of standard English grammar, paragraph, and sentence structure

No spelling or typographical errors

Organized around required components

Information flows in a logical sequence that is easy for the reader to follow

Paper is no more than two pages (not including the title or reference page) Includes 5 requirements for section.

Includes 4 requirements for section.

Includes 3 requirements for section.

Includes 1-2 requirement for section.

No requirements for this section presented.

APA Format and Reference Page

(25 points/10%) 25 points 23 points 19 points 9 Points 0 points

Required criteria

There is correct and appropriate use of margins, spacing, font, and headers.

Document setup includes title and reference pages in correct APA format.

Citations of sources included in the body of the paper use correct APA format for direct quotes and paraphrased information.

Sources are cited correctly on the Reference page. All elements of each reference are included in the correct order.

All information taken from the source, even if summarized, must be cited and the article must be listed on the Reference page according to APA.

All sources used are nursing journals published within the last five years. Includes 6 requirements for section.

Includes 5 requirements for section. Includes 3-4 requirements for section. Includes 1-2 requirements for section. No requirements for this section presented.

Total Points Possible = 150 points

Name

Course

Tutor

Date

A comparison of the methods Employed by Iago in the play; Othello and those used by Edmund in Lear in pursuit of power

Introduction

Lust for power, wealth and prestige makes people commit acts that are so inhuman. Led by the craving for recognition and esteem, people have betrayed their masters as they try to overthrow them to gain power. The following discussion will focus on two separate plays that demonstrate the last for power and the cruel means that people use to gain it. It will be comparing methods used by Iago in the play; Othello and those used by Edmund in the play; Lear to gain power.

Discussion

Iago happens to be a soldier who has been in the service for many years working for Othello. He also happens to be one of the most trusted people by Othello that whatever he says is believed to be true. As it always is, many of such individuals who have gained total trust of their masters tend to be the ones to turn against them.

He has a close friend who is also a colleague with whom he has served as a soldier named Cassio. Iago is not happy about the promotion that is given to him since he perceives it to be unfair and that it is he who deserved it. He however does not let Cassio to know the condition of his heart but it is apparent that he is planning to employ the use of some evil tactics to see to it that he has gained that glory which he feels he deserves and has been denied.

From the time of Cassio’s promotion through to the rest of the play, Iago is not a happy man and he is looking for every opportunity in order to ruin Cassio’s reputation and end up making Othello despise his credibility and make him Lieutenant instead. He plans to use his friend Rodelligo to help him in achieving his evil and cruel plans saying that after everything is okay he will be sharing with him the benefits that will come as a result. “Appetites promoted by cleverness, with the strongest and the shrewdest winning out.” The quote demonstrates the greediness in Iago to acquire the power. His behavior has also been compared to that of animals,’ Iago’s is explicitly reductive. For him “the herd” is no metaphor, and the view he expounds.’

‘If I can fasten but one cup upon him… with that which he has drunk already,’ (3.3.87) this was the first technique that Iago plotted in order to gain power thereby humiliating and making Cassio make fool of himself by getting himself extremely intoxicated. Iago pushes him to drinking even though he was already drunk. He knew that by getting him intoxicated he would lose his judgment and the control of himself and behavior. They were in their master’s court and any kind of misconduct arising was therefore going to be treated with very harsh punishment. This plot is a well calculated one as the venue of drinking is a place where misconduct must be punished.

After that, there erupts commotion between Cassio already drunk and Roderigo who is a friend of Iago’s. A fight ensues and the latter is severely injured in the process. Immediately Othello steps in seeking an explanation of what was going on. He was so furious when he learnt that his own respected man and the one he had just promoted was responsible for all that kind of mess. This event partly accomplishes Iago’s plans as the misconduct he expected takes place and Othello whom he targeted with the misconduct also happens to be timely in finding out what has taken place.

When Iago is called to explain what had ensued, he pretends to be protecting Cassio by telling Othello that his act as a result of drinking. He is however demoted as the Lieutenant which is a big blow for but great success for Iago.

He appears sarcastic when he comes to console him, ‘what, are you hurt Lieutenant?’ he pretends to care about the pain that Cassio is going through for losing his position. He however promises to tell him that he will be reinstated soon if only they convince Desdemona the wife of Othello to speak on his behalf.

This was however another opportunity that Iago was planning to utilize in order to finish him completely so that he would be left alone in the master’s court and maybe be awarded the highest position that he was lusting for.

The meetings between Cassio and Desmodema were used by Iago as another weapon to betray them. He went behind their back to report to Othello that the two were having an affair an accusation that made him so shocked since it had never occurred to him that his wife was capable of doing such an act. Iago was planning to ruin Othello by giving ill information to make him change his attitude about Cassio.

Othello is now a very worried man and he is so much disturbed. He trusts Iago so much but he tells him that such delicate allegations needed enough proof. He says that Cassio has been wooing Desmodema and that the two have been seen in private a number of days. In the real sense, he knew that the reason of their meeting had nothing to do with intimacy but an attempt to plead with her to see whether he could be reinstated.

Since he could not produce tangible evidence in his accusations, Iago plans to look for one so that he could convince him that actually the whole thing has been taking place. He reports that he overheard Cassio in a dream saying that he had made love to Desmodema. This makes Othello so sick that he develops an excruciating headache and his perception of his wife drastically changes. He becomes cold to her but does not explain the reason for that.

Desmedema drops her handkerchief accidentally outside their court and this is what will bring to climax the evil plans of Iago. It was a precious gift that her husband had bought for her and she was expected to keep and value it for the rest of her life as long as it was there. This was a happy moment for Iago who took the handkerchief and placed it in Cassio’s room so that it will appear that he had been given by Desmodema as a gift because of the tight relationship that the two were having.

Othello learns that the handkerchief is missing and seeks to know where it is. Already he had received the news that she had already given it to Cassio. Unfortunately, he appears carrying the handkerchief which he innocently planned to give to Desmodema. When Othello saw this, he was convinced beyond reasonable doubt that the two were having an affair.

Othello plans the murder of the two people. He tells his Iago to help him in killing Cassio while he would strangle his wife in bed. However, Iago is not ready to do this unless he is assured that there will be a reward for committing such a crime. His master assures him that after he does that, he would be made the lieutenant as a replacement for Cassio.

The plan does not however go as planned. Othello killed his wife but Iago did not succeed in killing Cassio, he just injures him in the leg. Fortunately, Iago’s wife steps in to explain to Othello that all that was happening was not the truth but propelled by the evil plans of Iago. He is therefore arrested and does not gain the power that he was seeking for.

Edmund’s story compares with that of Iago in the sense that he was also fighting to gain power from his father and brother. He happened to be the illegitimate son of Gloucester. His younger younger brother Edger was the real son and therefore he had the right to inherit from his father.

At the beginning of the play Edmund is very disturbed. This is because he nfeels himself being seen as inferior to his brother because he was a bastard ‘Lag of a brother? Why bastard? Wherefore base?’ (1.2.54). As it is indicated in Medieval England, “The bend . . . or baton sinister . . . were used as thestandard mark of illegitimacy.” He does not understand why he should be mistreated and to be discriminated just because he was not the real son. He does not see the base whatsoever for him to be denied the inheritance and bearing in mind that he was older than Edger. His evil plan is being driven by anger and as William Blake put it ‘Edmund had no reason to trust things would work out right if left to themselves and he had anger as an additional motivatingfactor.’ He was not justified to do what he was planning to just because of anger.

These thoughts are the, one’s that prompted him to plan to kill his father and brother in order to become the Earl himself getting all the inheritance and power. Just like Iago he plans on how to execute his evil plan but unlike him, he is fighting his own family.

He begins by faking an attack by Edgar. This instance infuriates Gloucester who was a peaceful man. He decides to give Edgar one of the most painful punishments in his life of being denied the right to inheritance. He must have reasoned that the reason why he was attacking Edmund is for him to gain all that belonged to his father. This also created a wide chasm between the two brothers.

The fact that Edgar was to be denied the inheritance was good news to Edmund who now knew that he stood a better chance of acquiring them.

The next thing was that Edmund decided to trick his father with a forged letter that claimed that Edger was planning to usurp him and take control of his father’s estate. He is so disturbed by the news and the relationship between the two deteriorates further. Finally he plans for the murder of their dad for is fortunately saved by Edger his real son.

Just like Iago, Edmund does not succeed in his plan of gaining power and wealth from his father and instead he faces the punishment.

Conclusion

Lust for power, wealth and prestige can make people do acts that are so inhuman. Led by the craving for recognition and esteem, people may betray their masters as they try to overthrow them to gain power.

References

William Shakespeare: Othello

King Lear: Edmund

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A content management system is a beneficial tool

A content management system is a beneficial tool that allows for modification of content and control from a core interface. Sitefinity offers different solutions that relate to content management and e-commerce. Technology is a phenomenon that necessitates proper storage of information and efficient transactions. Sitefinity tools provide emerging and established businesses with systems of managing content on their sites.

It is crucial to highlight that Sitefinity tools help businesses create effective online stores. It utilizes a simple procedure that enables the affordability of such sites. The stores possess adequate simplicity of tracking sales and responding to customers. This tool allows the owner to drag and drop widgets into a site in order to articulate the proper outlook. The site enables widgets for shopping cart, product list, and checkout provisions. The Sitefinity tool ensures the safety of the store by providing usernames and passwords as the only keys for accessing an established site. This is an integrated system that permits a site owner to personalize a store according to the specification of a given customer. In turn, a customer can receive one’s services in a customized mode for a given feeling.

Sitefinity is a marketing platform that has integrated with the social networking sites such as Facebook and Twitter. This is a system whereby marketing messages are published in the form of word content and images. Facebook platforms have the like feature that customers click to receive updated information on a business entity. In close relation to the social networking sites, Sitefinity tools manage e-mail through appealing designs. This suggests that businesses can customize the reception of e-mail messages according to the specifications of given customers. It also tracks the e-mails to review the response and interaction of customers with the business. E-mails and social networking sites are some of the modern and cheapest tools of marketing that require proper management. They are also beneficial because they allow for tracking systems that assess the attention of the consumer base.

Mobile devices’ integration is an additional beneficial feature of the Sitefinity tool. As technology advances, individuals prefer handsets to traditional computers. Advanced handsets, such as Android powered phones, possess software that permits various applications. The tools are device-specific as they integrate in mobile phones according to the capacity of given software. This is a critical tool for engaging employees in managing applications and websites from their mobile phones.

It is discernible that Sitefinity tools provide emerging and established businesses means of managing content on their sites towards effective business processes. To begin with, this tool enables businesses form stores and modifies sites to the preference of business entities and customers. A business modifies the product catalogs by creating downloadable, shippable, or subscription-based products. This occurs through additions of images, graphics, videos, and other forms of appealing features. The Sitefinity tools provide integrated systems in terms of e-mails and social networking sites. The tools enable the sharing of messages on social networking sites in terms of word content and related images. Besides, this system entails customizing message sending to customers. Social networking sites and emails are cheap and convenient platforms for marketing products. Additionally, the tool permits the integration of marketing software in mobile phones. By ensuring the formation of web sites and applications according to the capacity of giving phone software, the activities in traditional computers can occur in mobile handsets.

A comparison between the History of Hip Hop and the History of jazzRap has long been in existence since the last 23 years of the century revolution. The early establishments of rap were pressed on viny sugarhill gang. This was an established by the early years of the 1970s where the composition was basically a fashion with a significant trend among the population of the universe. Hip hop is the definition of rap which is a composition of a large tradition of music a baggy dress code, break dancing and largely the involvement of graffiti. The genre also has other traditions of specific language and a life style that has a universal recognition. The definition of hip hop is traced to the late years of the 19th century and is a characterized by the early DJs who would define hip-hop traditions by the general life style.

The early DJs in the industry include DJ Blaze a legendary from South Africa. DJ Blaze ia considered the center of the music orientation to other population and general culture of the music classification. The history of hip hop dates to the year 1973 in the state of New York. During this time, Kool Herc a Jamaican was a spin master in South Bronx and began looping specific records by making breaks of intervals. This was later replayed by turn tables and the use of mixers to produce a kind of song with an accelerated groove. The creation of the groove impacted to a group of kids dancing to the tunes and the art soon spread over a large area as most crowds gathered during spins in the parks. Richard Colon was a leader of the early hip-hop that also dominated the 70s creating a rare type of hip hop class category.

The creation of the categorical gang music involves brake dancing and a series of formulated rap that has widely been presented through the use of graffiti as a popularity factor greatly promoting Hip Hop. Rap is a categorical music genre that has a classification of old school and the new school sound which is highly embraced by the hip hop fans. The old school version is characterized by break dances that has popping as a major scenic standard. The set is a combination of foot work and pop culture display through the locking technique. The new school is also a definition of the new culture and transformation in hip hop direction.

Hip hop has completely transformed the approach on music to a significant culture changing other forms of music appreciation as many dances have been formulated. This has also influenced music to the next level where the dancers have a adopted the hip hop dance styles and the general life styles. The hip hop music has a strong effect in the society and does not prove to fade away but instead rapidly develops into a complex stage and phase.

Jazz History

Jazz as a musical piece can be classified as the expression art of music display. Jazz music is believed to originate from New Orleans rapidly spreading to Missippi river through St. Louis and then into Chicago.

Jazz is viewed as the fundamental rhythms of a population in relation to real life situations and circumstances by a reassessment of the tradition deeds or virtues. The composition of the jazz music is presented in the black American traditions and way of life. The common evolution of the jazz music can be observed from the development of the gospel tunes, tribal drums and generally field screaming. Jazz music is an attribute of the human life in relation to the routine functionality of the same. The hidden meaning of the word jazz entails an explanation of vulgar language with reference to behavior. The early definition of jazz music was related to immorality of life. The evolution of civilization has depicted jazz an epitome of musical art with a deep sense on the melodic phrasing displayed by the composition and performance.

Conclusion

Jazz as a musical piece can be classified as the expression art of music display. Jazz music is believed to originate from New Orleans rapidly spreading to Missippi river through St. Louis and then into Chicago. Jazz is viewed as the fundamental rhythms of a population in relation to real life situations and circumstances by a reassessment of the tradition deeds or virtues. The comparison between the two pieces has a varied difference. Rap has long been in existence since the last 23 years of the century revolution. The early establishments of rap were pressed on viny sugarhill gang. Hip hop is the definition of rap which is a composition of a large tradition of music a baggy dress code, break dancing and largely the involvement of graffiti. The genre also has other traditions of specific language and a life style that has a universal recognition. The two music genres have a great contribution to the human expression in regards to music.

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Gettier problems

The problems of Gettier or cases of Gettier take after Edmund Gettier an American philosopher who formulated them in the 1960s. These problems function as limitations to the philosophical tradition of describing knowledge of a proposal as validated true belief in that proposition. The problems are possible or actual events in which an individual believes that the evidence supports it, yet which according to numerous epistemologists fails as a form of knowledge. The author’s original article resulted to a wide range of criticism as epistemologist started to attempt to ascertain once more what knowledge means, with most of them agreeing that Gettier had gone against the knowledge’s traditional definition. These epistemologists have tried many times to replace or repair that traditional description of knowledge something that has led a number of new understandings of knowledge and of support to justify these new concepts (Gettier 121- 23).

This paper will act as a response to some of the arguments of the authors of a number of criticisms of Gettier’s work. The response will offer arguments that epistemologists can use to move the debates about knowledge forward.

In his paper, is justified true belief knowledge of 1963, Edmund Gettier raised a problem which he argued and viewed in the traditional knowledge theory, which unto this day has remained unsolved. Many attempts by a number of epistemologists have failed, for example, Thomas Paxson and Keith Lehrer put across a theory, which utilized the defeasibility argument to attempt solving the Gettier problem (Lehrer and Paxon 225- 237). One of the many objectives of epistemologists is to come up with a theory of knowledge that specifies the necessary conditions for knowledge. Traditionally, scientists have only agreed to three of these conditions, and they include p is true, s believes in p, and s has a justification to believe in p. according to the theories, if the theories satisfied the conditions then one could say that s knows p. but then Gettier came along with his arguments. In his arguments, he proposed to counterarguments to the traditional conditions, where the theory meets or satisfies the three former conditions with the exception that s did not know p (Gettier 121- 23).

Gettier’s bases his problems on two counterarguments to the analysis by JTB. Both of these arguments depend on the previously developed theory that entailment preserves rationalization, and the further argument that such applies considerably, or can be applied or used comprehensibly to the specification attributed to the putative belief of Smith in regards to one of the two counterarguments: which is if Smith is Justified in believing in p, and he knows that P’s truth contains some truths of Q, then Smith also has a justification to believe in Q. Gettier refers to these challenges as Case I and II (Gettier 121- 23).

In the first case, Smith applies for a job, but he argues that there is a justified belief that another person, Jones, will get the job. The author also beliefs that there is a justified belief that there are 10 coins in Jone’s pocket. Justifiably, Smith makes a conclusion that the gentleman who gets the job is carrying ten coins in his pocket. However, it Smith who gets the job and not Jones, and as it follows, Smith has ten coins in his pocket. Therefore, the belief that the person who got the work had 10 coins is satisfied, but one cannot consider it knowledge. In the second case, Gettier argues that smith has a justified belief that Jones has a ford. Eventually, smith makes the conclusion that Jones has a ford, or Brown is in Barcelona even when there is no evidence or knowledge about Brown. Actually, it becomes clear that Brown is in Barcelona, but Jones does not have a ford. The author argues that though Smith had a belief that had some justification and held true which was not knowledge (Gettier 121- 23).

Gettier himself and a number of other philosophers since he came up with these arguments believe that Smith does not know that the person who finally gets the work has 10 coins in his pouch, because what makes this knowledge true is that it is Smith who finally gets the job and that he has ten coins in his pocket (Gettier 121- 23). Smith, however, does not have any knowledge of what is in his pockets and his fate in regards to the job. The only knowledge one can say he has, is of Jones. So how can one argue that Smith knows that the person who gets the job has ten coins? The answer is quite clear; he does not know any of this, and this point to a problem with the traditionally used conditions of describing knowledge.

Succeeding theories that have attempted to solve the issues the Gettier problem presents have created a fourth condition to make things easier. This fourth condition argues that there is no defeating of the justification in the knowledge. In their paper, Thomas and Lehrer revise their definition of what defeasibility is two times. Their most basic description of defeasibility is as follows. When p justifies s entirely in believing in h, then this justification becomes defeated by q only if one considers q be true and if the conjunction of p and q does not justify s totally in believing in h (Lehrer and Paxon 225- 237).

Basically, their description of defeasibility is that when one defeats a justification then the other does not possess any knowledge. These two had an example of their assumptions of the counterarguments provided by Gettier. In most cases, a pyromaniac has always made use of Sure- Fire matches, and they are usually successful. One can, therefore, argue that this justifies him in believing that the match will ignite once he strikes it. Nevertheless, what happens when the match in question has impurities that make it impossible for it to ignite? What if something else ignites the match when he strikes it? His belief in the match igniting on striking has a justification, and he has a justification to belief in it. However, one cannot take this as knowledge as it is not the act of striking that ignites the match (Lehrer and Paxon 225- 237). The justification of the pyromaniac gets defeated by the fact that ignition of the match will not result from striking it. This is the condition that Lehrer and Thomas were talking about, which is considerably true, and when used together with p, the evidence of this justification will not unreservedly satisfy s, or the pyromaniac in believing that the match, or h, will catch fire once he strikes it (Lehrer and Paxon 225- 237).

This is how these two theorists assumed their defeasibility theory to work. They are trying to suggest that if there are any challenges or issues with justifying a claim then it will automatically get defeated. This theory does not allow us to come by knowledge by chance or luck. There, however, is a problem, and this has to do with the fact that this condition is extremely strict. Numerous things that should be taken or considered as knowledge cannot get a chance to be considered as such under these new conditions, and the theorists acknowledge this. This is because there are numerous reasons available for each justification that can defeat the justification because they are true, but they should also not defeat justifications (Lehrer and Paxon 225- 237).

Suppose I have a considerable amount of evidence that train x will come by the station in thirty minutes. My evidence is that it says so on the station’s chart, and the clerk at the station confirmed it. Upon this evidence, I deduce that the train will be passing by my station in thirty minutes. I have a justification to believe that train x will pass by in thirty minutes, but suppose that adverse weather or an accident made the station cancel the time the train passes by my station that night. If I conjoin q with my justification then I will not have enough justification to believe h. even if I did not find information about cancellation my justification will still be defeated, but what if there truly was not accident or adverse weather, or what if the weather was miscalculate or someone was joking about the accident. I knew h all this time, but according to the arguments of Thomas and Lehrer, the conditions defeats my justifications (Lehrer and Paxon 225- 237).

The two theorists solve this contradiction by revising their theory about defeasibility. They do this by adding another condition that one has to justify s perfectly in believing that q is not true. This alters the previously stated conditions in the following manner. When p fully justifies s in believing in h, q defeats the justification only if q is valid, s has complete justification to believe that q is not true and if the conjunction between q and p does not justify s fully believing in h, but why do we have to be fully justified in believing that q is not true? The defeating arguments or conditions must be relevant to my knowledge and my justification must result to me believing in a statement that is false or in believing in a statement that is true to be false (Lehrer and Paxon 225- 237). This statement usually does not have to be part of the argument or condition that one lays out, but it is a statement that individuals have justification to believe. For instance, Smith has the justification to believe that it is Jones who will get the job, and that in his pocket are ten coins. The pyromaniac also has the justification to believe that the match will ignite, as a result, of him striking it. All these statements are false, but the owners have the justification to believe in them (Lehrer and Paxon 225- 237).

The two theorists made the final revision to their defeasibility conditions. This revision argued that since we have complete justification to believe that q is false, the condition has no way of linking q to the argument in question. To this last revision they add a fourth conditions which argues that if q fully justifies s in believing in h then q only defeats this justification if c is a logical outcome of q in believing in h, then s is fully justified in believing that c is not true. Though these arguments of Lehrer and Thomas seem to overcome all of the challenges that they saw in their past theories, and their final theory seems to work considerably well with most of the counterarguments of Gettier, it is clear that their theory is too weak to some cases and strong in others (Lehrer and Paxon 225- 237). Therefore, it not sufficient to solve the problem posed by the theories of Gettier. Besides the arguments of these two theorists, there are other theories one can use to solve these problems. One of these ways is by analyzing the belief condition. If one analyses this condition carefully, and looks at the counterarguments presented above, then s does not actually seem to believe in h. it seems that there are some elements that the theories we have seen leaves out about the beliefs s has on the situation. We actually considered these we would find that what we believed in is not true (Lehrer and Paxon 225- 237).

For instance, if one thinks about it actually well, does it quite seem that Smith beliefs that the person who gets the job will have ten coins in his pocket? What would be more believable is that he believes that the name of the person who gets the job is Smith, and he will have ten coins with him. Nevertheless, this statement is not true as Jones does not get the job, and he does not even have the coins. In addition, in the case of the pyromaniac, the match lights because of some other reason other than the one, he believes in, which is the match, will ignite because he strikes it. This shows that s does not honestly believe in h, and we might even conclude that he has no idea what the h is. One of the theorists who raise this issue is don Levi one of his articles (Levi 45-65).

Though Gettier came up with an article that brought about numerous challenges and doubts about the definitions of knowledge and how we attain it, we can still make use of the arguments of the epistemologists to deduce a number of answers for the questions.

Works cited

Gettier, Edmund. “Is Justified True Belief Knowledge?” Analysis 23 (1963): 121-23. Print.

Lehrer, Keith and Thomas D. Paxon, Jr. “Knowledge: Undefeated Justified True Belief.” The

Journal of Philosophy, 66.8 (1969), 225-237. Print.

Levi, Don S. “The Gettier Problem and the Parable of the Ten Coins”, Philosophy, 70, 1995. Print.

The process of identifying and highlighting verbs and subjects in sentences proved to be a relatively challenging task. Even so, I could easily identify verbs, but the process of underlining them seemed to be a tedious act. On the other hand, the practice of identifying subjects in sentences was more challenging since I had to disregard particular nouns while determining the ones that serve as the subjects of the sentences.

A Comparison between The Lottery and The Ones Who Walk Away from Omelas

Author

Institution

By reading “The Lottery” and “The ones who walked away from Omelas”, both stories are different as well as similar. The stories are similar in that, both base their story on suffering, morality and consequences. The stories revolve around the agony encountered by one individual so as to enhance the lives of others in the community; turning a blind eye to the fears of humanity for the better good of all affected individuals. Both stories are also similar in that, both include a gathering in the telling of the story. In the Le Guin’s work, a gathering is depicted where old people people in long stiff robes are indicated to gather during the sacrifice. On the other hand, this is also seen in Jackson’s work, where men and women gather in the small village ready for the offering of the sacrifice (Jackson, 2008). In both stories, an innocent individual is either harmed mentally or physically. The gatherers do not agree regarding how things should be done, but nobody speaks up about this. In the Le Guin’s work, people feel angry despite all the explanations. This is still the case in Jackson’s work, where individuals in the north of the village talk about giving up the lottery (Jackson, 2008). The stories are also similar in that they have descriptions indicating beautiful sunny days. This is depicted in the Le Guin’s work where it is indicated that there was a clamor of bell, which set the swallows soaring as the festival of summer came to the city. According to Jackson’s work, as the villagers gathered in the small village, the morning was clear and sunny, which is an indication of a beautiful day. There is the tendency of believing in the intervention of superpowers in both stories; in both stories, the people of the village offer sacrifices because they believe that the gods will be pleased and take care of the community.

The stories are further depicted to make statements regarding accepted traditions, which are passed in the form of a legacy from one generation to the next; however, these traditions should not have been passed since fearful things are generally accepted without much questioning. In the Lottery, the 70 year old man says it all regarding how it has always been and have to continue so as prosperity to go on and things to stay as status quo. In Omela’s, everyone turns a blind eye and conforms to an insane tradition so as to maintain a status quo, but some walk away to show their unwillingness to continue turning a blind eye to the unacceptable traditions (Le, 1993). Both stories use the symbol of a scapegoat; there is a person sacrificed for the greater good; however, the sacrifice is hidden from the public eye in “The ones who walk away from Omelas” while it is public in ‘The Lottery”. In Jackson’s work, the lottery is held once a year in the village square, and the lottery chooses an individual in the village who will be stoned to death (Jackson, 2008). This is different in the “Omelas” since the story indicates that a child is sacrificed in order for the society to remain in bliss. Instead of stoning the child to death like in the “Lottery”, the child is locked in a cellar (Le, 1993).

References

Jackson, S. (2008). The lottery. Mankato, MN: Creative Education.

Le, G. U. K. (1993). The ones who walk away from Omelas. Mankato, Minn: Creative Education.