The role of icts in addressing challenges in higher education

The job of icts in tending to difficulties in advanced education Conceptual One of the most widely recognized issues of utilizing Information and Communication Technologies (ICTs) in instruction is to put together decisions with respect to innovative prospects as opposed to instructive necessities. In creating nations where advanced education is full of genuine difficulties at different levels, there is expanding strain to guarantee that mechanical prospects are seen with regards to instructive requirements. This paper contends that a focal job of instructive innovation is to give extra systems that can be utilized to address the genuine natural and instructive difficulties looked by teachers and understudies in advanced education. The instructive needs show in Indian colleges incorporate tending to general absence of scholastic readiness, multilingual needs in English medium settings, enormous class sizes and insufficient educational program structure. Utilizing contextual investigations from one higher instructive foundation, this paper shows how explicit and deliberately considered intercessions utilizing ICTs can be utilized to address these educating and learning concerns. These models serve to exhibit a few manners by which instructing and learning might be improved when employments of instructive innovation are driven by instructive requirements. The paper reasons that structure of instructive innovation intercessions ought to be driven by instructive needs inside the setting of a more extensive instructing and learning methodology which requires purchase in of the two instructors and students. Presentation It has been proposed that data and correspondence advancements (ICTs) can and do assume various jobs in instruction. These incorporate giving an impetus to reconsidering showing practice (Flecknoe, 2002; McCormick Scrimshaw, 2001); building up the sort of graduates and residents required in a data society (Department of Education, 2001); improving instructive results (particularly pass rates) and upgrading and improving the nature of instructing and learning (Wagner, 2001; Garrison Anderson, 2003). While these propose the potential effect of ICTs in training as a rule and India specifically, it is as yet hard to exhibit the capability of advancements in tending to explicit instructing and learning issues looked by Indian advanced education foundations. The theory of this paper is that the capability of ICTs is sandwiched between expanding pressure on advanced education organizations from government to meet the social change and aptitudes needs of India, and the shifting understudy sc holastic readiness, huge class sizes and multilingualism as of now experienced in these instructing and learning settings. Our speculation lines up with others, (for example, Kirkup Kirkwood, 2005; Wagner, 2001) who contend that it is the contextualized educating and realizing needs that should drive the ICT mediation, instead of the innovation itself. In India, contextualization of instructing and learning requires a tightrope stroll between advanced education goals and social-social setting of the instructive scene. This paper outlines by methods for models drawn from one advanced education foundation how instructive needs can drive plan of learning conditions and innovative use. The inquiry driving this paper is: How may instructive innovation mediations address theteaching and learning difficulties looked by Indian advanced education establishments? We talk about the general and explicit instructive difficulties. These difficulties at that point give a setting to an ICT intercession system which is portrayed and instances of the utilization of this structure in educational plan ventures are talked about. Difficulties FACING HIGHER EDUCATION IN INDIA General difficulties Right now, advanced education in India is feeling the squeeze to meet the social change and abilities needs of the new India (Kistan, 2002). Simultaneously it is under tremendous outside and inward strain to enhance its strategy and conveyance execution (De Clercq, 2002). One of the markers of social change in instruction is expanding the segment portrayal among graduates and diminishing the segment contrast between understudy admission and graduate throughput. The National Higher Education Plan (2001) traces the job of advanced education establishments in the new India: The key difficulties confronting the Indian advanced education framework stay as sketched out inthe White Paper: ‘to review past imbalances and to change the advanced education systemto serve another social request, to meet squeezing national needs, and to react to newrealities and openings (White Paper: 1.1). (Division of Education India,2001.) Moreover, ongoing government approach has included weight advanced education organizations by connecting financing to throughput. At the end of the day, not at all like in the past when establishments were financed on the quantity of enrolled first year understudies, subsidizing is presently connected to graduate throughput. Improving productivity and tending to the value needs of the nation raises clashing difficulties for advanced education organizations (Scott, 2004: 1). These difficulties are exacerbated by the way that most understudies enter college under-arranged and along these lines require more help to connect the holes in the necessary information and aptitudes (Paras, 2001). Moreover, in 2005 quality confirmation audits1 concentrating on the institutional administration of center elements of instructing and learning, research and network commitment were directed at Indian advanced education establishments. The test for advanced education organizations is accordingly not j ust about expanding throughput as far as numbers and the assorted variety of its understudy populace yet in addition includes guaranteeing quality instructive arrangement. The Indian government has recognized the utilization of ICTs for instructing and learning as a significant need. For instance, the e-Education arrangement expresses: Every Indian director, educator and student in the general and further training andtraining groups will be ICT able (that is, use ICTs unquestionably and imaginatively to helpdevelop the abilities and information they need as long lasting students to accomplish individual goalsand to be full members in the worldwide network) by 2013. (Division of EducationIndia, 2004: 17) Hence, a definitive objective of the approach is the acknowledgment of ICT-able directors, teachers and students by 2013. Peruse together with the National Higher Education Plan, these two strategies have repercussions for instructional creators, teachers, understudies and specialists. The fundamental contention of this paper is that the acknowledgment of the policys objectives to a great extent relies upon the degree to which current instructive difficulties are re-conceptualized with regards to the job that ICT can play in educating and learning. The present spotlight on instructing and learning combined with development in instructive innovation in Indian advanced education organizations (Czerniewicz et al., 2005: The job of ICTs in advanced education in India61) necessitates that we start to pose inquiries about the manners by which instructive innovation adds to tending to the instructive difficulties in the new India. Just like the case in advanced education universally, Indian advanced education is feeling the squeeze to expand investment from different gatherings of understudies and to create the aptitudes required for a quickly evolving society. In the UK, for instance, support in advanced education has expanded since the 1940s however cooperation of higher financial gatherings despite everything surpasses that of lower financial gatherings (DFES report, 2004). While comparative, these difficulties take specific structures given Indias novel history. For instance, worldwide variations are characterized as far as class; in India the instructive abberations are showed along racial lines due to the political, monetary and social approaches of the pre-1994 time. Review of minimized gatherings and social change is in this way key to the strategies of post-1994. The Indian government has clarified that one of its points is to accomplish evenhanded access to advanced education for recently distraught students, with various instructive foundations (Hardman Nga mbi, 2003). Training is seen as one of the key components of accomplishing social change. It is in this instructive setting that new open doors for instructive innovation have emerged. Despite the fact that we know that instructive difficulties request multi-pronged methodologies, which may incorporate both conventional showing draws near and inventive non-computerized instructional plans, it is the job of instructive innovation that is the focal point of this paper. Explicit instructing and learning difficulties The significant instructing and learning difficulties confronting advanced education spin around understudy decent variety, which incorporates, among others, assorted variety in understudies scholastic readiness, language and tutoring foundation. Instructing and learning in advanced education as a rule can to a great extent be portrayed as follows: [] guidance that is excessively pedantic, an absence of individual contact between instructors andstudents and among understudies, appraisal techniques that are deficient to measuresophisticated learning objectives and too little open door for understudies to incorporate knowledgefrom various fields and apply what they figure out how to the arrangement of genuine world problems.(Knapper, 2001: 94) Instructing and learning in Indian advanced education fits the above depiction however moreover it needs to battle with profound established complex issues and issues stemming principally from a formerly racially separated and inconsistent training framework. Likewise, enormous classes are an endemic component of most college courses representing an extra test in the instructing of a various understudy populace. Indian advanced education establishments are confronted with a horde instructing and learning difficulties. In this paper we center around a couple of these: scholarly readiness, multilingulism in a first language setting, enormous classes and insufficient educational program desig

The Economics of Writing and Whaling - Literature Essay Samples

When Herman Melville began writing Moby-Dick, he felt constrained by his financial obligations. In a letter to his close friend and fellow author Nathaniel Hawthorne, Melville proclaims that â€Å"Dollars damn me† and clarifies, â€Å"What I feel most moved to write, that is banned,— it will not pay. Yet, altogether, write the other way I cannot. So the product is a final hash, and all my books are botches† (â€Å"To Nathaniel† 539). Unfortunately, Melville found himself subject to the basic economic forces of supply and demand. Melville feared that the fiction he could not help but write would not be met by consumer demand, therefore preventing him from gaining any profit. As Melville may have expected, his final product was not widely purchased, and Moby-Dick did not become extensively studied until critics â€Å"[ignored] biographical evidence as irrelevant to criticism, and were committed to seeing any poem or novel as a perfect work of art, not as a botch† (Parker 714). New Criticism isolated the text to find meaning, and critics began comparing Melville to famous authors such as William Shakespeare. Melville’s personal life, however, does not need to be ignored for Moby-Dick to exist as a classic piece of literature. In fact, understanding significant biographical information provides a new way to understand the insightful function of economics in his famous work. Using his own experiences with economics, Melville unintentionally created a work that artfully portrays the complex principles of microeconomics including supply and demand, high risks and high costs, and what economists refer to as â€Å"positive externalities,† while it underscores the more elusive behavioral economics that impact an individual cost-benefit analysis. Specifically, a comparison of the economics of Melville’s authorship to the economics of whaling reveals that Moby-Dick exists as a literary representation of the individual ’s relationship to an economic system. While Melville had written some successful novels before attempting Moby-Dick, they were not popular enough to prevent him from going into debt after purchasing a farm near his late uncle’s property. In Hershel Parker’s â€Å"Damned by Dollar: Moby-Dick and the Price of Genius,† Parker discloses that Melville turned to his publishers, Harper Brothers, for an advance on his manuscript to help finance his farm in Pittsfield, Massachusetts. Unfortunately, the publishing company denied Melville’s request: â€Å"On April 30 the Harpers sent their refusal, citing their ‘extreme and expensive addition’ to their plant and pointing out that Melville was already in debt to them for ‘nearly seven hundred dollars’† (Parker 717-718). According to Harper, the demand for Melville’s manuscript was not high enough to extract a price that would justify an advance, and therefore the publi shers would not pay for Melville’s early copy, or supply. Although Melville is now recognized as an incredibly skillful writer, at the time his early works did not generate enough revenue to offset the costs of their publication. This personal familiarity with supply and demand allowed Melville to accurately portray Ishmael’s relationship with the supply and demand for whaling labor. In many ways, the indebted Melville is very similar to Ishmael, the narrator of Moby-Dick: Melville had a desire to write a manuscript about a whaling voyage, and Ishmael has a desire to join a whaling voyage. Ishmael admits that he cannot go to sea as a passenger, because â€Å"as a passenger you must needs have a purse, and a purse is but a rag unless you have something in it† (Melville, Moby-Dick 20). Ishmael does not face the imminent and financially crippling loans that Melville faced from his father-in-law Lemuel Shaw and his friend T.D. Stewart. The narration suggests, howe ver, that, like Melville, Ishmael struggled with finances that shaped his career path. As a result, Ishmael chose to go sea â€Å"as a simple sailor† and understands he will be subject to a hierarchical authority that will â€Å"order me about some, and make me jump from spar to spar like a grasshopper† (20). Ishmael acknowledges that he lacks the human capital, or skill, necessary to hold the more profitable position of a Captain or harpooner. Melville did not expect the publishers to deny his monetary request, but Ishmael seems to fully comprehend his position within the market for whaling talent; Melville only understood his relationship with supply and demand after Harper refused his appeal. Ishmael supplies the Pequod with his skill set, and he joins the whaling ship as a rower. The Pequod has a demand, or need, for labor, and Peleg hires Ishmael with a â€Å"’three hundredth lay’† (76). Melville may not have intentionally created a correlat ion between himself and his publishers and Ishmael and Captain Peleg, but the similarities suggest that Melville innately recognized that all men are subject to the economic forces of supply and demand.Melville’s financial relationship with his publishers refined his understanding of the individual’s relationship to the supply and demand of authorship, but his own voyage on the whaling ship Acushnet gave him economic experience for the entire whaling market. In â€Å"Blubber Capitalism,† Laura Saunders explains that sperm whale oil drove the economic activity of nineteenth-century America. She states, â€Å"Consumer demand for it prompted the most dangerous big-game hunts ever known† (96). This was particularly true for Melville. In Tyrus Hillway’s biography on Herman Melville, Hillway concedes that Melville was plagued by family debt, and as a result, he â€Å"was at length driven to make one of those crucial decisions that shape men’s des tinies† (35). On January 3, 1841, Melville left the New Bedford harbor and boarded the Acushnet for his eleven-month whaling voyage. The author of Moby-Dick took advantage of the economic need for whalers. In fact, the demand for whale oil was so high that port cities such as New Bedford, Massachusetts became â€Å"home to perhaps the greatest concentration of wealth in America† (Saunders 96). Melville’s novel directly illustrates this accumulation of wealth when Ishmael travels to Nantucket and he passes through New Bedford. The narrator observes that the city’s thriving economy relies on whaling and proclaims, â€Å"Yes; all these brave houses and flowery gardens came from the Atlantic, Pacific, and Indian oceans. One and all, they were harpooned and dragged up hither from the bottom of the sea† (Melville, Moby-Dick 42). Melville’s voyage confirmed his recognition of whaling’s significance for the American economy. In turn, he is abl e to portray a literary example of the free-market capitalism that drove individuals to join three or four year expeditions to produce an oil supply that met the rising demand among national and global consumers. By analyzing Melville’s familiarity with both high risks and high costs, the economic and literary relationship between authorship and whaling, though unintentional, becomes more defined. Not only did Melville draw from his years spent on the Acushnet, Lucy Ann, and Charles and Henry, but he also spent a large amount of his earnings on books about whaling. Parker explains, â€Å"He began buying books that he needed if he were to write books, eating up his profits in advance† (714). For Melville, writing generated high costs, because he had to spend a considerable amount of money purchasing books before he could even write Moby-Dick. Additionally, writing has high risks because there is no guarantee that a new book will be successful, so authors rely on publish ers to help finance and promote their books. While the correlation is unconscious, the inescapable economic liabilities that Melville faced while writing his novel mimic the larger economic risks and costs that affected the entire whaling industry. Saunders clarifies this point: â€Å"Whaling was both capital intensive and highly risky. It took $20,000 to $30,000 to launch a venture, at a time when the average farm was worth $2,500† (97). In Melville’s novel, Ishmael reveals that the whaling industry dealt with the high capital investments and high risks in a similar manner. When Ishmael meets Bildad, the financer explains that he is a captain of â€Å"a ship in which some thousands of his hard earned dollars were invested† (Melville, Moby-Dick 95). Essentially, whaling relied on investors like authors relied on publishers. Both Melville’s financial relationship with his publishers and Ishmael’s financial relationship with Bildad imply that indivi dual economic activity often depends on external investments. More important than simply having high risks and high costs, however, authorship and whaling share a similarity in the way costs are shifted from publishers to authors and from merchants to crew members, respectively. In 1853, Melville became very familiar with publishers deferring costs. Parker relates, â€Å"Much of the Harper stock of printed books and sheets was destroyed by fire, and the brothers charged Melville all over again for costs before giving him royalties on his books†¦They charged him twice for their expenses† (721). In order to offset the high costs and risks of authorship, publishers charged authors before paying them royalties on their successful books. Unfortunately, this also meant that authors still owed expenses even if their works were not successful. Similarly, investors diffused the high costs and risks of whaling by withholding wages from workers. Saunders explains that instead of e arning wages, whalers would receive a â€Å"’lay,’ a share of net proceeds† (97). In another biography on Herman Melville, Leon Howard reveals that Melville’s own whaling voyage used the same share of proceeds, so investors would not have to pay the workers for an unsuccessful whale voyage (42). In turn, Melville uses Ishmael to relate this unusual system of payment to his readers. The narrator states, â€Å"All hands, including the captain, received certain shares of the profits called lays, and that these lays were proportioned to the degree of importance pertaining to the respective duties of the ship’s company† (Melville, Moby-Dick 75). This correlation between the economics of Melville’s writing and Ishmael’s whaling demonstrates the application of man’s function within an economic system. Specifically, the economic dilemma for an individual author and publisher can be used to understand the more complex economic wo rkings for an entire industry.The correlation between authorship and whaling extends beyond the technical aspects of supply and demand and capital intensive ventures to highlight the more significant concept of positive externalities. Although it is unlikely that Melville was aware of the discussions concerning economic externalities, his work expertly demonstrates the complex theory. Essentially, positive externalities are unintended benefits that result from an economic transaction, but are usually recognized by those not engaging in the transaction. While whaling directly benefited the whalers and those buying the sperm whale oil, there were also external benefits that were recognized by the rest of society. For example, Saunders explains that â€Å"U.S. whaling captains literally charted the Pacific Ocean† (96). Similarly, Ishmael explains that â€Å"the whale-ship has been the pioneer in ferreting out the remotest and least known parts of the earth† (Melville, Mo by-Dick 99). Whaling, both real and literary, opened the door for cartography, and society benefited from the substantial increase in knowledge concerning their globe. Moreover, the focus on economic efficiency made whaling â€Å"an almost color-blind outlet that was rare at the time† (Saunders 97) Individuals of color directly benefited from a capitalist system that did not discriminate against them based on race, but society as a whole benefited from a system that financially recognized colored individuals as equal or superior to whites. While aboard the Acushnet, Melville was in the â€Å"presence of the usual mixture of free Negroes, Portuguese, and strays from the north of Europe† (Howard 42). He portrays this common racial integration, an unrecognized positive externality, in his harpooners Queequeg, a â€Å"’dark complexioned’† cannibal, Tashtego, an â€Å"unmixed Indian,† and Dagoo, a â€Å"coal-black negro savage† (Melville, Moby-Dick 28, 106). In fact, Melville emphasizes the acceptance of non-whites in free-market whaling when the hesitant Captain Peleg and Captain Bildad change their mind about hiring Queequeg. Peleg yells, â€Å"’Get the ship’s papers. We must have Hedgehog there, I mean Quohog, in one of our boats. Look ye Quohog, we’ll give ye the ninetieth lay, and that’s more than ever was given a harpooner yet out of Nantucket’† (85). Even though a racist society may not accept non-whites, a system driven by efficiency and profits becomes blind to arbitrary skin differences, and the cannibal Queequeg earns a higher lay than the white Ishmael. In addition to benefiting the buyer and seller of sperm oil, individuals within society benefit from maps charting the world and an increased acceptance of the racially diverse. In fact, Melville’s own association with whalers suggests that the economic activity of whaling has the short-term positive extern ality of providing resources for literature. As Ishmael attempts to describe the great sperm whale, he recognizes his limitations and remarks, â€Å"The only mode in which you can derive even a tolerable idea of his living contour, is by going a whaling yourself† (Melville, Moby-Dick 218). If whaling is not possible for an artist, however, Ishmael admits that he or she can simple have a close relationship with a whaler. For example, when describing a painting of a whale by the French artist Ambrose Louis Garneray, Ishmael assumes that the man â€Å"was either practically conversant with his subject, or else marvelously tutored by some experienced whaleman† (220). Although Melville had personal experience with whaling, to compose his novel he took advantage of other whalers’ experiences at the high seas. In Melville’s manuscript notes to Owen Chase’s â€Å"The Essex Wrecked by a Whale,† Melville relates, â€Å"I had no opportunity of convers ing with Owen (tho’ he was [6] on board our ship for two hours at a time) nor have I ever seen him since† (â€Å"[Manuscript Notes]† 572). Melville did have the opportunity, however, of meeting Chase’s son, and the young man gave Melville a â€Å"complete copy†¦ of the Narrative.† Chase did not engage in his whaling voyage with the sole purpose of providing background information for Melville’s literature; most likely, Chase joined the Essex for his own economic self-interest. Regardless, Melville internalized the benefits of Chase’s travels at sea, and the author unintentionally utilized whaling’s positive externalities to help him create his famous novel. Melville’s work most vividly demonstrates whaling’s and authorship’s long-term positive externalities, however, when he contemplates the metaphoric representations of whales. When Melville wrote Moby-Dick in 1850, not many people had the opportunity to join a voyage and see whales themselves. Melville’s in-depth physical description and spirited representation of whales transported readers of the time to the Pequod and allowed them to experience a whaling voyage in their own homes. On the other hand, as modern readers are more familiar with the anatomy of a whale, Melville’s text has long-term benefits beyond the simple explanation of an unfamiliar animal. Contemporary audiences have either seen a picture of a whale, or seen a whale on television, and many have even seen a whale in captivity. The familiarity of the mammal allows current readers to look beyond the physical description of the whale and find deeper connections to metaphors within the text. Most likely, Melville did not anticipate every reader’s connection to his text, so every metaphor that helps individuals find new meaning is an unintended benefit, or positive externality, of both whaling and authorship. For example, when describing the sper m whale’s tail, Ishmael states, â€Å"Real strength never impairs beauty or harmony, but it often bestows it; and in everything imposingly beautiful, strength has much to do with the magic† (Melville, Moby-Dick 294). It would be more difficult for an individual unfamiliar with the anatomy of a whale’s tail to make significant metaphorical meaning from Melville’s literary description. Through Melville’s metaphor, however, contemporary readers can make thousands of insightful connections to help them understand complex and intangible ideas. In â€Å"Moby-Dick: Work of Art,† Walter Bezanson illustrates the infinite possibilities with phrases in Melville’s famous work. He states, â€Å"Find a key word or metaphor, start to pick it as you would a wild flower, and you will find yourself ripping up the whole forest floor. Rhetoric grows into symbolism and symbolism into structure; then all falls away and begins over again† (Bezanson 6 56). The whaling industry helped Melville create his work of literature, and Melville’s novel helped individuals find personal and relevant meaning in the profound description of the whale; both whaling and authorship worked together to highlight the microeconomic principles of positive externalities. Melville’s work highlights many of the microeconomic principles that economics struggle to explain, but a comparison of authorship and whaling reveals that Melville intrinsically understood and demonstrated the significantly more complex behavioral economics. While microeconomics focuses on efficiency, behavioral economics analyzes the psychology of an individual’s decision making process. Within the decision making process, men and women conduct a cost-benefit analysis to help them make their choices. People, however, do not always use economic self-interest as the framework for their cost-benefit analysis. For example, when Melville was informed that his late uncle’s farm had been sold, a piece of land that is described as Melville’s â€Å"’first love,’† he â€Å"was filled with an absolutely unreasonable jealousy† (Parker 716). Melville then made an irrational decision; he purchased a smaller farm near his late uncle’s property for $6,500. Instead of purchasing a modest home he could afford, Melville was driven by interests outside of financial stability, and he purchased the farm in Pittsfield, Massachusetts. For the author, the benefit of owning a personally sentimental farm outweighed the costs of going into severe debt. Melville experienced firsthand the relevance of using behavioral economics to study individuals, because he found himself compelled by desires besides economic self-interest to make financial decisions. Melville uses this intuitive comprehension of behavioral economics to portray Ahab as an individual that is psychologically motivated by ambitions other than economic s elf-interest. Ahab’s inspiration for hunting Moby Dick is contrasted with the desire of his stakeholders, or investors. As Captain Bildad sees the Pequod off to sea, he exclaims, â€Å"’Be careful in the hunt, ye mates. Don’t stave the boats needlessly, ye harpooners; good white cedar plank is raised full three per cent. within the year’† (Melville, Moby-Dick 96). Bildad reveals that the investors are focused on their economic self-interest, and they do not want the whalers to take unnecessary risks, because it is a financial liability. Similarly, Starbuck uses money to guide his cost-benefit analysis, and he proclaims, â€Å"’I came here to hunt whales, not my commander’s vengeance’† (139). Starbuck simultaneously uncovers that his own psychology is driven by financial gain and Ahab’s psychology is driven by vengeance. Starbuck cites the economic interest of the investors to justify stopping the Pequod so the cre w can address the leaking sperm oil. Ahab’s response, however, affirms that the Captain’s desires differ from those using financial gain for their decision making process. Ahab articulates, â€Å"’Let the owners stand on Nantucket beach and outyell the Typhoons. What cares Ahab? Owners, owners? Thou art always prating to me, Starbuck, about those miserly owners, as if the owners were my conscience’† (362). Ahab intentionally sets himself apart from the owners, suggesting that he is not driven by economic self-interest. Ahab is motivated, like Melville, by an irrational desire. Ahab recognizes that his selfish ambition has skewed his cost-benefit analysis when he confides in Starbuck shortly before giving chase to Moby Dick. The Captain mourns, â€Å"’What a forty years’ fool—fool—old fool, has old Ahab been! Why this strife of the chase? why weary, and palsy the arm at the oar, and the iron, and the lance? How the riche r or better is Ahab now?’† (406). Ahab acknowledges that he is making a choice that will not benefit him financially, but, nonetheless, he is driven by a passion he cannot control. It is unlikely that Melville studied behavioral economics, but his own irrational choice to purchase the farm gave him insight into the psychology of the decision making process. In turn, Melville was able to use his own experience to create the ulterior motivation for Ahab’s decision to follow the White Whale to his destruction. It is true that Melville was â€Å"damned by dollars,† but instead of making his work a botch, the economic difficulties that he faced actually amplified the brilliance of Moby-Dick. As representatives of a somewhat technical field, economists often have difficulty in relating their complex ideas to a broader audience. Melville’s personal experience as both an author and a whaler, however, helped him write a piece of literature that expertly po rtrays the microeconomic principles of supply and demand, capital intensive ventures, and positive externalities. Furthermore, the author’s own irrational desires allowed him to unintentionally explore the elusive behavioral economics in his main character, Ahab. Comparing the economics of writing and whaling in Melville’s most famous work uncovers the individual’s relationship to an economic system. The natural and inevitable relationship of individuals to economic systems is best expressed by Moby-Dick’s narrator. Ishmael states, â€Å"Seldom have I known any profound being that had anything to say to this world unless forced to stammer out something by way of getting a living. Oh! happy that the world is such an excellent listener!† (291). Melville was forced to â€Å"stammer out† the whaling manuscript, but the novel exists as a classic work of art as long as the world is an â€Å"excellent listener.†Works CitedBezanson, Walter E. â€Å"Moby-Dick: Work of Art.† Moby-Dick. Ed. Hershel Parker and Harrison Hayford. Norton Critical Editions. 2nd ed. 1967. New York: W.W. Norton Company, 2002. 641-657.Hillway, Tyrus. Herman Melville. Ed. Sylvia E. Bowman. Revised Ed. Boston: Twayne Publishers, 1979.Howard, Leon. Herman Melville. 1951. Berkeley and Los Angeles: University of California Press, 1967. Melville, Herman. â€Å"[Manuscript Notes on Owen Chase].† Moby-Dick. Ed. Hershel Parker and Harrison Hayford. Norton Critical Editions. 2nd ed. 1967. New York: W.W. Norton Company, 2002. 571-574.Melville, Herman. Moby-Dick. Ed. Hershel Parker and Harrison Hayford. Norton Critical Editions. 2nd ed. 1967. New York: W.W. Norton Company, 2002. 8-427. Melville, Herman. â€Å"To Nathaniel Hawthorne.† Arrowhead Early May 1851. Moby-Dick. Ed. Hershel Parker and Harrison Hayford. Norton Critical Editions. 2nd ed. 1967. New York: W.W. Norton Company, 2002. 538-541.Parker, Hershel. â€Å"Damned by Dollar s: Moby-Dick and the Price of Genius.† Moby-Dick. Ed. Hershel Parker and Harrison Hayford. Norton Critical Editions. 2nd ed. 1967. New York: W.W. Norton Company, 2002. 713-724.Saunders, Laura. Blubber Capitalism. Forbes 174.7 (2004): 96-100. Business Source Premier. Web. 23 Apr. 2013.

Gandhi, Satyagraha, and the Western Mind Essay - 955 Words

Gandhi, Satyagraha, and the Western Mind There is much that can be said about such a great leader like Gandhi. He had many skills that were needed to make a difference in the world. Perhaps the most important quality that he possessed was the attributes of knowledge and common sense. These attributes made him a very levelheaded man who knew how to treat his opponent with respect while stating the issue at hand. Gandhi achieved many accomplishments throughout his life. Overall, the most significant was that one man could make a difference within his own country that received worldwide recognition. One of the reasons as to why Gandhi was such a success is in order to be a great leader, one must possess a great deal of inner†¦show more content†¦This is what gave Gandhi and those who followed him, the ability not to strike back. They were able to look within themselves and find peace. An example of how this philosophy played out can be found in an example story told by Gandhi to help others understand how not to fight back with force. The story said that a man was trying to save a scorpion that kept biting him. When asked why did he keep trying to save the scorpion, the man stated that he was a human being and that it was his nature to save, just as it was the nature of the scorpion to bite (Fischer 77). Gandhi was able to declare that he applied true nonviolence to every part of his life. Domestic, institutional, economic, and political problems could all be dealt with by using Satyagraha. Satyagraha can be looked at as a method for resolving conflict. One of the main points is to try and win the trust of the other side. When this is accomplished, the two opposing sides can talk out their differences and try to put an end to them. Satyagraha also uses the readiness to suffer and not fight back. The citizens of India were successful in doing so. Take for example, the time in which Gandhis followers were repeatedly beaten and abused by authorities. They were able to search within their own souls and find the strength to resist violence. The four main weapons used by the satyagrahai are sympathy, trust, patience, and the willingness to suffer (Fischer 221). TheShow MoreRelatedGandhi Satyagraha1402 Words   |  6 PagesA Re-examination of the sources of Gandhis Satyagraha and its significance in the Indian Liberation movement Perhaps one of the most eminent figures in the history of India, Mohandas K. Gandhi, also known as the Mahatma, or The Great Soul, was the spiritual and practical founder of active non-violent resistance, a concept called Satyagraha. Also known as  ¡Ã‚ °soul-force ¡Ã‚ ± or  ¡Ã‚ °truth-force ¡Ã‚ ±, Gandhi developed this revolutionary technique as a method of gaining political and social reforms againstRead MoreMahatma Gandhi Essay1455 Words   |  6 PagesIn the western world the word truth connotes something static and immutable. We see truth as something, that once possessed, will always be valid. But there is a tendency in Eastern philosophy to see truth as something illusive, as something that can only be approximated by a lifetime of philosophical experimentation. The man known as Mohandas Gandhi was this spirit of truth incarnate. But care must be taken not to deify Gandhi, his life was a ceaseless struggle towards deeper understanding, andRead MoreGandhi : The Greate st Leaders Of All Time1450 Words   |  6 PagesMohandas Karamchand Gandhi was born in Porbandar, India, on October 2, 1869. He was also known as â€Å"Mahatma† which means great soul and he is known as one the greatest leaders of all time. 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There were many competing political approaches to this movement, but among them all, the messages of Mohandus KaramchandRead MoreGandhi Film Review Essay1580 Words   |  7 Pagesdo not know what religion means† (Gandhi, 1957; 504). These words are only a glimpse of Gandhi’s revolutionary sight that changed Western intellectuals. As we continue to remember his blessings, Gandhi will be known as a leader of the successful freedom struggle and a representative of the highest level of thinking in the Hindu religious tradition. Mohandas Gandhi had many accomplishments throughout his 78 years of life. To briefly outline a few, Gandhi successfully accomplished to abjureRead MoreFanon, Kanye, and Gandhi Essay1277 Words   |  6 Pages Gandhi and Fanon both believed in what was correct and just. They believed that the man should be free, especially if they are being controlled by the colonists’ ideals. This was the case for both Algiers and India. These two countries were being controlled by that one principle of the colonizers which is that they are better and therefore should be in control. In the case of India, they were being oppressed by the British and deprived of having their own land for themselves. Then there was Fanon’sRead MoreBritish Imperialism in India Essay1746 Words   |  7 Pagesterritories, underwent great change under British administration. Originally intended to consolidate their hold on India by establishing a population that spoke the same language as their rulers, the British decision in the 1830s to educate Indians in a Western fashion, with English as the language of instruction, was the beginning of a chain of events, including a rise in Indian nationalism, that led to Ind ian resentment of British imperialism and ultimately to the loss of British control over India. br brOneRead MoreThe Salt Satyagrah Strengths And Weaknesses2516 Words   |  11 PagesThe Salt Satyagraha: Strengths and Weaknesses On 12 March 1930, Gandhi started a historic march to Dandi known as the Salt Satyagraha. It was an act of Civil Disobedience Movement against the British tax law in India. Gandhi and 78 satyagrahis (volunteers) walked for 24 days. On the way to Dandi, they were able to reach 40 villages and towns where about 50,000 people heard their messages. Gandhi broke the salt law on 6 April 1930, and millions of people throughout India followed the act. The entireRead MoreA Brief Biography of Mohandas Karamchand Gandhi766 Words   |  3 PagesKaramchand Gandhi, also known as Mahatma Gandhi, was Indias greatest political and moral leader. He was born in Gujarat on October 2, 1869 and assassinated on January 30, 1948. In his 79 years of lifetime, he was able to accomplish so many things for the discriminated and all of India. His acts and ideologies still affects the world today. He was born in Gujarat on October 2, 1869 to a prime minister of Rajkot and a faithful Hindu woman. His mother Putilbais faith in Hindu affected Gandhi as a child

Stop The Madness Gay Marriages Should be Banned Essay

On June 26, 2015, the US Supreme Court ruled that the US Constitution guarantees the right for same-sex couples to marry. Should gay marriages be legal? Why should our nation accommodate such a dreadful Supreme Court ruling? Gay couples have become a major problem for our children. Children only repeat what they hear, see, and other habits from their role models. Our children are the ones who are being subjected to these horrifying situations. Gay marriages should be banned because God did not intend women to sleep with each other, nor men with men. It is a major sin. Plus, children should not be taught that same sex relationships are permitted. The effects on young children being subjected to gay marriages is the major†¦show more content†¦Because of children that are raised in a home where there’s a gay marriage the trend will repeat. Making our children that being a homosexual is allowed. Others may disagree with gay marriages being banned. Others fell if that’s the lifestyle that they want their children to mock than they will have to deal with it in the long run. Of course gays will want gay marriages to become legal in all fifty states but is right? Gay parents fell as though their children will make their own decisions about their relations but in reality they will only follow what they know. Gay marriages should not be legal in any state. Same sex marriages should not exist. The whole purpose of sex is to reproduce and same sex relations can not reproduce in any way. I believe that gay relations are a major sin and should be banned. Those who believe that if your happy with who ever than you should be with them, but when children are brought into the picture than that parent is ruining their child mind. Because if they see mommy doing something when they get older their going to say my mommy did and she says it is okay. Ruining a child chance of having and family is wrong. I fell as though if you want to be gay than you do you. But if you have children they should not even know about it or see it. In conclusion, Gay marriages shall not become legal in any sort of way. I think that those who participate in gay relations who have children their children should live with aShow MoreRelatedGAY RIGHTS MOVEMENT IN THE 60S3496 Words   |  14 PagesThe American Gay Rights Movement: A Timeline This timeline provides information about the gay rights movement in the United States from 1924 to the present: including the Stonewall riots; the contributions of Harvey Milk; the Dont Ask, Dont Tell policy; the first civil unions; the legalization of same-sex marriage in Massachusetts, Connecticut, New York; and more. 1924 The Society for Human Rights in Chicago becomes the countrys earliest known gay rights organization. 1948 Alfred KinseyRead MoreWe Must Obey Our Elders17194 Words   |  69 PagesShould we OBEY our Elders A Photo of an Elder! A Tale of Correction ï‚ ©Ã¯  ´ By Ray Walter Swangkee ― The Colorful Peacock from Angel Ridge, Box 305H2, King’s Mountain, Kentucky 40442 The Divided States of United Lies! My E-mail Address is: theking@alltel.net, as in: â€Å"The King at TELL ALL, dot, Network of Truth.† Please Visit the most Beautiful, Enlightening, and Inspiring Website on the Internet, at: www.ThePeacock.com â€Å"O my Son, no one likes to Obey any Person that he or sheRead Morewisdom,humor and faith19596 Words   |  79 Pagesus feel superior, amidst our own ethnic group, to any supposed inferior group. Humor is also sometimes an inappropriate response to an event. Hearing of evils like the killing of an innocent person, the demeaning of a child, or the rape of a woman should elicit not humor but sorrow. As the Bible’s book of Ecclesiastes says, there is â€Å"a time to weep, and a time to laugh; a time to mourn, and a time to dance.† Enlightening comments on the relationship of humor to wisdom were once made by Reinhold Niebuhr

Chlid Labor Essay Example For Students

Chlid Labor Essay Child abuse is the intentional, unexplainable infliction of physical, moral, and sexual pain and suffering on a child. It is caused mainly by parents who were maltreated as children themselves. Causes also include stress, poverty, or unemployment. Child abuse consists of various different causes, types, and cases. There are many causes for child abuse, but some project over the rest. In some cases children are mistreated when parents or guardians have bad responses to stressful situations or feel powerless. They may hit someone with even less power than they, and these are often children. Because children with disabilities create more stress, they are more likely to be abused. Alcohol was said to be involved in fourteen percent of the cases of abuse and in eighteen and a half percent of the cases of neglect. Approximately eighty percent of the child-abusers were themselves abused as children. A high percentage of abusing parents feel that they are exercising their parental right. The parents do this to their offspring hoping that the child will change a manner or learn a lesson. There is a higher percentage rate of mistreatment in families with mixed religion marriages. Very often it is a small pressure that finally makes a parent explode. It is most likely that the abuser is employed only part-time or is jobless. Retired men and women are the least likely to harm a child. Physical violence is more common in poor families, families living under stress or parents who suffered cruelty as children. Types of abuse also can change. This includes only moral, physical and sexual abuse. The kind of abuse varies depending on the age of the victim. Infant and preschool children are more likely to suffer fractures, burns and bruises. Schooled aged or adolescent females are more likely to suffer from sexual molestation, but there are a recently growing number of sexual abuses of preschool and male victims. The abusers are usually men. The neglect is the physical or emotional harm resulting from parents failure to provide children with adequate food, clothing, shelter, medical care, education or morals. Other types of abuse include unreasonable physical violence, verbal abuse, failure to provide proper shelter, foodstuffs, medical treatment or emotional support, incest, sexual molestation or rape. Slaps and spankings are viewed by parents as a part of raising a child. However, childless individuals are more likely to view slapping and spanking as necessary, normal, and good. Slaps and spankings are or are not child abuse depending on the person who views it. Types of abuse vary incredibly. There are many cases of abuse. In New York City approximately two children are killed by abuse per week. Specific cases include one of a twenty-eight-year-old mother who killed her three-year old adoptive son of a fatal beating in Wyandach, Long Island. There are thousands of these cases, but one that really stands out is that of Elisa Izquierdo. She was conceived in a homeless shelter and was born in 1989 addicted to crack. Elisa was a good student at school, and was loved by everyone. As soon as she was born, she was custody to her father Gustavo Izquierdo. Gustavo was a wonderful father until he died of cancer in 1993. Elisas mother Awilda was a crack addict. In 1990, she had supposedly given up drugs, married Carlos Lopez, and settled at a permanent address. Because of this, Awilda was assigned unsupervised visitation rights in 1991. When Gustavo died, she immediately filed for permanent custody. Awilda was backed up by her lawyer from the and many legal aid societies, and project chance. She was granted full custody. Carlos beat both Elisa and Awilda, which helped Awilda go back to drugs. Elisa began telling people that her mother had locked her in a closet. The teachers an neighbors started suspecting abuse when they saw that Elisa was bruised and having trouble walking. The CWA was warned various times of her abuse. The first was the very same day she was born, February 11, 1989. The second was a phone call from the Montessori principal offering teachers observation n otes. Elisas public school 26 reported the matter directly to a deputy director of CWAs Manhattan field division informing them of

The Yellow Wallpaper9 Essay Example For Students

The Yellow Wallpaper9 Essay In the grips of depression and the restrictions prescribed by her physician husband a woman struggles with maintaining her sanity and purpose. As a new mother and a writer, and she is denied the responsibility and intellectual stimulation of these elements in her life as part of her rest cure. Her world is reduced to prison-like enforcement on her diet, exercise, sleep and intellectual activities until she is â€Å"well again†. As she gives in to the restrictions and falls deeper into depression, she focuses on the wallpaper and slides towards insanity. The Yellow Wallpaper by Charlotte Perkins Gilman is a story written from a first-person perspective about a young woman’s mental deterioration during the 1800’s and the adverse affects of the restriction place on her. The setting of the story is a colonial mansion in the country rented for the summer by the narrator’s husband while she is treated for her â€Å"nervous condition†. As the story progres ses and the narrator describes her surroundings the setting focuses from the mansion and surrounding gardens to a bedroom in the mansion and finally on the wallpaper in the bedroom. This narrowing focus of the setting directly parallels the narrator’s mental deterioration. Gilman’s emphasis on the complex symbolism of the wallpaper illustrates the narrator’s depression and the adverse affects of limited intellectual activity which, in this case, leads to insanity. We will write a custom essay on The Yellow Wallpaper9 specifically for you for only $16.38 $13.9/page Order now At the beginning of the story, the narrator confides that she may not be well, but she disagrees with the prescribed treatment for her â€Å"nervous depression† when she states:Personally, I disagree with their ideas. Personally, I believe that congenial work, with excitement and change, would do me good. Clearly the narrator is opposed to the restrictions placed on her, but feels powerless to do anything about it. During this period (late 1800 – early 1900’s) it was common for physicians to treat depression with the â€Å"rest cure† of complete bed rest and limited intellectual activity. Therefore, despite her opposition to the treatment the narrator adheres to the restrictions with the exception of covertly writing in a journal about her feelings, daily routine and the mansion. Her initial focus is on the mansion, the surrounding gardens and the bedroom chosen for her during her stay. When her focus eventually settles on the wallpaper in the bedroom and she states, â€Å"I never saw a worse paper in my life. One of those sprawling, flamboyant patterns committing every artistic sin† (Gilman 260). As the narrator resigns herself to her intellectual confinement, she begins to see more details in the wallpaper pattern. This can be seen as the slow shift from the connection to her family, friends and colleagues to her focus inward as she sinks deeper into depression. She describes that â€Å"—I can see a strange, provoking, formless sort of figure, that seems to skulk about behind that silly and conspicuous front design† (Gilman 262). As she focuses inward, sinking deeper into her depression the figure in the wallpaper takes shape and she states that, â€Å"There are things in that paper that nobody knows but me, or ever will† (Gilman 264). And she begins to describe the form of a woman behind the wallpaper pattern, â€Å"Sometimes I think there are a great many women behind, and some times only one, and she crawls around fast, and her crawling shakes it all over† (Gilman 268). Gilman guides the reader deeper into the narrowed focus of the narrator as she begins to lose her sanity and her life becomes obscure while the wallpaper form becomes animated. The narrator associates herself with the wallpaper form towards the story’s end and is driven to rid herself of the confines of the â€Å"top pattern† so that she is free to â€Å"creep around as I please† (Gilman270). At this point in the story the narrator has lost her sanity, and is living in the wallpaper-world she is imagining. Ironically, the wallpaper that she hates at the beginning of the story finally becomes the perimeter of her existence. The â€Å"bar† like pattern serves to keep her in when she fears going outside, but also confines her when she wants to â€Å"creep† around the bedroom. The narrators secures her perceived freedom when she successfully removes the wallpaper from most of the room and says, â€Å"I’ve got out at last,† said I, â€Å"i n spite of you and Jennie. And I’ve pulled off most of the paper, so you can’t put me back!† (Gilman 271). .u9ec59de17913d2b2efec9217d6d461c2 , .u9ec59de17913d2b2efec9217d6d461c2 .postImageUrl , .u9ec59de17913d2b2efec9217d6d461c2 .centered-text-area { min-height: 80px; position: relative; } .u9ec59de17913d2b2efec9217d6d461c2 , .u9ec59de17913d2b2efec9217d6d461c2:hover , .u9ec59de17913d2b2efec9217d6d461c2:visited , .u9ec59de17913d2b2efec9217d6d461c2:active { border:0!important; } .u9ec59de17913d2b2efec9217d6d461c2 .clearfix:after { content: ""; display: table; clear: both; } .u9ec59de17913d2b2efec9217d6d461c2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9ec59de17913d2b2efec9217d6d461c2:active , .u9ec59de17913d2b2efec9217d6d461c2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9ec59de17913d2b2efec9217d6d461c2 .centered-text-area { width: 100%; position: relative ; } .u9ec59de17913d2b2efec9217d6d461c2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9ec59de17913d2b2efec9217d6d461c2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9ec59de17913d2b2efec9217d6d461c2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9ec59de17913d2b2efec9217d6d461c2:hover .ctaButton { background-color: #34495E!important; } .u9ec59de17913d2b2efec9217d6d461c2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9ec59de17913d2b2efec9217d6d461c2 .u9ec59de17913d2b2efec9217d6d461c2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9ec59de17913d2b2efec9217d6d461c2:after { content: ""; display: block; clear: both; } READ: RMS Titanic EssayThe correlation in this story between the narrator and the wallpaper is that as the narrator loses her sanity and intellectual connection to her world she becomes more conscious of, and connected to, the wallpaper. The focus of her surroundings is narrowed to the point that she exists only in the bedroom, fearing the outdoors and limiting her contact with other people. The wallpaper provides the foundation for her fantasy world and represents breaking away from the confinement of her prescribed treatment and the loss of her sanity. The narrator is unable to fulfill her intellectual needs, whether it is by writing, interacting with friends and family, or ex periencing changes in her prescribed daily routine. The wallpaper develops details and animation as the story progresses and symbolizes the confinement, struggle and acceptance of one woman’s struggle with debilitating depression. Bibliography:Works CitedGilman, Charlotte Perkins. The Yellow Wallpaper. In Heath Literature for Composition. Toronto: D.C. Heath and Company, 1990.

Free Essays on The Ten Commandments

The Ten Commandments and the World in 2002 Here we are 2000 years since the time of Christ and it is evident why Jesus warned us not to be like the world. Through Paul we are commanded â€Å"And be not conformed to this world: but be ye transformed by the renewing of your mind, that ye may prove what is that good, and acceptable, and perfect, will of God.† (Romans 12:2) When we see where the world stands with regard to the Ten Commandments today, we shouldn’t be surprised. The world system is run by the prince of this world, the devil, and it seems that system is getting stronger and the world further and further away from God’s Law. In Romans, we are told that the ungodly and unrighteous are without excuse and that those who don’t have the law are a law unto themselves. As I read D.L. Moody’s book, I couldn’t help but be amazed at how many of his examples paled in comparison to the world today. Sadly, I’ve become so accustomed to the way things are that many of his examples didn’t even phase me. I kept thinking, â€Å"Boy, if he could only see how things are now!† I’m continually reminded by the word of our LORD, â€Å"And because iniquity shall abound, the love of many shall wax cold.† (Matthew 24:12) It’s so easy to become complacent about the way things are today. The world is downspiraling to the point where what was so rotten yesterday, has already been replaced by something much worse today, making yesterday’s corruption seem almost innocent. Once in a while I’ll catch a sitcom on TV. It’s terrible; homosexuality is considered more than acceptable, a child out of wedlock is considered a blessing and the mother a hero. When I watch a sitcom from my childhood, like â€Å"MASH†, I think, â€Å"How innocent things were back then.† Yet they weren’t! In â€Å"MASH† there was adultery, men dressing in women's clothing, drunkenness – and that seems innocent?!! â€Å"Thou shalt have no othe... Free Essays on The Ten Commandments Free Essays on The Ten Commandments The Ten Commandments and the World in 2002 Here we are 2000 years since the time of Christ and it is evident why Jesus warned us not to be like the world. Through Paul we are commanded â€Å"And be not conformed to this world: but be ye transformed by the renewing of your mind, that ye may prove what is that good, and acceptable, and perfect, will of God.† (Romans 12:2) When we see where the world stands with regard to the Ten Commandments today, we shouldn’t be surprised. The world system is run by the prince of this world, the devil, and it seems that system is getting stronger and the world further and further away from God’s Law. In Romans, we are told that the ungodly and unrighteous are without excuse and that those who don’t have the law are a law unto themselves. As I read D.L. Moody’s book, I couldn’t help but be amazed at how many of his examples paled in comparison to the world today. Sadly, I’ve become so accustomed to the way things are that many of his examples didn’t even phase me. I kept thinking, â€Å"Boy, if he could only see how things are now!† I’m continually reminded by the word of our LORD, â€Å"And because iniquity shall abound, the love of many shall wax cold.† (Matthew 24:12) It’s so easy to become complacent about the way things are today. The world is downspiraling to the point where what was so rotten yesterday, has already been replaced by something much worse today, making yesterday’s corruption seem almost innocent. Once in a while I’ll catch a sitcom on TV. It’s terrible; homosexuality is considered more than acceptable, a child out of wedlock is considered a blessing and the mother a hero. When I watch a sitcom from my childhood, like â€Å"MASH†, I think, â€Å"How innocent things were back then.† Yet they weren’t! In â€Å"MASH† there was adultery, men dressing in women's clothing, drunkenness – and that seems innocent?!! â€Å"Thou shalt have no othe...