An Analysis of The selling of Joseph by Benjamin Franklin †American Literature Essay (200 level Course)

An Analysis of The selling of Joseph by Benjamin Franklin – American Literature Essay (200 level Course) Free Online Research Papers An Analysis of The selling of Joseph by Benjamin Franklin American Literature Essay (200 level Course) There is no doubt that slavery is one of humankind’s worst experiences. Humans have been practicing slavery for centuries. From the big Roman Empire to the small kingdoms of Asia and Africa, slavery was a common and acceptable practice. In all these societies slaves were traditionally kept and used as domestic servants and it was also an indication of power and wealth, but they were not used for commercial gains. Things changed with the discovery of the New World, the need for quick and cheap labor increased. Benjamin Franklin’s satire on the defense of slavery makes a lot of sense. He bases his argument on religion, wealth, civility and power. His use of Divan of Algiers to further illustrate his point was a good and valid idea. The Divan uses all this points to argue that slavery in fact is good for the continuation of their civilization. The Divan feared the fall of Authority if slavery was to be abolished. Religion has been used a lot of times to justify the continuity of slavery and the slave trade. This is also demonstrated in Franklin’s letter. Franklin writes that the divan of Algiers emphasizes that by bringing or capturing slaves they are civilizing and showing them the light of God. â€Å"†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ is their condition then made worse by their falling into our hands? No; they have only exchanged one slavery for another, and I may say better; for they are brought into a land where the sun of Islamism gives forth its light and shines in full splendor, and they have an opportunity of making themselves Acquainted with the true doctrine, and Thereby saving their immortal souls†¦ â€Å" (Franklin 759) The divan of Algiers does insist that slavery is good for the so-called â€Å"infidels† and their captivity is good because it helps them become better individuals and Muslims at the same time. He also raises points that aren’t the individuals and Muslims at the same time. He also raises points that aren’t the individuals already slaves from wherever they come from? (Franklin 759). This is true since most of the people the Algerians were capturing were sailors from European ships and the Algerian assumed that they were slaves since they got treated bad by the ship owners. The Divan suggests that the captives are just changing from one slavery to another better one. Religion was used everywhere in his defense of slavery. The divan was not the only individual to use religion to his defense, the king of Bonny (now the Nigerian Delta) also used religion to legitimize slavery. The British declared all slavery being illegal and this forced the king to respond,  "†¦we think this trade must go on. That is the verdict of our oracle and priests. They say that our country however great, can never stop the trade but god himself†¦.† (The Story of Africa 2). The author Phillis Whetley in one of her poems also praised slavery â€Å"†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦twas mercy that brought me from my pagan land†¦Ã¢â‚¬  (Whitley 1104). The use of religion to argue on slavery was a common practice and Franklin exhibited it to us using the Divan. The Divan did not use religion only, he also used economics or wealth as a reason to try further his arguments. The Divan tried to illustrate that by abolishing slavery, the government and its people will lose a lot of money and things will be worse. The land they occupy will diminish in value and there will be no one to cultivate the farms. The government will lose a lot of money and it will not be able to pay its citizens for whatever loss they have incurred (Franklin 759). The government will also lose most of its revenues from the slaves owners. This economic argument was also used by a lot by the plantation owners in the Americas. Franklin’s Divan tried to persuade the council that the country ‘s economy will be in ruins if they do go ahead and let the slaves free. His argument is valid and makes sense when you look it in an economic perspective. The Divan states that the slave being inferior and ignorant, will not be able to establish good government and govern themselves â€Å"†¦but they are, I doubt, too little disposed to labor without compulsion, as well as too ignorant to establish a good government†¦.† (Franklin 759) The divan argues that the slaves will be treated fairly and better if they stayed. Franklin’s divan was not the only one to be concerned about the future of freed slaves, Samuel Sewall who spoke out against slavery also showed some concern on what will happen if the slaves in America were freed. In his memorial â€Å"The selling of Joseph† Seawall says about that â€Å"†¦. few can endure Negro being set free, and indeed they can seldom use their freedom†¦Ã¢â‚¬  (Seawall 414). Seawall’s statements goes on to show that even though he was a pre-abolitionist he was not necessarily a supporter of an integrated society and so was the Dian of Algiers. To conclude Franklin’s use of the Divan’s argument made a lot of sense since we could compare the Algerians to the plantation owners in the Americas. Slavery is bad there is no doubt about that but I do agree with the Divan’s a4rgument when it comes to the economics of it. The whole argument takes a different turn and makes a lot of sense even though it is such a bad idea. Franklin clearly illustrates and satirizes the Divan’s argument. The points are clear and easy to understand in spite of being such a hard topic. Overall the argument makes a lot of sense and it is valid. The only thing it misses is it does not take into consideration the feelings and opinions of the slaves. Franklin clearly does a great job explaining slavery to us through the Divan. Franklin, Benjamin from â€Å"On the slave Trade† The Heath anthology of American Literature, Vol. I. 3rd ed. Paul Lauter. Bostson: Houghton, 1998.758-760. Seawall, Samuel from â€Å"The Selling of Joseph† The Heath anthology of American Literature, Vol. I. 3rd ed. Paul Lauter. Bostson: Houghton, 1998.413-418. World Service, BBC from â€Å"The story of Africa† BBC World Service website (bbc.co.uk/worldservice/africa/features/storyofafrica) London: 05-23-2001 Wheatley, Phillis from â€Å"On being brought from Africa† The Heath anthology of American Literature, Vol. I. 3rd ed. Paul Lauter. Bostson: Houghton, 1998.1104. Research Papers on An Analysis of The selling of Joseph by Benjamin Franklin - American Literature Essay (200 level Course)19 Century Society: A Deeply Divided EraQuebec and CanadaBringing Democracy to AfricaComparison: Letter from Birmingham and CritoCanaanite Influence on the Early Israelite ReligionThe Effects of Illegal ImmigrationUnreasonable Searches and SeizuresHip-Hop is ArtEffects of Television Violence on ChildrenThree Concepts of Psychodynamic

Thomas Saverys Steam Engine

Thomas Saverys Steam Engine Thomas Savery was born to a well-known family in Shilston, England sometime around 1650. He was well educated and exhibited a great fondness for mechanics, mathematics, experimentation and invention. Saverys Early Inventions   One of Saverys earliest inventions was a clock, which remains in his family to this day and is considered an ingenious piece of mechanism. He went on to  invent and patented arrangement of paddle  wheels driven by capstans to propel vessels in calm weather. He pitched the idea to the British Admiralty and the Wavy Board but met with no success. The principal objector was the surveyor of the Navy who dismissed Savery with the remark, And have interloping people, that have no concern with us, pretend to contrive or invent things for us? Savery was not deterred he fitted his apparatus to a small vessel and exhibited its operation on the Thames, although the invention was never introduced by the Navy. The First Steam Engine Savery invented the steam engine sometime after the debut of his paddle  wheels, an idea first conceived by  Edward Somerset, Marquis of Worcester, as well as a few other earlier inventors. It’s been rumored that Savery read Somerset’s book first describing the invention and subsequently attempted to destroy all evidence of it in anticipation of his own invention. He allegedly bought up all copies he could find and burned them.   Although the story isn’t particularly credible, a comparison of the drawings of the two engines Saverys and Somersets shows a striking resemblance. If nothing else, Savery should be given credit for the successful introduction of this semi-omnipotent and water-commanding engine. He patented the design of his first engine on July 2, 1698. A working model was submitted to the Royal Society of London. The Road to the Patent Savery faced constant and embarrassing expense in the construction of his first steam engine. He had to keep the British mines and particularly the deep pits of Cornwall free from water. He finally completed the project and conducted some successful experiments with it, exhibiting a model of his fire engine before King William III and his court at Hampton Court in 1698. Savery then obtained his patent without delay. The title of the patent reads: A grant to Thomas Savery of the sole exercise of a new invention by him invented, for raising of water, and occasioning motion to all sorts of mill works, by the important force of fire, which will be of great use for draining mines, serving towns with water, and for the working of all sorts of mills, when they have not the benefit of water nor constant winds; to hold for 14 years; with usual clauses. Introducing His Invention to the World Savery next went about letting the world know about his invention. He began a systematic and successful advertising campaign, missing no opportunity to make his plans not merely known but well understood. He obtained permission to appear with his model fire engine and to explain its operation at a meeting of the Royal Society.  The minutes of that meeting read: Mr. Savery entertained the Society with showing his engine to raise water by the force of fire. He was thanked for showing the experiment, which succeeded according to expectation, and was approved of.   Hoping to introduce his fire engine to the  mining districts of Cornwall as a pumping engine,  Savery wrote a prospectus for general circulation, The Miners Friend; or, A Description of an Engine to Raise Water by Fire.†Ã‚   Implementation of the Steam Engine Saverys prospectus was printed in London in 1702.  He proceeded to distribute it among the proprietors and managers of mines, who were finding at that time that the flow of water at certain depths was so great as to prevent operation. In many cases, the cost of drainage left no satisfactory margin of profit. Unfortunately, although Saverys fire engine began to be used for supplying water to towns, large estates, country houses and other private establishments, it did not come into general use among the mines. The  risk for explosion of the boilers or receivers was too great.   There were other difficulties in the application of the Savery engine to many kinds of work, but this was the most serious. In fact, explosions did occur with fatal results. When used in mines, the engines were necessarily placed within 30 feet or less of the lowest level and could potentially become submerged if the water should rise above that level. In many cases this would result in the loss of the engine. The mine would remain drowned unless another engine should be procured to pump it out. The consumption of fuel with these engines was very great as well. The steam could not be generated economically because the boilers used were simple forms and presented too little heating surface to secure a complete transfer of heat from the gases of combustion to the water within the boiler. This waste in the generation of steam was followed by still more serious waste in its application. Without expansion to the expulsion of water from a metallic receiver, the cold and wet sides absorbed heat with the greatest avidity. The great mass of the liquid was not heated by the steam and was expelled at the temperature at which it was raised from below. Improvements to the Steam Engine Savery later began work with Thomas Newcomen on an atmospheric steam engine.  Newcomen was an English blacksmith who invented this improvement over Slaverys previous design. The Newcomen steam engine used the force of atmospheric pressure. His engine pumped steam into a cylinder. The steam was then condensed by cold water, which created a vacuum on the inside of the cylinder. The resulting atmospheric pressure operated a piston, creating downward strokes. Unlike the engine Thomas Savery had patented in 1698, the intensity of pressure in Newcomen’s engine was not limited by the pressure of the steam. Together with John Calley, Newcomen built his first engine in 1712 atop a water-filled mineshaft and used it to pump water out of the mine. The Newcomen engine was the predecessor to the Watt engine and it was one of the most interesting pieces of technology developed during the 1700s. James Watt was an inventor and mechanical engineer born in Greenock, Scotland, renowned for his improvements of the steam engine. While working for the University of Glasgow in 1765, Watt was assigned the task of repairing a Newcomen engine, which was considered  inefficient but still the best steam engine of its time. He began to work on several improvements to Newcomens design. Most notable was his 1769 patent for a separate condenser connected to a cylinder by a valve. Unlike Newcomens engine, Watts design had a condenser that could be kept cool while the cylinder was hot. Watts engine soon became the dominant design for all modern steam engines and helped bring about the Industrial Revolution. A unit of power called the watt was named after him.

Acquisitions and Mergers Essay Example | Topics and Well Written Essays - 3000 words

Acquisitions and Mergers - Essay Example However, if a merger is not successful, it can cause problem for the resulting organization. Nevertheless, the strategy to merge or acquire can be guided by the corporate philosophy that an organization may follow. Mergers and acquisitions are often taken to be as same terminologies however there is a difference between them. The differences, types, advantages and disadvantages of mergers and acquisitions will be discussed in detail in this assignment. Mergers and acquisition often abbreviated as M&A refers to the strategies and finance related to the corporate level and management which deals with the purchase, selling and joining of different companies for the purpose of assisting or helping a company grow in its respective industry without establishing a new business. Mergers or acquisitions may be private or public depending on whether the merging company is in the list of the public companies or not. These types of dealings can be either friendly or hostile. In the situation where one company takes over another company and declares itself as the new company, the purchase is termed to be as acquisition. Legally, the company that has been purchased can no longer operate in the market and the buyer is free to trade its stocks and shares. In merger, the two companies combine and continue to work as one business rather than existing as separate businesses. This usually takes place between companies which are of the same status, their previous stocks are dissolved and new stocks are maintained. This is usually termed as ‘merger of equals’. For instance in 1999 a merger took place between two pharmaceutical companies; GlaxoWellcome and SmithKline Beecham, both the firms combined together to and a new company, GlaxoSmithKline emerged. (Sherman, 2006) Vertical Merger: This type of merger takes place between a company and a supplier or to say it in other words, company

Critically Assess Government Policy on 'Bridging the Digital Divide' Essay

Critically Assess Government Policy on 'Bridging the Digital Divide' in U.K - Essay Example However, the relevant measures are often proved as inadequate; delays and failures are reported when trying to apply such policies in practices. Current paper focuses on the efforts of the British government to ‘bridge the digital divide’ so that the quality of services in the country’s private and public sector to be improved, since these services are highly based on ICTs. The aspects of this effort are analysed below. The review of the plans that the British government has promoted in this field has led to the following assumption: the effort of the British government ‘to bridge the digital divide’ can be characterized as successful, at least up to now. In accordance with a relevant report, the expansion of online services could lead to savings of about ? 1.3b each year (France 2011). However, in the future, the effectiveness of these plans would be in risk, taking into consideration the continuous advances of technology and the level of resources r equired for the realization of the relevant schemes. 2. Bridging the digital divide in Britain – governmental policy In order to understand the effectiveness of the efforts of the British government ‘to bridge the digital divide’ across the country, it would be necessary to understand the context of the specific effort. The phrase ‘bridging the digital divide’ reflects the efforts required for covering gaps in regard to the use of ICTs within a particular country. Most commonly, these gaps are covered through a series of initiatives focusing on different aspects of the use of ICTs. For example, emphasis is given on the physical access to online centres, the availability of appropriate Internet connection, the development of computer skills of people of different ages, the elimination of inequalities in regard to the access to ICTs and the development of effective e-government schemes in accordance with the sources available and the targets set, eithe r in the short or the long term. The efforts of the British government to ‘bridge the digital divide’ have been based on the avoidance of complex ICTs; by choosing ICTs which are easy to be managed and flexible, as of their potentials and their needs, the British government tries to increase the efficiency of its online services which have been characterized by difficulties as of their access and failures as of their performance (Cabinet Office 2011). The British government’s new strategy in regard to the promotion of ICTs across the country is presented in Graph 1 (Appendix). It is clear that the country’s government has set different priorities, compared to the past, for improving its online services. Simplicity and high speed have been preferred instead of complexity, since in this way the following target is achieved: the level of ICTs in the public sector of Britain is standardized, a fact that helps people to understand easier the use of ICTs for acc essing the country’s public sector. 2.1 Measures for supporting physical access The physical access to online services requires that online centres across UK are increased, in terms of their number. In this way, people in all regions will be able to access the government’s online services. At the same time, the quality of broadband services available in online centres in Britain should be improved, leading to the increase of the number of customers. Since problems are often reported across the countr

The Unexamined Life is Not Worth Living Essay -- Socrates, Greek Philo

Socrates is correct when he says the â€Å"the unexamined life is not worth living† In order to discuss why Socrates is correct, I would like to discuss these various points which consist of: the significance as well as the underlying meaning of his quote â€Å"the unexamined life is not worth living†, the difference between an unexamined life and an examined life, specific examples, the importance of a person living an examined life and lastly, whether or not I’m living an examined life. Socrates was a Greek philosopher who lived from 469-399 B.C.E. Socrates believed that Philosophy was primarily a social activity, which in fact he made use of quite often. He would find himself roaming the streets of Athens questioning the youth or just anyone who would give him the chance to talk to them. Furthermore, Socrates questions drove people absolutely insane, until the point of absolute consternation if you will. He tried proving a point which is quoted â€Å"Look, here we are, two ignorant men, yet two, men who desire to know. I am willing to pursue the question seriously if you are† (Palmer, 31).Ultimately, this meant that the person Socrates was questioning actually didn’t know anything at all, just as well as Socrates himself, so which for the both of them would remain in search of the truth. Upon being put to death for teaching false doctrines and corrupting the youth of Athens. Socrates said something before being put to death that would eventually be known as one of the most illustrious quotes throughout philosophy, which would seem to echo into the generations to come. Socrates said the â€Å"the unexamined life is not worth living† (Palmer, 33). The significance to this statement can be interpreted in many different ways but despite its ambi... ...e honestly I think I’d be a lost cause and that’s the same for anyone else as well. Although, there are lots of people out there who do live an unexamined life, its not because they don’t care but more so for the reason they don’t have the time or day to even figure them-selves out, there is a difference between the two, don’t get confused. I’m not trying to say that if you live an unexamined life, you’ll never be bound to live an examined one, but it’s just that it would come later on in life that you have this epiphany of who you actually are as person. I guess the saying goes† it’s better late then never†. So in conclusion, I’ve given you all my reasons of why I know that Socrates was correct when he said â€Å"the unexamined life is not worth living†, now what the real question comes down to is, which kind of life are you living†¦Unexamined or Examined?

Literacy in the Modern World

Literature In the Modern World When exploring what it means to read and write, it is easy to forget how valuable the knowledge of literacy is. People take for granted the fact that our whole world revolves around communication and that our main sources of communication are reading and writing. Whether I’ve realized it or not, involvement in reading and writing comes into play for all different scenarios. It is used for everyday tasks such as reading directions, writing a grocery list, interpretating an email, or checking Facebook.Through this I have noticed how much reading and writing I actually do. In effect, it plays a huge role in how I communicate with others as well. Since current perceptions on literacy are typically schoolwork related I want to begin to rethink what it actually means to read and write. I want to explore the different types of literacy that have shaped who I am and what perceptions I have of myself when it comes to the knowledge of literacy. Throughout high school I strictly thought of reading and writing as a school related burden.I always viewed it with a narrow mind set because the fun of reading and writing was always overshadowed by the amount of mandatory work I had. Therefore, I typically had a poor attitude and struggled when it came down to writing a paper. Papers such as argumentative, persuasive, and research were just a few of the different kinds I was required to do. When getting started, I always had a tough time coming up with topics sentences and a thesis statement. I generally knew what I wanted to say, but getting it out into words was the hard part.I also had a hard time with transitioning paragraphs and concluding my papers. Reiterating what I had said in my introduction was always difficult. This could be part of the reason writing for school never excited me. It wasn’t until college application time that I found a school related writing type that made me see that writing could be enjoyable. After writi ng essay after essay I noticed how fun this type of creative writing was. I really enjoyed the creativity that was required and how you could use stories and personal examples to get your point across.Creative writing broadened my way of thinking and for the first time ever I was proud of my own writing. Aside from my struggle with school writing, school reading was not as bad. The reading I did was not by choice but I usually ended up appreciating the things I had to read. From Newsweek articles to history books, I always seemed to learn something new. Also by studying different types of literature through English classes I was able to understand different writing styles and appreciate how they relate to different time periods.Some memorable readings that I enjoyed from school were Frankenstein, the Scarlett Letter, Pride and Prejudice, to Kill a Mockingbird and The Great Gatsby. All of theses books were so different and I learned something new from each one. Reading got difficult when it would drag on. Fortunately I always seem to get through them even when the reading is not the most interesting. For example, I had to really focus when reading, â€Å"Creating a world without Poverty† but after I got through it I appreciated the knowledge I now know and have found it to be really eye opening.I feel that school literacy through its ups and downs has really expanded my critical thinking level. Aside from the school related reading and writing, I find that my attitude towards literacy becomes more positive as the readings get more interesting. Reading and writing for fun is so different because there is no stress and there is no one to grade you on it. I encourage myself and others to read for fun and learn at the same time without all the pressure. Fun reads for me consist of fashion magazines or celebrity news articles. These are what interest me and can be read without all of the pressure.I also like being able to choose what books I would like to rea d. The Twilight series were fun books that I chose on my own and I could sit there and read without worrying about finishing it. My most recent book was called The Girl with the Dragon Tattoo, which again, I read for my own preference. I also enjoy reading when it comes to communicating though text messages, Facebook, twitter, or Gmail. On these Internet and technology sites I am constantly reading and writing but without stress. Therefore my approach on outside of school literacy is much more positive.Although it can be tedious and time consuming, literacy is important in the world we live in today. After exploring the various types of reading and writing. I have come to find that it is a much larger spectrum than just associating it with school related work. Without it, communication would be almost impossible. I have come to find that I have a lot more experience in reading and writing than I thought. I now, must work harder to hone my skills and become more experienced so that I have a limitless amount of knowledge for the future. My perception of my writing can only improve the more I do.

AP Calculus BC Score and Course Credit Guide

Of all the Advanced Placement courses a high school student can take, AP Calculus BC is probably the one that will most impress colleges. Nearly all colleges and universities will offer college credit for a high score on the exam. This includes top engineering schools such as MIT, Stanford, and Georgia Tech. About the AP Calculus BC Exam The AP Calculus BC exam covers topics such as functions, graphs, limits, derivatives and integrals. Unlike the Calculus AB exam, it also covers  parametric, polar, and vector functions. Because the BC exam covers more material than the AB test, it often offers students higher course placement, more course credit, and greater acceptance at colleges with rigorous math programs. Most colleges and universities have a math or quantitative reasoning requirement, so a high score on the AP Calculus BC exam will often fulfill this requirement. But the exam is more difficult, and in 2018 just 139,376 students took the BC exam. By comparison, 308,538 students took the Calculus AB exam. Youll notice, however, that the average scores on the BC exam tend to be higher than those on the AB exam. Dont be fooled into thinking this means the BC exam is easier or has a more forgiving grading standard. The reality is that the scores are higher because the students who take the BC exam tend to come from schools with strong math programs. The comparison of BC and AB exam takers is fairly easy, for the College Board released AB subscores for students who take the BC exam (the content of the AB exam is part of the BC exam). In 2018, the mean score for students taking the Calculus AB exam was a 2.94. The mean AB subscore for students taking the BC exam was a 3.97. AP Calculus BC Score Information The AP Calculus BC exam tends to be taken by very strong students, so the scores are higher than most other AP exams. In 2018, 79.8% of test-takers scored a 3 or higher indicating that they might qualify for college credit. The mean was a 3.8, and scores were distributed as follows: AP Calculus BC Score Percentiles (2018 Data) Score Number of Students Percentage of Students 5 56,324 40.4 4 25,982 18.6 3 28,891 20.7 2 20,349 14.6 1 7,830 5.6 To learn more specific information about the AP Calculus BC exam, be sure to visit the official College Board website. AP Calculus BC College Course Placement The table below presents some representative data from a variety of colleges and universities. This information is meant to provide a general overview of the scoring and placement practices related to the AP Calculus BC exam. Youll want to contact the appropriate Registrars office to get AP placement information for a particular college, and the placement information can change from year to year. AP Calculus BC Scores and Placement College Score Needed Placement Credit Georgia Tech 3, 4 or 5 MATH 1501 (4 semester hours) Grinnell College 3, 4 or 5 4 semester credits; MAT 123, 124, 131; 4 additional credits are possible for a 4 or 5 LSU 3, 4 or 5 MATH 1550 (5 credits) for a 3; MATH 1550 and 1552 (9 credits) for a 4 or 5 MIT 4 or 5 18.01, Calculus I (12 units) Mississippi State University 3, 4 or 5 MA 1713 (3 credits) for a 3; MA 1713 and 1723 (6 credits) for a 4 or 5 Notre Dame 3, 4 or 5 Mathematics 10250 (3 credits) for a 3; Mathematics 10550 and 10560 (8 credits) for a 4 or 5 Reed College 4 or 5 1 credit; placement determined in consultation with the faculty Stanford University 3, 4 or 5 MATH 42 (5 quarter units) for a 3; MATH 51 (10 quarter units) for a 4 or 5 Truman State University 3, 4 or 5 MATH 198 Analytic Geometry Calculus I and MATH 263 Analytic Geometry Calculus II (10 credits) UCLA (School of Letters and Science) 3, 4 or 5 8 credits and Calculus for a 3; 8 credits and MATH 31A and Calculus for a 4; 8 credits and MATH 31A and 31B for a 5 Yale University 4 or 5 1 credit for a 4; 2 credits for a 5 A Final Word about AP Calculus BC AP classes are important in the college admissions process, and Calculus BC is one of the best AP subjects you can take. Many students struggle in math, and if you are successful in this AP class, you are showing that you are well prepared for the challenges of college-level mathematics. The course is a particularly good choice for students planning to enter engineering, science, and business fields.