Cotton Essay Example for Free

Cotton Essay One of the similarities between Japan and India’s mechanization of the cotton industry from the 1880s to the 1930s is the production of cotton and yarn went up with the use of machines. One difference is more men worked in India than Japan. The first topic for discussion will be about how the workers in Indian and Japanese textile factories are different, (Docs: 4, 7, 8, and 10). The second grouping will discuss hand vs. machine (Docs: 1, 2, and 6. ) The last topic for discussion will be about both Japan and India’s low wages. An additional document that would be helpful would be one from a male worker in India. With this document we can see their point of view of working in the factory, to see if they enjoy it, or if maybe they were treated cruelly. Another beneficial document would have been from a parent of one of the female workers. This way we can see what the parents have to say about their child working in a cotton mill. Documents 4, 7, 8, and 10 all show that the workers in textile factories are different. There is a chart (Doc 7) that compares the amount of female cotton textile workers in Japan and India. It shows that over three-fourths were women in Japan, and less than one-fourth of Indian laborers were women. Another way this document helps show the difference of workers between Japanese and Indian textile factories is that in Japan the percent of women workers slightly increases over the years 1920-1930. In India, the percent of female workers from 1909-1934 decreases, meaning women didn’t work as much in factories. Because India was so patriarchal the women’s job was to stay home and take care of the house. Document 4 is a written concern about how there are many women working in Japanese textile mills. Documents 8 and 10 both consist of a picture from a Japanese cotton mill (Doc 8), and an Indian textile mill (Doc 10). The Japanese mill (Doc 8) illustrates a couple of women working and two or three men just sitting there (most likely supervising. ) However in difference to Japan, the Indian mill (Doc 10) shows only male workers, this helps prove that more men worked than women in Indian textile mills. One should approach document 8 with caution because the source seems to be unreliable. The photo is from and official company history, meaning the picture was most likely staged to make it look like a superior place to work. Not only are Japan and India different when it comes to who works in their textile factories, documents 1, 2, and 6 help show how their cotton industries are similar, (Doc 1) is a chart of the production of cotton yarn and cloth in India. One should take into account the point of view of this source because it was gathered by British Colonial authorities. The source seems reliable since they are talking about India’s statistics and not their own. Also the data looks reasonable and not over exaggerated. The source of this document most likely composed this chart to help show how the use of machines helped increase Indian textiles. Japan’s textile chart (Doc 2) combined both hand and machine spun statistics. Even though they were combined there was still a rapid increase of production of cotton yarn. (Doc 6) was written by and Indian economist and it talks about how there has been a rapid decline of hand woven cloth makers and they can’t compete with machine woven cloth. All these documents help illustrate how India and Japan’s textile industries are similar due to the use of machines. Lastly we will discuss similarities in the pay and wages of the cotton industry workers in Japan and India (Docs: 3, 5, and 9) (Doc 3) talks about how two Japanese women worked in a textile factory when they were younger and the first year they were not paid, the second year their parents got 35 yen an the following year 50 yen. The point of view expressed in this document is of interest because it was written by Tsurumi Shunsuke, Japanese industrialist. The source seems unreliable because it says there are surplus of workers and they come from the over abundance of people working on their own land. Also it says, â€Å"All he or she has to do is earn enough to maintain his or her own living. † The money usually goes towards the family not to the worker. I think he is writing to get people to work for him and doesn’t want to be accused as being cheap. Not only is the pay low for Japanese textile laborers, it is the same for Indian workers as well. (Doc 9) â€Å"Wages are low, and there has been no significant change in wages over the last decades. † The mechanization of the cotton industry grew in the 1880s to the 1930s in Japan and India. The women in Japan worked in harsher conditions than the men in India, Both Japan and India’s cotton industries used peasant labor.

The Thought-experiments in Kurt Vonneguts Slaughterhouse Five or the C

The Thought-experiments in Kurt Vonnegut's Slaughterhouse Five or the Children's Crusade: A Duty Dance With Death In 1945 Kurt Vonnegut witnessed a horrific series of bombings that led to the destruction of the German city of Dresden, where he was taken as a prisoner of war. The controversial fire-storm raid, carried out by bombers of the Royal Air Force and US Air Force, took casualties of up to a quarter million people (Klinkowitz x-xi). As a prisoner of war, Vonnegut was forced to participate as a corpse miner in the city's cleanup process. Upon his return from the Second World War, Vonnegut decided to write a book describing his traumatic war experiences. After twenty years of struggling with research, failing to recall personal experiences, and publishing two novels and countless short stories, Kurt Vonnegut finally published-as what he frequently refers to as-the "book about Dresden." It was titled Slaughterhouse Five or the Children's Crusade: A Duty Dance With Death, or more simply: Slaughterhouse Five. The result of twenty years of work is a biography that has been bizarrely fictionali zed by Vonnegut's incorporation of anecdotes about alien abduction and time travel. Prior to the publication of Slaughterhouse Five, Kurt Vonnegut invented the terminology "Chrono-Synclastic Infundibulum," defined as a phenomenon in the universe where matter scatters through space and time, resulting in their simultaneous existence in multiple places and times. Consequently multiple notions-often contradicting each other-can exist and consume the same space. While this strange yet imaginative "space" was conceived in a previous novel, The Sirens of Titan, Vonnegut crafted the structure and progression of Slaughterhouse Five with ... ... Ed. Harold Bloom. Jones, Peter G. "The End of the Road: Slaughterhouse-Five, or The Children's Crusade" Modern Critical Interpretations Slaughterhouse-Five Ed. Harold Bloom. Klinkowitz, Jerome. Slaughterhouse-Give Reforming the Novel and the World. Boston: Twayne Publishers, 1990. Lundquist, James. Kurt Vonnegut. New York: Frederick Ungar Publishing Co., 1977. Marvin, Thomas F. Kurt Vonnegut A Critical Companion. Westport: Greenwood Press, 2002. Sholes, Robert. "Slaughterhouse-Five." New York Times Book Review 6 April 1969, 1, 23. Vonnegut, Kurt Jr. Slaughterhouse-Five. New York: Delacorte Press, 1994. Vonnegut, Kurt Jr. The Sirens of Titan. New York: Dell, 1974. 1[1] For a technical treatment, please refer to http://www2.slac.stanford.edu/vvc/theory/relativity.html, under the section discussing relativistic properties of the speed of light.

Analyzing Messages Paper

Analyzing Messages Paper Tony Aron COMM 470 November 22, 2010 Brookie A. Allphin Ph. D. Analyzing Messages Paper The skill to create, send and receive messages requires responsiveness and dialogue by both the sender of the message and the receiver of the message. The sender of the message must be attentive of the climate of the message that has been composed. The receiver of the message must be open to message that’s being sent. Effective communication is crucial when sending a message and receiving a message.How a message is sent affects how the receiver comprehends the intended message. The purpose of message 1 which is listed as appendix A was to inform, to persuade, and to provoke me the receiver to take action. The sender of the message is Mrs. Smith a group sales specialist. The receiver in this message is I. The message is informing me of an upcoming event in which my wife, who owns a daycare center will possibly take her students. The message was also meant to persuade me to act quickly in purchasing tickets. There was not an environment because the message was sent via email.The technology that is being used for this particular message is email. There was no noise with this message internally or externally. The feedback was rather quick and in the form of a follow up question. The message and technology used to convey this message were appropriate give the environment and purpose. The content, media and technology of the feedback were appropriate as well for the purpose and audience. The purpose of message 2 which is listed as appendix B was to inform. The receiver of the message is Mrs. Smith a group sales specialist.The sender in this message is I. The message is me my responding to an email I received about an upcoming event in which my wife, who owns a daycare center will possibly take her students. There was not an environment because the message was sent via email. The technology that is being used for this particular message is email. The re was no noise with this message internally or externally. The feedback was rather quick and in the form of a response to a follow up question. The message and technology used to convey this message were appropriate give the environment and purpose.The content, media and technology of the feedback were appropriate as well for the purpose and audience. The purpose of message 3 which is listed as appendix C was to inform, to persuade, and to provoke me the receiver to take action. The receiver of the message is Mrs. Smith a group sales specialist. The sender in this message is I. The message is informing me of more detailed information of the upcoming event in which my wife, who owns a daycare center, will possibly take her students. The message was also meant to persuade me to act quickly in purchasing tickets.There was not an environment because the message was sent via email. The technology that is being used for this particular message is email. There was no noise with this messa ge internally or externally. There was not any feedback. The message and technology used to convey this message were appropriate give the environment and purpose. The content, media and technology of the feedback were appropriate as well for the purpose and audience. Messages can inform the receiver, be persuasive or provoke the receiver to take action.A message is a type of communication between two or more individuals that expresses the sender’s intended message. When a message is receive, the receiver of the message should completely understand the intended message and uncover the objective of the sender. Appendix A Messages 1 Mrs. Smith to me Show details Oct 19 Hello Tony! Disney on Ice presents Princess Wishes is coming to the Mississippi Coliseum in Jackson, MS from December 9-12, 2010. We have a school show scheduled for Friday, Dec. 10 at 10:30 a. m. and would like to offer your students the opportunity to see this beautiful performance.Enter a world of wishes with y our favorite Disney princesses in Disney on Ice presents Princess Wishes. Tinker Bell represents the magic of Disney, as she whisks you through a collection of enchanting and beloved Disney stories. Join Ariel as she yearns to explore the world above the waves. See Snow White find her one true love. Discover a whole new world with Jasmine. And, watch in wonder as the dreams of Cinderella, Belle, Aurora and Mulan all come true. Be sure to see this magical show where believing is just the beginning! I have attached a flyer for distribution to your staff and students at absolutely no cost to you.Simply distribute the information through e-mail or flyers and they contact me directly to order their tickets. Call now to ensure you, your staff and their families have the very best seats! I look forward to hearing from you soon! Mrs Smith Group Sales Specialist Feld Entertainment, Inc. 3012 US Hwy 301 N, Suite 700 Tampa, FL 33619 1-866-008-0000 x xx [email  protected] com Appendix B Messa ges 2 Joanne I would like to know when will be the last day for us to get the tickets at this price and can we buy all the ticket at one time.Please email me back and let me know. Tony Aron (Kidz First ECC) Appendix C Messages 3 Tony, The last day to order the discounted tickets will be one week before the show. The sooner you place the order, the better seats you will receive, though. Also, I recommend ordering all the tickets you need at one time because there is a single $5. 00 processing fee per order (not per ticket). If you have any more questions, please do not hesitate emailing me or you can call the toll free number on the flyer and speak with Bill, our specialist.

Time for Exams No Fainting

Exams are just ahead and you feel like your knees are shaking already. First of all (even though it may seem impossible to), make sure to relax. It is not the end of the world, is it? You have been working really hard all year round and, without a doubt, you know all the important topics very well. As for the exams, it is just a small check of what you’ve remembered from the classes. Professor’s not going to torture you, so don’t worry! Just make sure to sleep well the night before the exam in order to have fresh and relaxed mind during the test. When the time of the exam comes, make certain you have all the issues required for the test: your identity ticket, your stationery, your watch and so on. The thing is that searching for these items the last minute before the start will bring even more stress into the process and create panic that will definitely turn into a disaster. Breathe in, breathe out and plan. Once you’re provided with the question paper, attentively read all the questions given in order to make a quick plan on how you’re going to put in your time to get the best results. Go through the instructions provided for the exam. Are you 100% sure you know what you are required to do? Highlight the questions that you know the answers already and deal with the first. This will enable you to increase your confidence. Praise yourself for knowing the right solutions for the tasks, just to make your brain work better. Don’t kill yourself in your mind for forgetting certain issues. Your task is to focus on what you can do now. A review is highly important. Never underestimate the possibility of a review! The point is that it is obligatory to check every answer again and again at the end. Make sure to leave some 15 minutes of the exam in order to have enough time to review the whole paper. Be patient. Check every answer twice or even thrice and later you will be amazed by how many careless errors you face with. All the required corrections should be performed in time. While scanning all pages of the paper, make sure to carefully watch your clock as well as compare it to the wrist watch you have, and the centre clock from time to time. Make sure you have spent enough time on each question and there is time to make all necessary corrections. Try visualization of success the day before the exam. This may seem pretty weird for you, but sometimes it really helps to draw an image of success in your mind. Just ponder over yourself writing the paper and giving the right answers for every question. Then visualize the highest grade on the exam. The thing is that when you imagine yourself as a hard-working, successful student, you are more likely success!