...Impacts of The Jungle on American Society As Judith Lewis Herman exhorted in her novel, Trauma and Recovery, "The ordinary response to atrocities is to banish them from consciousness” (“Trauma and Recovery Quotes”). However, a nationwide nerve was struck when the grotesque meat- packing industry was revealed by Upton Sinclair. He blazoned to Americans across the country the lurid details of the industry though his novel, The Jungle, a novel which changed American history. [This scathing review on the meat packing industry with socialist undertones brought an advent of great social and legal change to the United States.] With its stunning entrance into American literature in 1906, The Jungle created an uproar that has endured over a century since its publication. Upton Sinclair was an ardent proponent of socialism in America and yearned to reform the ailing country (Fogel). His novel was produced as a metaphor, comparing a jungle directly to the corrupt meat packing industry based in Chicago. Sinclair sought to expose the unknown atrocities hidden in the meat packing industry, which was not forced to obey any form of regulation (Shafer). Sinclair wrote that, “It was like some horrible crime committed in a dungeon, all unseen and unheeded, buried out of sight and of memory” (Sinclair 56). This fictional piece of literature brought America to a screeching halt. Never before had such a bold statement been made about an industry that affected almost every single American. Upton’s...
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...“The Jungle” American Protest Literature Analysis 211 In Class Essay In the early 20th century, America was in the process of becoming the most industrial cities in the world. With the increase of factories across the country, stories were becoming more popular. One the most well-known stories from the novel titled “The Jungle”, written by Upton Sinclair. In the American Protest Literature text, I was able to see certain chapters of Upton Sinclair’s novel which peeked my interest. Upton’s techniques of persuading the readers, during that time, were able to have the realization of the harsh conditions of working the factory, however many of the readers have had a negative opinion towards his novel, believing it supporting communistic views. While I was unable to read the full novel, I was able to read certain important chapters from “The Jungle” by reading its section in American Protest. The story is about the Sinclair’s main protagonist named “Jurgis”, who is an immigrant from Europe. When he moves to America with his family, he starts to witness the harsh...
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...Whenever you hear "The Jungle" most think of a tropical forest full of thick, brightly colored plants and trees containing various types of animals. However, the book The Jungle is a novel written by the American journalist and muckraker Upton Sinclair. Sinclair wrote the novel to expose the harsh conditions and exploited lives of immigrants in the meatpacking industry of Chicago. So how do the two relate? The novel's title symbolizes the competitive nature of capitalism. The life of living in Packingtown is like living in a jungle, in which the strong prey on the weak and all living things are engaged in a violent, brutal fight for survival. In the book, you only see the use of the word "jungle" once. This being when Jurgis has been drinking and decides to sleep with a prostitute. The novel also seems to compare Jurgis' sexual desire to that of a beast in the jungle. Therefore associating jungles with uncontrolled desires. This being said, the awful conditions of the workers in Packingtown are the result of the uncontrollable human desire for money. The Jungle is about bringing to light human greed and the social damage it does. The images of "beasts" that live in the jungle also depicts violence and brutality – another huge theme of Sinclair's analysis of life in Packingtown. Sinclair describes capitalism as destructive because he shows it...
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...“I am in this cause with my whole heart and soul. I believe that the Progressive movement is making life a little easier for all our people; a movement to try to take the burdens off the men and especially the women and children of this country. I am absorbed in the success of that movement.” – Theodore Roosevelt Progressivism reached its peak in the United States during the late 19th century, in which it was a reform movement that many took part in to make the country excel in all areas of society including: politically, socially, and economically. Progressives wanted to eliminate waste and corruption, supported improved child labor laws, minimum wage legislation, graduated income tax, and equality for all citizens. With this, progressivism...
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...In the early twentieth century, magazines played a major role in awakening the social consciousness of the American people, especially those of the middle class. During this time, there was a group of people that were called “Muckrakers”. This group consisted of magazine journalists, photographers and writers, who became known for their investigative journalism. These Muckrakers created a movement in which they exposed to the nation, the widespread corruption that was brought on by the growth of the industrial revolution. This movement “merged into the Progressive Party” and ran “almost parallel to Theodore Roosevelt ‘s term as President of the United States.” They uncovered many undesirable things caused by industrialization, including the...
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...Assignment 1 How was the south changed? The chief accomplishment of the new south was the expansion of textile production, as the number of cotton mills grew from 161 to 400. There was also an increase in the lumber industry, coal production, and tobacco growth. Although, the majority of southern farmers were not flourishing, which caused sharecropping and tendancy to increase between blacks and whites. The bourbons perfected a political alliance with northern conservatives and economic alliance with northern capitalists. They also reduced state expenditures and public debt. Attitudes about race became more strongly felt and the prospect of an electoral alliance between poor whites and blacks that could threaten the power structure became a possibility, so the southern states came up with various ways to disenfranchise blacks. Also, “Jim Crow” laws were enacted to mandate public separation of the races. Legalized segregation reinforced the notions of white racial superiority and African-American inferiority, creating an atmosphere that encouraged violence, and during the 1890s lynching’s of blacks rose significantly. Define the New West. After 1865, the federal government encouraged western settlement and economic exploitation. The transcontinental railroads opened the western half of the nation to economic development and created an interconnected national market. Needing rapid communication, companies built telegraph lines along the railroad as the track was laid...
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...New Nationalism and Teddy Roosevelt: The new ideals of federal intervention, social justice and economic welfare for the Nation. Abstract In 1901 when President McKinley was assassinated, Roosevelt confronted sentiment, especially from the older members of the Republican Party, that he was not the right person to lead the country, often referring to him as “His Accidency.” Roosevelt was interested in quickly changing the mood of the country and establishing his legitimacy to his new position. He did so by introducing a “New Nationalist” form of Progressivism. When Roosevelt was sworn in, the Progressive Party had already been developing and growing since the end of the 19th century. It advocated for reforms and the lead of the government in changing society’s problems in response to socio-economic and political imbalances. Such thinking was a radical change in the country’s mindset, with earlier efforts supporting private efforts to solve the nation’s ills. The Progressive party had a broad platform, but the overall goal was for government to implement and lead efforts to alter societal inequalities. The Progressives called for eliminating corruption in the federal government as well as supporting a social welfare program, the women’s vote, penal system reform, and prohibition. Although the issue of civil rights for African-Americans was of concern of some members, this issue was not formally included in any of the Progressive party’s literature. With the support of...
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...Journal of Economic Literature 2010, 48:4, 935–963 http:www.aeaweb.org/articles.php?doi=10.1257/jel.48.4.935 Quality Disclosure and Certification: Theory and Practice David Dranove and Ginger Zhe Jin* This essay reviews the theoretical and empirical literature on quality disclosure and certification. After comparing quality disclosure with other quality assurance mechanisms and describing a brief history of quality disclosure, we address two sets of theoretical issues. First, why don’t sellers voluntarily disclose through a process of “unraveling” and, given the lack of unraveling, is it desirable to mandate seller disclosure? Second, when we rely on certifiers to act as the intermediary of quality disclosure, do certifiers necessarily report unbiased and accurate information? We further review empirical evidence on these issues, with a particular focus on healthcare, education, and finance. The empirical review covers quality measurement, the effect of third-party disclosure on consumer choice and seller behavior, as well as the economics of certifiers. ( JEL D18, K32, L15, M31) 1. Introduction A young couple expecting their first child might consult healthgrades.com hospital rankings to help choose where to deliver their baby. A year later, the couple decides they need an SUV and consults performance specifications provided by manufacturers and reads Consumer Reports to learn about reliability. Soon thereafter, the couple ...
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...J.B.M. Vol. 17 No. 1 Journal of Business and Management Editors Cristina M. Giannantonio, Ph.D. Amy E. Hurley-Hanson, Ph.D. Published by Chapman University’s Argyros School of Business and Economics Sponsored by the Western Decision Sciences Institute WDSI WDSI WESTERN DECISION SCIENCES INSTITUTE The Western Decision Sciences Institute is a regional division of the Decision Sciences Institute. WDSI serves its interdisciplinary academic and business members primarily through the organization of an annual conference and the publication of the Journal of Business and Management. The conference and journal allow academicians and business professionals from all over the world to share information and research with respect to all aspects of education, business, and organizational decisions. PRESIDENT Mahyar Amouzegar California State University, Long Beach PRESIDENT-ELECT Nafisseh Heiat Montana State University-Billings PROGRAM CHAIR/VICE PRESIDENT FOR PROGRAMS/PROCEEDINGS EDITOR John Davies Victoria University of Wellington VICE PRESIDENT FOR PROGRAMS-ELECT Sheldon R. Smith Utah Valley State College VICE PRESIDENT FOR MEMBER SERVICES David Yen Miami University of Ohio SECRETARY/TREASURER Richard L. Jenson Utah State University DIRECTOR OF INFORMATION SYSTEMS Abbas Heiat Montana State University - Billings IMMEDIATE PAST-PRESIDENT G. Keong Leong University of Nevada, Las Vegas REGIONAL VICE PRESIDENT Vijay Kannan Utah State University Journal of Business...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
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...Books by Saul Alinsky John L. Lewis, An Unauthorized Biography Reveille for Radicals The Professional Radical (with Marian Sanders) Rules for Radicals RULES FOR RADICALS A Practical Primer for Realistic Radicals SAUL D. ALINSKY RANDOM HOUSE New York Acknowledgments This chapter "Of Means and Ends" was presented in the Auburn Lecture Series at Union Theological Seminary. Some of the other sections of this book were delivered in part in lectures before the Leaders of America series at the California Institute of Technology in Pasadena, California; Yale Political Union, New Haven, Connecticut, April, 1970; The Willis D. Wood Fellowship Lecture, Amherst College, Amherst, Massachusetts, May, 1969; American Society of Newspaper Editors, Washington, D.C., 1968; U.S. Chamber of Commerce, Washington, D.C.; March, 1968; A.F. of L.-C.I.O. Labor Press Association, Miami, Florida, December, 1967; American Whig-Cliosophic Society, Princeton University, Princeton, New Jersey, 1967; Centennial Address, Episcopal Theological Seminary, Cambridge, Massachusetts, 1968; Harvard Medical Conference, Cambridge, Massachusetts, 1969. 10 9 8 7 6 5 4 Copyright © 1971 by Saul D. Alinsky All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Random House, Inc., New York, and simultaneously in Canada by Random House of Canada Limited, Toronto. ISBN: 0-394-44341-1 Library of Congress Catalog Card Number: 70-117651 ...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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