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Frank Sinatra’s 1958 hit “Come Fly with Me”, the namesake for Sinatra’s famous record Come Fly with Me exemplifies Sinatra’s ability to connect to his audience through the use of highly developed song lyrics. The 1950s were generally regarded as a time of suburban expansion, family-focused lifestyles, and career pursuits. Further, the 1958 release of the song was just as the United States of America struggled to endure the beginnings of the War in Vietnam. Therefore, the success of Sinatra’s “Come Fly with Me” be clearly explained by the way it masterfully gave the listener an escape to an exciting alternative lifestyle. “Come Fly with Me” achieves this effect through a variety of lyrical themes that uplifted the spirits of the American people during tumultuous war times.

Frank Sinatra’s 1958 release of “Come Fly with Me” coincided almost perfectly with the peak of the American baby boom. Therefore, the culture of this era is typically regarded as one in which family building was central to the typical lifestyle. According to a history.com article, “After World War II ended, many Americans were eager to have children because they were confident in the future held nothing but peace and prosperity (history.com, 1950s)”. At first glance, then, it may be difficult to pinpoint the reason for the success of “Come Fly with Me”, which emphasizes themes of flight, adventure, and romance – none of which are themes heavily associated with the family oriented culture of the decade. However, a deeper analysis makes it quite clear how these themes might contribute to the song’s success.

In “Come Fly with Me”, Sinatra implores the listener to follow him around the world by flying with him. He begins by suggesting, “If you can use some exotic booze | There’s a bar in far Bombay” (ll. 2-3). An “exotic” location as distant as Bombay, India, can only be explained by a desire to be as geographically removed from the U.S. as possible. This desire to travel reveals a seemingly popular sentiment of boredom among the American people; the 1950s have left them tired of a lifestyle of habit and home. Further, Sinatra’s offer of “exotic booze” to the listener clearly suggests a romantic interest. Taking someone to a bar and offering to purchase them “exotic booze” is not merely a platonic gesture. Sinatra’s offer reveals yet another hidden aspect of the feelings of the late 1950s America; the desire for romance, in a time where hard work and family-building had likely diminished the romantic lives of the average American.

The themes of travel and romance continue to recur throughout the song. In the second verse, Sinatra sings, “…let’s float down to Peru | In llama land there’s a one-man band | And he’ll toot his flute for you” (ll. 5-7). In doing so, Sinatra places the listener on a pedestal by promising them a personal flute player – yet another charming gesture. After the second verse, Sinatra introduces the song’s chorus. He sings, “Once I get you up there where the air is rarified | We’ll just glide, starry-eyed | Once I get you up there I’ll be holding you so near | You may hear angels cheer ‘cause we’re together”. Often, people experience a shortness of breath when faced by someone that they love, and Sinatra’s use of “rarified air” alludes to this common human experience. Through this masterful and subtle but clearly intentional rhetoric, Sinatra manages to simultaneously illustrate beautiful scenery of heights and views with deep feelings of nervous infatuation. The chorus’ ending lines go, “Once I get you up there I’ll be holding you so near | You may hear angels cheer ‘cause we’re together” (ll. 11-12). In case the listener had any lingering doubts about the romantic intentions of the singer, Sinatra’s romantic desire for the listener is undeniably revealed when he proclaims how he will “hold you [the listener] so near”, and that even angels will celebrate their romance by “cheer[ing] ‘cause we’re together]”. Sinatra begins the second stanza of the chorus through a description of the weather. He sings, “Weather-wise it’s such a lovely day | You just say the words and we’ll beat the birds | Down to Acapulco Bay” (ll. 21-23). It is certainly not by chance that Sinatra chose the weather of this story to be “such a lovely day” – surely, Sinatra’s intention is for the beautiful weather to parallel the beauty of his date with the woman he is with.

Sinatra finishes the chorus by saying, “It’s [the weather] perfect for a flying honeymoon, they say | Come fly with me, let’s fly, let’s fly | Pack up, let’s fly away!” (ll. 24-26). This quote, then, is perhaps the most critical group of lines in pinpointing the theme of the song; the abandonment of mundane, suburban life for a lifestyle of adventure and romance in a distant land. Sinatra urges, not for the first time, his listener to come fly with him. His urgent desire to join his listener for a romance could not be more apparent; he is urging them to pack up and fly away with him.

To pack up and “fly” away with someone is not a choice made lightly and without truly romantic feelings. To go on such an adventure with a romantic interest it takes an abundance of trust, attraction, and desire. These necessary traits further support the assertion that the tremendous commercial success of “Come Fly with Me” is due, at least in part, to a deeply underlying for escape from the monotony of suburban family life. Listeners, just as Sinatra wants them to, are forced by the song’s lyrics to imagine their own lives changing in such drastic ways. Listeners imagine the beauty of the descriptions, and escape their own reality. The listener’s mind constructs what it must be like to soar over the Atlantic to a bar in Bombay; to see a one-man band play his flute in Peru; to beat the birds to Acapulco bay, and to hold a starry-eyed lover in the sky. The success of “Come Fly with Me”, then, clearly demonstrates the commonplace existence of these desires for adventure and romance in the typical American’s mind.

The success of Sinatra’s “Come Fly with Me”, however, was not limited to the mid-twentieth century. Artists have continued to recognize the success of the song, and have worked it make it part of their own success as well. According to an article from songfacts.com, some of the artists who have covered the song include Michael Bublé, Count Basie, Dean Martin and Lou Rawls (Come Fly With Me by Frank Sinatra, songfacts.com). Michael Bublé’s cover, just as Sinatra’s original, was the name for his 2004 record Come Fly with Me, which was certified gold by the Australian Charts (ARIA) according to aria.com.au. These widespread and repeated successes of Frank Sinatra’s ”Come Fly with Me” indicate a deeper the commonality among the American people across the years.

To understand the continued success of “Come Fly with Me” in the United States, it is necessary to examine the history of America’s political climate. The initial success of the song is largely due to the aforementioned societal development in post-war America; in other words, “Come Fly with Me” is a feel-good tune that gives the listener an escape from the stressors in life. ically, the United States has been heavily involved in international conflict. “Come Fly with Me” was released at the onset of the Vietnam War, which lasted for nearly twenty years, and was soon succeeded by the Persian Gulf War, the War in Iraq, and the ongoing War in Afghanistan. The recurring U.S. involvement in wartimes combined with the continued success of “Come Fly with Me” therefore is no coincidence. This theme of American war involvement then, at least in part, explains Michael Bublé’s 2004 success of Come Fly with Me, which was released in the midst of both the War in Iraq and the War in Afghanistan. Bublé’s success testifies to the effect of political climate on popular song.

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Based on the continued success of “Come Fly with Me”, it reasons to predict for Americans to continue their fixation with the song. Frank Sinatra will forever be remembered by Americans for providing multiple generations with such a classic hit. Through several wars, multiple cover artists, and even across the turn of the millennia, “Come Fly with Me” has remained a household song for American families. In ten, fifty, and even one-hundred years’ time, the marks on America left by Sinatra’s “Come Fly with Me” will still be celebrated and honored.

In 1939 the Presidential Library system began thanks to President Franklin D. Roosevelt after he donated all of his presidential papers to the Federal Government to keep. President Roosevelt also donated part of his Hyde Park estate to the United States to use. Along with the donation of Hyde Park, President Roosevelt’s friends created a non-profit corporation to raise money to create a library in Roosevelt’s name. Roosevelt donated his papers because he believed that Presidential papers should be a part of the nation’s history and should be accessible to the American people. Roosevelt requested that the National Archives use his papers and other belongings and put them in his Presidential Library. Although Roosevelt established the idea of Presidential libraries, Herbert Hoover also has a library since there was enough on file to put in his own library.

Prior to Presidential Libraries, Presidents would throw their Presidential papers out at the conclusion of their administration. Since Presidents did not archive their papers, majority of Presidential papers of Presidents before Roosevelt were lost or destroyed. Truman also pushed Congress to pass the Presidential Libraries Act in 1955 which created an official system of federal libraries. The Presidential Libraries Act motivated future Presidents to archive their papers and create their own libraries. Congress later passed the Presidential Records Act of 1978 which declared all Presidential records that “document the constitutional, statutory, and ceremonial duties of the President” property of the United States Government. Following the end of a President’s administration, all records become custody of the United States Archivist. These laws have led to a total of thirteen Presidential Libraries.

Each Presidential Library is located in a different place. Each President gets his own library. The location of each library is decided by the President. the Archivist of the United States, and some input of friends and family of the President. There are also often various proposals given by communities or universities who would like to host the library. Presidents often want their library in their hometown, however some Presidents have chosen to have their library on a university campus. The President and or his associates choose the architect along with a design team to construct the library, however the NARA provides certain standards to be followed.

Presidential Libraries contain Presidential documents such as paperwork, personal writings, photographs, audio and film, books, biographies, manuscripts, and anything else donated to the library pertaining to that specific President. Presidential Libraries and all of their inside features are completely accessible to the public. Each library has specific visiting hours and some libraries have museums as well. Most if not all of the libraries also have online archives and special digital features. Some of the Presidential Libraries also have museums along with them. The museums are usually on the same property as the library. Presidential Museums hold artifacts such as pieces of clothing, calendars of the president, and other things that belonged to that specific President.

The biggest Presidential Library and museum is that of John F. Kennedy. The library of JFK includes permanent exhibits, special exhibits, museum artifacts, online and in person interactive features. Past exhibits are also available online. Although it is JFK’s library, there is a section dedicated to Jacqueline Kennedy’s dedicated restoration of the White House.

The Presidential Library of JFK also has on sight research opportunities within its resources. The Presidential library of JFK also provides grants and scholarships to the American public.

The Presidential Library of JFK is quite interesting due to his assassination, Along with his Presidential papers, there are also documents and exhibits explaining the day of his assassination and what came after. There are also parts of the library pertaining to his family and what they went through after his assassination.

Another interesting library is that of President George W. Bush because he was in office during the attacks on September 11, 2001. This library is interesting because it includes all of the documents, videos, pictures, audio recordings, and paperwork regarding the 9/11 attacks. Along with 9/11 documents, the library includes the traditional documents, pictures, biographies, etc. of George W. Bush.

The creation of Presidential Libraries was a great idea on President Franklin D. Roosevelt’s part. Archiving presidential documents and belongings is a hands on way to learn about the history of the American Presidency. The American Presidency is unlike any other leadership position in the world. Presidential Libraries are also a great resource to research and learn about what happened in the country and the legislation during that specific Presidency. Presidential Libraries conserve parts of American History that should not be forgotten.

Table of contents

1. Charlie
2. Franz’s Military Life
3. After the War

Charlie

Charlie was the pilot of a B-17 Flying Fortress which was called Ye Old Pub. He was born in West Virginia on a farm. He had milked cows and lived without electricity. He went to school every day and he worked as a janitor at his local elementary school every night. He served in the National Guard on the weekends and after graduation he moved on to the full time army. Although Charlie was only 20 years old when he became a pilot he lied about his age to seem older so his crew wouldn’t worry.

The Quiet Ones Charlie’s crew, otherwise known as “The Quiet Ones,” had earned that nickname because they never did anything out of line. They each had their own part on the plane and everybody worked together. Charlie considered the men his family. He never made them salute him on the ground but in the air he always made sure they knew who’s boss.

Each member had their own specific part on the plane. Charles L Brown was the pilot. Luke G Spencer or “Pinky” was the copilot. Albert Sadok, otherwise known as “Doc” was the navigator. Robert M Andrews, (Andy) was the Bombardier. Richard A Pechout, the Radio operator. Bertrand O Coulombe, nicknamed “Frenchy” was the top turret gunner. Samuel W Blackford (Blackie) was the ball turret gunner. Lloyd H Jennings was the right waist gunner. Alex Yelesanke, the left waist gunner, was called Russian, and Hugh S Eckenrode, or Ecky, was the tail gunner.

Franz’s Childhood Franz was born and raised in Bavaria Germany. Franz had been born Ludwig Franz Stigler but had decided to go by Franz. Franz had one brother, Gustel Stigler, who went by August. Franz had become interesting in flying from his dad, also named Franz, and a catholic priest, named Father Josef, who were both World War One pilots. Franz was part of a glider club in 1927 and became the youngest member to fly the glider at age 12. Franz and his friends built their own glider when they were kids by selling scrap metal for blueprints and materials. Although Franz always had a knack for flying On his first flight, Franz froze with fear and crashed straight into the ground.

Franz’s Military Life

After high school, Franz planned on becoming a priest, like his mother had wanted. One day, Father Josef talked to Franz and told him to do what he wanted to do. So instead he decided to become a pilot. Franz studied aeronautical engineering at the University of Wurzburg, until he was given an envelope that had his orders in them. An officer told Franz that his country needed him. Franz would remember “You didn’t decide when you became Air force, they decided for you.” Franz had been put through training to become a pilot, but instead of going straight into fighting, Franz was assigned with teaching new recruits how to fly long distances.

In 1939 Franz’s older brother, August, enlisted into the air force and became one of Franz’s pupils. Franz knew how dangerous war was and made sure to train his brother extra hard to ensure survival. But that didn’t work. In mid-October in 1940, August had crashed during takeoff. August and his entire crew had been killed. Franz blamed himself for the crash. But he mostly blamed the British for the war, who he believed had started it, and he later joined the war, in 1942 for revenge. In May of 1942, Franz shot down his first plane and scored his first victory. But instead of feeling accomplished, he felt hollow, being guilty of killing a man.

December 20, 1943On December 20th of 1943, Charlie was assigned to go on his first mission, he was on a bombing run to destroy an aircraft facility in Bremen, Germany. On the way his group ran into German fighters who tried to shoot Charlie down. Charlie’s B-17 was badly damaged. One engine was broken and one was damaged. They managed to injure his crew and kill his tail gunner. Charlie would remember “I had one that couldn’t walk. One that couldn’t use his hands. One with a leg blown off, and one dead.” Charlie’s plane started to fall and almost crashed into the ground, “I do remember being inverted, pulling up over the trees, at this point we were totally helpless.” Charlie was able to make it to the factory and drop the bombs but because of his broken engines, Charlie was left behind. Franz heard Charlie’s slow moving plane and raced to shoot it down. If Franz was able to shoot Charlie’s bomber down, it would land him 30 victories, and qualify him for the knights cross, the highest Medal of Honor for the German air force. Along with the medal, it would earn him respect. He raced to Charlie’s bomber and cautiously got closer. He began to wonder why the tail gunner had not shot him yet. As he got closer he saw the condition that Charlie’s plane was in. he saw the bullet holes that had injured the crew and killed the tail gunner. He saw the broken engines fighting to keep the plane aloft. Franz thought back to what his squadron leader, Gustav Roedel, said. “If I ever see or hear of you shooting down a man in a parachute, I will shoot you down myself. You follow the rules of war for you, not for you enemy. You fight to keep your humanity.” Franz would say ”...For me, It would have been like shooting at a man in a parachute. I just couldn’t shoot.” So instead, he escorted Ye Olde Pub across the series of flak cannons. He faced punishment and possible death to save a man he hadn’t even met. Franz let honor and humanity overcome fame and fortune. Alone they never would have made it, but with a German escort the flak cannons couldn’t shoot. He followed them back to the ocean, then saluted Charlie and pinky. He turned around and hoped that the bomber would make it home.

After the War

After the war ended Franz was an outcast. He used to be considered a hero but after the war people blamed pilots for the destruction of Germany, and now he was considered a villain. He moved to Canada and settled down. He tried to forget about the war but he always wondered if the b-17 he had saved ever made it home. Charlie continued to serve and flew many more missions before retiring in Florida with his wife and kids. In 1987, Charlie began searching for Franz and eventually discovered he was living in Vancouver. They arranged to meet in Florida the summer of 1990.Franz gave Charlie a book on German fighter jets. Inside the book was an inscription that read, Franz Stigler (Left), and Charlie Brown (Right), on fishing trip together.

Cheating at the weighbridge can be a big business. In a recent case, cheaters defrauded a major international agribusiness company of $2 million. The scheme involved a scale operator working with suppliers to create bogus tickets for grain shipments that were never made.

In other scenario scales are tampered with so as to defraud tea growers with non-tea farmers getting bonuses that were not intended for them. Tea collection clerks have been prosecuted and sentenced in the tea growing zones of Kisii, kericho and Kirinyaga. Inspections carried out in Dar es Salaam, Tanzania on butcheries revealed that five out of thirty two scales had been tampered with.

Measurements have been used from time immemorial as an everyday way of life in determining distances between a person and his/her neighbor’s homestead, while trading goods, in estimating how much food a family will live on before the next harvest and in calculating the speed of light.

In trade measurements are used in determination of quantity of goods in transactions that transfer value for money. These measurements will be in the form of a weight or measure of capacity. The transactions include sale of meat, petrol for your car and the heap of potatoes at a wholesale market. Today utility meters are also used as measurement equipment for sale of electricity and water.

Measurement equipment when not used properly lead to dispensing goods of short measure to the buyer. The unscrupulous practices seem to have existed even in the early days that the bible prohibits use of unjust measures in the Law of Moses. The use of unjust weights and measures leads to a lot of conflict in trade at all levels of business. The Lord detests dishonest scales, but accurate weights find favor with Him.

Regulations are in place to assure users of the credibility of measurement results, but that notwithstanding losses continue to be recorded. Kenya established laws that control the use of measurements in trade and how they are required to be accurate to within tolerance limits to assure credible measurements results. Activities involved include pattern approval, initial verification and subsquent survillence.

Weights and measures department internationally, is known as legal metrology which is a field of measurement subject to requirements of a legislation. The other fields of metrology are industrial and scientific metrology.

Use of inaccurate measurement equipment has continued to bedevil the Kenyan market without an avenue to have it addressed. Weighing scales that are not approved are used to determine quantity delivered to the buyer and the buyer has no way for redress.

In production sector weighbridges are the most commonly used measurement equipment for quantity determination of goods and other raw materials supplied by commercial trucks to factories and warehouses. The weighbridges are verified by statutory bodies like weights and measures who test for their accuracy by placing standard masses onto the platform and comparing with figures generated at the indicating headwork. After confirming that the scale in accurate, an inspector then stamps it and issues a certificate of verification as proof of its accuracy.

Unfortunately during use dubious records are generated which create a perception that the scales are not accurate. This calls for other interventions to compel perpetrators of this atrocities that allow this unfair gain to leave their wayward behavior.

Consumers have the right to goods and services of reasonable quality. They also have to the protection of their health, safety, and economic interests.

Governments are obligated to assure citizens credible measurement results by defining units of measurements, providing mechanism of traceability and associated uncertainty of the results.

Weight and measures is one such department responsible for legal metrology and performs functions as internationally recommended by OIML such as pattern approval, initial verification, subsequent verification which is mandatory and after repair verification.

Verification of trade measurement equipment is done annually in a process requiring persons with these equipment to submit them to an inspector of weights and measures for testing and comparing them against working standards, and if found to be accurate to within prescribed tolerances, the equipments are stamped and a certificate of verification issued as proof of their accuracy(weights and measures Act cap 513, section 27,2012)

When measrement equipment are accurate, then the rights of consumers to goods that give value to their money is upheld. Unfortunately other factors come in play to deny them this right. Such factors are fraud, overcharging and scarcity of the goods.

Fraud is defined as wrongful or criminal deception intended to result in financial or personal gain. It takes place when a person wants to gain unfairly by deceiving another person or making a statement he knows to be false so as to defraud that other person. Examples of fraud include attaching of a magnet on the goods side of an equal armed beam of a counter scale by a butcher so as to deliver less meat to a buyer by an amount equal to the weight of the magnet.

Fraud in the trade has been a common phenomenon where the seller as well as the buyer is naturally inclined trade to have the best bargain in order to undercut each other. Measurements take a center-stage as the media for transactions. Weight of meats bought by non-measurement scales were less than those sold by measurement scales in Abakiliki and Calabar meat markets in Nigeria. Cheat is conceived as a product of individual, structural variables and process that interact at different levels to produce negative consequences.

Tele Track Africa Director Mr. Joshua Mwangangi during an interview at Nation Centre Nairobi revealed that he invented a security gadget, a Remote Weights System that displays a vehicle’s weight, location and speed to an end-user’s phone or computer. Trucks fitted with this gadget need not worry about the malpractices at the weighbridges and cannot be manipulated except that it’s the operators equipment is the one at play.

Weights and measures legislation require that weighing in the presence of a person involves conducting the operation of weighing by permitting a clear and unobstructed view of the weighing instrument and of any indication given by such instrument in respect of the weighing operation. The weighbridges are installed with an operator’s office designed to allow the operator have a clear view of the platform. Two types of weighbridges are available for use and include one constructed in a pit and the other above the ground. The in-pit type, has to have a guardrail to confine a truck onto the platform, the absence of which a truck can have some of the wheels off the platform without the operator noticing.

After calibration and verification of the weighbridge, an inspector of weights and measures seal the indicator with a seal wire and stamps onto a lead pellet with a stamp of verification pliers as proof that the instrument is accurate to within the prescribed limits of error. The seal prevents tampering of the instrument. It is a criminal offence to break such a seal.

Fraud detection is a topic applicable to many industries including banking and financial sectors, insurance, government agencies and law enforcement, and more. Fraud attempts have seen a drastic increase in recent years, making fraud detection more important than ever. Despite efforts on the part of the affected institutions, hundreds of millions of dollars are lost to fraud every year. Since relatively few cases show fraud in a large population, finding these can be tricky.

Fraud detection protects customer and enterprise information, assets, accounts and transactions through the real-time, near-real-time or batch analysis of activities by users and other defined entities (such as kiosks). It uses background server-based processes that examine users’ and other defined entities’ access and behavior patterns, and typically compares this information to a profile of what’s expected. Fraud detection is not intrusive to a user unless the user’s activity is suspect.

Data mining and statistics can be used to detect fraud by searching to spot patterns that show possibilities of fraud. Factors that identify with fraud are fed into the system and will then be pinpointed when predicting and detecting fraud when it occurs. Using sophisticated data mining tools such as machine learning algorithms, predictive models can be generated to estimate the probability of fraudulent behavior.

Predictive modeling is the general concept of building a model that is capable of making predictions. Typically, such a model includes a machine learning algorithm that learns certain properties from a training dataset in order to make those predictions.

Predictive modeling can be divided further into two sub areas: Regression and pattern classification. Regression models are based on the analysis of relationships between variables and trends in order to make predictions about continuous variables, e.g., the prediction of the maximum temperature for the upcoming days in weather forecasting.

Conceptual framework is an analytical tool with several variations and contexts. It offers a high level processing of data using machine learning algorithms for model building and evaluation, prediction and how the predictions can be used.

Machine learning models require significant amount of data in order to produce accurate results. With little data wrong inferences will lead to irrelevant and erroneous fraud assessments.

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The algorithm has a probability of having false alarm. This generates lack of trust in the outcome, so a level of confidence must be established for true fraud to occur.

From the moment his master forbade him to learn to read, Frederick Douglass, a writer and former slave, realized that literacy was the “pathway from slavery to freedom” (Douglass 77). He seemed to be talking about his own escape from slavery, but it is possible that he was referencing the emancipation of all Southern blacks, because his purpose in writing had always been, above all, to gain support for the abolitionist movement and turn public opinion against slavery. Soon after escaping to the North, he began to use his illegally learned ability to write speeches, articles, and his Narrative of the Life of Frederick Douglass, an American Slave. Douglass understood the importance of history and its influence on present actions, and understood that those who can best shape the meaning of history and current events can best influence these actions. With this in mind, he used these writings to attempt to shape public opinion on slavery. However, he wrote during an unstable and ever changing time in America's history, so to better respond to changes and shape interpretations, he had to make changes in his arguments and rhetorical styles. Writing his Narrative before the civil war, Douglass' purpose was simply to sway public opinion against slavery, whereas the articles he wrote during the war have more specific calls to action. His Narrative makes heavy use of emotional appeals to manipulate the reader's sympathy and empathy, and ethos to establish his credibility, while his Civil War writings focus more on logical arguments to support his specific claims and pathos to strengthen the arguments.

Before the South seceded and the Civil War came, it was unknown if slavery would ever end. Southern slave owners wanted the institution of slavery to appear as a benevolent system, that they were good masters who provided for their slaves. In his Narrative, Douglass reveals the ugly and violent truths about slavery that he witnessed or experienced, making heavy use of emotional appeals to influence the thoughts of his white audience. His purpose in writing this book was to convince readers to oppose slavery, using these appeals to make them sympathize or empathize with slaves as fellow humans. Throughout the narrative, he piles on example after example of the horrific mistreatment faced by slaves, hoping that the readers' emotional responses would cause them to strongly oppose slavery. He hopes that getting more people to oppose it would help lead to faster abolition. He begins immediately, with a mild example, starting the second sentence with the statement “I have no accurate knowledge of my age” (49). He goes on to say that he has never met a slave who knew his own birthday. Though this may seem insignificant, he tells readers that “The white children could tell their ages" and that he "could not tell why [he] ought to be deprived of the same privilege" (49), showing that knowledge of one's age and birthday are things that people in the North would have taken for granted. The absence of such a small yet value laden thing would have come as a shock to readers. He shows that from even a young age he felt dehumanized by slavery, and by comparing the races, tries to get white readers to empathize with the dehumanization he felt by considering how they would feel about not knowing their birthdays or ages.

From there, the emotional appeals only intensify. In the next chapter, he describes the few belongings allotted to the slaves. According to Douglass, “Their yearly clothing consisted of two coarse linen shirts, one pair of linen trousers... one jacket, one pair of trousers for winter, made of coarse negro cloth, one pair of stockings, and one pair of shoes; the whole of which could not have cost more than seven dollars” (56). In describing the low quality and small quantity of the only clothing they could get in a year, he makes sure to mention the estimated price so that free white readers can compare the sum with how much they spend on clothing. As they obviously spend much more than that, Douglass wants them to feel guilt. The readers would hopefully feel worse about themselves and because of this, more strongly sympathize with the slaves. His inclusion of the detail that “Children from seven to ten years old, of both sexes, almost naked, might be seen at all seasons of the year” (56) when their clothes became unusable is also to shock the audience, horrifying them with this unfair treatment of children and again drawing sympathy from the audience.

The most extreme examples of his emotional appeals deal with the physical abuse of slaves. Rather than trying to make the audience empathize with the physical pain, he instead describes the scenes in detail to make them feel the horror he felt when watching this pain inflicted on others. In the first chapter he mentions what happened to his Aunt Hester when she disobeyed their master's orders. The master “took her into the kitchen, and stripped her from neck to waist, leaving her... entirely naked” and proceeded to whip her, “and soon the warm, red blood (amid heart-rending shrieks from her, and horrid oaths from him) came dripping to the floor” (54). He later gives several examples of beatings and whippings that he endured, but it would be unreasonable to ask his free audience to relate to these situations that have no equivalent in their lives. Rather, he relays this memory of watching his aunt being abused in vivid and graphic detail so the audience can imagine the scene and watch it along with him, hoping that while they feel sympathy for the aunt, they also empathize with the “terrified and horror-stricken” (54) feelings he experienced while watching as a child. Douglass includes all of these appeals to the readers' sympathy to make readers feel worse for the slaves with each example. In this way, he uses pathos to try to achieve the purpose of his Narrative, turning people against slavery.

However, Douglass wrote the Narrative at a time of intense prejudice in America, even in the free North. Blacks, especially former slaves, were not expected to be able to write or speak as well as he could. Because of this, many people were doubtful that his work was authentic and this made it difficult for him to achieve the purpose of his narrative. He was forced to use ethos frequently, to establish his credibility and therefore increase the effectiveness of his work in convincing people to agree with him. To explain why he, as a former slave, is able to write well, he gives the story of how he started learning how to write, and why he continued learning. After he began to serve a new family, his mistress, Mrs. Auld, “commenced to teach [him] the A, B, C. After [he] had learned this, she assisted [him] in learning to spell words of three or four letters" (76). When his master discovered this, he forbade his wife to teach him any further. At this moment, Douglass realized why whites did not want blacks to be literate. "I now understood what had been to me a most perplexing difficulty - to wit, the white man's power to enslave the black man... Whilst I was saddened by the thought of losing the aid of my kind mistress, I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master" (77). He makes sure to emphasize how important he considers the ability to read and write to alleviate the skepticism of some of his readers. He hopes that, seeing his powerful drive to learn, they would understand why he is able to write so well and stop questioning the authenticity of his work. When the readers are not preoccupied with doubting his text, they would read it with a more open mind would be more susceptible to his emotional appeals. In this way, Douglass uses ethos, appealing to the authenticity of his character, to advance the purpose of his work.

The texts that Douglass writes during the Civil War are not focused on his experiences as a slave, but are based around proving arguments. Because of this, he does not need to rely on ethos in these texts as he did in the Narrative. These writings, unlike his Narrative, have clear purposes and specific calls to action. Now that the South had seceded and the North was fighting to make them rejoin the Union, there seemed to be a chance to end slavery. While in the Narrative Douglass relates his experiences to elicit sympathy, he no longer sees a need to simply convince people to oppose slavery. During the war, he instead makes specific arguments about current events and believes that following these arguments could lead to the end of war, the end of slavery, and better treatment for free blacks. To defend these points, he makes much more extensive use of logical rhetoric, but still uses pathos to make these logical arguments more effective. However, the pathos is used more forcefully and to appeal to different emotions than before. In his article “Fighting Rebels With Only One Hand,” his main purpose is clear: African Americans should be allowed to fight for the Union army. He supports his claim with logical arguments, but to make his speech more effective he continues to make use of pathos. Comparing the country to a burning building, he says that its owners “are determined that the flames shall only be extinguished by Indo-Caucasian hands, and to have the building burnt rather than save it by means of any other. Such is the pride, the stupid prejudice and folly that rules the hour." He then asks, "Why does the Government reject the Negro? Is he not a man? Can he not [be a soldier] like any other?... We do believe that such soldiers, if allowed to take up arms in defence of the Government, and made to feel that they are hereafter to be recognized as persons having rights, would... in every way add to the national power." Douglass makes a logical point that allowing blacks to fight would increase the strength of the North with a larger army, but he makes it in a very emotional manner. Rather than simply saying that allowing blacks to fight would turn the war in the North's favor, ending the war more quickly, he emotionally charges his language, calling the prejudice "stupid... folly" to ridicule those who oppose the right of blacks to be soldiers. His comparison of the country to a burning building captures the urgency of the situation. While his emotional appeals in his narrative were meant to gain sympathy from the reader to make them oppose slavery, the emotional appeals in his articles function to strengthen his logical arguments, to make his readers feel shame or to feel anger and convince them to agree with him. While he uses guilt in the Narrative as another way to elicit sympathy, he uses it here to influence people more directly into taking action or agreeing with him.

According to the historian David Blight in his article “For Something Beyond the Battlefield”: Frederick Douglass and the Struggle for the Memory of the Civil War, “Douglass seemed acutely aware that the post-war era might be ultimately controlled by those who could best shape the interpretations of the war itself” (Blight 1159). After the war, Douglass struggled to shape interpretations of the war as a moral war of emancipation, hoping it would help the newly freed African American community. However, it was not only after the war that Douglass tried to get some control over the era by attempting to shape interpretations of current and past events. During the war itself, he used his articles to try to turn the war into such a moral conflict. Before the war, he tried to shape interpretations of the system of slavery, and to some degree, succeeded in turning people against slavery and helping the abolitionist movement. His purpose shifted with changing historical moment, and his argument styles shifted accordingly.

Works Cited

Blight, David W. “‘For Something beyond the Battlefield’: Frederick Douglass and the Struggle for the Memory of the Civil War.” The Journal of American History 75.4 (1989): 1156-1178. JSTOR. Web. 14 Jan 2014.

Douglass, Frederick. “Fighting Rebels with only One Hand.” Humanities Core Course Guide and Reader: War 2013-2014. Burke, Carol M. Boston: Pearson Learning Solutions, 2013. 55-56. Print.

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---. Narrative of the Life of Frederick Douglass, An American Slave. New York: Barnes & Noble Books. Nook file.

Frederick Douglas was born a slave in Maryland on a plantation. He later on was able to run away and find freedom. In The Narrative of the Life of Frederick Douglass, readers were able to learn about the life of one remarkable individual and the struggles he endured during his life. Douglass’s story is considered prose and a narrative, both of which are presented in a natural matter – the factual, conversational tone. He finds balance between historical accuracy, personal experience, and emotion which is evident in every sentence. This autobiography not only explained the struggles he experienced but also how he dealt with it. Frederick Douglas himself was his most powerful argument against slavery. He was proof that some slaves could become intellectual, articulate, and productive members of society. He became an activist in the abolition movement.

Douglass spoke a lot about education because he believed that was the key to freedom. In his own personal experience, Douglass taught himself to read and gained the knowledge that slavery was wrong and that God did not make black people to be slaves for white people. The more knowledge a slave had, the more that he saw the slave system was based on slaves’ ignorance and the lies of the white man’s superiority. “It was always used in such connections as to make it an interesting word to me. If a slave ran away and succeeded in getting clear, or if a slave killed his master, set fire to a barn, or did anything very wrong in the mind of a slaveholder, it was spoken of as the fruit of abolition”. For this reason, teaching a slave to read and write was illegal. Learning the meaning of this word was the key for gaining freedom that not everyone knew was possible.

The attitude Douglass expressed against the slaveholders was obvious throughout the narrative. A line that could best describe how it all started was mentioned in the seventh chapter. “I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men”. This explains that they robbed from their country to become slaves and they were also robbed of their lives. They were unwillingly transferred in some unfamiliar place and taken away from their family.

The worst aspect of slavery was the lack of family ties. Slaves were raised not knowing their fathers, brothers, sisters and sometimes even their mothers. They get very little time spent with their mothers, and for some, no time at all. This kind of treatment is unjust and inhumane. The color of your skin should never be the basis of how someone is treated. The slave owners kept them from having an established identity. If they saw themselves as individuals with a purpose and sense of self, they would then have the desire to question authority. They kept parents and children separate due to human instinct to develop kinship ties. The slaves would form a support system and thus establish a group identity, leading to potential uprising and questioning of their positions.

Slavery did not just affect black people but also the white people. The narrative explained how mean white people could be. One minor mistake made by a slave could be a reason for bloody beatings. When Douglass moved to Master Hugh’s care, his wife showed, in what he describes it as, heavenly qualities. She breads the hungry, clothed the naked and comforted the mourner. This all changed when Master Hugh saw his wife teaching Douglas how to read. He explained that there will be no use for the slave if they learn how to read and write. Since then, she changed how she treated the slaves. “Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness”. Unfortunately, having power over these slaves changes the inner being of white people too. Being genuinely kind can turn into one-eighty – that slavery does not just destroy the slaves but also the slave holders

Douglass is a Christian. He made sure to take extreme care to show the difference between the Christianity of the slaveholders and the pure form practiced in the north. “Assert most unhesitatingly, that the religion of the south is a mere covering for the most horrid crimes, — a justifier of the most appalling barbarity, — a sanctifier of the most hateful frauds, — and a dark shelter under, which the darkest, foulest, grossest, and most infernal deeds of slaveholders find the strongest protection.” Douglass shows the readers of the narrative how the slave holders of the south would twist the words of the bible to justify the doings, hiding behind religion for a shield. We are also shown that being a slave owner and being a Christian is hypocritical in itself, because it is not possible to own and direct slaves while remaining pure to the religion. After all the wrong doings, these so called Christians, the slave holders, “that mistress and her husband would kneel every morning, and pray that God would bless them in basket and store!”.

As seen from the essay, many lessons can be learned in reading the Narrative of the life of Frederick Douglass. Every major aspect such as religion, politics and race are discussed in the autobiography. Most slaves accepted their fate – that they were slaves for life. Being away from the family, being uneducated and maltreated are reasons to lose hope and not see the light at the end of the tunnel. The struggles he endured – unjust and inhumane, though seemed impossible to escape from, made possible through education, determination and the right amount of faith. 

Works Cited

1. Douglass, F. (1845). Narrative of the Life of Frederick Douglass, an American Slave. Penguin Classics.
2. Foner, E. (2018). The Life and Writings of Frederick Douglass: Early Years. Oxford University Press.
3. Guelzo, A. C. (2018). Frederick Douglass: Prophet of Freedom. Simon and Schuster.
4. Levine, R. S. (1997). Martin Delany, Frederick Douglass, and the Politics of Representative Identity. Univ of North Carolina Press.
5. McFeely, W. S. (1995). Frederick Douglass. W. W. Norton & Company.
6. O'Meally, R. G. (Ed.). (1995). Frederick Douglass: New Literary and Historical Essays. Cambridge University Press.
7. Quarles, B. (1968). Frederick Douglass. Oxford University Press.
8. Quarles, B. (1975). The Negro in the Making of America. Addison-Wesley.
9. Sterling, D. R. (Ed.). (2003). Frederick Douglass: A Critical Reader. Blackwell Publishing.
10. West, D. (Ed.). (2010). The Cambridge Companion to Frederick Douglass. Cambridge University Press.

Frederick Douglass was a slave, who was also a very intellectual African American. His whole youth scarred him as he became more educated. For this research, I will be looking at how education impacted Frederick Douglass’s life. Education was important to Douglass because it helped him achieve freedom. Education also impacted his life by allowing him to have a voice during the Civil War. This paper will explore why education was an important factor in Douglass’s life and how he used his education to help make changes. Frederick Douglass is important to historians because he was an African American historical figure and he played a very important role in the abolitionist movement.

Literature Review

In Frederick Douglass’s early life, he never knew his father, only knew that he was a white man. He only saw his mother a few times his whole life and never really got to know her because she was sold when he was an infant. Frederick Douglass wasn’t always his name. According to Gale Biographies: Popular People, “She named her son Frederick Augustus Washington Bailey…”. He developed his name much later on. His first master was very aggressive and violent. As a young boy, he witnessed the brutality attack of his aunt his aunt by his master and soon after this incident was given to another slaveholder. Based on his childhood background, changing his name was a way of freedom.

In addition, Frederick Douglass didn’t have the right to read, but his second master’s wife, Mrs. Auld, taught him. When her husband found out his wife was teaching Douglass how to read, he forbade it. After learning the alphabet and small words he learned to read and write. Barnes states, “With this background he began his self-education” He soon realized that education could be his path to freedom. Being an intellectual allowed him to have a voice before and during the civil war.

Furthermore, his involvement during the civil war was to kill slavery. He argued that the abolition of slavery should be a goal from the war. Through education, Douglass made an impact on the movements, such as the abolitionist movement and the women’s suffrage movement. According to Gale Biographies: Popular People, In 1838, he borrowed an African American sailor's protection papers and by impersonating the sailor to escape to New York. His self-taught and sophisticated manner of speaking had inspired some Harvard students that they influenced him to write an autobiography about his life. His autobiography, The Narrative of the Life of Frederick Douglass was published in 1845.

In his later life, he used his education to publish petitions for racial equality and full civil rights for African Americans. He also campaigned for women's suffrage. In Barnes words, Douglass escaped to Massachusetts in 1838 where he became involved with Massachusetts' antislavery society and seized the name, Douglass. This is when he adopted the name Douglass and he was able to get away from his slave name. He was persistent to fight against slavery, particularly through his speeches. He viewed the war as an opportunity to achieve racial equality. Douglass had campaigned for Abraham Lincoln and requested him to make liberation an issue in the war. Lincoln's Emancipation Proclamation not only made the abolition of slavery an issue in the Civil War, but also served his war aims by encouraging African Americans to enlist. Douglass continued his work on pushing for Reconstruction amendments. Mckivigan states that, such treatment coupled with the Republicans' support for the passage of the Thirteen, Fourteenth, and Fifteenth amendments . These amendments freed the slaves, which allowed them citizenship and voting rights.

Therefore, his early childhood background is what encouraged him to become educated to obtain his freedom. His impact helped African Americans become free and enable women to have a right in society. This is important because education helped Frederick Douglass in many ways such as becoming one of the earliest entrepreneurs for his time. He helped by making an impact during the Civil War era.

Explain the impact that the person or event has had on the United States. Has there been any changes to our society because of the impact that the person or event created? How important is that person or event in the makeup of our society? Is it relatable to events of the 20th or 21st Century?

Conclusion

Frederick Douglass made an impact on the United States by helping abolitionist and take a part of the women's suffrage. This had an impact which helped shaped the way things are today in the 21st century. I believe that education has helped him make an impact on society by helping African Americans gain civil independence. Many people once admired Douglass's courage to fight for his freedom, laying his life down at a young age towards the fight against slavery. He is important to our society because he is known as one of the earliest entrepreneurs of his time. He made an impact during the Civil Rights Movement and for the anti-slavery society.

In my opinion, it is relatable to events of the 20th and the 21st century because slavery is gone, however, there still is racism and that will never go away. This is also somewhat relatable to women’s suffrage for the reason that women still fight for equality as men in today's society. Knowing the background of Frederick Douglass and understanding how and why education was important to him allow others to understand how events back then are relatable to today's society. Understanding what he went through to earn his education can make others appreciate that they are getting educated today for free and allowing them to be intellectual because not everyone during his time had the right to learn and go to school. During his time racism played a huge role in not allowing African Americans to not being educated and not allowing them to attend school with other kids.

A big ongoing dilemma that is being talked about a lot now is whether or not college athletes should be paid. There are pros and cons to both sides of the debate. One of the pros to paying college athletes would be that it would give monetary relief not just for the athlete, but for the athlete’s family as well, since families are usually the ones that have to deal with paying for their child student athlete. The opposition to this would be that the athlete is already receiving monetary relief through scholarships. Due to NCAA (National Collegiate Athletic Association) rules, the student athlete is not even allowed to autograph anything or sell their own memorabilia as a way to get money. Notable former college football stars Johnny Manziel and Todd Gurley were both suspended games in their college days for signing several different items and making money off of it. Manziel was suspended the first half of the season’s first football game, and Gurley was suspended the first four games of the season. This rule was in effect up until October 30 of this year, 2019. On that day, the NCAA decided to allow college athletes to profit off their names, images, and likeness. This is a way that athletes can make some type of money to provide relief for their families and themselves. There are parts to this that most people are not aware of, which may change the opinion of many. My opinion in this case would be that the student athlete should not be paid, mainly for the reason of the scholarships that they are receiving are enough pay to play.

There are four central reasons that I have as to why the student athlete should not be paid. The first and main reason I have which was stated earlier is because since the athlete is so gifted and talented, they have a plethora of colleges asking and begging them to attend their college for very cheap, if not for free. This is unlike the non-student athlete, who is begging and asking to attend the college, for a much higher price. According to the NCAA’s official website, “NCAA Divisions I and II schools provide more than $2.9 billion in athletic scholarships annually to more than 150,000 student-athletes.” The Division III schools are not allowed to provide any scholarships for athletes. The scholarship that the student athlete receives pays for tuition, room and board, meals, fees, and other allowable expenses. To have all these things taken care of is a huge convenience, and also a ginormous benefit within itself. This is, and should be, more than enough for the student athlete. Unlike non-athletes, the student athlete is gaining access to a college education through a participation in sports. For the Division I level, the student athlete only needs to earn a 2.3 GPA or a 900 on their SAT to be admitted into the university. For the Division II level however, the student athlete only needs to earn a 2.2 GPA and or an 840 SAT score to be admitted into the university (NCAA). The university may also pay for athletes to finish their bachelor’s or master’s degrees after they finish playing sports. However, the student athlete may also benefit from academic scholarships along with financial aid programs.

The second reason I have as to why the college athlete should not be paid is because there is not enough money to pay coaches, employees, and the athletes. The argument to this is that there is a lot of money that goes into the athletic program, but what people do not realize is that there is just as money going out from the athletic program. Colleges spend a big amount of money on investments to try to bring in more money for their athletic programs. Sometimes, these investments will pan out for the better. But other times, these investments do not work out. Due to the fact that not every college sport makes money, it would not be fair in any way to just pay the top two sports that bring in money, which in most cases is football and basketball (Grffin). In an article written in 2016, Business Insider ranked the top 25 colleges and or universities that bring in the most money for their school. With the entire math done, the total profit that The University of Louisville brought in was $41,670,685, which was the most in that year by $10,000,000. The Duke University basketball team brought in $31,255,570 that year. For football, the profit gets way bigger. For example the number one school that made the most total profit was The University of Texas A&M football team, whom brought in a total of 107 million dollars last year (Forbes). With this, it would be unfair to the athletes who play the main sports that bring in the most money to pay the athletes whose sport brings in a small amount of money.

Reason number three as to why college athletes should not be paid is because college athletes are not professional athletes. What distinguishes a college athlete from a professional athlete is that professional athletes have excelled at their sport and have worked hard enough to get paid for playing. College athletes go into college play knowing that there is an extremely low chance of becoming a professional athlete, so therefore they should not be treated as one. Fewer than 2 percent of NCAA student athletes go on to become professional athletes after playing in college (Mitchell). To put it into perspective, if you were to get a thousand athletes who play at the Division I level, a little less than only twenty of them will go on to play their sport in the professional level. To participate and take part in a college sports is not a job by any means necessary, as it is a requirement for scholarships. Playing and being part of the college atmosphere is more than enough for the college athlete. The experience alone is well worth all the hard work and dedication that the athlete has put in.

The fourth and final reason that college athletes should not be paid is plainly the reason that college athletes could be very irresponsible with the money that they are given. The athlete may buy many unnecessary things with the extra aid money they are given, which could lead to them being completely out of money which provides many complications not only for the athlete, but with the university itself along with the program’s athletic department. Fox Sports Radio host and journalist Jason Whitlock faced some backlash for what he said about college athletes being irresponsible with their money. He said, ‘I’ve driven athletes to the shopping mall simply to go eat. I watched them buy Air Jordans and some gold chains with their Pell Grant Money.” A Pell Grant is money that the government gives students who need it to pay for college. Unlike loans, these grants do not have to be paid back. Students that are eligible get a specific amount every year under their program (Big Future).

All in all, college athletes are given the opportunity of a lifetime to play a sport in the collegiate level. Some may cherish it, but others may take the opportunity for granted. They do not have to worry about paying for any food or drinks, any textbooks or classes, and any room and board. That is a blessing within itself. To ask and demand to be financially compensated for their “work” is preposterous. They also get to travel the country to different cities and states for workouts, camps, and games. They also earn work opportunities after college because of their experience with being around the collegiate sports level. After graduating college, many former college athletes become successful announcers, broadcasters and journalists. Student athletes are called student athletes because being a student is what comes before being an athlete. College athletes end up coming out of college with almost no debt unlike normal college students that have to deal with paying for all the bills and loans afterwards.

Works Cited

1. “Introduction to Should College Athletes Be Paid?: At Issue.” Should College Athletes Be Paid? Ed. Geoff Griffin. Detroit: Greenhaven Press, 2007. At Issue. Opposing Viewpoints in Context. Web. 17 Feb. 2017.
2. Forbes. “Forbes: Texas A&M Most Valuable College Football Team.” Reuters, Thomson Reuters, 12 Sept. 2018, www.reuters.com/article/us-football-ncaa-tam-forbes-finances/forbes-texas-am-most-valuable-college-football-team-iduskcn1ls04k.
3. Future, Big. “Pay for College: What Is a Pell Grant?” Pay for College | What Is a Pell Grant?, bigfuture.collegeboard.org/pay-for-college/grants-and-scholarships/what-is-a-pell-grant.
4. Griffin, Geoff. Introduction to Should College Athletes Be Paid?: At Issue . Greenhaven Press, 2007.
5. Mitchell, Horace. “Students Are Not Professional Athletes.” U.S. News & World Report, U.S. News & World Report, 25 Feb. 2017, www.usnews.com/opinion/articles/2014/01/06/ncaa-athletes-should-not-be-paid.
6. National Collegiate Athletic Association. “Scholarships.” NCAA.org - The Official Site of the NCAA, 10 Mar. 2017, www.ncaa.org/student-athletes/future/scholarships.
7. Whitlock, Jason. “College Athletes Already Paid in Full.” ESPN, ESPN Internet Ventures, 17 Feb. 2017, www.espn.com/page2/s/whitlock/020919.html.

A fundamental question that is asked is 'what defines national identity'? Is it the way people speak? The way they move? Or is it what makes the country stand out? The Oxford Dictionary defines nationalism as 'Identification with one's own nation and support for its interests, especially to the exclusion or detriment of the interests of other nations.' Taking this into consideration it is important to look into how nationalism is portrayed throughout various types of performance. This paper will aim to do a comparison and contrast how nationalism and national identity was presented during the London Olympics in 2012 and the Commonwealth Games in 2014. To help me answer this I will need to delve into the main theatrical features which are the opening ceremonies.

The Olympic ceremony was held in London in 2012. It was directed and created by Danny Boyle. Throughout the three hour long opening ceremony there are many different segments that are shown, that show different eras of British history. The ceremony included 'rising chimneys, it’s bouncing children on NHS beds and its airborne Bond girl Queen' as segments of the overall theatrical performance to help represent Britain’s national identity. However, what must be asked is how much do these represent what we know as British national identity? To answer this we must take a look at some of the main segments individually.

The NHS was founded in 1948 by Aneurin Bevan. Over the past 70 years, we in Britain are proud of this resource that was founded on the principal it provides free, unlimited healthcare to those in need. During discussions online, in the newspapers and even on live TV, the NHS is constantly compared to the likes of the American Healthcare system. It was described in the Olympic programme as 'the institution which more than any other unites our nation'. The NHS had a prominent slot in the opening ceremony, recreating the letters NHS at the very end of their performance, showing how proud we in Britain are to have it. So why was it included in the ceremony. In an interview with Danny Bolye, he mentions that the NHS was first as 'We've decided, as a country, that we're having that. You can change it a bit, you can fuck about with it a bit, but we're having that. A universal healthcare system is something we've decided is fundamental.'

Born in Stratford upon Avon in 1616, William Shakespeare became one of the world’s most renowned playwrights. As well as being known as a playwright, Shakespeare is also known as the creator of words and The Globe, Britain’s best known theatre. People from all over the world flock to The Globe to see productions of Shakespeare’s works in one of their original theatre spaces, and visit to Stratford to see his house and gardens and perhaps to watch a production by The Royal Shakespeare Company. Shakespeare’s works of art don’t just invite tourists but are also used within the education system throughout the world.

Her Royal Highness, Queen Elizabeth the second is the monarch of Britain and sixteen other commonwealth countries. The Queen is a large figure in the British community, bringing hundreds of millions of pounds into the economy each year thanks to tourism. The status of the Royal family as well as TV shows and articles that depict the Queen and the Royal family are perhaps the main reasons why tourism to Buckingham palace, and the Queens other properties are so popular. Britain is one of a few countries left that still have a Royal family in place, hence it is something that we would identify as part of our nationality. Throughout the ceremony the Queens performance was of a meeting with James Bond, stepping into a helicopter and sky diving down into the London arena. In an Interview Boyle mentioned that the small segment involving the Queen and Bond was not in his original ceremony plan. Instead it was a last minute adjustment, which not only came as a surprise for himself, but also as a surprise for the audience. It was mentioned the Queen was included so she could show herself in a less formal light and that no one else in the royal family knew of the segment until it was shown in the Olympics itself.

The Industrial revolution took place between the 1760's and the 1840's. It was the transition from production methods using hands to using a variety of new and different resources including machines, chemical manufacturing and factories. The Industrial revolution had, for me, the biggest performance of the London Olympics. There were a lot of different aspects going on at once, and huge set design pieces were used. It does, however, add an air of confusion. Though some see the industrial revolution as a large part of our national identity, it also created horrible living conditions for those of poor or middle class workers, much worse than they were previously in.

There is much debate to why each of these different segments were included in the London Olympic opening ceremony. Boyle mentioned that, while in discussion with volunteers - that had also volunteered in other Olympic ceremonies - that they respected the United Kingdom. They saw 'They see us as a beacon, this country as a beacon. As a modern, progressive country, and they aspire to it – especially London. And you think, yeah, we are actually. We're all right.' This shows that all the segments going into the Olympics were to try and represent the best parts of British culture, which would in turn lead them to be seen as our national identity.

The second example for this compare and contrast essay is The Commonwealth Games which was held in Glasgow, Scotland in 2014, two years after the London Loympics. For this, another opening ceremony was held, albeit it was on a smaller scale to the London Olympics. It was directed David Zolkwer. Like the London Olympics there were many different segments shown throughout the opening ceremony.

The first part of the opening ceremony introduced Scottish actor Ewan McGreggor. He explained that for the games they had partnered with children’s charity UNICEF. This partnerships aim was 'to use the power of sport to reach every child in Scotland and benefit children in every Commonwealth nation and territory.' This ultimately inspired millions of people to text in donations for the children’s charity, with the slogan, 'Put Children First' and led to 3.5 million pounds being donated on the night.

Nessie, or The Loch Ness Monster, is ones of Scotland’s most renowned tourist attractions, mythological creatures and scientific investigations. The first sighting of a creature living in the Loch Ness vicinity dates back to the late sixth century AD. There is no documented sighting again until the mid to late 1800's. Many people are shrouded in the mystery of Nessie, which makes it a large part of Scottish Nationality, hence why there was a need for him/her to be included in the production of the ceremony.

Tunnocks Teacakes are a widely popular treat within the UK, and in Scotland in particular. The teacakes making their first appearance in 1956 by Boyd Tunnock. Zolkwer mentioned that the whole ceremony, 'was to take the p*** out of the conventional way of telling people how great you are, to take all the clichés and stereotypes and send them up - I don't know how it could have been more tongue-in-cheek.'

The giant dancing cakes were added in merely for humour, as well as their representation of being a popular UK treat. However, Tunnock’s teacakes do not represent what many would believe as part of our national identity.

As well as dancing cakes, there was also Scottish Highland dancing and a Scottish Ballet Duet. Highland dancing is common in all towns and cities across Scotland. It is most commonly used during the Highland games, which occur at different times of the year throughout different towns. It’s a smaller scale competition during these games then during the Highland dancing championships, though all the competitors work just as hard. The Scottish Ballet has been around for the past 50 years. It has been molded and crafted by not only the people of Scotland, but also by the culture and spirit of those around as well.

The other main Scottish influence on the ceremony performance was the involvement of both whiskey and Scottish Terriers. Whiskey, the Scottish drink is very popular in Scotland but is also drunk around the world. The most sales of which come during the tourist season, where many buy to take back to their friends and families as a reminder of some Scottish heritage that we have. Scottish Terriers are the adorable small dogs, used as pets, shown at dog shows but most commonly known as the face of Scotty Brand. According to Zolker, the dogs needed to be used to show off true Scottish heritage and breeding.

The only parts of the Ceremony that weren’t centered around Scottish national identity specifically were when the Queen made her arrival and the Red Arrow display. Unlike the rest of the ceremony, these two sequences were perhaps the most toned down of them all. They were a little bit more serious than the rest of the ceremony. The Queen is monarch of the Royal family and also involved with a lot of charity work. The Red Arrows, also referred to as The Royal Air Force Aerobatic Team are a group of diverse flyers - trained to the highest of standards - who perform formation flying displays. They have rightfully earned respect in their lines of work, which is why these two segments were toned down, to give them the respect they deserved.

In relation to the Commonwealth games, it was mainly of Scottish Nationality. David Zolkwer intended it to be this way. In an interview he mentioned that he wanted the event to celebrate what Scotland had in common with the rest of the world. This was evident with the main themes, a love of myths and heritage. They're all different aspects that make up not only Scottish national identity, bust parts of the identity of every nation that was involved in the Commonwealth Games.

The London Olympic opening ceremony was like a very well-oiled machine, with its imaginative designs and innovated ideas. The opening ceremony had different segments that accentuated many parts of Britain and British identity. All segments, the NHS, Shakespeare, The Queen and the industrial revolution took place and relate to the country as a whole, as they are parts of all nations in Britain. However, the Commonwealth Games did not involve segments that could be referred to as British national identity, they showed parts that equated to Scottish national identity. While the Queen can be seen in both of the ceremonies, representing the whole country, the rest of the ceremony is predominantly Scottish in themes. With tartan spread throughout the whole production, Scottish songs, dancing and Scottish folklore, there’d hardly a speck of any fully British nationality held. David Zolkwer himself said of the production, 'it was not political, it was all about Scotland and Glasgow as a city.' The opening ceremony was meant to be specifically about Scotland and Glasgow and what there was to offer here and in getting that across to an audience it was a success.

While watching the opening ceremony, one could tell that Danny Boyle attempted a somewhat serious production. There were elements of surrealism and exaggeration mainly with the part involving the Queen. However, it was obvious to see bit the rest of the performances that it was a serious event to highlight the best parts of British society. The Commonwealth Games, though, had a more tongue in cheek approach to it. As stated in the above chapter, David Zolkwer even stated himself that the whole ceremony was not serious and was made for entertainment instead.

The beginning of the Commonwealth Games opening ceremony was very exaggerated. It included a lot of colours and tartan and its overall theme was very Scottish. This backs up the point that the games ceremony was to identify and promote Scottish national identity instead of British national identity. The London Olympics however, had quite a stark contrast for their opening ceremony. They opened the ceremony to a large scenery involving green hills, cozy cottages and charming clothing.

However, though there were differences in the way national identity was portrayed, there were also similarities. Both of the given ceremonies were made to celebrate sport. That was what the events were about. London’s ceremony involved segments that all nations in the country used, and all the nations competed under one title in the Olympic Games, Britain. Simultaneously the Commonwealth Games included segments that represented Scotland and what that nation was proud of. As known all the Nations within Britain – Scotland, England, Wales and Ireland – all competed separately under their own flags for the Commonwealth Games, hence there was not a great need to represent the whole of Britain in the opening ceremony.

Both the London Olympics and the Commonwealth Games used themselves to express their national identity. Different as they were, both used the productions and performances within to get across the way they felt about our national identity to a global audience and it worked. There were high praises for both and tourism rose. It was a complete success, bringing over 730 million pounds into the Scottish economy alone.

Overall, as seen from this compare and contrast essay, both the London Olympic Games and the Glasgow Commonwealth Games had very different takes on the way nationalism and national identity was created through theatrical performances. Though both differed in size, structure and money they were both a booming success. They took into account their own respective cities, but still managed to accept and show off a few segments that included the other nations that make up Britain.

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References

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Table of contents

1. Metal Chelating Effect
Reducing PowerAntioxidant Activity in Linoleic Acid EmulsionTotal Polyphenolic Compounds

In cells, free radicals are continuously produced either as by-products of metabolism or deliberately as in phagocytes (Cheeseman and Slater 1993). The model of scavenging DPPH radical is especially useful in evaluating chain-breaking activity in the propagation phase of lipid (and protein) oxidation (Manzocco et al. 1998). The effect of antioxidants on DPPH radical scavenging was thought to be a result of their hydrogen donating ability (Gulcin et al. 2004). Figure 1 shows the dose-response curves for DPPH radical scavenging activities of five nanoemulsions the DPPH scavenging activity of the aqueous extracts of E. ulmoides increased with increasing amount of the extract. Extract from the leaf showed a significant (p < 0.05) stronger DPPH scavenging activity ((that is a lower [IC.sub.50] at 0.274 [+ or -] 0.010 mg/mL) than other extracts, and its polyphenolic content (112.79 [+ or -] 7.18 mg/g) was also significant higher than other extracts. Although the polyphenolic content of the extract of male flower was not significantly different from that of cortex, its DPPH scavenging effect (I[C.sub.50] - 0.596 [+ or -] 0.003 mg/mL) was significantly stronger than that of cortex (I[C.sub.50] - 0.955 [+ or -] 0.037 mg/mL). The order of DPPH scavenging activity was ascorbic acid > BHT > leaf> male flower > cortex > fruit.

Metal Chelating Effect

Metal chelating capacity is claimed as one of the antioxidant activity mechanisms (Diplock (1996, Yildirim et al. 2001), since it reduces the concentration of the catalyzing transition metal in lipid peroxidation (Hsu et al. 2003). It has been reported that chelating agents, which complex with metal by [sigma]-bonds, are effective as secondary antioxidants because they reduce the redox potential, thereby stabilizing the oxidized form of the metal ion (Gordon 1990). Ferrozine can quantitatively form complexes with [Fe.sup.2+]. In the presence of extract of E. ulmoides, the complex formation is disrupted with the result that the red color of the complex is decreased. As shown in Table 1, leaf extract and ascorbic acid exhibit significantly higher metal chelating effect than other extracts and BHT. In the concentration of 1 mg/mL, their metal chelating effects were 69.73 [+ or -] 2.12 percent and 67.70 [+ or -] 2.43 percent respectively. The extracts from fruit and cortex also demonstrated a certain ability to chelate metal ion. However, BHT and extract from male flower shows very poor (negligible) ferrous chelating ability. The decreasing order of the metal chelating effect was leaf > ascorbic acid > fruit > cortex > male flower and BHT.

Reducing Power

The reducing capacity of a compound may serve as an indicator of its potential antioxidant activity (Meir et al. 1995). In the reducing power assay, the antioxidant activity of samples was measured by their ability to reduce the [Fe.sup.3+]/ ferricyanide complex by forming ferrous products. Figure 2 shows the reductive power of E. ulmoides compared with BHT and ascorbic acid. Similar to the antioxidant activity, the reducing power of E. ulmoides increases with increasing dosage. All the extracts of the E. ulmoides showed a certain extent of reducing power. However, the reducing powers of BHT and ascorbic acid were found to be significantly more pronounced than that of E. ulmoides. Among the plant parts tested, the leaf extract and male flower extract exhibited greater reducing power than that of cortex and fruit, which is partly related to their different polyphenolic contents. The order of reducing power in E. ulmoides extracts at the amount of 2 mg/mL, compared with positive controls, was BHT > ascorbic acid > leaf> male flower > cortex > fruit. This order was similar to that of free radical scavenging effect but different from the metal chelating effect.

Antioxidant Activity in Linoleic Acid Emulsion

For evaluation of the antioxidant activity of E. ulmoides, the inhibition effect on the peroxidation of linoleic acid was investigated. As shown in Table 1, leaf extract could inhibit 59 percent peroxidation of linoleic acid; however, male flower extract, cortex extract and ascorbic acid only could suppress 40 percent, 29 percent and 30 percent of linoleic acid lipid peroxidation, respectively. Moreover, fruit extract showed very poor capacity to inhibit peroxidation of linoleic acid. The antioxidant activity of BHT was significantly higher than that any of all the plant extracts. The decreasing order of antioxidant activity in linoleic acid emulsion was BHT > leaf> male flower > ascorbic acid > cortex > fruit. This order was also close to that of free radical scavenging effect and reducing power, but different from that of metal chelating effect.

Total Polyphenolic Compounds

Polyphenolic compounds and flavonoids are the most active antioxidants derived from plants (Aruoma 1997). The antioxidant activity of water extract from E. ulmoides leaves and cortex was correlated to their polyphenol content (gallic acid equivalent, GAE) (Yen and Hsieh 1998), especially to their protocatechuic acid content (Yen and Hsieh 2000). To explain whether the polyphenolic compounds were the main antioxidant compounds in extracts of male flower and fruit, the total polyphenolics compounds content (gallic acid equivalent, GAE) of all the four extracts was determined by using the Folin-Ciocalteu method. As shown in Table 1, leaf extract contained much more polyphenolic compounds than other extracts, and extracts of male flower and cortex contained a similar number of polyphenolics. The antioxidant activity of the fruit extract was significantly lower than the other three extracts except for the metal chelating effect. Moreover, its polyphenolic compounds content was also significant less than other extracts. Although the polyphenolics content of the extract of male flower and cortex was similar, the antioxidant activity of male flower extract was significantly higher than that of cortex extract except for the metal ion chelating effect. From this it could be assumed that not only the content but also properties of polyphenolic compounds contribute to different activities in different extracts.

The above results indicate that the water extract from the leaf of E. ulmoides shows a stronger antioxidant activity than those from the other plant parts. It seems the reason for this difference just is that the polyphenolic content in the water extract from the leaf is much higher than in those from other parts. On the other hand, although there was no significant difference in the content of polyphenolics, the water extract from the male flower also showed significantly higher reducing power, DPPH scavenging effect and lipid peroxidation of inhibition than those from the cortex. This phenomenon suggests that the properties of polyphenolic compounds in the male flower and cortex were different in their chemical composition and structure. It also could be assumed from the results that not only the content but also properties of polyphenolic compounds contribute to different activities in different extracts. A further study, therefore, is necessary to discover the bioactive compounds in the male flower of E. ulmoides, which is currently under investigation in our laboratory.