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Published in 1960, and written by critically acclaimed author Harper Lee, “To kill a Mockingbird” observes the life of Scout Finch, an innocent American child subjected to the horrors and ruthless segregation that existed in the Southern United States. The novel itself addresses multiple universal themes, in particular the concepts of racism and injustice. These ideologies are especially evident throughout the various characters introduced by Lee and demonstrate the impact these notions would place on the function of society.

In particular, racism in To Kill a Mockingbird refers to partiality, referring either to a person, or to an entire race, or to a group of people belonging to different ethnic groups.  The novel presents bigotry in Maycomb society where most of the individuals belong to different races. Harper Lee braves prejudice and points out how social betrayal, partisanship and the lessons of discrimination destroy social cohesion. In spite of the fact that the full content portrays racism, a few notable incidents of racism in Harper Lee’s novel will be discussed in this essay.

The first quote that prominently displays the theme of racism is when Mr. Raymond acts as if he is drunk so he can explain why he married a woman of another race and even lives with her. From the novel, we understand that Mr. Raymond is frequently drunk and in this scenario he pretends to be befuddled to explain to Scout, Jem and Dill on why he does this as “Secretly, Miss Finch, I'm not much of a drinker, but you see they could never, never understand that I live like I do because that's the way I want to live.” The quote clarifies the reality that a man would  pretend to be drunk just so he may live with the lady he cherishes and have children with, may be an idealized illustration of racism prevalent in Maycomb. Moreover, usage of simile and irony emphasizes on the point that there was clear racism in the society and it’s unacceptable to live with a person from another race and better yet marrying her. Adding onto this, the personal pronoun “I” makes the reader feel as though the story is being told to him/her and the emotional connection towards the readers proves the point of how much of a disgrace the society was in the late 1900’s.

The second quote that evidently displays the major theme of racism in the book is when Atticus mocks his Uncle stating that “She was white, and she tempted a Negro. She did something that in our society is unspeakable: she kissed a black man. Not an old Uncle, but a strong young Negro man. No code mattered to her before she broke it, but it came crashing down on her afterwards.” The derogatory term of “negro” is shown here to display the lack of respect given towards black people as from what we know now, in society, is an ethnic slur that only black people have the right to use. The constant repetition of the singular personal pronoun of “she” emphasizes that she indeed did something unethically wrong, again, demonstrating the theme of racism as it should be acceptable to kiss a person from a dissimilar race. Likewise, as an audience we understand that Atticus hopes for us readers to be caught into the technique of a paradox , since in this case, Mayella did indeed broke the law, however Tom, an attentive black man, was following them and obeying the white wife. Finally the alliteration of “came crashing”  helps focus on the readers' attention in this particular section of the text and having the creation of rhythm and mood.

The third and final quote I will be discussing in this essay expressing the controversial and major theme of racism is when a lynch mob tries to kill Tom Robinson before he enters his trial as “I thought they must be cold-natured, as their sleeves were unrolled and buttoned at the cuffs. Some wore hats pulled firmly down over their ears. They were sullen-looking, sleepy-eyed men who seemed unused to late hours.” The quote here displays both the general use of visual imagery as well as the metaphor of “cold-natured” describing the selfless and dangerous men ready to attack Atticus to get to Tom Robinson. From this quote, the visual imagery has the effect on readers as it allows them to create the obscure scene in their mind and to create the scene in their own perception and what they would do in the scenario. Beside this, the metaphor sums to the fact that they lack any ethical value and do not follow or understand what is right and wrong in society proving to the point that racism was indeed a clear and controversial problem back in the late 1900’s, even to the extent in this case, having someone from a different race threatened and nearly killed before entering a trial.

To conclude, through the utilization of different techniques and quotes Harper Lee exhibits the significant theme of racism in his novel. Through the analyzation of the scenarios of when Mr Raymond pretending to be drunk to display affection for his wife as she is black, the mockery of Atticus and his uncle and the close killing of Tom Robinson before his entrance to trial are all ways that present the theme of discrimination and racism in To Kill a Mockingbird.

Table of contents

1. Introduction
2. National Trust by Tony Harrison: summary and analysis
3. Conclusion
4. References

Introduction

Published in The School of Eloquence in 1978, Tony Harrison’s “National Trust” is the embodiment of his frustrations at the British social-class system. Through this poem, he divulges how, after receiving a post-War opportunity for education, he was dislocated from his family. “National Trust” exposes his opinions regarding this vexed transformation, including his subjective comments on the celebration of the past. Harrison wrote “The School of Eloquence” as a weapon, illustrating the oppression of the undereducated and critiquing the upper classes. He demonstrates the quintessence of a conflicted society in the late 20th century and focuses on the class struggles of the past; after all, “National Trust” was composed as a corrupted, 16-lined, Meredithian sonnet, mirroring the corruption in the upper class.

National Trust by Tony Harrison: summary and analysis

Harrison shows his resentment at the upper class by critiquing it unambiguously in “The School of Eloquence.” This approach is demonstrated by how he depicts the founders of the National Trust; the ironically described “stout upholders of law and order” “borrowed a convict,” objectifying an entire social class and subverting ideas about personal dignity through commodification. Harrison is demonstrating the infinite greed of the upper class, further revealed through the enjambment in the first stanza, which also shows the opening words “bottomless pits” to be indicative of aristocratic indulgence. “National Trust” accentuates the corruption of the upper class through this class's ignorance of suffering in the working classes. Symbolic of this, the line “and stout upholders of our law and order” has eleven syllables, breaking the iambic pentameter of the poem and hinting at discord beneath the aristocratic façade. Similarly, Harrison critiques the elite through the oxymoron “good flogging”, which is indicative of ruling-class ignorance, particularly its glorification of suffering.

Harrison embodies his frustrations by trivialising the aristocratic vernacular, with ironic language such as “hush-hush” and “one day” mocking the elite idiolect and also hinting at the elite's inadequacy to rule. In particular, ideas of corruption are shown by the sibilance of “hush-hush”, suggesting the deliberate silencing of the highest social class and emphasising how the “silence of scholars is a very different thing from the tonguelessness of the miners” (Spencer, 1994). Harrison here asserts “his role as spokesman for the inarticulate” (Young, 2000, 136) by attributing negative ideals to the upper class. This tactic demonstrates his anger, born from upper class corruption and “the class system which had made his parents and people like them feel inadequate” (Burton, 2001, 18). However, Harrison uses linguistic othering to distinguish himself from the working class and “the language that they swore it in”, clearly differentiating between himself and the working class at large with the pronoun “they”. This word choice represents his need to assert himself as an individual, originating from his dislocation from the social class system. It also implies his resentment at the working class for their passivity in allowing their own oppression. Harrison, apparently, regards the working class as inferior in resolve, with a “tongue that weighed like lead” (Harrison, 1978).

Nonetheless, Harrison defends the working class in “National Trust”. He centers the sonnet on the symbolism of the “convict” that was “winched…down” the mine at “Castleton” to settle a wager on “its depth”, exposing how the aristocrats stripped the working class of a voice in society, and manipulated them to be “flayed, grey, mad, dumb”. This monosyllabic “dumb” is figurative of the oppression of the working class, emphasised by the position on a separate line at the end of the stanza. The homonym is repeated, which represents its dual meaning and indicates Harrison’s need to defend the working class, juxtaposed to his anguish at their allowing of their own suppression. Furthermore, its harsh, plosive qualities suggest that the author is accusing the upper class, thus reflecting on the contrast between “dumb” and the onomatopoeic sibilance of “hush-hush”. Such a feature highlights how the suffering of the working class was surreptitious, significant in “National Trust”, as Harrison further questions modern history. By opening the sonnet with “Bottomless pits”, he links to how he opens his poem, “Book Ends 1”, with the plosive “Baked”. Since “Book Ends” focuses on Harrison’s relationship with his parents, and his exclusion from the social-classes, this link shows how his emotions infiltrate his writing, explaining his resentment towards the class system displayed throughout The School of Eloquence.

Harrison further emphasises the oppression of the working class in “Castletown”. Here, the polysyllabic “castle” is indicative of aristocratic power and the juxtaposed, monosyllabic “ton” is phonetically silenced with a shortened vowel sound, also revealing the northern vernacular. This subtle usage symbolises how the working class was oppressed by the upper class; Harrison fights to emphasise this theme throughout the The School of Eloquence. He draws on the plosive “B” and “P” sounds of “Bottomless Pits”; by juxtaposing these with the contrasting sibilance of “Bottomless”, Harrison enforces his views of how the working class voice was silenced by society. He also uses contrasting language, such as the harsh, plosive “booming” and the onomatopoeic “silenced”; this further juxtaposition shows further comparison between the two classes and demonstrates the oppression of working classes through ruling-class power. Similarly, in “Book Ends 1”, he juxtaposes “shattered” and “silences”, proving that Harrison sought to use “School of Eloquence” as a weapon and illustrating how languages such as Cornish were suppressed from history. Furthermore, the idea that “the dumb go down in history and disappear” represents the working-class position in the social hierarchy, and the corresponding loss of language and culture. The “convict” that the aristocrats sent “down” the mine could be a metaphor for this oppression, also linking to Harrison’s ideas in “Working”; how the working class is “lost in this sonnet” reflects his need to preserve them through The School of Eloquence.

Harrison also demonstrates the suffering of the working class in other, yet firmly related, manners. The title “National Trust” is polysemic, and represents both the name of the company that seeks to preserve history, and how the Nation has an obligation to remember the hardships of the working class. The use of this title highlights suffering and causes readers to question the celebration of the past, particularly how “Cornish tin-miners were robbed of their labour, their native language and the chance to organise themselves into a prototype trade union” (Spencer, 1994). Suffering is also suggested by the disrupted rhythm at the end of the first stanza. The caesura preceding the series of monosyllabic lexis interrupts the iambic rhythm, reflecting the corruption of the upper class and emphasizing working-class destitution. The caesura further represents a change of class views, comparing the complex language of the upper class to the restricted idiolect of the working class and, thus, emphasising the working class’s lack of power. This pitiful image for the working class presents futile imagery for Harrison’s poetry, and connotes to “the whole fatuity of the belief that writing poetry will DO anything” (Harrison, 1982).

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Conclusion

The School of Eloquence emphasises Harrison’s experiences in the social class system, exploring the suffering of the working class and the contemptible success and power of the upper classes. It could be said that Harrison’s “picture of the scholarship boy as a heroic fighter against the odds is sentimental and anachronistic” (Morrison, 1982); however, he allows his language to portray his own memories and experiences, summarising his horror at the oppression of the working class through the theme of inarticulacy. He therefore explores the link that combines social class, power, and articulacy, and how this affected him throughout his life.

References

1. 1. Harrison, T. (1983). National Trust. PN Review, 10(4), 9. (https://www.proquest.com/openview/94586d6e17faee85b304d05dbe42c33b/1?pq-origsite=gscholar&cbl=1817849)

This is a Harry Potter and the Philosopher's Stone summary in 150 words. Harry Potter and the Philosopher's Stone is the first book in the Harry Potter series, written by J.K. Rowling. The story follows an orphaned boy who discovers that he is a wizard and is accepted into Hogwarts School of Witchcraft and Wizardry. Harry makes new friends, including Hermione and Ron, and soon learns about the magical world and the dark wizard who killed his parents, Lord Voldemort. With the help of his friends and the headmaster Albus Dumbledore, Harry uncovers the mystery of the Philosopher's Stone, a magical object that can grant immortality. Voldemort seeks the Stone in order to restore his power, and Harry and his friends must race to find and protect it before it falls into the wrong hands. The book ends with Harry and his friends successfully stopping Voldemort's plan, and Harry returning to a life with his aunt and uncle, knowing that more adventures await him in the wizarding world.

During the month of December my grade was assigned to read the book Harry Potter andt he Sorcerer's Stone and was written by JK Rowling. It is the first book in a series of 8 books.This series of books has won many awards and is one of the most famous books in the world.Eleven years ago, wizards rejoiced all over the world, and Muggles were very confused. They celebrated because Voldemort was defeated. Voldemort (the evilest wizard around) killed Harry Potter's parents, but for some strange reason, he couldn't kill baby Harry.

Now Voldemort seems to have disappeared but no one knows where he actually is.Furthermore, ten-year-old Harry lives with his furious aunt and uncle and their son Dudley. When they go to the zoo for Dudley's birthday, Harry encounters a sympathetic snake. He's able to speak to the friendly reptile and somehow seems to have removed the glass from its cage, so it can go back to Brazil. After the trip to the zoo, mysterious letters start arriving for Harry. His uncle, Mr. Dursley, is furious and tries to keep them from Harry. But the letters kept arriving at such a rapid rate that he couldn’t control it anymore. Hagrid shows up on Harry's birthday to deliver the letter, and the news that Harry's a wizard and has been admitted to the Hogwarts School of Witchcraft and Wizardry.

The next day he takes Harry to shop for school supplies at Diagon Alley, where Harry learns more about the wizarding world. Harry also buys his first wand. Hagrid also picks up a mysterious package at Gringotts, that Harry was suspicious about.Later that summer, Harry travels to Hogwarts. He has to take a train from platform nine and three-quarters. A family called the Weasleys helps him find his way, and he begins to make friends with one of their sons, Ron. He meets other first-year students like Hermione Granger and Neville Longbottom.Upon their arrival at Hogwarts, the first years are sorted into one of four houses. Harry, Ron, Hermione, and Neville were all chosen as Gryffindors (a house known for bravery). They begin taking all kinds of classes in magic. Harry learns that there was an attempted robbery at Gringotts, but nothing was taken. He guesses that the robbers were after what Hagrid picked up. Hagrid lets it slip that it has something to do with someone called Nicolas Flamel.Malfoy becomes a big bully.

During their first broom-flying lesson, he teases Neville. In defending Neville, Harry realizes he's a natural at flying. He's a superstar on a broomstick. Although Harry's broken rules by flying unsupervised, Professor McGonagall rewards him by putting him on the Gryffindor Quidditch team as Seeker (a position on the team). Soon after winter break started.When classes resume after winter break, Harry, Ron, and Hermione figure out who Flamel is – the only person in the world to have the Sorcerer's Stone. They decide the Stone must be what was hidden at Gringotts and is now being guarded by the three-headed dog.After the first-year exams, Harry, Ron, and Hermione talk with Hagrid and realize that he said too much about the Sorcerer's Stone to a mysterious stranger. That night they try to retrieve the Stone. Neville attempts to stop them, so they have to temporarily paralyze him with magic. They pass by the three-headed dog by playing it music, only to meet with another series of challenges.

First, they're trapped by a Devil's Snare plant, then they have to catch a flying key, and then they have to play a life-size game of wizard chess. The chess game takes Ron out, leaving Harry and Hermione to solve a logic puzzle and drink potions to go forward. There's only enough for one, so Harry moves on and sends Hermione back for help.To Harry's surprise, he runs into Quirrell. Quirrell reveals that Voldemort is living in him like a parasite. He tries to use Harry to get the Stone. He makes Harry use the Mirror of Erised, and Harry finds himself holding the Stone and lying about it.Voldemort tries to kill Harry, but when he touches Harry, he burns. Harry blacks out.When Harry comes to, he's in the infirmary with Dumbledore, and Quirrell is dead. Dumbledore explains that Harry defeat Voldemort through the protection of his mother's love and that the Stone has been destroyed.

Later, at the end-of-year banquet, Dumbledore praises Ron, Hermione, Harry, and Neville for defeating Quirrell. He rewards them by giving Gryffindor tons of points. They win the house cup for Gryffindor, and even pass all of their exams. Then, they leave Hogwarts for the summer and part ways at the train station. Though it stinks to be returning to the Dursleys, Harry explains how much easier his time with them will be now that he can do magic.

This is a Harry Potter book review essay in 100 words. 'Harry Potter' is a book about a young orphaned wizard who lives with his abusive uncle. Harry learns he is a half-muggle wizard, whose parents were killed by the evil Voldemort. He enrolls in Hogwarts School of Witchcraft and has a series of misfortunes. Voldemort returns to take revenge on Harry, and enlists the help of Professor Quirrell. The author, Rowling, has done a good job of creating a magical world that is both entertaining and educational, though the lack of illustrations in the book is a downside. Despite the challenging language, the novel is highly addictive, and everyone should be interested in reading more about it.

“If you are black, if you are white, if you are gay, if you are straight, if you are transgender – whoever you are, whoever you want to be, I support you,” he told the screaming crowds. “I love every single one of you.,” a quote by Harry Styles. From Number 1 ranked albums, to SNL performances, creating his own name after being in one of the biggest boy bands in the world, and simply helping his fans and everyone else, Harry Styles has worked tiredly to help the people who support him find happiness through what makes him happy. Harry Styles is the artist of the decade because he started off in one of the biggest boy bands in history, while writing music for them and his solo career which showed his emotional vulnerability, made a name for himself this decade through his refreshing take on masculinity, his self-expression through his music, and his commitment to treating his fans with kindness, and preaches equality and self-expression, which is a thing many celebrities do not use their platforms for.

Harry Styles was only 16 years old when he joined One Direction after he auditioned on The X Factor in 2010. Simon Cowell threw him and four other boys together, and people immediately fell in love with the boys and people were even comparing them to the Beatles with their hundreds of thousands of young fans. Harry Styles soon became known for his unique style as he often pushed many gender boundaries with his fashion choices, but behind the scenes, it was his talent for his way for writing music that further set him apart from the members of his band. As soon as Harry started his solo career, his name only grew in not only Hollywood, but around the world and it is safe to say Harry takes home the medal for artist of the decade. Now, this is a very bold statement given there are many artists who write and produce amazing music, but Harry has something that sets him apart from those other artists. On top of the chart-topping music, Harry is often holding up different types of LGBTQ and Black Lives Matter flags, signaling to all his fans that he loves and supports them. This is just one of the little things that sets Harry apart from his fellow artists in the industry. Harry also has the stats of his music to back up him deserving artist of the decade, and the amount his has persevered from the age of 16 to now just sets him apart further.

Harry Styles puts his money where his mouth is. On his 2018 world tour, Harry generously donated a large portion of merchandise sales to charity, giving $1.2 million to a charity that he could have pocketed for his own profit. He supports the March for Our Lives movement, which is a plea for gun control run by Parkland high school students who survived the devastating shooting on Marjory Stoneman Douglas in 2018. Because of his heavy activism and constant action of making everyone feel inclusion, there are thousands of stories circulating about how Harry Styles has made people feel safe in their own skin, from expressing their sexuality, to tatting themselves up, to dressing to express themselves.

The man, the myth, the legend, starting topping charts at sixteen with One Direction when they released the iconic song ‘What Makes You Beautiful’ which was a cultural reset, paved the way for One Direction’s album ‘Up All Night’ which, debuted at number one on the Billboard 200 albums chart, which made them the first UK group to have their first album debut at the top spot. According the billboard website in an article written by Andrew Unterberger it states, “However, at this point, Harry Styles no longer needs the ‘of One Direction’ to establish his place in the musical mainstream — he is very much a solo star in his own right, with his own identity (and plenty of his own fans) totally outside of 1D’s massive shadow.” This shows that Harry, unlike many other former ex band members, has the talent and personality to carry himself and made a name completely unassociated with One Direction, Breaking away from a band that large is hard to do and shows that he is a warrior. Harrys second album, Fine Line, had one of the best first-week numbers of the year, moving 478,000 album units in the first week and it’s still in the top 10 of the Billboard 200 albums chart, months later. Fine Line has seen two singles, ‘Adore You’ and ‘Watermelon Sugar,’ that completely took over the radio, becoming his first two top five hits on Billboard’s Pop Songs chart and his first two top 10 hits on the Billboard Hot 100 since his solo debut ‘Sign of the Times’ was ranked at No. 1. If those stats don’t impress you, the face of Gucci and Co-host of the 2019 Met Gala, was the first UK male artist to debut at Number one with his first two albums and has managed to book several acting gigs in Hollywood.

Now, some of you might be thinking, So what, there are many other artists that help the community and make good music, but Harry is one of the few if not the only one, that recognizes his audience and uses his platform to help them after struggling with expression through his years in one direction.

Harry is a very accomplished man who uses his platform to help and motivate others, while releasing record breaking music from various genera’s. Through all of this, Harry deserves to be named artist of the decade because of the things he has done in and outside of the music industry, and that sets him apart from others. Harry has given a side of Himself to the public that many people would be scared to do, and he is vocal that he does it not only to express himself, but to help others be able to express themselves, and shows how he has grown from a young naïve 16 year old to a smart motivational superstar who dedicated his entire career to others no matter your race, gender, or social status. Harry Styles could be artist of the decade in his music success alone, but it’s who he is as a person that makes his success all the more important, and he people need to go learn who he is as a person and as a musician just to learn about the amazing person that dedicates his life to help others. Put that Taylor Swift song on pause and go stream Fine Line.  

Works Cited

1. Billboard Staff. (2012). One Direction scores historic No. 1 debut on Billboard 200. Billboard.
2. Billboard Staff. (2019). Harry Styles' 'Fine Line' debuts at No. 1 on Billboard 200 albums chart. Billboard.
3. Caramanica, J. (2019). Harry Styles is an evolutionist pop survivor. The New York Times. https://www.nytimes.com/2019/12/13/arts/music/harry-styles-fine-line-review.html
4. Kaufman, G. (2018). Harry Styles' world tour to support March for Our Lives. Billboard.
5. Parkes, L. (2019). Harry Styles' Met Gala 2019 co-hosting gig with Lady Gaga, Serena Williams, and Gucci's Alessandro Michele. Vogue. https://www.vogue.co.uk/article/harry-styles-met-gala-2019
6. Pierson, L. (2017). How Harry Styles is reinventing masculinity. Dazed.
7. Thompson, A. (2017). Harry Styles donates $1.2M in concert merch sales to charity. CNN. https://www.cnn.com/2017/06/12/entertainment/harry-styles-charity-donation/index.html
8. Unterberger, A. (2020). Harry Styles becomes his own man on 'Fine Line' album: Review. Billboard.
9. Unterberger, A. (2020). Harry Styles is the person of the year (and decade). Billboard.
10. Yahr, E. (2017). Harry Styles's first solo tour is an LGBTQ safe space, with an emphasis on 'safe'. The Washington Post.

Table of contents

1. Changing a Face
2. Changing a Body
3. Changing an Environment
4. Conclusion

It is no secret that the media manipulates the truth in photos. Any time you open a magazine and or see a photo of a model posted online, chances are, you are aware of the manipulation. Photo editors often make models appear skinnier with larger, brighter eyes, pearly white teeth, and flawless skin; picture perfect, as we’ve come to know and sometimes even love. As the use of Photoshop and other photo manipulation software have become more prominent, an ethical debate has begun swirling amongst us. Is it ethical to digitally alter someone’s face, someone’s body, or even someone’s environment? Is the media creating unachievable idealism of what it means to be beautiful?

Changing a Face

In 2013, an untouched photo of famed singer, Beyoncé Knowles’ L’Oréal campaign was leaked to the public (Prakash, 2015) (see Appendix A). In the photo, Beyoncé’s skin is altered to create a smooth, flawless finish. The makeup is also enhanced, as the blush is darkened and the lipstick is made crisper. Neither L’Oréal nor Beyoncé issued a public statement following the leak of the original, unaltered image (Prakash, 2015). Beyoncé fans did take to social media, expressing distaste toward those mocking the singer. She’s getting older—blemishes and wrinkles are to be expected.

This comparison of untouched versus re-touched is a prime example of what the public has come to expect in regards to Photoshop. Beyoncé still looks like Beyoncé. Yes, her skin is significantly smoothed, but the integrity of her face has not been lost. Anyone who is familiar with Beyonce could glance at this image for a single second and recognize it as being her. There are still small flaws left in the image, such as stray eyebrow hairs, to give it an authentic feel. Being that this photoshoot was being done for a makeup campaign, Photoshopping of the skin is to be expected. The job of the photographers and editors is to highlight the product and this depicts a job well done. This example of manipulation is tasteful, anticipated, and harmless.

Changing a Body

In 2014, a photo editor for Target.com altered a junior bikini model into having what has become known as a “thigh gap” (Murray, 2014) (See Appendix B). The alternation not only was dramatic, as it chiseled away a portion of the teenager’s thigh and buttocks, but it almost appeared as though it was unfinished. Once customers noticed the mockery, an outrage emerged on social media. Target issued a public statement apologizing for the images and immediately removed them from the website (Murray, 2014).

This particular example of photo manipulation is pitiful. First and foremost, the model is a teenage girl modeling a bikini bottom to fellow teenage girls. Children and teenagers ought to experience minimal manipulation, as they are not understanding of why the manipulation is taken place. As adults, we understand the media’s desire for perfection; children may be left feeling as though they simply were not good enough or thin enough. Furthermore, the alteration does not even appear to be professional. If alterations are to occur, it’s best that they are done in a subtle way that maintains the primary integrity of the image.

Changing an Environment

In 2006, a photographer for Reuters, Adnan Hajj, altered a photo capturing an Israeli air raid on Beirut (Heussner, 2009) (See appendix C). In the original image, the city is covered by a cloud of grey smoke. In the altered image, the city is covered in a more prominent, darker grey cloud of smoke. After bloggers caught the manipulation, Reuters issued a public apology and removed the photos from the site. Reuters insists that all photographers and publishing staff are made aware that there is a “zero tolerance policy” in regards to photo alteration (Heussner, 2009).

Despite the backlash of the alteration, the change is not awfully drastic. When looking at the changes in the photo, it is obvious the contrast of the entire image was altered. Yes, the result depicted the clouds as being darker as they were, but it also significantly sharpened the photograph. It would be difficult to tell whether the editing was done with intent of altering the message of the image. The size of the smoke cloud has been increased, but not to an extent that it would inflict a different reaction in a viewer. After all, there was an air raid on Beirut and the image shows just that--an air raid on Beirut.

Conclusion

The use of image manipulation software takes finesse. There are times when image manipulation can be a wonderful thing and times when it can be downright inappropriate and even insulting. Much like plenty of other things in life, the use of Photoshop takes balance. Enhancing images with a wholesome purpose is relatively harmless. For instance, if a brand is trying to sell a purple blouse and the color comes off as a bit drab, there’s no true harm in brightening the color a bit or adding contrast to the photo to make the purple stand out more. This does not mean white-washing an African model to make the purple stand out, but perhaps manipulating the background. So long as the integrity of the image remains intact, photo manipulation is an industry practice that is to be expected and, at times, even applauded.

We live in a world comprised of systems and technologies that have permeated through nearly every aspect of modern life. Ericson argues that from an engineering perspective, almost all aspects of existence can be considered as systems (2005). For instance, the author highlights examples like automobiles, electrical power grids, and commercial aircrafts. The usage of such arrangements improves the quality of life by providing efficient and reliable services. However, despite such advantages, the structures are associated with diverse risks and mishaps, especially in the event that they fail to work as required or cause accidents during their operation.

In order to understand the danger evaluation, it is important to define two key terms: mishap risk and system safety. On the one hand, the former notion describes the possibility of an entity to fail to work and in effect, resulting in death, damage, or injury. On the other hand, system safety defines the processes of formally identifying and controlling mishap risks. As such, priority is given to the identification and mitigation of such dangers in order to ensure security and minimization of perils.

Popovi? and Vasi? describe hazards as potential conditions that can lead to blunders and accidents (2008). The writers note that they can be predicted early through identification and prevented by the elimination approaches. Further, Pine explains hazard analysis as a process of determining pileups associated with an arrangement or its operational environment, documenting unwanted consequences, and examining their possible causes (2009). Roughton and Crutchfield also add that the inspection is suitably undertaken in three types of contexts: during the development of a system, when examining a planned structure to determine if it can be certified, and when evaluating an operational scheme to improve its safety levels (2016).

Ericson outlines seven key hazard analysis techniques (HATs): preliminary hazard list (PHL), preliminary hazard analysis (PHA), requirements hazard analysis (RHA), subsystem hazard analysis (SSHA), system hazard analysis (SHA), operating and support hazard analysis (O&SHA), and health hazard analysis (HHA) (2005). The author indicates that each safety program is comprised of different activities. He also claims that in the PHL process, analysts list all types of dangers that can be associated with the identified concept. As such, the operation is undertaken at the start of the inspection in order to find anything that can go wrong in either functioning or implementation. However, the researcher describes PHA as the initial stage in the process where the system is described, energy sources identified, and historical sources outlined. As such, it is deployed either in the conceptual phase or in an existent operational structure.

With the RHA process, the analyst proceeds to document the requirements of safety design for the given system (Ericson, 2005). In addition, this involves developing security guidelines from generic standards and regulations not related to a specific peril. The fourth process, SSHA, is undertaken when an arrangement is built of several subsystems. On balance, Ericson evaluates each component to inspect blunders linked to it in order to determine how their abnormal operation affects the entire scheme.

On the contrary, SHA considers the hazards arising from functioning of the overall system as well as how it impacts the subsystems. In general, it serves as input to the SHA (Ericson, 2005). On the sixth stage named O&SHA, the researcher examines setbacks associated with procedures, personnel, equipment, and environment. Thus, the analysis is conducted concerning different activities such as testing, support, and installation among others. Finally, HHA highlights health hazards and assesses any identified materials with a view to advocate for protective measures to reduce their risk to minimal levels.

Basu points out the importance of analysis in ensuring safety for individuals involved (2017). In addition, such inspection leads to compliance and the mitigation of dangers. Current paper employs 7 HAT techniques in evaluating a missile system in order to further enhance its security.

A hydraulic fracturing manifold (“missile”) can be described as an arrangement of flow fittings and valves installed downstream of the frac pump header and upstream of each frac tree being served by it (“Frac manifold systems”, 2016). The system’s main purpose is to route water, proppants (sand), and chemicals to the underground well thereby creating the necessary pressure to fracture geological formations with a view to extract oil and gas.

From the figure, four main sub-systems making up the missile are identified. These are wellhead, high pressure pumps, blender, and frac trucks. In a typical oil extraction process, the first phase involves vertical drilling to depths of up-to 10,000 feet below the surface. The author notes that it proceeds until a “pay zone” region is reached where horizontal drilling is done up to 10,000 feet. Thus, more than one well can be dug minimizing the destruction of the surface environment.

A steel casing is fitted to the bore and cement added in order to avoid interacting with any underground water sources such as aquifers. In the well completion phase, a connection is made between the reservoir rock containing oil reserves and the cemented casing (Chapa, 2017). For this reason, a perforating gun filled with explosives is lowered to the cemented bore and fired to create holes through the cemented casing into the target rock.

In the blender, water, chemicals, and sand are mixed to create the frac fluid. More elements are used to prevent sand from settling. The substance is then pumped at high pressure by pumps on the frac trucks in order to crack the underground reservoir rock. The cracks are then held open by the kernels thereby allowing oil and natural gas to flow through the cemented casing onto the surface reservoirs.

Concerning the photograph, valves providing access to the missile are shown. Different hoses are connected from trucks to the mechanism in order to route the frac fluid to the underground well.

Discussion of Analysis Methodology

According to Ericson, the preliminary hazards list (PHL) is the starting point of all subsequent analyses (2005). As such, it outlines all potential risks that may exist in a system. In the current case study, the PHL process was adopted in identifying the different components of a hydraulic fracturing manifold that had a potential to fail during implementation.

In the PHA process, the system’s safety critical areas are determined, and perils connected with them evaluated. Furthermore, safety criteria are outlined. The researchers posit that PHA evaluation should detail the following aspects at the minimum: hazardous components, considerations on safety, environmental constraints, different test procedures, and recommended approaches to be adopted.

Humans are made up of a complex system of reasoning and emotions, that drive their activity through everyday life. Every decision that one makes can be traced back to how one feels, his or her emotions. As shown in William Hazlitt’s essay, he believes that hatred is chief among the emotions that drive human activity. Hazlitt argues that hatred has been and is going to be a constant throughout history because of the pleasure that people derive from hating. Hazlitt addresses how hating is hidden in even the most everyday things, states how hatred is chief among and rules the other emotions, and discusses how hatred will eventually turn the world against itself.

Hazlitt argues that hatred is going to be constant throughout history, because of its presence in everyday and accepted practices, practices such as religion and patriotism. Many people believe that hatred is obvious and blunt when in actuality hatred can be found hidden in many different places “it makes patriotism an excuse for carrying fire, pestilence, and famine into other lands,” meaning that hatred turns powerful feelings of joy into spiteful feelings of anger and resentment towards one’s neighbor. Throughout history people have used nationalism and patriotism as an excuse to conquer foreign lands and kill millions of people. These historical wars and killings have happened for the simple reason that one group hates a second group simply because of their differences, where they could instead look toward their similarities to find a sense of unity humans have actively chosen to hate one another. Hatred works its way into the some of the most righteous practices and “like a poisonous mineral, eats into the heart of religion,” causing the people who strive for goodness in religion to hate others who have different views and beliefs than them. Humans have seen the continuity of religious battles, farther back historically than the Crusades, and people continue to see these conflicts in Islam today as radicalistgroups attack and kill those who do not share their beliefs. However human nature is in part to blame for this conflict as Hazlitt believes hatred is what controls all other emotions that humans experience..

Without the inbred sense to hate things and the necessity to hate things, human beings would not have hated so much in history. People are always searching for a constant in life, something to ground them in a world of uncertain and ever-changing emotions, people turn to hate because “Pure good soon grows insipid, wants variety and spirit. Pain is bittersweet, wants variety and spirit. Love turns, with little indulgence, to indifference or disgust: hatred alone is immortal.” Hatred flows with humans, it grows and progresses throughout time just as the people that hate grow and progress. The parallel humans share with hatred is seen throughout history and will continue to be seen in the future. Without the constant of hatred that people strive for “life would turn to a constant stagnant pool,” and people would feel nothing, for no emotion can exist without its opposite, one cannot love his or her country without hating a different country, “if it inclines us to resent the wrongs of others, it impels us to be as impatient of their prosperity.” Feelings of hatred travel around with humans just as much as feelings of love do, and even as one loves himself and the work his or her ancestors did, he or she will eventually begin to hate oneself and therefore work his or her ancestors accomplished.

Hatred that people feel towards others quickly reflects back onto themselves. Just as people have feelings toward other topics of a time period they have feelings about themselves, and however good one’s self-image may be, eventually they will hate themselves. Even those that do good things for people, they repay “with ingratitude” and eventually this turns to hate, as Hazlitt believes all things do. This transference of hate can be applied to anything, not just those whom people love, “we hate old friends: we hate old books: we hate old opinions, and at last we come to hate ourselves.” Anything that has not helped someone recently, they grow to hate. Hate is the only constant throughout history, as while humans learn from history, they also grow to hate it.

Hazlitt’s essay expands upon the concept of hate, making connections between the feeling of hatred and everyday life. Hazlitt’s argument that hate is and will continue to be a constant in history is still relevant today as none of his points rely strictly on a time period, but instead they rely on a continuity in human nature. This continuity is hatred, and while some readers may not agree with Hazlitt’s stance on human nature they should still recognize that his points hold some merit because almost anything can be traced back to hatred, and the concept of hating someone or something.

Works Cited

1. Hazlitt, W. (1826). On the pleasure of hating. In The complete works of William Hazlitt (Vol. 10, pp. 1-18). J. Templeman.
2. Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5(4), 323-370.
3. Baron, R. A., & Richardson, D. R. (1994). Human aggression (2nd ed.). Plenum Press.
4. Berkowitz, L. (1990). On the formation and regulation of anger and aggression: A cognitive-neoassociationistic analysis. American Psychologist, 45(4), 494-503.
5. Bloom, P. (2013). Just babies: The origins of good and evil. Random House.
6. Gross, J. J. (2001). Emotion regulation in adulthood: Timing is everything. Current Directions in Psychological Science, 10(6), 214-219.
7. Leary, M. R., Tambor, E. S., Terdal, S. K., & Downs, D. L. (1995). Self-esteem as an interpersonal monitor: The sociometer hypothesis. Journal of Personality and Social Psychology, 68(3), 518-530.
8. Pinker, S. (2011). The better angels of our nature: Why violence has declined. Penguin Books.
9. Rottenberg, J., & Gross, J. J. (2007). Emotion and emotion regulation: A map for psychotherapy researchers. Clinical Psychology: Science and Practice, 14(4), 323-328.
10. Simon-Thomas, E. R., Keltner, D. J., Sauter, D. A., Sinicropi-Yao, L., & Abramson, A. (2009). The voice conveys specific emotions: Evidence from vocal burst displays. Emotion, 9(6), 838-846.

College is a place of learning, a place where knowledge is challenged, and banks accounts are stretched. It is a place where many different people will all types of backgrounds meet for a common goal, higher education. Universities should ensure that campus are safe and stable environment for all students and facility. Limitation of hate speech on campus is necessary to prevent hate and violence. There are multiple incidents where such hate has been on the rise due to more diverse campus and spread of social media. For example, the fires that were set by students at UC Berkeley, online death threats to African American students on Penn’s campus, racial slur and verbal aggression at University of Missouri (Ben-Porath 14). While limitation of speech on campus might censor ideas, restrictions of speech should be implemented to prevent discrimination and hate.

To learn, students are granted freedom to question, inquire and discuss various topics. It is also the right of the university that all students are granted a safe space to expand their knowledge. There are many good reasons to limit speech on campus. It has been used to bully and harass others, especially online and it is typically directed to ethnic groups. Hate speech has been used to incite people to commit violence. Tynes et al (2013) suggest that internet racism manifest itself in microaggressions because of the intent to hurt and harm certain individuals or populations. Ethnic students regularly experience prejudice, racism, and hate in online settings.

Hate has been on the rise in the United States and this is present in our universities. Herbert describes an incident of hate speech at the University of Texas at Austin. A group of students printed and posted fliers that expressed anti-Muslim and anti-immigration context. The same group took it to Twitter to recruit similar likeminded students and created a hashtag, #MakeAmericaWhiteAgain. Herbert also explains the reaction of the students and faculty of the University, many were outraged, shocked but many were scared. The university soon created the “Hate-and-Bias-Policy”. The purpose of the policy of the was to prohibit discrimination and hate on campus. Universities should restrict free speech to prevent hate and harm to others. The incident that happened at Austin is only one of the many examples of hate speech on campus. According to the Foundation of Individual Rights in Education, “48 percent of students think the First Amendment should not protect hate speech” (FIRE par. 2). Universities should a safe space to ensure that each student has an equal right to education. The limitation of free speech is necessary to prevent bigotry and hate.

Universities should regulate free speech on campus not to damper democracy but because some speech can harm others based on their identities. There are many examples of hate on campus. Hancock describes an incident of how the president of Undergraduate Student Government was harassed. She was the first Indian American to win such position at University of Southern California. She was walking home with some friends when a fraternity boy yelled racial slurs and threw his drink at her (Hancock 1). Hancock then goes in depth on how similar incidents didn’t just happen at USC but many other campuses across the US. University of Maryland had some white nationalist fliers posted around campus. Michigan college students who took photos of black face and wrote captions of cotton picking. According to the Anti-Defamation league, they have identified 107 incidents of “white supremacist flyers on college campuses across the country” (Sturdivant par. 5). Hate speech on college campus have suddenly increased since last fall.

For free speech advocates, the prevention of speech will create a single ideology that everyone must follow. The first amendment states that citizens can express and share their personal views even if its unpopular. According to Chemerinsky and Gillam, they believe the limitation on free speech not only prevents democracy but also censors ideas. If a student or faculty makes a mistake, the solution to bad speech is more speech (Chemerinsky and Gillam 39). If universities limit free speech, then they are forgetting their mission and purpose of higher education. Free speech on campus allows for scholars to expand their knowledge without boundaries. It allows for student organization to express and exchange their view with others. It also helps young people to develop new ideas and push society forward with inventions and ideas. Advocates for free speech on campus believe that hate speech creates no serious harm and therefore shouldn’t be restricted. Many believe that the limitation of free speech will also limit the expression of ideas.

Hate speech allows for a great divide among students and faculty, although it hinders free speech it will prevent discrimination and hate. Universities only act if this speech incites violence which in many cases it does, but by that time its already too late. It is very important for universities to keep a very safe and academic learning environment for all students. Many students and faculty believe that a limitation in speech will just create a safe space for all. According to the “The American Freshmen: National Norms Fall 2015”, about 71 percent of the student population believe in restrictions of racists costumes and sexist speech on campus (Ben-Porath 9).

In conclusion, the limitation of hate speech on campus is necessary to have a safe and healthy learning environment. Although the regulation of free speech might censor ideas and prevent certain ideologies to grow. We have the freedom to do and say things, we also have freedom from things. When a student’s freedom to speak their minds, impinges on someone’s freedom to feel safe in their environment, then there should be a change in language. Universities cannot create a healthy environment if ethnic student bodies feel like their administration ignores acts of hate and violence against them. Universities should limit speech on campus to prevent verbal conduct that violates the civil rights of women and minorities on campus. Hate speech codes should be implemented at all universities to teach all students to learn and cooperate with diversity. Regulations on free speech is not a way to limit the rights of students and faculty, it is a way that everybody has the right to be equal, safe and have a good education.