Tuesday, March 26, 2013

Reflections Paper One


Reflections of Paper One

The subject I choose was on Japanese medical knowledge on autopsy. The reason I chose this was the disconnect identified when reading “Sugita Gempaku - A Dutch Anatomy Lesson in Japan” (Reilly pg.743-746).  When I read how that there were different physicians that knew their knowledge of the human body was lacking, but failed to make the changes to correct them, made me wonder why.  Yes there was the closed society and the different social structural classes thing going on, but to know and not act seemed a bit eerie.  I needed to know why no changes had been made after the discovery of such knowledge.

It was not laziness, but an identification of “saving ones face” in a society where personal honor and family honor played such a big role in the daily lives of the Japanese people.  It is not known for how long the disconnects existed before being documented, but it was at least 17 years if the time frame of his father knowing of the disconnect and Sugita starting his official medical education.  If being taught by father-to-son, handing down knowledge a family tradition, where can one start to identify that the knowledge we have is not perfect, but it is the best we have.  I guess it was an honor thing being the shogunate personal physician and not knowing the internal body structure of the human body was an issue. The medical books were from China, and add insult to injury, there was tension between the two.  Being referred to as “barbarians” did not help at all.  This could have a factor in why the delay took so long to be remedied.

I need to make small points to support the subject.  I need to learn how to make it shorter and lighter to get the point across.

The “tweaks” I will make was in the sentence order structure.  Just because the sentence has all of the necessary information, does not mean it will draw a reader into the subject.  It just may be a dry and boring subject matter. When I read the rewrite, it flowed smoothly and sounded better than what I had first written.  A monotone reading will make you sleepy. 

I am sure that “works cited” will always be a danger zone for me.  I try to identify all of my sources and give credit where due, but sometimes thoughts come in where the information might be a convoluted jumble of sources.  Keep it simple.  Identify them all.

Tuesday, March 19, 2013

Notes from Tara Wilson




Note for Peer Review from Tara Wilson

I have choosen to have an outside peer to review my paper because there are only two in my group that participated in the review cycle.  The third member of our group has not contacted either one of us during the necessary time frame for this assignment.  I have scanned the six (6) pages for viewing.

Assignment Memo


To: Professor Brandon

From: Ed Lloyd

Subject: Paper Assignment Selection

 

Sir: 

I have selected “A Dutch Anatomy Lesson in Japan, by Sugita Gempaka.

The reason I selected this subject was to think why there were the differences of medical views, even from other physicians, when evidenced in print, errors existed.

Thank You

Ed Lloyd

HIS/ENG 112

Monday, March 18, 2013

Final Draft 1st Paper Work Cited


Works Cited

Gempaku, Sugita, and Iwanami Shoten. "The Scientific Revolution: Europe, the Ottoman Empire, Japan, and the Americas, 1600-1800." Worlds of History Since 1400; a Comparative Reader. By David J. Lu. Fourth ed. Vol. Two. Boston, MA: Bedford/St Martins, 2010. 743-46. Print.

 

Ranto Kotohajime (The Beginning of Dutch Studies in the East) in Japan: A Documentary History, ed. David J. Lu (Armonk, NY: M.E. Sharpe, 2005), 1:264-66. Koten Bunka Nibon Taikei (Major Complication of Japanese Classics) (Toyoko: Iwanami Shoten, 1969), 95:487-93.

 

Prominent People Of Minato City

Copyright 2008 Minato City

Date Accessed: 24 February 2013

http://www.lib.city.minato.tokyo.jp/yukari/e/man-detail.cgi?id=121

 

Kallie Szczepanski, Asian History Guide. "Asian History." 2005. About.com. 2 March 2013 http://asianhistory.about.com/od/japan/a/feudalfactsJapan.htm

Howell, David L. Geographies of Identity in Nineteenth-Century Japan, Berkeley: University of California Press, 2005.

 

2013. Tokyo Printing Museum. 12 March 2013< http://www.printing-museum.org/en/collection/looking/04_02.html>.

 

Final Draft 1st Paper


The Reality of the Human Body

What effects can a medical book, even in a different language have on a society? They can be enormous depending on the area of expertise. In this case, it was simple human anatomy. What if it had been on herbal remedies? The Asian culture has, and will continue to make herbal remedies and teas.   Sugita Genpaku (1733-1817) was a Japanese physician fortunate enough to copy of the Dutch anatomy book entitled "Tabulae Anatomicae” in 1771 (Genpaku). Social barriers with a government imposed society closed to Western influences can hamper advancements even when change is necessary.

Born in a mansion belonging to the Kohama Clan in Ushigome Yarai, Edo. Genpaku was a medical scientist and scholar of Western studies  (Prominent People of Minato City).  Genpaku's father (Hosen Sugita) was the clan doctor who studied Dutch medicine, but Genpaku did not take it too seriously until he met Dutch Surgeon Gentetsu Nishi   (Prominent People of Minato City).  At the age of 17, Genpaku started his medical training. Gentetsu Nishi was the private doctor for the shogunate that was living in Nihonenoki in Takanawa. In 1752 at the age of 19-20, he became the clan doctor (Prominent People of Minato City) (Genpaku).

He was not the only learned individual of his profession that thought or knew that the Chinese medical learning information was out of date (Reilly pg. 744).  He had colleagues that thought the same way. Hiraga Gennai (1729-1779) was one to whom he discussed this subject with and recorded their discussion: “As we have learned the Dutch method of scholarly investigation through field work and surveys is truly amazing. If we can directly understand books written by them, we will benefit greatly. However, it is pitiful that there has been no one who has set his mind on working in this field. Can we somehow blaze this trail? It is impossible to do it in Edo. Perhaps it is best to ask translators in Nagasaki to make some translations. If one book can be completely translated, there will be an immeasurable benefit to the country.”(Reilly pg.744) Both had discovered that a language barrier existed (Dutch versus Japanese/Chinese) hampering their ability to learn more about the human anatomy. They both had seen the Dutch anatomy book and had been trying to understand all of the pictorials and written text in Dutch . Discovering this information to be completely or partially different from what they knew had to be mind boggling to say the least.

There had been other occasions where existing Chinese medical books that depicted how the human body was constructed had been proven to be misleading. While studying under Dr. Yamwaki Toyo of Kyoto, Kosugi Genteki had an occasion to witness a post-mortem examination of a body and recorded “what was said by the people of old was false and simply could not be trusted”(Reilly pg.744). Twelve years earlier, in 1759, Dr. Toyo published a book entitled “Zoshi" (On Internal Organs), to which Segita read this book and indicted that he could not wait until he had the opportunity to witness an autopsy (Reilly pg.744). Not all physicians were invited to this occasion. Meaning only a select few had the opportunity to be present for the examination. Sugita had compared both books and wanted to observe first-hand the differences to accurately described the truth  (Reilly pg.744).

Dr. Genpaku wanted to share the information with his colleagues and not horde the information. He knew of one that was very diligent in the pursuit of their medicine. His name was Maeno Ryotaku (1723-1803). Dr. Genpaku was given the opportunity to witness a post-mortem examination on the body of an executed criminal in the town of Senjukostukahara on the next day, so he invited Dr. Genpaku (Reilly pg.744). When they arrived, Dr. Genpaku produced his copy of the same Dutch book Maeno had (Reilly pg.744). The odds that both individuals had the same book, and had brought it with them, clearly indicated both men were in pursuit of medical accuracy to further their knowledge of human anatomy and the correct terms for internal organs, especially to be in the Japanese or Chinese language. Both doctors looked forward to viewing the human organs to compare the Chinese and Dutch medical books. They knew of several description inaccuracies in the Chinese version with the heart (Reilly pg.744).

The individual that performed the examination was an old man of 90 years of age that indicated he had performed several post-mortem examinations (Reilly pg.745). It was evident that he knew that the human body had the same individual organs (other than the difference male to female), but he just referred to them as “this and that organ” (Reilly pg. 745). This gentleman had no aspirations to identify what the body parts were for future applications, nor seemed to care. It was clear which organs were the heart, liver, gall bladder, and stomach, but he had no actual names, nor did he know what others had associated names to many of the other non-named organs (Reilly pg.745).

After completing the examination, Dr. Genpaku “consulted the anatomy chart and clearly identified an arterial tube, a vein, and the suprarenal gland” (Reilly pg. 744). Both physicians had taken the time to make sure that both books they had in their possession had no variances in the charts between the two books, even though they were the same edition. They found that there were none and that was very relevant in regards to whether they were a handwritten or printing press copies. Either way the copies were the same.

They found that the Chinese Book of Medicine (Yi Jing) stated, “The lungs are like the eight petals of the lotus flower, with three petals hanging in front, three in back, and two petals forming like two ears and that the liver has three petals to the left and four petals to the right” (Reilly pg. 745). It was quite apparent that the Chinese version of medical anatomy knowledge was very colorful in language, but lacking in accuracy. They both had observed that this was not the case at all and stated, “There were no such divisions, and the positions and shapes of intestines, and gastric organs were all different from those taught by the old theories” (Reilly pg.745).

With further investigation, Dr. Genpaku discovered that the official physicians present during the autopsy, Dr. Okada Yosen and Dr. Fujimoto Rissen had both witnessed dissections seven or eight times. They themselves were both perplexed and could not resolve their doubts when it came to the reality witnessing first hand versus literature contained in the book.  They did write what they thought was strange during each of their previous observations (Reilly pg.746). Such a large disconnect between the reality of as-seen versus the taught medical information was disturbing. It was not a matter of anatomy, rather a question of who was going to be the one that wants to inform the proper medical officials that their data on human anatomy was incorrect. They had just given it up that there was a human difference between other cultures and the Japanese bodies (Reilly pg.746). The Chinese referred to the Japanese as “barbarians”(Reilly pg.746). They must not have wanted to add injury to insult. Do not step on the wrong toes, for it the honorable thing to do. Professional courtesy to the max! Continuing on with their investigation into the differences between the medical technologies, they went to the execution ground to look at the bones of the previous owners and collected a number of them for further examinations (Reilly pg.746). What they found there was no different than the other anatomy inaccuracies they had discovered previously leaving us to wonder why changes did not get made at an earlier time.

It was nearly impossible to learn about the human internal anatomy as a physician. Japanese structure did not allow physicians to perform any type of dissections on human bodies. Information the physicians had been taught up until this point was now being questioned for its accuracy and validity of the entire profession. Authority to perform autopsies was given to individuals from the eta class. This social class was excluded entirely from the hierarchy. (Szczepanski) (Howell) These were individuals that were an untouchable caste in Japan, being defined by their restriction to certain occupations associated with death, tanning or working with hides, cremating the dead, butchering, meat, and thus, doing autopsies. They could not be physicians (Reilly pg.745).

Upon completing their day of performing the post-mortem examination and collecting bones, the three physicians (Ryotaku, [Nakagawa] Juana (1739-1786) and Genpaku) left together and conversed about their discoveries, thus opening their eyes to a whole new level of understanding. They realized that they had been ignorant of the inaccuracies and realized it was a shame to be of their profession and not known of the difference. They made the comment “As physicians who serve their masters through medicine, we performed our duties in complete ignorance of the true form of the human body. How disgraceful it is”(Reilly pg.745).  Honor in the Asian society is a highly regarded social philosophy and life style. At that time, they collectively realized that a major effort must take place to translate the Dutch book into the Japanese language. They could see that it would take a collective effort to make it happen. Ryotaku did know some Dutch and had been exposed to it enough to be able to make some structure from the word phrases and patterns. Both of them agreed that they would work together to complete the necessary work to translate the Tabulae Anatomicae (Reilly pg.746). Three years later (1774), the Japanese version “Kaitai Shinsho (New Book of Anatomy) was published. This was the first completed translation of a Western medical book (Tokyo Printing Museum). The Japanese society had closed its doors to outside influences during the shogunate era, so the lack of correct medical knowledge is a product of the society, not the social class.

One must ask how a society can elevate individuals to a medical position such as a physician, as they are only taught by a known and entrusted teacher. Teachers are "supposedly" learned in all necessary forms of the medical profession, so they should have known of the deficiencies that existed for some long period of time. Some professions are taught and handed down father to son to keep within your specific social class structure, as was this case. There was a definite breakdown in communication between the physicians and the eta class. When this happens, the society/social class structure has to make whatever changes are necessary to become more knowledgeable and having individuals strong enough to challenge the norm and step on new ground. To be able to create a standard for a Japanese physician that was accurate forthwith was an essential advancement necessary for this profession. It is known that by not keeping within their social occupation class structure, these physicians opened doors of medical knowledge not known to them before this time. It is not recorded, but there had to have been additional opportunities for these medical professionals to witness autopsies to further their challenging efforts. To stay focused with attention to detail, all medical charts were verified and accurately drawn, and named accordingly, resulting in new Japanese words created for body parts not yet named. They changed Japanese medical and social history by finding an honorable solution to their own ignorance, and did so in a closed society. 

 

Wednesday, March 13, 2013

Changes After Peer Review 1st Draft Paper One


The Reality of the Human Body

What effects can a medical book, even in a different language have on a society? They can be enormous depending on the area of expertise. In this case, it was simple human anatomy. What if it had been on herbal remedies? The Asian culture uses many herbs to make concoctions and teas. Sugita Genpaku (1733-1817) was a Japanese physician that was fortunate enough to be able to obtain a Dutch copy of an anatomy book entitled “Tabulae Anatomicae” in 1771. (Genpaku) Social barriers with a government imposed society closed to Western influences can hamper advancements even when changes are necessary.

Genpaku was a medical scientist and scholar of Western studies. He was born in a mansion belonging to the Kohama Clan in Ushigome Yarai, Edo. Genpaku's father (Hosen Sugita) was the clan doctor who studied Dutch medicine, but Genpaku did not take it too seriously until he met a Dutch Surgeon Gentetsu Nishi, and at the age of 17, started his medical training. Gentetsu Nishi was the private doctor for the shogunate that was living in Nihonenoki in Takanawa. In 1752 at the age of 19-20, he became the clan doctor. (Prominent People Of Minato City) (Genpaku Sugita)

He was not the only learned individual of his profession that thought or knew that the Chinese medical learning information was out of date. He had colleagues that thought the same way. Hiraga Gennai (1729-1779) was one to whom he discussed this subject with. He recorded their discussion: “As we have learned the Dutch method of scholarly investigation through field work and surveys is truly amazing. If we can directly understand books written by them, we will benefit greatly. However, it is pitiful that there has been no one who has set his mind on working in this field. Can we somehow blaze this trail? It is impossible to do it in Edo. Perhaps it is best to ask translators in Nagasaki to make some translations. If one book can be completely translated, there will be an immeasurable benefit to the country.”(Reilly) They both had discovered that a language barrier existed (Dutch versus Japanese/Chinese) hampering their ability to learn more about the human anatomy. They both had seen the Dutch anatomy book and had been trying to understand all of the information contained in the book. The book had pictorials and written text all in Dutch language. Discovering this information to be completely or partially different from what they knew had to be mind boggling to say the least.

There had been other occasions where existing Chinese medical books that depicted how the human body was constructed had been proven to be misleading. Kosugi Genteki had an occasion to witness a post-mortem examination of a body when he had studied under Dr. Yamwaki Toyo of Kyoto, recorded “what was said by the people of old was false and simply could not be trusted.”(Reilly) Twelve years earlier, in 1759, Dr. Toyo published a book entitled “Zoshi" (On Internal Organs), to which Segita read this book and indicted that he could not wait until he had the opportunity to witness an autopsy. Not all physicians were invited to this occasion. Only selected few had the opportunity to be present for the examination. Sugita had compared both books and wanted to observe first-hand the differences to observe which one accurately described the truth.

Dr. Genpaku was one that wanted to share the information with his colleagues and not horde the information. He knew of one that was very diligent in the pursuit of their medicine. His name was Maeno Ryotaku (1723-1803). Dr. Genpaku was given the opportunity to witness a post-mortem examination on a body from an executed condemned criminal in the town of Senjukostukahara on the next day, so he invited Dr. Genpaku. When they arrived, Dr. Genpaku produced his copy of the same Dutch book Maeno had. The odds that both individual having the same book, and had brought it with them clearly indicates both men were in the pursuit of medical accuracy to further their knowledge of human anatomy and the correct terms for internal organs, especially to be in the Japanese or Chinese language. They both looked forward to viewing the human organs to compare against the Chinese medical book versus the Dutch medical book. They knew of several description inaccuracies in the Chinese version with the heart.

The individual that performed the examination was an old man of 90 years of age that indicated he had performed several post-mortem examinations. It was evident that he knew that the human body had the same individual organs (other than the difference male to female), but he just referred to them as “this and that organ.” (Reilly) This gentleman had no aspirations to identify what the body parts were for future applications, nor seemed to care either which way. It was clear what organs was the heart, liver, gall bladder, and stomach, but he had no actual names, or knew of what others had associated names to many of the other non-named organs.

After completing the examination, Dr. Genpaku “consulted the anatomy chart and clearly identified an arterial tube, a vein, and the suprarenal gland.” (Reilly) Both physicians had taken the time to make sure that both books they had in their possession had no variances in the charts between the two books, even though they were the same edition. They found that there were none. This is something relevant due to if it were a hand written book copied or a printing press copy. Either way the copies were the same.

They found that the Chinese Book of Medicine (Yi Jing) stated that “the lungs are like the eight petals of the lotus flower, with three petals hanging in front, three in back, and two petals forming like two ears and that the liver has three petals to the left and four petals to the right.” (Reilly) It was quite apparent that the Chinese version of medical anatomy knowledge was very colorful in language, but lacking in accuracy. They both had observed that this was not the case at all. As they put it “There were no such divisions, and the positions and shapes of intestines, and gastric organs were all different from those taught by the old theories.” (Reilly)

In further investigating, Dr. Genpaku discovers that the official physicians present during the autopsy, Dr. Okada Yosen and Dr. Fujimoto Rissen had both witnessed dissections seven or eight times. They themselves were both perplexed and could not resolve their doubts when it came to the reality of seen versus medical literature. At least they wrote down what they thought was strange during each of their previous observations. They must have wondered why there was such a disconnect between the reality of as-seen versus taught medical information. It was not a matter of anatomy, but had to have been a question of who is going to be the one that wants to inform the proper medical officials that their data on human anatomy is incorrect. They had just given it up that there was a human difference between other cultures and the Japanese bodies. The Chinese referred to the Japanese as “barbarians.” They must not have wanted to add injury to insult. Do not step on the wrong toes, for it the honorable thing to do. Professional courtesy to the max! To continue with their investigation to the differences between the medical technologies, they went to the execution ground to look at the bones of the previous owners and collected a number of them for further examinations. What they found there was no different than the other anatomy inaccuracies they had discovered. This leads us to wonder why the changes did not get made at an earlier time.

It was next to impossible to learn about the human internal anatomy as a physician. The Japanese structure did not allow physicians to perform any type of dissections on human bodies. The information the physicians had been taught to this point was now in question for the accuracy and validity of the entire profession. The only group that had the authority to perform the autopsy was individuals from the eta class. This social class was excluded entirely from the hierarchy. (Kallie Szczepanski, Asian History Guide) These were individuals that were an untouchable caste in Japan, being defined by their restriction to certain occupations associated with death, tanning or working with hides, cremating the dead, butchering, meat, and thus, doing autopsies. They could not be physicians.

Upon completing their day performing the post-mortem examination and collecting bones, the three physicians (Ryotaku, [Nakagawa] Juana (1739-1786) and Genpaku) left together and conversed about their discoveries. They had opened their eyes to a whole new level of understanding. They realized that they had been ignorant of the inaccuracies and realized it was a shame to be of their profession and not known of the difference. They made the comment “As physicians who serve their masters through medicine, we performed our duties in complete ignorance of the true form of the human body. How disgraceful it is.”(Reilly) Honor in the Asian society is a highly regarded social philosophy and life style. At that time, they collectively realized that a major effort must take place to translate the Dutch book into the Japanese language. They could see that it would take a collective effort to make it happen. Ryotaku did know some Dutch and had been exposed to it enough to be able to make some structure from the word phrases and patterns. Both of them agreed that they would work together to complete the necessary work to translate the Tabulae Anatomicae. Three years later (1774), the Japanese version “Kaitai Shinsho (New Book of Anatomy) was published. This was the first completed translation of a Western medical book. (Tokyo Printing Museum) The Japanese society had closed its doors to outside influences during the shogunate era, so the lack of correct medical knowledge is a product of the society, not the social class.

One must ask how a society can elevate individuals to a medical position such as a physician, as they are only taught by a known and entrusted teacher. The teachers are supposedly learned in all necessary forms of the medical profession, so they should have known of the deficiencies that existed for some long period of time. Some professions are taught and handed down father to son to keep within your specific social class structure, as was this case. There was a definite breakdown in communication between the physicians and the eta class. When this happens, the society/social class structure has to make whatever changes are necessary to become more knowledgeable and having individuals strong enough to challenge the norm and step on new ground. To be able to create a standard for a Japanese physician that was accurate forthwith was an essential advancement necessary for this profession. It is known that by not keeping within their social occupation class structure, these physicians opened doors of medical knowledge not known to them before this time. It is not recorded, but there had to have been additional opportunities for these medical professionals to witness autopsies to further their challenging efforts. To stay focused with attention to detail, all medical charts were verified and accurately drawn, and named accordingly. New Japanese words created for body parts not yet named. They changed Japanese medical and social history by finding an honorable solution to their own ignorance, and did so in a closed society. 

Friday, March 8, 2013

Peer Review Note of Dameans First Draft Rhetorical Analysis


In the wake of the Age of Enlightenment, and on the heels of the United States Declaration of Independence, The Declaration of the Rights of Man and of the Citizen jump started a revolution in France that effectively brought the country from darkness to light in a matter of 10 years. (Thesis)At the forefront of the proposed declaration was Marquis de La Fayette (Lafayette). Already a war hero from actions in the American Revolutionary War, Lafayette became the vice president of the assembly that drafted the Declaration of the Rights of Man and of the Citizen.

Your thesis does not support your document.  There is something missing to make it standout. …no hook. 

 Potential Thesis Statements: Wealth and birthrights could not stop the influences from the Enlightenment.  One such individual that played a major role in the American Revolution War and the creation of “The Declaration of the Rights of Man and of the Citizen” was Marie Joseph Paul Yves Roche Gilbert du Motier, or Marquis de Lafayette.

OR

Influences from a 20 year old rich boy from France that changed America and France.  Marie Joseph Paul Yves Roche Gilbert du Motier, or Marquis de Lafayette was one that did.

 
Born named Marie Joseph Paul Yves Roche Gilbert du Motier, Marquis de Lafayette was born in Chavaniac France, which was later named after Lafayette himself to become Chavaniac-Lafayette. He was born 6 September 1757 to a strong military heritage with a wealth of money. His parents died while Lafayette was still young, leaving him with 25,000 livres (equal to a pound of sliver), which in today’s economy would be roughly $100,000. After the death of his uncle, Lafayette inherited 120,000 livres yearly, roughly $480,000. With thoughts of the romantic American cause, glory and excitement, Lafayette made plans to travel to America.  After being forbidden to leave France by the King and his family, and support the American Revolution, Lafayette jumped through hoops to get to America, ultimately disguising himself as a woman as well as buying the cargo on the ship he was riding so the captain wouldn’t stop in the West Indies, fearful of arrest.

Commissioned by Congress as a Major General, Lafayette was a major commander in the American Revolution from 1777 to 1781. He fought and commanded at the Battles of Brandywine, Gloucester, Barren Hill, Monmouth, Rhode Island, Green Spring, and the Siege of Yorktown. Wounded at the Battle of Brandywine, he healed and rejoined George Washington at Valley Forge.  He returned to France in December of 1781 as a war hero after the defeat of Cornwallis at Yorktown, Virginia. He was later appointed to the Assembly of Notables to address, among other things, the growing sentiment of non-nobility having to pay taxes in support of an overly wealthy monarchy. The Assembly of Notables eventually evolved into the National Assembly, which led to the Tennis Court Oath. The draft of the “Declaration of the Rights of Man and of the Citizen” was submitted, which King Louis XVI didn’t approve of because it stripped him of perks given by the divine rights of kings. Due to the king’s lack of support, the Bastille, the representation of royal authority in Paris, was stormed, marking the start of the French Revolution and the French Revolutionary Wars.

The “Declaration of the Rights of Man and of the Citizen” was an extremely important document. Recognition of the natural, inalienable, and sacred rights of man were contained in 17 numbered sentences. They echoed the sentiment of common people in France while subtly telling the story of the past and the position of kings; it gave insight into a fruitful future using ideals that were a direct reflection of Enlightenment ideas. There are some prime examples of this throughout the declaration.

The first sentence, “Men are born and remain free and equal in rights; social distinction may be based only upon general usefulness.” sets the stage for the rest of the declaration. It establishes that, because all men are born with equal rights, your status is performance based. There is a sort of tearing away of the idea that nobility is more important than the lower class. Lafayette did not see himself better than the average soldier.  He was on the front lines commanding. He was their equal.

The second sentence establishes the rights of man as well as the government’s basic responsibilities. “The aim of every political association is the preservation of the natural and inalienable rights of man; these rights are liberty, property, security, and resistance to oppression.” It states that protection of each person’s natural rights should be of most importance to political institutions. It brings to light some Enlightenment ideas incorporated into the rights that man will have under the declaration. Natural and inalienable rights are pretty much the same thing. It means the rights that you’re born with aren’t dependent upon laws or a particular government. Lafayette used his own funds to support the American cause.  He lived this second sentence.

One sentence proclaims, “Since every man is presumed innocent until declared guilty, if arrest be deemed indispensable, all unnecessary severity for securing the person of the accused must be severely repressed by law.” This states that, it should be assumed that every man is innocent until proven guilty, and that if arrest is necessary, the enforcer of the law must not harm the “assumed” innocent. This mixes natural rights with legal rights. It gives a person the freedom to do what they want as well as the right to be treated fairly.  He protected the Royal Family from a Paris mob on 8 October 1789. He believed in this principle.

Another states that, “Free communication of ideas and opinions is one of the most precious of the rights of man. Consequently, every citizen may speak, write, and print freely, subject to the abuse of such liberty in the cases determined by law.” Before this declaration, common people were severely repressed. The only people that represented themselves through writing, speech, and print were in nobility or someone appointed by nobility. Even then, those appointed expressed the view of nobility and not really their own. The idea that you could have the freedom to think for yourself and do for yourself is a popular enlightenment idea.

The 12th declaration reads, “The guarantee of the rights of man and citizen necessitates a public force; therefore, is instituted for the advantage of all and not for the particular benefit of those to whom it is entrusted.” This essentially stated that nobility couldn’t have their own “army” because everyone is entitled to be protected as their legal right. This challenged the divine right of kings. Although subtly, it stated that the nobility had abused their power, by using their own armies for their personal protection, not for the protection of their people. Lafayette endured being imprisoned by the Austrians and Prussians for about 5 years as a political prisoner as he fled to Belgium from the Jacobin influence.

With the exposure of Enlightenment ideals, and the growing displeasure with King Louis XVI, the French Revolution was born. The Declaration of the Rights of Man was proposed within the first year, seeking to change the old ways in France. The enlightenment ideas that found their way into the declaration made it clear that a shift in France was necessary for growth. Lafayette established himself as a credible authority figure and key player during the ensuing revolution. He paid for his decisions with the loss of all his property and wealth he had possessed in France. In the midst of the French Revolutionary Wars, King Louis XVI was executed. He was found guilty of high treason and executed by guillotine, effectively ending 1000 years of French monarchy. The French Declaration of the Right of Man and Citizen marked an important turning point in France, fueling a revolution that would spark some extremely volatile events, but proving a key enlightenment ideal, Progress.

Monday, March 4, 2013

Response to Thomas Jeffersons' Letter to James Madison

2 February 2013

The question:  Whether one generation of men has a right to bind another seems never to have been started either on this or our side of the water.  Yet it is a question of such consequences as not only to merit decision, but place also, among the fundamental principles of every government.” – Thomas Jefferson to James Madison, Paris, 6 September 1789.

According to Merrian-Webster.com, “to bind … restrict, put under oath or obligation, constrain with legal authority. These two sentences by themselves are powerful, but what is the driving force of the topic?  In order to understand the question, one must read the entire document to understand the content of the letter.

This document was written 6-months after the effective date of the US Constitution (4 March, 1789). 

The Bills Of Rights were distributed to the existing states for ratification on 25 September, 1789 and this letter was not in the hands of James Madison before this time.  He returned to the US about 1-month after receiving this letter.

This whole content is set on the precept of the government having the right to bind future generations for the costs incurred by said government.  The answer is no.

In the long drawn out process of Jefferson’s lengthy letters does clearly show genius in his thinking.  There is no doubt after reading this letter in its entirety, that you “get it” and can wonder why it took so much to explain what is written in the above question.

In today’s society, the founding fathers would be shaking in their graves at knowing what past and the current administrations have done to “bind” future generations with financial hardships.
 
Works Cited


 

Sunday, March 3, 2013

2013 Hyundai Santa Fe Superbowl Commercial Rhetorical Analysis


2013 Hyundai Santa Fe Superbowl Commercial Rhetorical Analysis

This commercial is about the neighborhood bully getting his own medicine in the end.

This is a setup waiting to happen.

1 second – The bully is an older bigger kid with his friends that take away a football from a thin skinny younger kid as he is playing catch with himself in a park. He pushes him one armed away.  Intimidation (Pathos)

2-4 seconds – Young kid tells bully “Hey give it back”. Authority (ethos) he owns the football.

5 seconds – Bully tells him ok when he comes back with a team.  Bully is now backed up by his associates, all big kids with looks of “bring it on if you dare”. There is a laugh in the background.  Authority (pathos) reasoning (logos)

6 seconds - Younger kid says “Okay.  Reasoning (logos). It is as he just needed an excuse to form a team. 

7 seconds – 1st look at a vehicle in the driveway, facing out.  Boy running inside the house.  Music gets you anticipating the next move. Emotion (pathos)

8-10 seconds – Both mom and son are in the vehicle driving.  Boy has a serious look on his face. 

10- 13 seconds –They stop in front of a house with two boys lifting weights.  A simple nod to get in the vehicle causes both boys to drop their weights and run to the car.  The team is forming with two heavy weights.  Both are redheads.  Authority (ethos)

14-16 seconds – They are driving to the next destination.  The music sounds like part of the theme from CSI – Miami.  Emotion (pathos)

16 -18 seconds - Shows someone welding.  The music is the notification for this boy to remove his welding gear and toss to the associate. The next boy gets into the vehicle.  This boy represents the technical side of the team. Authority (ethos). Shows the side view of the vehicle.

18-24 seconds – They are driving to the next destination, which is in the country where a boy is hog wrestling a bear as the crowd cheers him on.  This look on his face shown that he is just funning around with the bear.  There are no vehicles in the area other than the Santa Fe.  This boy gives a “thumbs up” signal as he recognizes his queue he is needed. This is the easy go lucky guy that is a prankster.  Emotion (pathos) Authority (ethos)

24 seconds - They are driving to the next destination.  Front view of the vehicle. Shows plenty of window viewing space for the passengers.  Reliability (ethos)

25-27 seconds - They pull up to a building on fire.  Side view of the vehicle. A black boy carrying a man out of the building looks over to the vehicle and acknowledges the look given, which is a “heads down” gesture.   Authority (pathos) Emotion (ethos)

28-29 seconds - Shows the young boy carrying a large framed man down the stairs. Gives a “head nod downwards” in recognition, places the man down out of the way and pats him on the head and runs to the vehicle.  This is the risky one of the group.  Authority (ethos)

30 seconds – Shows the vehicle leaving as sirens are heard in the background. Side view of the vehicle.

31-32 seconds – Shows everyone in the vehicle.  Depicts seatbelt usage for all passengers.  The looks on all passengers is a somber intense look, even on the mother. Emotion (pathos)

32-33 seconds – They arrive at the park and open the vehicle doors. The music is upbeat to set the tone of the next action. Emotion (pathos)

34-35 seconds – Shown the bullies looking at the vehicle wondering what to expect.  The main bully looks at the “team” with wonderment. 

35-38 seconds – The “team” struts over to the bullies.  One of the heavyweights is taking large strides strutting his stuff.

39 seconds - The bully tucks the football under his arm and with a tone of “we are better than you” ask “touch or …” Authority (pathos)

40- 42 seconds - Both groups say “tackle” at the same time. They “team” nods in affirmation with their decision.  The music in the background is saying “Name your Game”.   Authority (ethos)

43-47 seconds - Shows the Hyundai Logo. Authority (ethos)

47 seconds – shows the “team” smiling smirkingly towards the other bullies. Emotion (pathos)

The commercial is depicting that different classes of people and demographics can own a Santa Fe.

Saturday, March 2, 2013

Don Luis de Velasco


It is quite obvious that the Catholic faith desired to use Don Luis de Velasco (Paquiquineo) to their advantage by his knowing the native language and being “converted” would be able to translate his new faith into words that could be understood by the natives without too much effort all those that would be in the mood to listen to him speak. 

I believe that along the way, he got “enlightened” by all of the delays to return home and he realized that his companions were basically out for gain no matter the cost.  With the nine year delay of returning home gave him a bad taste in his mouth that caused him to revert back to his native instincts and eliminated his new enemies, the priests.  He found out that he had to manipulate the system to his advantage in order to get home.  He had to know that it would take years to accomplish his task even with the danger of being caught in his scheme or even the wondering of spies wherever his travels took him.  He had been titled at court through the house of trade as an influential individual.  During this time, there had to be many different nationalities of slaves, gentry and nobles, so to the others, he was not a spectacle. (1)

The Spanish wanted his knowledge about the area so they could exploit it for their advantage.  By not identifying the bay entrance, kept his people free from the European and Spanish dominion for a while longer. (2)

Don Luis made the missionaries suffer by hunger and trying to survive in a land they knew little or nothing about.  They might have been learned individuals, but they were totally dependent upon the locals for their very existence.

Having the order to kill on sight by the Governor, all relatives of Paquiquineo had to stay out of sight.  Fear of death makes one go to the basics of survival (level 1). 

It is very interesting that Alfonzo did not want to be with his father and choose to be with the military instead.  It might have been his instinct of safety.

I can fully understand the sense of urgency to obtain all religious artifacts and garments by the Spanish citizens.  Being instilled into their core being that what they see individuals wearing religious garments and tokens would be considered as sacrilegious.  In Spain or Rome, this type of actions would be punishable by death or worse.  Whatever garments and tokens that were found were taken back.

It is clear that Luis de Quiros was willing to take the young native boy as “Plan B” to educating a native that hopefully would not revert to same situation as Don Luis.  Obtaining a youth has better odds to teach than a teenager or adult.  At this time he realizes that any religious conversions would be null.  The phrase here is “better enough to leave well enough alone” until things settle down with everyone as stated “If there is any fruit here, it will have to be by wearing them away like water on a rock”. 


Don Luis de Velasco Timeline


Encyclopedia Virginia: Don Luis de Velasco / Paquiquineo (fl. 1561-1571)
http://encyclopediavirginia.org_lua
date accessed 31 January 2013
  • MLA Citation:Rountree, Helen C. "Don Luís de Velasco / Paquiquineo (fl. 1561–1571)." Encyclopedia Virginia. Ed. Brendan Wolfe. 2 Mar. 2013. Virginia Foundation for the Humanities. 6 Nov. 2012 <http://www.EncyclopediaVirginia.org/Don_LuA>.
  • First published: December 15, 2010 | Last modified: November 6, 2012

    Contributed by Helen C. Rountree, professor emerita of anthropology at Old Dominion University, and author of Pocahontas's People: The Powhatan Indians of Virginia Through Four Centuries (1990) and Pocahontas, Powhatan, Opechancanough: Three Indian Lives Changed by Jamestown (2005).

    M&M 2013 Superbowl Commercial Analysis


    M&M’S Chocolate Commercial

    Red is playing the piano singing Sad Love song music – theme “I could do anything for love”. The music shows a desire for attraction.(logos)  Red is in his 30’s. – Shows credibility (pathos) for desire to have love (ethos).

    4 seconds-Red closes eyes shows emotion (pathos)

    5 seconds – South American decent woman with dark hair woman pointing her finger suggesting “come here” along the beach with smooth-low wave’s water and the sunset in the background. Shows Desire (pathos) & Emotion (ethos).

    6-7 seconds – Red is carrying her 6 shopping bags about 6 paces behind her.   This is an Asian social requirement where the woman is expected to be when she is with her husband in the public. Red is willing to be her servant or subject to keep her. (ethos)

    8-9 seconds- There are two women in the frames.  The blonde is carrying two shopping bags. She appears to have rings on her left fingers.  Both women have long flowing hair.  The dark haired woman is wearing dark plaid blouse with green skirt, putting on large framed sun glasses.  She appears to have a stain on her dress that looks like chocolate.  Red is smirking.  There is a contrast in women and physical attractions and clothing styles.  The blonde has more of a curvaceous figure, covered with clothes to the elbow where her entire legs are covered by pants and boots.  The other has a slim trim figure with entire arms and 4-inches above the knee are bare.   Purses are in different locations on the same arms, shoulder versus elbow. Shows authority (ethos).   This shows that Red has a desire for dark skinned, dark haired women.

    9-10–seconds – Both are in a candlelit bathroom with Red painting her toe nails red, looking for a sign of approval.  She is in a white robe signifying purity. Emotion (pathos)

    11-12 seconds- They are back on the beach with the woman swinging Red in the air, around in circles indicating romantic indications. Emotion (pathos)

    13-15 seconds – They are in the bathroom with Red having on a black wig.  He seems uneasy with the new look.  This shows that she would prefer males with hair. Emotion (pathos)

    16 seconds -Red is back at the piano again singing his song. Reasoning (logos)

    17 seconds- Red quickly changes expressions an attitude saying “but I won’t do that”. Emotion (pathos)

    18 seconds- There are four women (3 dark haired, dark eyed, one blonde haired, blue eyes) sitting on a couch watching something with Red sitting on the same woman’s’ left leg. They are all thin, petite shaped.   She licks the back of Reds’ head. Authority (ethos) Red is totally shocked in his facial expression. Emotion (pathos)

    19 seconds – She wants Red to get into the Piñata, but he has hands folded, defiant stance and there is no eye contact between them. (Logos)  She wants to party, but Red does not. (Pathos)

    21 seconds - She has Red sitting on a large dish of ice cream with M&M’s sprinkled on the ice cream.  Whipped cream is being put on his head. M&M’s can be used with ice cream. Reasoning (logos)

    21-22 seconds- Red is on a birthday cake with 4-inch long candles being lit around him. His eyes are on the lighter.  M&M’s can be on top as decorations on a cake. Reasoning (logos)

    22- 24 seconds- She is attempting to put Red in the oven on top of a large cookie. Reds arms are stopping him from entering the oven.  She is smiling. He loses the battle.  M&M’s can be used in cookies. Reasoning (logos)

    24-25 seconds- Red is back at the piano holding on to a piano leg, emotionally distraught. Reasoning (logos)

    26 seconds – They are back onto the couch with all of them trying to take a bite out of him. It turn into a frenzy.  (Pathos)

    27 seconds- You see chocolate being lifted up out of chocolate and then colored with the last M&M shown is chocolate with the brown coating.  This is signifying that M&M’s are acceptable in the South American, Spanish, Brazilian and African femine cultures. Reasoning (logos)

    Obama SOTU Jobs Rhetorical Analysis

    Every day we should ask ourselves three questions as a nation: How do we attract more jobs to our shores? How do we equip our people with the skills they need to get those jobs? And how do we make sure that hard work leads to a decent living? (1) (1)By whose standards?


    (2) CCC?  Joint Committee to come up with additional deficit reductions necessary to fund the AJA.
      13:53 President Obama A year and a half ago, I put forward an American Jobs Act (2) that independent economists said would create more than 1 million new jobs. And I thank the last Congress for passing some of that agenda. I urge this Congress to pass the rest.(3) But tonight, I'll lay out additional proposals that are fully paid for and fully consistent with the budget framework both parties agreed to just 18 months ago. Let me repeat: Nothing I'm proposing tonight should increase our deficit by a single dime. (6)  It is not a bigger government we need,(5) but a smarter government that sets priorities and invests in broad-based growth. (4) That's what we should be looking for.
    (5) He increased his cabinet – made K-jobs in government.  Gov. cannot create private sector jobs. 
    (3) Not humorous point.
    (4) Obama agenda
    (6) Three times in the past, he has said the same thing, only to spend  $$
      14:50 Manufacturing 14:50 President Obama
    Our first priority is making America a magnet for new jobs in manufacturing. After shedding jobs for more than 10 years, our manufacturers have added about 500,000 jobs over the past three. (2) Caterpillar is bringing jobs back from Japan.(1) Ford is bringing jobs back from Mexico. (3)  And this year, Apple will start making Macs in America again. (4)

    (1) Not identified on caterpillar web site

    (3) 1500 jobs
    (2) Union jobs –2011-TX, CA, PA; 2012 – WA, NM, TX, FL, AZ, ND; 2013 – TX, UT, VA, NC, ND
    (4) Not in place, BUT CEO AGREES IT IS POSSIBLE.
    15:18 President Obama
    There are things we can do, right now, to accelerate this trend. Last year, we created our first manufacturing innovation institute in Youngstown, Ohio.(2) A once-shuttered warehouse is now a state-of-the-art lab where new workers are mastering the 3-D printing that has the potential to revolutionize the way we make almost everything. There's no reason this can't happen in other towns. (1)
    (1)This was an open, competitive government selected process. Wonder what Ohio had to give to receive this funding?
    (2) Voice change, but it could happen in DC too
     
    15:43 President Obama
    So tonight, I'm announcing the launch of three more of these manufacturing hubs,(1) where businesses will partner with the Department of Defense and Energy (2) to turn regions left behind by globalization into global centers of high-tech jobs.
    (1)Where are they located?  You can talk all you want about possibilities, but people want results.  Sounds like the military base closure selection committee.  Politics at its best.
    (2)$30M = DOD, DOE, NASA & NSF
      15:56 President Obama
    And I ask this Congress to help create a network of 15 of these hubs and guarantee that the next revolution in manufacturing is made right here in America. We can get that done.
    Gov. subsidizes
     
      16:21 President Obama
    Now, if we want to make the best products, we also have to invest in the best ideas.(1) Every dollar we invested to map the human genome returned $140 to our economy — every dollar (2). Today our scientists are mapping the human brain to unlock the answers to Alzheimer's. They're developing drugs to regenerate damaged organs (3), devising new materials to make batteries 10 times more powerful (4). Now is not the time to gut these job-creating investments in science and innovation. Now is the time to reach a level of research and development not seen since the height of the space race.(5) We need to make those investments. (6) 
    (1) Gov. or private? Decided by whom?
    (2) DNA
    (3) R&D is science projects, not mfg. jobs
    (4) Green energy paid from DOE grants & Ford
    (5) Obama admin killed STS Program
    (6) Gov. funds into private business … (GOF)?
     
    17:15 President Obama
    Today no area holds more promise than our investments in American energy.(1) After years of talking about it, we're finally poised to control our own energy future. We produce more oil at home than we have in 15 years.(2) We have doubled the distance our cars will go on a gallon of gas (3) and the amount of renewable energy we generate from sources like wind and solar,(4) with tens of thousand of good American jobs to show for it. We produce more natural gas than ever before (6), and nearly everyone's energy bill is lower because of it.(5)
    (1) There are oil pumps locked all across the US due to regulations and the price of oil on the open market.
    (2) If so, then why is the price of vehicle fuels so high?  Heating oil is higher priced too.
    (3) Vehicle MPG has been monopolized by industry and oil companies.  30 MPG was available in the 70’s on foreign vehicles and a prototype escaped from Cadillac and was recovered from a private owner in Utah.  It got over 30 MPG.  The owner went to the dealer and that is how it was discovered.  I personally knew the owner.
    (4) Of the 33 Green businesses government funds spent, only 14 are still operating today.
    (5) Where in the US has the cost of energy decreased? The companies just keep raising costs and energy regulation boards approve the increases.
    (6) Regulations have been lifted, but what are the actual percentages?
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