Leadership Style in the Movie Gladiator - 4901 Words

GROUP PAPER/LEADERSHIP GLADIATOR, by Ridley Scott (2004) 1. INTRODUCTION Acting as observers in this case, we are reviewing the leadership from the perspective of the son of Caesar, Commodus. A man, with love lost. A man, without the desired virtues set by his Father. A man, without morals, as stated by his Father. A man, who competes for favor, trust, honor and value with an authentic leader like Maximus, someone whom has also had the love of Commodus Father and fails to connect with his followers. 1.1 Within and under the guardianship of his father, Commodus struggles to attain any of the qualities connected to an ethical type of leadership that was set up by his Father, namely wisdom, justice, fortitude and temperance, and with†¦show more content†¦Commodus also went against the demonstration of normatively appropriate conduct, which is a shared definition of ethical leadership according to Eisenbeiss (2012), and something that also includes the advocacy of such behavior to followers.(Eisenbeiss 2012:792) Connecting the orientations of justice and moderation, is also applicable here, due to the proposed shift by Aurelius and also something that i.e altered the course of his life drastically and immediately (Eisenbeiss 2012:795) Another aspects addressed in this paper is the dilemma Commodus encounter in his meeting and interaction with Maximus, someone with an authentic leadership style, further contrasting his own shortcomings and strengths. The way that Commodus d ealt with his- what he considered- betrayal, actually catapulted Maximus even further into such a leadership, due to the life changing event that occurred when his family was slaughtered (Northouse 2013:266) The theoretical approach for authentic leadership would have it that such leaders display self-awareness, and internalized moral perspective, balanced processing and relational transparency, all of which can be seen in the character of Maximus even though his processing went through stages where his balance was in questions, naturally due to the loss of his family and being imprisoned and sold like a slave. His moral reasoning, stemming from a military core as well, could have said to have a further impact onShow MoreRelatedOrganisational Behaviour - Movie Review4166 Words   |  17 PagesORGANISATIONAL BEHAVIOUR MOVIE REVIEW ON GLADIATOR GMBA January 2008 Avinash Anand â€Å"We mortals are but Shadows and Dust Maximus†¦ Shadows and Dust!† - Proximo Summary The movie, set in 180 A.D. traces the journey of a man who goes from being a trusted army General to the Emperor of Rome to a Slave to a Gladiator who eventually defies the Empire to exact his revenge and ensure that Rome gets converted back into a Republic. The movie highlights various aspects of inter personal relationshipsRead MoreStatement of Purpose23848 Words   |  96 Pagesdescribe these experiences, and, of course, note all relevant information, including, but not limited to, any of the following: your duties or responsibilities, your research project, your mentors, your writing experience, your skill sets, and your leadership qualities. Show professional growth or development by linking these experiences to what you learned as an undergraduate—and without ―lecturingâ€â€" to a reader who knows more than you. 4. Include special achievements: You might include literary or researchRead MoreAutobilography of Zlatan Ibrahimovic116934 Words   |  468 Pageshad asked for me I never found out. The phone wasn t important to me, and I had no one to speak with at home really, or, well, when there was something serious, dad was there for me. Then he could do anything for me, run downtown with his cocky style trying to settle stuff. He had a way of walking which made people go, like Who the fuck is that? But he didn t care about all the normal stuff, what happened in school, in football and with friends, so I had to talk to myself or get outside

Plato Immortality of the Soul - 1505 Words

PHAEDO: IMMORTALITY OF SOUL In the dialogue Phaedo Plato discusses the immortality of the soul. He presents four different arguments to prove the fact that although the body of the human perishes after death; the soul still exists and remains eternal. Firstly, he explains the Argument from Opposites that is about the forms and their existence in opposite forms. His second argument is Theory of Recollection which assumes that each and every information that one has in his/her mind is related to information and plays an important role in remembering. While trying to convince his readers, Plato proposes another argument claiming that the soul and the body are different forms. While the body is visible and mortal, the soul is invisible and†¦show more content†¦Therefore, Plato suggests that soul is immortal and does not vanish away with death and it is a living entity. In order to broaden his listener’s perspective on immortality of the soul, Plato guides his listeners in grasping that there are tw o kinds of existences: visible and invisible. He tries to demonstrate the fact that when the body is visible and mortal, the soul belongs to invisible category. Therefore, when one dies, the visible part of the body vanishes away, while the soul preserves its existence. Lastly, Plato uses his Theory of Forms which proposes that every quality has to participate in a form in order to exist. Plato believes that the soul exists in Form of Life which enables it to become alive and immortal. That is, Plato associates soul with life pointing out its immortality one more time. Plato finishes the dialogue by showing that Socrates has no fear of death since his soul will exist after death. Plato does not perceive death as an end but a new beginning. He finishes by showing Socrates’ commitment to his own ideas. In this dialogue, Plato proves Socrates’ loyalty to his own ideas. While trying to prove the immortality of the soul, Plato proposes many arguments. While questioning it, some of his arguments fall short of persuasion. Firstly, it is important to realize why Plato believes in immortality of the soul. It seems that since philosophers do not give muchShow MoreRelatedPlato s Views On The Immortality Of The Soul1391 Words   |  6 Pagesdialogues Phaedo, Plato touches on some of the theories of Socrates that focus on the immortality of the soul. Plato explains four main arguments that attempt to prove that the soul is indeed immortal. After reviewing and analyzing the arguments given, I have come to the conclusion that Plato’s premises are not true. I believe that the arguments he offers are in some way invalid. In order to prove the validity of each discourse, I will evaluate each of the four arguments Plato presents. BeforeRead MorePlato s Phaedo For The Immortality Of The Soul1701 Words   |  7 PagesPlato s final argument in Phaedo for the immortality of the soul is one of the most interesting topics of all time. The argument of whether the soul exists has been debated for years and even today. It goes hand to hand with the application of the theory of forms to the question of the soul s immortality, as Plato constantly reminds us, the theory of forms is the most certain of all his theories. The Phaedo is Plato’s attempt to convince us of the immortality of the soul by using several main argumentsRead MorePlato’s 1st Argument for the Immortality of the Soul from Opposites and Theory of Reincarnation999 Words   |  4 PagesPlato’s 1st argument for the Immortality of the Soul from opposites and Theory of Reincarnation Plato’s Phaedo is a dialog between Phaedo, Cebes and Simmias where Socrates gives some arguments for the immortality of the soul. In this work, Phaedo tells us about Socrates’ final days, who has been convicted to death. Great philosopher does not have a fear of death because he believes that when a man dies, the soul still exists even if the body perishes. Trying to prove his argumentsRead MoreWhy Does Plato Think That the Soul Is Immortal? Is He Right? Discuss with Close Reference to Phaedo 102a-107b.1609 Words   |  7 PagesWhy does Plato think that the soul is immortal? Is he right? Discuss with close reference to Phaedo 102a-107b. The Phaedo is Plato’s attempt to convince the reader of the immortality of the soul using four main arguments. These include the argument of affinity, recollection, Forms and the law of opposites. In the final passage of the Phaedo, (Grube, 2002:102a-107b), Plato provides his ‘Final Proof’, despite seeming like the most conclusive argument it is not necessarily the most convincing. PlatoRead MoreThe Flaws of Plato ´s Phaedo Essay1306 Words   |  6 Pagesfor the immortality of the soul is one of the most interesting topics of all time. It goes hand to hand with the application of the theory of forms to the question of the souls immortality, as Plato constantly reminds us, the theory of forms is the most certain of all his theories. The Phaedo is Plato’s attempt to convince us of the immortality of the soul by using several main arguments. These include the argument of forms and the law of opposites. In the final passage of the Phaedo, Plato providesRead More Recollection in Platos Phaedo and Meno Essay602 Words   |  3 Pagestexts, Plato is often misrepresented as merely reproducing Socratic rhetoric. In Meno, one of the first Platonic dialogues, Plato offers his own unique philosophical theory, infused with his mentors brilliant sophistry. Amidst discussing whether or not virtue can be taught, Meno poses a difficult paradox: How can one be virtuous, or seek virtue, when one cannot know what it is? How will you aim to search for something you do not know at all? (Plato, Meno, 80d). From this question, Plato purposesRead MoreFilm Analysis : The Matrix1557 Words   |  7 Pagesthe real world, where they send a message marking the beginning the war against the A.I., predicting the A.I.’s defeat and the resurgence of mankind. The treatment of the soul and death within The Matrix universe is sustained by a set of assumptions about the nature of both the soul and death. The first being that if the soul is defined as an immaterial and incorporeal â€Å"you† that can exist beyond the body and is immortal – it doesn’t exist within this universe. What is defined to be the essenceRead MoreAnalysis Of Last Days 1210 Words   |  5 Pagesthe soul. Cebes is unconvinced that the soul doesn’t die concurrently with the body, which leads him to create an alternative analogy. Cebes’ imperfect analogy compares the body and soul to a cloak and a weaver, respectively. A cloak can be worn over and over again, which represents multiple human lives in a body. The weaver, however, outlasts each cloak until the last cloak dies. Cebes argues that because the weaver no long has a cloak to wear, he will die. This means that although the soul mayRead MoreWhy Is Graham Hess Is The End Of The Worl d Essay1507 Words   |  7 Pagesbeing Plato and Descartes’ concept of Immortality of the Soul, Descartes’ arguments for God’s existence, and lastly Plato’s Theory of the Forms. All present a plausible argument towards the basis of God’s existence and not believing in coincidences. The Immortality of the Soul is an important concept in an argument towards there being a possibility that there is no such thing as coincidences. Plato’s Phaedo presents this central question, which is the concept of the immortality of the soul. PlatoRead MoreThe Soul and the Body: The Writings of Plato1766 Words   |  7 PagesThe Soul and the Body Philosophy is an old profession going back to the beginnings of recorded history. Since the times of the Greeks and Romans, people have taken it upon themselves to question the reality of their worlds and to wonder what it is that causes people to behave the ways that they do and what it means even to just be human. Plato, one of the most famous of the ancient philosophers, was taught by another most famous philosopher, Socrates a man perhaps even better known than him. Unfortunately

Hamlet Corruption Essay - 1040 Words

In the play Hamlet, corruption, cruelty and uncertainty are portrayed. The idea that the human condition is corrupt and cruel shows that Hamlet has been hurt by something or someone in his past, and it gives an emphasis on his hurting. The thought of uncertainty is Hamlet’s point of view that we are uncertain of what life beholds thus that is why we as people never give up on life, we want to know what is next. Human nature makes the people want to know more, they want to know the future. First we shall start with the corruption portrayed in the play. Hamlet attempts separate his noble qualities, from the circumstance and treachery with which he has struggled, and in which he has been entangled. As a prince Hamlet cannot avoid ruling, but†¦show more content†¦The two try to spy on Hamlet, but Hamlet knows their reason for coming and plays with their minds as they do to him. After Hamlet kills Polonius they are told to take him to England so he can be executed for Polo nius’ murder, and they accept without thought for their friend, only to get what they want, money and fame. Ophelia, Hamlet’s girlfriend was the next to betray him. Her father told her that she may never speak to Hamlet again because he was making a bad impression on her. She did what she was told because she was afraid of her father, Polonius. When she went to tell Hamlet he was already depressed and the news sent him over the edge. He fumed about this and called Ophelia names over and over again to put her down for what she did. He tried to say he didn’t love her, but he always did and after she turned her back on him he had no one to turn to. I believe that Ophelia was the one that finally pushed Hamlet over to the edge into insanity and it ended up killing Ophelia’s whole family (Cooper, Alyssa). Finally we have come to the idea of uncertainty portrayed in Hamlet, the idea of wanting to know what is in store for us, as humans, next. Hamlet contemplates the certainty of an afterlife in Act III, Scene I: â€Å"To die, to sleep. To sleep, perchance to dream—ay, there’s the rub, for in that sleep of death what dreams may come when we have shuffled off this mortal coil, must give us pause.† This quote here is seen/heard during one of Hamlet’s soliloquys. ItShow MoreRelatedCorruption and Mortality in Hamlet Essay2087 Words   |  9 PagesCorruption and Mortality in Hamlet Hamlet is arguably one of the most complex characters in literature, and most certainly within Shakespeares realm. He can be both weak and admirable, and he defies the explanation of many readers I am sure. Death is a constant presence in HAMLET, right from the beginning of the play the themes of death and mortality set in with the death of King Hamlet. From then on, young Hamlet cannot stop questioning the meaning of life and more importantly, its eventualRead MoreEssay on Corruption of Christianity in Shakespeares, Hamlet664 Words   |  3 PagesIn the play Hamlet, the motif of suicide is used throughout the play to shine a light on the corruption of Christianity and the implications of suicide and the after-life and the effect it has on one’s relationship with God. It accomplishes this through the use of allusions and metaphors and the development of multiple characters relationships with God throughout the play as they go through the challenges and experiences that are p resent within Hamlet. In Hamlet, the act of suicide is a motif, howeverRead MoreEssay about The Corruption in William Shakespeares Hamlet891 Words   |  4 PagesThe Corruption in William Shakespeares Hamlet Central to the plot and the themes developed in Shakespeares Hamlet, are the varying elements of corruption which occur during the play. This is echoed in Marcellus famous comment of Something is rotten in the state of Denmark, when Hamlet is beckoned away by the Ghost (1.4.90). As the play continues and the story enfolds, it becomes apparent that there truly is something rotten in the state of Denmark, and rather that it is not justRead MoreThe Corruption of Denmark in William Shakespeares Hamlet Essay2181 Words   |  9 Pagesentirely free from corruption. Nevertheless, if corruption is strong enough, it can hinder the good governance and decay the fabric of society. It is an obstacle to sustainable development, and leaves little room for justice to prevail. Throughout the play, Hamlet, by William Shakespeare, a corrupting disease plagues Denmark and the people within it. The incestuous marriage between Gertrude and Claudius, in addition to murdering King Hamlet, is the main example of deceit, corruption and evil. ThroughoutRead MoreImages of Corruption and Deception in Act 1 of Hamlet Essay469 Words   |  2 PagesImages of Corruption and Deception in Act 1 of Hamlet In the play â€Å"Hamlet† corruption and deception are shown with the use of many images. This suggests that corruption and deception are central to the play. I am going to look at only the first act of the play to discuss the ways in which the images are used. Polonius is considered to be one of the main deceptive characters in â€Å"Hamlet†. Shortly after he is introduced, we learn that he plans to have someone spyRead MoreCorruption: The Good, The Bad and The Decayed Essay879 Words   |  4 Pagesoften convey corruption within a story. The use of this particular imagery allows one to make a connection between the natural world and the nature of people. Throughout Hamlet, a play, set in Denmark, which was written in the early seventeenth century by William Shakespeare, there are several instances where one sees decay depicting corruption. Though this play is filled with massive images of decaying nature, it is also filled with images of nature in its beautiful state. Because Hamlet portrays decayingRead MoreThe Death Of Hamlet By William Shakespeare1325 Words   |  6 Pagesbe seen in Hamlet, when King Hamlet dies in the beginning of the play. Hamlet, like any other Shakespearean tradgedy, contains a series betrayal and death. Hamlet seeks revenge when his deceased father’s ghost tells him that his uncle, Claudius, murdered him. Since Hamlet’s grief for his f ather was expressed more than any other character, the strong bond between Hamlet and his father is clearly seen. Along the way, death finds other characters and corruption follows. Throughout Hamlet, death becomesRead MoreImagery of Disease in Hamlet by William Shakespeare Essay1574 Words   |  7 PagesImagery of Disease in Hamlet by William Shakespeare The disease imagery in Hamlet serves to constantly remind the reader of the initial problem in the play: King Hamlets poisoning by his brother. After hearing his father graphically describe the murder, it is constantly on Hamlets mind. For this reason, many of the images that Hamlet creates in the play are connected with disease and poison. The literal poisoning becomes symbolic of the rest of the events of the play. Remember that poisoningRead MoreHamlet as So Much More Than a Traditional Revenge Tragedy Essay1713 Words   |  7 PagesHamlet as So Much More Than a Traditional Revenge Tragedy Although Shakespeare wrote Hamlet closely following the conventions of a traditional revenge tragedy, he goes far beyond this form in his development of Hamlets character. Shakespeares exploration of Hamlets complex thoughts and emotions is perhaps more the focus of the play rather than that of revenge, thus in Hamlet Shakespeare greatly develops and enhances the form of the traditional revenge tragedy. Read MoreFeminism in both Hamlet and Lady Oracle Essay1179 Words   |  5 PagesThe literary works, Hamlet and Lady Oracle, chart both the life’s course of their main characters and underline the protagonist’s trajectory in some decisive moments of their existence, when both of them, Hamlet and Joan Foster, need to take some decisions which may change their destinies. In this brief essay I will try to point out similarities and differences between these two stories taking into consideration a feminist approach. First and foremost I would like to mention what do I mean by

Discrimination of Asian Americans free essay sample

Thus, in 1917 the acceptance of the Barbour Scholarship for Oriental Women at the University of Michigan was a drastic counter- cultural venture; through it, Asian women were given an invaluable opportunity to obtain a fully funded education at the university so they could return to their home countries with new knowledge and professional skills that would allow them to escape the oppression of their native countries. For centuries, women have been considered subordinate to men, treated as lesser human beings, born only to serve their sexual counterpart.Even in the united States, women did not earn the right to vote until 1 920, and were still treated unequally in the work force and in the society as a whole. In Asia, the perception and treatment of women was no different. From birth, women in Asia were seen as inferior to men. As Katie Curtain describes in Women in China, if a woman gave birth to a daughter and, thus, failed in the task of producing a son to carry on the family name and help support the family financially, she could be cast out of her husbands home, disgraced, and socially ostracizes. We will write a custom essay sample on Discrimination of Asian Americans or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It was only her function as a breeder that she attained a tutus in society. In China, women were treated as slaves, forced to have their feet bound in order to restrain them from leaving the home. As Curtain describes, women went through three stages of life: In the first she was under the authority of the father, then under her husband, and finally, if he died, she was subject to her son. Even the symbols of men and women emphasized their social standing. Yin describing women meant dark, evil, and passive, whereas Yang which meant men stood for strong, active, and brave.In Japan, some school-aged girls were taken from their families as in a lave raid, for the purpose of becoming military prostitutes, or comfort women. The schools were used as a source for recruitment, thus dissuading many never to attend school for fear of being taken against their will. Many victims were so young that they had never previously engaged in sexual relations: Like other virgins, Book Sill resisted with all her strength, but was violently deflowered.She ended up covered in blood while screams sounded from the adjoining rooms. As a result Of Confucian ideology, women were excluded from the educational system, and taught how to behave as women ND respectable wives, rather than as self-reliant and independent-thinking individuals. With the collapse of the feudal dynasty, women were eventually permitted to receive an education but only up to the senior level comparable to our high school system today, in which they were taught four subjects: history, geography, arts and natural science.As expressed in Jeanne Visibility and Michele Fielders book Women of the Third World: Imprisoned as they are by their own culture and ignorant of other cultures, the oppression to which women are subjected takes place at every level: their work, their indentation and their r edemption. Through the Barbour Scholarship for Oriental Women at the University of Michigan, women who were oppressed in their native countries were given the ability to overcome their former social standing and receive an unprecedented education.The Barbour Scholarship was established by a University of Michigan alumnus from the class of 1 863, Mr. . Levi Barbour, after observing the lack of educational opportunities for women in Asian countries. In his explanation for creating the scholarship, Mr.. Barbour states: The idea of the Oriental girls scholarship was to bring girls room the Orient, give them Occidental education, and let them take back whatever they find good and assimilate the blessings among the peoples from which they come. These goals promote speculation as to what underlying aims the University had by encouraging the scholars to return home and essentially stimulate Westernizes. In their home countries, as described above, the Barbour Scholars were unable to obtain a high degree of education, much less allowed to become physicians, teachers or other respected professionals. Two Barbour Scholars were previously forced to rues as boys to attend school as there were only boys institutes established in their native countries.To emphasize these womens social standing in Asia, in one instance a woman accepted as a Barbour Scholar came to the University with her feet bound. These drastic instances of inequality occurred more frequently during the early years of the Scholarship, as women from China and Japan were primarily chosen. Bringing these students to the United States in itself was a huge feat for the University of Michigan as anti- minority feelings flourished throughout the nation. Immigrants supplied cheap labor for the work force, thus replacing many higher paid white workers.As whites anger towards immigrants increased, Congress responded with a variety of immigration regulation acts, ensuring whites supremacy and power. In May of 1882, with the passage of the Chinese Exclusion Act, Chinese immigrants were no longer permitted to enter the united St ates for up to ten years. The Act further emphasized the anti- immigrant feeling of the citizens by stating that: The master of any vessel who shall knowingly bring within the United States on such vessel, and land r permit to be landed, any Chinese laborer, from any foreign port of place, shall be deemed guilty of a misdemeanors, and or conviction. In 1924, the Johnson-Reed Act further excluded Japanese, Indians and other Asians claiming that they were ineligible for citizenship due to their race and unassailable culture. As Mae M. Angina states in her book Impossible Subjects: The nativity of the late nineteenth and early twentieth century comprised a cultural nationalism in which cultural homogeneity more than race superiority was the principle concern. Whites wanted an all-white society, en with white ideas, beliefs and culture. Immigrants brought diversity and change to the United States, and were thus shunned and unwelcome.This national feeling of resentment towards minorities inevitably presented pro blems for the Universe ¶y in their attempts to bring the Barbour Scholarship students into the country and to enter them in the school. Uniform neatly, the venture continued to have difficulty during the World War II as Japanese Americans were forced into internment camps. Over 1 20,000 Japanese Americans, the majority of whom were born in America, were placed in incarceration camps, accused of being disloyal to the United States. General John L. DeWitt of the Western Defense Command in 1943 expressed the national sentiment: A Saps a Jape.There is no way to determine their loyalty. It makes no difference whether he is an American; theoretically he is still a Japanese and you cant change him. The Japanese Women during this time were thus especially susceptible to discrimination at the University as they had come directly from Japan. The national feeling towards minorities throughout the years of the Barbour Scholarship caused unavoidable robbers for the women as they were faced with not only a new culture, but one in which they were not wanted nor accepted.Although facing continual discrimination, the Scholarship continued to flourish, opening up to countries such as India, the Philippines, Korea, and Turkey in the sasss, and Ceylon, Bulgaria, Syria, and Siam (now Thailand) in future decades. As in Japan and China, the women were equally oppressed in these countries. Thus the Scholarship program at the University enabled them to enter fields of study that were previously closed to them. Over the course of thirty-eight years, veer two-hundred-and-eighty-two women from thirteen countries were given scholarships.Many majored in the fields of medicine, education, English and sociology, with women from certain countries favoring specific majors. Of the scholars from India, 42% chose education, as did 33% from Korea; 53% of those from China showed a preference for medicine, and about 38% from Japan enrolled in English. The vast variety of countries represented and the variety of degrees sought by the Barbour Scholarship recipients gave the University an incomparable diversity and advantage over other schools composed of only a few races.Other University students were surrounded with world representatives, allowing them to learn from each other about the rest of the globe and its many cultures. However, competition between the women also became inevitable, as only a limited amount of scholarships were available to the increasing number of applicants. As more and more countries learned about the Scholarship, tension among the girls naturally fluctuated. The women predictably hoped for girls from their native countries to be accepted over women from other countries, thus instituting unavoidable rivalry.In the later years of the Scholarship, those admitted ere mainly graduate students, expected to have received prior undergraduate education. These women came from mainly Christian schools, open only to the select wealthy few, demonstrating the increase of Western influence in their countries. Many of the previous Barbour Scholars were faculty at these newly developed schools. As Carl Rufus declared in The Quarterly Review, this showed how well the Barbour scholars were able to assimilate the benefits made possible by the vision and idealism of the founder of the scholarships. Whereas in their native countries women had been treated as subordinate human beings and their social standing was equivalent to that of a slave, the Barbour Scholarship opened up the world for these women emphasizing a way of life other than just living to serve their husbands and give birth to sons. Exposed to both academic knowledge as well as American culture on a daily basis, Barbour Scholars were able to realize that they were, in fact, equal to men and thus should not be treated as inferiors to their sexual counterparts.This exposure, however, as previously mentioned, might also be construed as a tool for assimilation as these women were expected to return to their native countries upon compl eting heir educational experience preaching Westernizes. As a goal of the Scholarship, women were more apt to be chosen if they were thought most likely to return to their native land. Thus, upon the completion of their education, the Barbour Scholars ventured home with a M. A, Ph. D. , or M. D. And were requested in many cases to enter as leaders in their specialized fields of study. During his sabbatical, Rufus visited previous Barbour Scholars throughout Asia, documenting each womans contributions. Rufus noted his visit to DRP. Ting, the superintendent to the Penning Hospital for omen and children, built largely through her own effort, who was also in charge of the local city orphanage, and the founder of two schools, and a network that took health care directly to the homes of children.In Tension, Rufus also noted that out of six city commissioners, three were previous Barbour Scholars. Like these women, upon returning to their native countries many of the Barbour Scholars worked at a variety of levels and in committees which bettered the lives of women and children, and their societies as a whole. Professor Rufus in The Quarterly Review continued to document mom of the Barbour Scholars accomplishments, emphasizing the extent to which the Scholarship acted as the nourishing water to a seed in spring enabling these women to bloom and flourish.Miss Shareware Gaga served on a number of national committees as secretary of the All-India Womens Conference for Education and Social Reform; Miss Hi-fang Www who ob tained a Ph. D. , was elected President of the Ginning College, became a member of the United Foreign Missionary Conference team, and helped develop the New Life Movement in the organization of women for war relief; and Miss Me-inning Ting received her M. D. ND returned to China as head surgeon, supervising nurse, and director of Penning Womens Hospital and headed the Chinese delegates to the Pan-Pacific Conference in Honolulu.Professor Rufus sums up the importance of the Barbour Scholarship in the University Record stating: The Barbour Scholarships had helped bring Oriental women from suppression to the Chairmanship of a nations political council, from inferiority to recognition in medical and other learned societies. Throughout history, the Lignite States has expressed the ideal of exceptionalness, feeling superior to all other countries, and essentially leveling that the American way is the right and only way.Beginning with Native Americans, and later immigrants, Christian missionaries specifically felt it their duty to educate and bring these inferior, savage people into the light by converting them to Christianity. The Dates Act of 1862 is just one example through which whites encouraged assimilation, by dividing the Native Ame ricans reservations into plots of land, forcing them to farm, and placing their children in Christian schools. Immigrants faced equal pressure to assimilate, especially during the early twentieth century, as Progressives encouraged Western ideology and Christianity to be taught in the schools. Paula Fast notes in her book Outside In: Minorities and the Transformation of American Education: The school was, of course, the great institution of assimilation. Similarly, although the Barbour Scholarships were tremendously successful in educating women from Asian countries, allowing them to overcome the oppression many women still face today, the way in which women were encouraged and, in a sense, required to return home after four years presents the question, Was there an underlying reason theUniversity encouraged this Scholarship, possibly in the hopes of assimilating western ideas and culture across the globe? As previously mentioned, many of the women accepted to receive the Barbour Scholarship in the latter years of its availability came from Christian mission schools and colleges, especially in Japan, reflecting the continuation of the missionaries work to instill Christianity and Western ideology throughout the world. This objective can not be underestimated, nor ignored .In an article entitled Training Chinese Nurses in Western Ways: Among Colleges Great Contributions, the question s further emphasized as it presents the viewpoint that the Western teachings are the best and that essentially it is so nice of the colleges to teach this method rather than any other. Ata meeting in Peeping Rufus noted that it was called to order with songs from the University of Michigan and stories from the committee members experiences while in the States.This transfer of a Western tradition to Asia emphasizes the way in which Westernizes spread in part because of the Barbour Scholarship. Additionally, at the university itself, Barbour Scholars were placed in: womens dormitories, so hat they could benefit by associating with American girls. As expressed above, Barbarous main purpose of the scholarship was to give the women an opportunity to learn, with the expectation that they would return to their native countries, and assimilate the blessings among the peoples from which they come, thus spreading Western knowledge.From this, it is fair to assume that Western exceptionalness was evident in the reasoning for establishing the scholarship, as the terminology assimilate the blessings describes the university and thus the United States as a great benefactor, rather reflecting the view of superiority. This does not take away from the fact that these women were given an invaluable opportunity to receive higher education and a way out of oppression, but it does raise questions about a possible underlying reason the Scholarship was implemented.