The character in An Inspector Calls Essays

The character in An Inspector Calls Essays The character in An Inspector Calls Essay The character in An Inspector Calls Essay I also didnt choose Eric Birling as my most likeable character as he used Eva, he stole money from Arthur Birling to give her money to Eva for the baby. As Eva was a prostitute he used her just for sex. Erics parents think that he is all innocent, but really he is an heavy drinker. Eric says; I wasnt in love or anything but I did like her. This tells me he is a user and only wanted one thing. I didnt choose Eric as my most likable character as he was in the wrong, and didnt care about Eva. It then comes to Arthur Birling the father of Sheila and Eric. He only cares about himself and know one else. He wont accept the allegations thats made against him, and dont see how giving Eva the sack got anything to do with him. Even though he sacked her so she would be left with no money. Has he comes from a middle class family, he seems stuck up and selfish. As she says to the inspector; Look here I am not going to have this inspector, youll apologise at once. He only cares about money, as he says to Gerald; And now you have brought us together, and perhaps we may look forward to the time when Crofts and Birlings are no longer competing but are working together-for lower costs and prices. Arthur is certainly not my most likable character! My final character Gerald Croft has a very big part in Eva Smiths suicidal death. He never loved her or never would love her, but Eva had fallen head over heels in love with Gerald. He used her till he didnt want anymore. When they first met Eva was prostituting and he just used her just to please his needs. He had sex with her then paid her. Gerald told the inspector; He had become the most important person in his life. What Gerald has done he can never change. Also what he has done to Sheila is terrible too. He is a user and very selfish. And certainly is the most un-likable character. Sheila is definitely my most likable character, as she has shown the most honestly and true guiltiness. This is shown as when she saw the picture of Eva; she was the only one who had a little cry.

Examples of Polar and Nonpolar Molecules

Examples of Polar and Nonpolar Molecules The two main classes of molecules are polar molecules and nonpolar molecules. Some molecules are clearly polar or nonpolar, while many have some polarity and fall somewhere in between. Heres a look at what polar and nonpolar mean, how to predict whether a molecule will be one or the other, and examples of representative compounds. Key Takeaways: Polar and Nonpolar In chemistry, polarity refers to the distribution of electric charge around atoms, chemical groups, or molecules.Polar molecules occur when there is an electronegativity difference between the bonded atoms.Nonpolar molecules occur when electrons are shared equal between atoms of a diatomic molecule or when polar bonds in a larger molecule cancel each other out. Polar Molecules Polar molecules occur when two atoms do not share electrons equally in a covalent bond. A dipole forms, with part of the molecule carrying a slight positive charge and the other part carrying a slight negative charge. This happens when there is a difference between the electronegativity of each atom. An extreme difference forms an ionic bond, while a lesser difference forms a polar covalent bond. Fortunately, you can look up electronegativity on a table to predict whether or not atoms are likely to form polar covalent bonds. If the electronegativity difference between the two atoms is between 0.5 and 2.0, the atoms form a polar covalent bond. If the electronegativity difference between the atoms is greater than 2.0, the bond is ionic. Ionic compounds are extremely polar molecules. Examples of polar molecules include: Water - H2OAmmonia - NH3Sulfur dioxide - SO2Hydrogen sulfide - H2SEthanol - C2H6O Note ionic compounds, such as sodium chloride (NaCl), are polar. However, most of the time when people talk about polar molecules they mean polar covalent molecules and not all types of compounds with polarity! Nonpolar Molecules When molecules share electrons equally in a covalent bond there is no net electrical charge across the molecule. In a nonpolar covalent bond, the electrons are evenly distributed. You can predict nonpolar molecules will form when atoms have the same or similar electronegativity. In general, if the electronegativity difference between two atoms is less than 0.5, the bond is considered nonpolar, even though the only truly nonpolar molecules are those formed with identical atoms. Nonpolar molecules also form when atoms sharing a polar bond arrange such that the electric charges cancel each other out. Examples of nonpolar molecules include: Any of the noble gasses: He, Ne, Ar, Kr, Xe (These are atoms, not technically molecules.)Any of the homonuclear diatomic elements: H2, N2, O2, Cl2 (These are truly nonpolar molecules.)Carbon dioxide - CO2Benzene - C6H6Carbon tetrachloride - CCl4Methane - CH4Ethylene - C2H4Hydrocarbon liquids, such as gasoline and tolueneMost organic molecules Polarity and Mixing Solutions If you know the polarity of molecules, you can predict whether or not they will mix together to form chemical solutions. The general rule is that like dissolves like, which means polar molecules will dissolve into other polar liquids and nonpolar molecules will dissolve into nonpolar liquids. This is why oil and water dont mix: oil is nonpolar while water is polar. Its helpful to know which compounds are intermediate between polar and nonpolar because you can use them as an intermediate to dissolve a chemical into one it wouldnt mix with otherwise. For example, if you want to mix an ionic compound or polar compound in an organic solvent, you may be able to dissolve it in ethanol (polar, but not by a lot). Then, you can dissolve the ethanol solution into an organic solvent, such as xylene. Sources Ingold, C. K.; Ingold, E. H. (1926). The Nature of the Alternating Effect in Carbon Chains. Part V. A Discussion of Aromatic Substitution with Special Reference to Respective Roles of Polar and Nonpolar Dissociation; and a Further Study of the Relative Directive Efficiencies of Oxygen and Nitrogen. J. Chem. Soc.: 1310–1328. doi:10.1039/jr9262901310Pauling, L. (1960). The Nature of the Chemical Bond (3rd ed.). Oxford University Press. pp. 98–100. ISBN 0801403332.Ziaei-Moayyed, Maryam; Goodman, Edward; Williams, Peter (November 1,2000). Electrical Deflection of Polar Liquid Streams: A Misunderstood Demonstration. Journal of Chemical Education. 77 (11): 1520. doi:10.1021/ed077p1520

HMLS 310 Week 6 conference Coursework Example | Topics and Well Written Essays - 500 words

HMLS 310 Week 6 conference - Coursework Example It is evidential that the development of new technologies that have emerged during the mid-1990s has led to the establishment of internet based application referred to as the social media. This include blogs, discussions forums, you tube channels, Facebook and twitter. Most importantly, social media has played an increasing role in emergencies and disasters. This report summarizes how social media has been used by emergency management officials and agencies. It also evaluates the potential benefits and consequences of using social media in the context of emergency and disasters. Generally in the anthrax attacks, social media would have been used as a medium for conducting emergency communications and issue warnings, receive victim’s requests for assistance, monitoring user’s activities and postings to determine situational awareness and using downloaded images to create damage estimates among others(1). For instance in the attacks, social media would have been used to pass notifications by the use of Community Emergency Response Team (CERT), emergency warnings and alerts to citizens. Besides, social media would have been used to alert emergency officials on the anthrax attacks by monitoring the flow of information from different sources to help in the reduction of the number of casualties. Risk communication refers to the interactive process of exchanging information and opinion among individuals, groups, and institutions involving multiple messages about the nature of risk. It is a science based programme for communicating accurately and effectively in cases of extreme stress and concerns. Moreover, risk communication skills are imperative for the successful management of crises. One way to achieve effective risk communication especially in the case of anthrax attack is through message mapping. This refers to the tool of risk communicator that

Analyzing media-presented issues related to the nursing profession and Essay

Analyzing media-presented issues related to the nursing profession and nursing practice - Essay Example In March 2013, the ministry of health came up with an advertising campaign that which compared smoking with flatulence. The response of this advertisement is twofold, there is one group that supports it, arguing that it is effective in depicting smoking as an anti-social behavior. This is the stand that Hager (2013), an editor with the Ottawa Citizen. This is an online newsfeed that is only available via the internet. However, Quan (2013), an editor with the times news feed has a different opinion. According to her, the advert is ineffective in portraying smoking as an anti-social behavior. This is because flatulence is a normal activity among mammals. According to her, the advert encourages people to smoke because it portrays it as a normal behavior. This is because it uses the notion of flatulence. The third article that this paper analyzes is a journal article by Pechmann and Reibling (2000). This journal talks about how to create an effective anti-smoking advertisement campaign i n Canada, and the United States. It uses a case study approach in explaining the effective method of creating an advertisement campaign. Basing on that, this paper takes a stand that to create an effective anti-smoking advertisement; the creators of the advertisement must consider the age of the spokesman, the content of the message, and the manner in which the advertisers depict the behavior. Quan(2013) in her article argues against the use of flatulence in creating an anti-smoking advertisement campaign. According to her, flatulence is a normal biological process amongst mammals, and on this basis, equating smoking with flatulence sends a message that smoking is a normal social behavior. According to her, the intention of the advertisers was to denote that smoking is as embarrassing as engaging in a farting activity. This idea is wrong, and she denotes that there is nothing embarrassing with farting. She even further goes on to denote that even small children know that farting is a normal biological process. Quan (2013) describes the 53 seconds video advert. She denotes that the video depicts a young woman who admits that she farts at parties, but this does not make her a farter. According to Quan (2013), the intention of the advertisers was to denote that smoking is wrong, and it doesn’t matter where the act takes place. However, to her, the use of video in this campaign was ineffective, and therefore did not meet the objectives of the advertisers. Hager (2013) on the other hand does not agree with Quan. Hager denotes that the advertisement achieved its objective of depicting smoking as an anti-social behavior (2013). According to Hager, the target of the advertisement was people between the ages of 18 to 29. Hager denotes that farting is an embarrassing social behavior, and using this concept in the anti-smoking advertising campaign manages to give a message that smoking is an embarrassing and ridiculous social behavior. Hager (2013) further goes on to denote that the use of a young woman in the anti-smoking advertisement campaign is an effective method of reaching out to the young people. This is because they identify with her age. To support his opinion, Hager gives the number of views that the campaign got in the social media. He denotes that the advert got 36000 views within a week of its release. This to him is a proof that the advert was effective in sending out its message. Pechmann and Reibling (2000) on the other hand, in their Journal article describe how to create an

Absolute Essay Example for Free

Absolute Essay â€Å"There really are [or are not] ‘absolutes’ upon which a universal truth can be based that can be applied for establishing ethical behavior in business. † The world of business would be such a chaotic place sans universal truth that can be applied to establish ethical behavior. If they are no â€Å"absolutes† then everything else is relative; that state of being depends on how many factors and those factors include how one feels on a certain issue, the norms in a society that one lives in, the definition of right and wrong being subjective, and religious beliefs. In the instance where an individual will act as they feel and not per universal absolute truth, then the individual may decide not to pay for the services rendered to them or merchandise that they procured because that is how the individual feels about the situation even if the renderer of service or seller may feel that they ought to be paid for their services or goods. They feelings in this case are only true to them and not the buyer as the buyer has a different feeling about the situation. In the case where the norms of a society dictate the ethical behavior of a society, it would also mean that there is relative subjectivity to the whole notion of ethics as societies can have norms which are not at all right as seen in the case of the Hutus and Tutsis in Rwanda. The Hutus were a majority (85%)of the population and through political propaganda they were incited to kill the minority Tutsis (14%). 800,000 people were murdered in the name of tribal cleansing and at that point in time it was alright for a Hutu to kill a Tutsi as per what had become the norm. The entire world condemned this sordid act even though it was relatively â€Å"right† in the Hutu society. This might sound extreme but it only shows us a norm in a society does not make it a right thing to be done. The same applies for business in that what is a norm for business in one society would be considered gross corruption in another and also what might mean integrity in one society would be condemned in another as lack of business acumen as in not being able to accept business opportunities regardless of how the can be obtained. We cannot therefore base ethical behavior on societal norms and behaviors and not to say that they are not any of those norms that are acceptable and of very high standards that could very well be ethical, however the The definition of right or wrong if treated as relative subject will influence the way one perceives issues in terms of being ethical or unethical. When right and wrong is relative it means what might be right for one might just be wrong for me, there is no absolutes. A classical example is the Nigerian immigration as it purportedly used to be in past, this writer does not have first hand knowledge of the said instances. It is said that when one travelled to Nigeria, one could not get their passport stamped by the immigration officer if they did not put some money in the passport. The officer would hand one back the passport and advise them that there is a †page† missing in the passport. The â€Å"page† meant a dollar bill. For people who grew up in that tradition it was an expected thing to do and that was how it was supposed to be supposedly but for a foreigner, say an American, that would be so wrong a thing to do because in the USA, that is corrupting a public officer and that is a crime in itself that one could go to jail for. There is the issue of religious beliefs and religion and lack thereof. It is said that religious beliefs help to foster stronger ethical behavior, as religions tend to be black and white on what is wrong and what is right. Yet there are different religions and needless to say the different religions have different sets of ideals whether it be ethics or morals. To highlight that is the tragic case of Sept11, 2011 when the USA was attacked by the Muslim terrorists. These terrorists according to what they believed, they were doing the right thing and had been taught so that when they die like that they are martyrs of their religion and they will go to heaven for doing the will of their God. Beliefs in the different religions vary and notwithstanding those without any religion, it is reasonable to say that in this case it is relative as in what a person believes in. If there has to be consistency in any transaction of business, there therefore has to be absolutes upon which a universal truth can be based that can be applied for establishing ethical behavior. It should not matter how one feels, what norms are in one’s society, how one defines right or wrong, and what one’s religious beliefs are. There are absolutely ethical elements in all the above that can be applied to all business ethics to enhance the ethical behavior but there definitely should be a standard that is universal and expected to be followed by all involved in business. It is so fundamental because it is the basis on which all business is going to be transacted upon. One cannot go into business with a partner who will run one out of business or someone who will not do what they say they will do and do it right.

The Search for Identity in This Side of Paradise :: This Side of Paradise Essays

The Search for Identity in This Side of Paradise  Ã‚   In F. Scott Fitzgerald's novel This Side of Paradise, Amory Blaine searches for his identity by "mirroring" people he admires.   However, these "mirrors" actually block him from finding his true self.   He falls in love with women whose personalities intrigue him; he mimics the actions of men he looks up to.   Eleanor Savage and Burne Holiday serve as prime examples of this.   Until Amory loses his pivotal "mirror," Monsignor Darcy, he searches for his soul in all the wrong places.   When Monsignor Darcy dies, Amory has the spiritual epiphany he needs to reach his "paradise" - the knowledge of who Amory Blaine truly is.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Amory appears to be a rather vacuous choice for a protagonist.   He relies mainly on his breathtaking handsomeness and wealth in order to get by in life.   He has been endowed with brains, but it takes him years to learn how and when to use them.   Amory spends his late high school and college years frolicking with his peers and debutantes.   By constantly associating with others Amory creates an image of himself that he maintains until he becomes bored or finds a new personality to imitate.   Amory does not know who he really is, what he truly feels, or what he thinks.   He merely cultivates his personality du jour depending on how he believes he would like to be.   Essentially, Amory is shopping at a personality store, trying each one on until he can find one that fits.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This personality imitation began when Amory spent his adolescent years in the presence of his flamboyant mother, Beatrice.   Beatrice raised Amory to be what she wanted him to be, as long as it was stylish and acceptable to coeval virtues.   When he goes to Princeton, the separation from his mother, who essentially thought for him, leads Amory to search for himself.   However, his idea of searching for his identity entails merely simulating the personalities of those he admires.   This trend becomes obvious in the pattern of Amory's love interests.   His first conquest, Isabelle, is a strong-willed girl who knows what she wants.   Amory falls in love with her because of her distinct personality; perhaps subconsciously he feels that by being in her presence he makes up for not having a personality of his own.   Amory's next love, Rosalind, represents Amory's latent desire for the riches and luxuries that he lost with the death of his parents.

Liberal Arts Essay

An education conducted in a spirit of free inquiry undertaken without concern for topical relevance or vocational utility. This kind of learning is not only one of the enrichments of existence; it is one of the achievements of civilization. It heightens students’ awareness of the human and natural worlds they inhabit. It makes them more reflective about their beliefs and choices, more self-conscious and criticising, speaking, critical and logical thinking. Law schools report that by the yardsticks of law review and grades, their top students come from math, classics, and literature, with political science, economics, â€Å"pre-law â€Å"and† legal studies† ranking lower. In today’s fast evolving world, leaders across the spectrum of vocations and professions need a broad imaginative and critical capacity, not a prematurely narrow point of view. In terms of the actual world, a solid liberal arts and sciences education will generally prove the most practical preparation for many demanding, high-level careers, or for the several careers that an increasing number of adults will eventually pursue. No particular concentration or area of study is inherently a better ticket to security, leadership, or personal satisfaction than another. Students should be encouraged to follow their passions and interests, not what they guess (or what others tell them) will lead to a supposedly more marketable set of skills. Of course, higher education has a utilitarian function. In that regard, as Robert Bellah states, it possesses â€Å"its own legitimacy.† Yet, it is crucial to combine and integrate that function with other aims and ends, with what Bellah calls â€Å"education for the development of character, citizenship, and culture.† A healthy system of higher education offers many rewards: scientific discoveries, eventual and even unforeseen applications, thoughtful political leadership, intelligent public discourse, cultural vitality, and an educated workforce. Higher learning serves several goals in coordination, goals that are mutually reinforcing. The aims are at once personal and social, private and public, economic, ethical, and intellectual. Harvard College exists to serve all these goals and offers a broad array of concentrations and courses for the purpose of educating the whole individual. Why? Because that kind of education, and not one aimed at certain occupational targets, is, in the long run, the best preparation for advanced achievement. The very broad, capacious form of education that we call the liberal arts is rooted in a specific curriculum in classical and medieval times. But it would be wrong to assume that because it has such ancient roots, this kind of education is outdated, stale, fusty, or irrelevant. In fact, quite the contrary. A liberal-arts education, which Louis Menand defined in The Marketplace of Ideas as â€Å"a background mentality, a way of thinking, a kind of intellectual DNA that informs work in every specialized area of inquiry,† lends itself particularly well to contemporary high-tech methods of imparting knowledge. We all wrestle with the challenges of educating students who are used to multitasking, doing their homework while listening to music and texting on their iPhones. For such students, the Web-based facilities of exciting liberal-arts courses are particularly salient. What would Aristotle or Erasmus or Robert Maynard Hutchins not have given for a technique that allows one to tour the world’s greatest museums, looking closely at the details of countless masterpieces; explore the ruins of ancient castles and pyramids and forums; join archaeological digs at your desk, turning objects around to see all sides of them; visualize problems in geometry or astronomy or mathematics in several dimensions and work out their solutions. An excellent example of the power of multimedia coupled with the liberal arts is â€Å"Imaginary Journeys,† a general-education course sometimes taught at Harvard University by Stephen Greenblatt. The course is described as being â€Å"about global mobility, encounter, and exchange at the time that Harvard College was founded in 1636. Using the interactive resources of computer technology, we follow imaginary voyages of three ships that leave England in 1633. Sites include London’s Globe Theatre, Benin, Barbados, Brazil, Mexico.† With this kind of course in mind, it seems that the liberal arts could almost have been designed for sophisticated online learning, so far from being stale or fusty are these ways of knowing. This kind of education has become more and more appealing to students and teachers at universities around the world. Donald Markwell, the warden of Oxford’s Rhodes House, recently gave a series of lectures in Canada entitled â€Å"The Need for Breadth.† He referred to a â€Å"surge of interest† in liberal education in â€Å"many other countries.† He cites a major address in London by Yale’s Richard Levin in which Levin noted that â€Å"Asian leaders are increasingly attracted to the American model of undergraduate curriculum,† specifically because of the two years of breadth and depth in different disciplines provided before a student chooses an area of concentration or embarks on professional training. Levin described liberal-arts honors programs at Peking University, South Korea’s Yonsei University, and the National University of Singapore; he also referred to liberal-arts curricula at Fudan University, Nanjing University, and the University of Hong Kong. Yet, as we know, the trends in the United States are in the opposite direction, and this is not just a recent problem. Menand cites evidence that in the United States, â€Å"the proportion of undergraduate degrees awarded annually in the liberal arts and sciences has been declining for a hundred years, apart from a brief rise between 1955 and 1970, which was a period of rapidly increasing enrollments and national economic growth.† Thus, paradoxically, as a liberal-arts education becomes more appealing to leaders and families in Asia and elsewhere in the world, it is losing ground in our own country. At least three factors are at work in this decline: a) the creation of increasingly specialized disciplines, and the rewards for faculty members for advancing knowledge in those areas; b) the economic premium that is thought to reside in a highly technical form of preparation for careers; and c) a growing focus on graduate education from the early 20th century to the present day. T hese developments have clearly not been beneficial for American undergraduate education. â€Å"Liberal education in crisis† is a tiresomely familiar theme, and countless commissions, reports, and study groups have attempted to address it. I am under no illusions that I have the magic key to resolve a problem that has stumped so many brilliant educators. But these are not just theoretical quandaries, they are the issues we confront almost every day: How do we defend liberal education against the skeptics—parents, potential students, the media, the marketplace, even some trustees and students? The first, most practical defense is that the liberal arts (and sciences) are the best possible preparation for success in the learned professions—law, medicine, teaching—as well as in the less traditionally learned but increasingly arcane professions of business, finance, and high-tech innovation. So my first defense of liberal learning is what you are taught and the way you learn it: the materials a doctor or financial analyst or physicist or humanist ne eds to know, but taught in a liberally construed fashion, so that you look at the subject from many different dimensions and incorporate the material into your own thinking in ways that will be much more likely to stay with you, and help you later on. This way of learning has several distinct advantages: It’s insurance against obsolescence; in any rapidly changing field (and every field is changing rapidly these days), if you only focus on learning specific materials that are pertinent in 2012, rather than learning about them in a broader context, you will soon find that your training will have become valueless. Most important, with a liberal education you will have learned how to learn, so that you will be able to do research to answer questions in your field that will come up years from now, questions that nobody could even have envisioned in 2012, much less taught you how to answer. The second, slightly less utilitarian defence of a liberal-arts education is that it hones the mind, teaching focus, critical thinking, and the ability to express oneself clearly both in writing and speaking—skills that are of great value no matter what profession you may choose. It’s not just that you are taught specific materi als in a liberally designed context, but more generally, the way your mind is shaped, the habits of thought that you develop. These skills were well described by a former dean of the Harvard Law School, Erwin Griswold, cited in a recent speech by the current dean, Martha Minow. Griswold was discussing an ideal vision of the law school, but his arguments fit a liberal education wherever it is provided: â€Å"You go to a great school not so much for knowledge as for arts or habits; for the art of expression, for the art of entering quickly into another person’s thoughts, for the art of assuming at a moment’s notice a new intellectual position, for the habit of submitting to censure and refutation, for the art of indicating assent or dissent in graduated terms, for the habit of regarding minute points of accuracy, for the art of working out what is possible in a given time; for taste, for discrimination, for mental courage, and mental soberness.† My third argument is that a liberal-arts education is the best education for citizenship in a democracy like ours. In her book, Not for Profit, M artha Nussbaum points out that from the early years of our republic educators and leaders have â€Å"connected the liberal arts to the preparation of informed, independent, and sympathetic †¦ citizens.† Nussbaum argues that democracies need â€Å"complete citizens who can think for themselves, criticize tradition, and understand the significance of another person’s sufferings and achievements.† Among the skills a liberal-arts education fosters, she notes, are the ability â€Å"to think about the good of the nation as a whole, not just that of one’s local group,† and â€Å"to see one’s own nation, in turn, as part of a complicated world order.† At a time when democracy is struggling to be born in countries around the world, and countries that have long enjoyed democracy are struggling to sustain it against pressures of multiple varieties, this may be the best of all the arguments for a liberal-arts education. My fourth argument I borrow from Michel de Montaigne, who thought of his own mind as a kind of tower library to which he could retreat even when he was far from home, filled with quotations from wise people and experimental thoughts and jokes and anecdotes, where he could keep company with himself. In his essay â€Å"Of Solitude,† he suggested that we all have such back rooms in our minds. The most valuable and attractive people we know are those who have rich and fascinating intellectual furniture in those spaces rather than a void between their ears. Virginia Woolf used a different spatial image to make a similar point in her book Three Guineas, when she talked about the importance of cultivating taste and the knowledge of the arts and literature and music. She argues that people who are so caught up in their professions or business that they never have time to listen to music or look at pictures lose the sense of sight, the sense of sound, the sense of proportion. And she concludes: â€Å"What then remains of a human being who has lost sight, and sound, and a sense of proportion? Only a cripple in a cave.† So my fourth argument for a liberal-arts education is that it allows you to furnish the back room of your mind, preparing you for both society and solitude. My final argument is that the liberal arts admit you to a community of scholars, both professional a nd amateur, spanning the ages. Here I would quote one of my predecessors at Wellesley, Alice Freeman (later Alice Freeman Palmer). When she presided over Wellesley in the last part of the 19th century, it was quite unusual for girls to go to college (as indeed it still is today in some parts of the world). In a speech she gave to answer the repeated question she got from girls and their families, â€Å"Why Go to College?† she said: â€Å"We go to college to know, assured that knowledge is sweet and powerful, that a good education emancipates the mind and makes us citizens of the world.† The sweet and powerful knowledge imparted by a liberal-arts education is specifically designed to fulfill this promise. But how can college presidents today best go about making the case for the liberal arts? First and most obvious, they should use the bully pulpit of the college presidency deliberately and effectively—at convocations, commencements, groundbreakings for new buildings, in speeches to the local Rotary Club or the state 4-H club convention, and addresses to alumni clubs. This is a truly precious opportunity that few other leaders have, to address the community in situations where there is likely to be respectful attention to their message, at least for a while! They should use the opportunity with zest! The second way is by using their fund-raising skills and obligations to raise money for exciting programs like Greenblatt’s â€Å"Imaginary Journeys.† They can make this case effectively to foundations and generous alumni who remember their own liberal-arts education fondly, and thus enhance the resources available for this purpose. Presidents can demonstrate their support of the liberal arts in how they honor faculty members. With the teaching awards and other distinctions their colleges offer, they should single out for praise and support those who have been most effective in advancing the liberal-arts mission. And then they can ensure that these awards and recognitions are appropriately highlighted in college publications and in messages to parents and prospective students. And perhaps the most effective way presidents can use their leadership to offer support is to speak from a liberal-arts perspective in their own discourse, both formal and informal, by citing examples of fine literature, drawing on instances from history, referring to the arts, and describing learning in the sciences in liberal terms. Rhetoric was one of the original artes liberales, and it can still be one of the most transformative. Taking my own advice about larding language with liberal learning, I will conclude with a poem by Imam Al-Shafi’i, which I discovered in a brochure on a recent visit to the Georgetown University School of Foreign Service, in Doha, Qatar: According to the measure of hardship are heights achieved, And he who seeks loftiness must keep vigil by night; As for he who wants heights without toil, He wastes his life seeking the impossible— So seek nobility now, then sleep once more (finally), He who seeks pearls must dive into the sea. As this poem reminds us, a liberal-arts education is not always easy; it involves paying close attention, taking risks, exploring uncharted territory, diving into the sea. But despite these challenges, the deep rewards of a liberal education are surely worth our best efforts on its behalf.