Narrative of Frederick Douglass

The Autobiography of Frederick Douglass, titled â€Å"Narrative of the Life of Frederick Douglass†, utilizes five key literary devices in order to better convey Douglass's journey from enslavement to freedom. This includes the use of Imagery, diction, first person point of view, specific details, and allusion. Each of these is used to help convey the experiences of slavery, as well as the joys and fears of being a freed slave. The use of Imagery throughout the narrative engrosses the reader and provides him with a better sense of the ideas and experiences of Douglass.An example of these is when Douglass looked out onto the Chesapeake bay, at which point he saw several ships with white sails. These struck him profoundly, acting as a beacon of light in the midst of his dark circumstances. These white sails seemed to be an idea of hope and freedom, the thought that one day he too could be like the ships, with nothing but the wind to guide him. Another example of Imagery is when D ouglass first receives Sandy's â€Å"Magical† root.This was supposed to protect Douglass from further beatings by his slave masters, an idea that he easily discarded. In doing this, Douglass shows his difference from the other uneducated slaves, with the root making a distinction between how the educated and uneducated believe things occur. Still, Douglass did keep the root as a sort of last resort, an action that seems to show just how desperate Douglass was to ward off his abuse. The use of Diction throughout the story helps the reader to get a better sense of the mindset of Douglass.One example of this is when Douglass was sent to work with Mr. William Gardner. Here, he described his change in ownership as being â€Å"Hired† out, almost as if he were an employee of his master, instead of being lent or borrowed. Douglass didn't see this as abnormal, someone telling him who to work for without any regard for his own preference. Another example of word choice is when h e describes is mistress as being a â€Å"Kind and Tender-hearted woman†, a description that leads the reader to imagine almost a mother, someone who cared for others.He could have simply called her a â€Å"just† or â€Å"fair† woman, but instead he described her as motherly. Finally, when Douglass was describing his life constantly moving from owner to owner, he spoke on the fact that he truly did not have a home. In Douglass's case, â€Å"The ties that ordinarily bind their children to their homes were all suspended. † He truly did not have a place to call home, but this was almost a sort of freedom for him. He described the sense of home as â€Å"binding†, instead of â€Å"welcoming†.In doing so, he truly shows that he did not understand the idea of belonging to a home or group, but instead being a nomad. It does not feel as though a home â€Å"binds† a child to it, but instead its a safe haven, somewhere that you can feel safe. By recounting the story in a first-person point of view, Douglass better conveys his story to the reader. In telling the story in such a way, Douglass appeals to the emotions of his reader, even their humanity, in an effort to show them just how abusive the situation of a slave holder is.He does so in order to show both the effects of abuse on the slave and the owner himself. A story told in the third person can be percieved as detached, something that does not truly exist. But, by telling it from the perspective of one who actually endured the abuses, Douglass was able to make the story more credible and even make the reader think that such circumstances could happen to themselves. In telling the story in the first person, Douglass achieves his goal of appealing to the audience's humanity.No longer could they simply remain ignorant to the plight of a slave living in the south, but instead they now had to actually acknowledge the fact that they knew what was happening, and either act o n this knowledge, or ignore it. The constant use of specific details in the autobiography gives the tale credibility and engrosses the reader. An early, but important, example of a specific detail occurs in chapter 7. Here, Douglass is detailing his dire situation. He wishes to expand his intelligence, but then is unable to begin doing so because of his status as a slave.When Captain Anthony died, Douglass's hatred of slavery was even more apparent, when he was â€Å"to be valued with the other property† as though he were an item, not a person. In doing this, Frederick was perceived by his owner's heirs to be nothing more than a piece of property to be decided upon, not a person with hopes and dreams. Later in the tale, Douglass describes Mr. Hopkins, who's â€Å"Chief boast was his ability to manage slaves. † Hopkins was a cruel man, the poster child of slave handlers, and would enjoy beating and abusing his slaves.In describing his living conditions in prison, he des cribed it as â€Å"Much more comfortable†¦ than we expected†¦ Did not get much to eat, nor which was very good, but we had a clean room. † In doing this, Douglass provides the reader with an idea of just how bad their lives were as slaves, when even a prison cell seemed to be a comfortable and clean set of living conditions. Finally, Douglass refrained from using any real in-depth details when recounting his actual escape from slavery to freedom.He did this because he did not want slave owners to be able to use any of his methods against slaves themselves, which would endanger both abolitionists and slaves alike. Finally, the use of Allusion throughout the tale helps to show the great conflict of being free but a fugitive. Douglass compared his decision to that of Patrick Henry in deciding whether or pursue his own freedom or to remain a slave. Henry's decision for â€Å"Liberty or Death† was an easy one, Douglass claims, as it was certain liberty or death.In Douglass's case, however, the liberty was extremely uncertain, with even after him having escaped the possibility of being returned as a fugitive slave remained. Douglass also compares himself to an â€Å"Unarmed Mariner [rescued]†¦ From the pursuit of a Pirate† when describing his joy at obtaining freedom from slavery. Douglass also recalled the words of Thomas Jefferson, who despite being a slave owner, wrote that its practice was a â€Å"War against human nature itself. † Finally, Douglass alludes to the story of Daniel in the bible, who had been thrown into a lion's den but escaped unharmed through the help of God.This situation seems similar to the one Douglass found himself in, with his extraordinary luck allowing him to survive something that most men did not. Frederick Douglass used five literary devices in his narrative in order to better convey his story to the audience. His use of Imagery, Diction, First Person, specific details, and allusion causes th e story to be not only more realistic, but also more believable, by the audience. In doing so, he was better able to achieve his goal of conveying his story of slavery and freedom.

Integration Review Essay

l. Abstract. After listing author, publisher, and date summarize what you have read as if you were the author boiling down the book into 500-750 tight words. Prove that you comprehend the readings by writing a no nonsense summary. The abstract is not a commentary or listing of topics, but rather a gut-deep insightful `precis` of the longer more elaborate book. Abstract equals boil down David Entwistle, Wipf & Stock Publishers, August 2004. Perhaps one of the widely used reference-textbooks in undergraduate and graduate levels throughout the United States, the Integrative Approaches to Psychology and Christianity tackles hard questions that plague many Christians and Mental Health Practitioners concerning the role of Psychology in today’s modern and largely Un-Christian world. The book presupposes on what Science and Christianity have in common. Eliminating the arguments on either side to a unified whole and working on it with the eyes of a surgeon, the logic of a philosopher-lawyer, the questioning stance of a scientist, and the heart beliefs of a Christian psychologist, Dr. Entwistle succinctly and ably placed almost all the puzzles in place regarding what is usually regarded as equally competing views on humanity. There is a need for integration; not only for its theoretical applicability but also for its practical usefulness. One of the premises that cannot be argued away at the outset is that the Bible is the only authoritative source for faith and practice. Here, both Christianity, for which it must, and psychology at the basic level must agree. Mainstream psychology or science generally, as we know, does not know that, much more recognize the Bible as authority or as absolute standard. This premise is true for all instances, and the author carefully was able to establish this in his treatise. No doubt as to his grasp of the doctrines contained in the Scriptures that are sufficient to life and its sustenance. Starting with differentiating that which is wholly a biblical worldview and vigilantly avoiding the â€Å"roadblocks† that the readers might mistake as something else other than the essentials of Christian beliefs, the author nudges in graduated measures to a clearer understanding of where he intends his reader to reach: which is the integration of these two distinct paradigms. For the author, looking at psychology and/or human behavior and its complexities as a faithful Christian, human individuals are understood as well as coined by different terminologies other than their biblical counterparts. To arrive to a common understanding of the fundamentals of Christianity and to relate that to social science is not an impossible task at all despite the â€Å"wide chasm† that had been erected by certain schools of thoughts coming from either side. Presuppositions or philosophical conceptualizations are the pillars of any worldview, and to successfully establish a new one requires that changes or reinforcements be made at this plane. The integrative approaches were framed at this level so as to remove mental oppositions as they arise every time in one’s thoughts. When this is not adequately laid down, no audience can align their thoughts or understanding with what the author (i. e. , David Entwistle) tries to convey. According to the author, social science and the basic principles of the Bible do not antagonize scientific findings, in most occasions. They do not come in conflict with each other in most of the ideals. For instance, the psyche or soul and its make up; rather science in a way confirms (as if it needs confirmation) what the Bible long declares. The issue then is not accepting a secular psychology nor accepting a liberal theology; rather it is the accepting of psychology as a discipline science. Narrowing it down, psychology simply tries to study the human mind and how it functions. The Christian mind is the focus of most of the New Testament doctrine and principles. Its sanctification and renewal is one of Christianity’s lifelong primary objectives; and it is definitely God’s objectives as well as declared clearly in the Scriptures. It is His will for the people’s lives to have their minds changed or renewed. In this standpoint, science very well is able to relate its findings with how the mind works and how man relates these workings in his milieu and/or community. Dr. Entwistle puts aside every seemingly combatant view against psychology in general, and against seemingly narrow Christianity as well; so as to remove doubts to the a feasible and possible integration of psychology and Christianity. Declaring pitfalls of immature faith and pop psychology which respectively, easily captivate enthusiasts and followers alike, the approaches that the author actually took was to set aside what competing worldviews were there and faithfully move to abide to the demands of the Scriptures at the same time embracing the plausible scientific evidences that are emerging in psychology and examining these in the light of a complete revelation of the message of the Scriptures.

Bromination of Acetanilide

The objective of this experiment was to use melting point and NMR to determine which of two isomers, ortho or para, would most likely form after brominating Acetanilide through electrophilic aromatic substitution. Procedure/Observations: 1. Weigh out ~280 mg of acetanilide in a 10 mL r. b. flask with a stir bar. 2. Then, add 2. 0 mL of glacial acetic acid using a calibrated Pasteur pipet. 3. Stir the mixture until all of the acetanilide has dissolved. It may be necessary to add more acetic acid dropwise until full dissolution has occured. In the fume hood, add 0. 6 mL of 4. 1 M bromine solution in acetic acid. 5. Cap the round bottom flask before returning to the bench. 6. For 15-20 minutes, stir the reaction mixture at room temperature so that the reddish-orange coloration will fade and a solid precipitate will form. 7. Return to the hood and add a few more drops of the bromine solution in the hood if all the coloration fades. 8. Once the reaction is complete, return to the hood. 9. Transfer the mixture to a 25 mL Erlenmeyer flask with 10 mL of water. 10. Rinse the reaction flask out using another 5. 0 mL of water. 11. Using a Pasteur pipet, add 30% sodium thiosulfate dropwise while swirling until the bromine coloration is no longer visible. 12. Return to the bench to complete the final work-up. 13. Cool the reacting mixture in an ice bath. 14. Collect the solid precipitate using a Hirsch funnel through vacuum filtration. 15. Wash with ice cold water to complete the transfer. If the crude product is yellow, disconnect the vacuum, add a few drops of the sodium thiosulfate solution, then reconnect the vacuum. Follow with 1 or 2 washings of ice cold water. 17. Dry the crude product 5-10 minutes using the vacuum. 18. Recrystallize the crude product using an ethanol/water mixed solvent combination. Be sure to dissolve the crude product in the minimal volume of hot ethanol with swirling. 19. Add water dropwise until a cloud point is reached. 20. Rewarm the solution until it is clear again. 21. Allow the solution to cool until crystals form before icing. 22. On a Hirsch funnel under vacuum using cold water washings collect the crystals. Continue the vacuum for 5-10 minutes to dry. 8. Find the final weight and calculate the yield. 9. Find the melting point of the product, then obtain the 1H NMR of the product in CDCl3. Overall Reaction: Mechanisms: Stoichiometric Table: CompoundMolar Mass (g/mol)Density (g/mL)mg or mLMmolMolar equiv. Acetanilide (Limiting Reagent)135. 171. 22333. 0 mg2. 46 1. 00 Bromine soln. 159. 803. 1190. 6 mL24. 610. 0 Glacial Acetic acid60. 051. 0492 mL34. 914. 2 Calculations 1) Moles of Acetanilide Used = 0. 333g/135. 17g/mol *1000 = 2.46mmol. Moles of Bromine Solution Used = 4. 1M * 0. 0006L = 24. 6mmol 3) Moles of Glacial Acetic Acid Used = 1. 049g/ml * 2. 00ml * 1mol/60. 05g/mol = 34. 9mmol 4) Molar equivalent of Bromine soln. = 24. 6 mmol / 2. 46mmol = 10. 0 5) Molar equivalent of Glacial Acetic Acid = 34. 9mmol / 2. 46mmol = 14. 2 6) Theoretical Yield of Product = 214. 07g/mol * 0. 00246mol = 0. 527g 7) Crude yield of product = 0. 1471g 8) Actual Yield of Product = 0. 0912g 9) Percent recovery from recrystallization = 0. 0912g/0. 1471g * 100 = 61. Percent yield = 0. 0912g/0. 527g * 100 = 17. 3% Results: Theoretical Yield of Product: 0. 527g Actual Yield of product: 0. 0912g Percent yield from recrystallization: 61. 9% Percent Yield of Product: 17. 3% Literature Melting Point Range: 166-170Â °C Experimental Melting Point Range: 165. 5-166. 5Â °C NMR Data: Shift (ppm)SignalIntegrationAssignment 7. 382-7. 434Multiplet 4 (2 for each aromatic proton-overlapping)Aromatic protons ortho and meta to the acetamido group 7. 260SingletProteolated SolventCDCl? impurities 2. 168Singlet3Methyl group

Transforming growth factor-beta and ROCK inhibitor in immunostaining Lab Report

Transforming growth factor-beta and ROCK inhibitor in immunostaining and microscopic analysis of adherent cells - Lab Report Example This report examined the transforming growth factor-beta and ROCK inhibitor in immunostaining and microscopic analysis of adherent cells. For a high gene dosage to be achieved, the heterologous cDNAs are normally cloned into replicate plasmids in a fashion that is relaxed and are normally existence at 15-60 copies per cell (Baneyx, 2009). Whenever the additional co-overexpression gene product is needed, ColE1 derivatives are normally put together with plasmids that are compatible and a p15A replication that is maintained at approximately 10 to 12 copies per cell. Under conditions of the laboratory, the multicopy plasmids will be distributed randomly during the division of the cell, and whenever selective pressure are lost at a frequency that is low. This may be due to multimerization (Baneyx, 2009). Whenever there is a high number of copy plasmids, the loss in plasmid can increase tremendously especially when the plasmid bone genes are toxic towards the host or significantly reduce t he rate of growth whenever cells are cultivated at densities that are high or in processes that are continuous. These problems can be addressed by using the encoded plasmid antibiotic markers resistance and the supplement growth medium supplemented to do away with the free cells of the plasmid. One key limitation of this approach involves the loss of selective pressure due to the degradation of antibiotics, leakages, or inactivation of the periplasmic detoxifying enzymes into the medium growth and the product contamination (Baneyx, 2009). This drawback could be unacceptable from a regulatory or medical point of view. In this respect, many alternative methods have been established to make sure that the cells that are free from plasmid will not overtake the culture. This means that cloning vectors will be engineered to carry repressors or genes, which leads to cell death whenever there is a loss of plasmid (Cregg, 2000). Even though, this method is proved to be vital, it could place r estrictions on the medium growth composition whenever there exist any complication and may introduce a burden metabolism on the cell through requiring transcriptions and translation of additional genes of encoded plasmids. For these problems to be circumnavigated, research has established a host strain having a conditionally essential gene in control of the promoter-operator region and a multicopy companion of the plasmid having the lac operator (Baneyx, 2009). Whenever the LacI receptor protein is titrated by encoded plasmid lac operators, it leads to the gene chromosomal expression and plasmid growth that is selective. It may also bear cells in the medium that is supplemented by the antibiotics. Another different solution to the plasmid instability problem could be a direct insertion of the genes that are heterologous within the E coli chromosomes. Even though, there exist a single vehicle delivery like the bacteriophage in this purpose there has been extremely little emphasis pla ced on the perceived notion that the dosage of the gene will always be low. In order to gain more insight on the characteristics of the E coli, this experiment was set to investigate the recombinant protein expression. Methodology. Material. The materials used for this experiment include: EcoRi/HindIII cleaned and cut pUC19 vector (V), EcoRi/HindIII cle

Philosophy of Education Bachelor Essay Example | Topics and Well Written Essays - 750 words

Philosophy of Education Bachelor - Essay Example In order to pursue this education, there is no single way. In this contemporary world, immense emphasis is paid on imparting and trailing education through the formula ways or the education systems that have been developed explicitly for people to get education. It has a set curriculum that defines set rules through which it is determined that what kind, how much and the way the education is to be imparted. Education systems are sometimes institutions that promote a certain idea to its students, for example, the convent system or, different education systems for different countries. When there is no uniform way of imparting education, social engineering occurs which can definitely lead to abuse of the system as a particular thought is taught in those institutions. However, there is another way of getting the right kind of education without limiting your education intake capabilities. There is another kind of education different from the traditional ways of education called alternative education or educational alternative. Generally speaking, they believe in introducing philosophical ideas to the students by following a wide number of teaching methodologies rather than sticking to just one alternative. There are independent education systems or private systems which follow more flexibility in staff selection and the kind of educational approach they are using to impart education. The best thing about using alternative education systems are that they equip the students with the various kinds of doctrines, thoughts and ideas that are present across the entire scenario and it is upon the students to understand and evaluate the best possible thought that they want to believe in or go with. You just don't have to follow one single thematic idea jus t because everybody or the majority thinks it's right. This way you have the right to choose and that helps one to develop you own thinking rather than the one derived by the masses. Self education is another concept that is gaining wide-spread recognition these days. However neglected and opposed, one can learn without the help of an instructor. One great aspect of self education is that one doesn't have to be dependent on the knowledge of another individual. It has been seen that self education has been able to produce miraculous successes beyond the wildest dreams. There have been various important personalities that have completely revolutionized the way people used to live and have been a product of self education using their own educational tools. Abraham Lincoln, Henry Ford, Chuck Yeager, Alexander Graham Bell and many other have been the ones who have been educated at their homes and have built such a knowledge base that has changed the way the world functions today. Before the advent of these education systems, this form of education was considered the most useful and acceptable form of education. In my opinion, this is a better way of education because one gets to think for them, and understand depending upon their own capability rather than listening to the thoughts of a teacher. When one gets educated by a person, he or she adopts the values and thinking of the teacher; and doesn't get a chance to understand the world and develop opinions on their own. Therefore, in order to get the complete picture, one should also emphasize on getting at least some kind of education by them, by reading books or by adopting other educational

Chernobyl Disaster Essay Example | Topics and Well Written Essays - 1000 words

Chernobyl Disaster - Essay Example Chernobyl disaster happened due to overheating of the core, which resulted in the core meltdown. The meltdown of the core exposed the radioactive matter to the outer environment and it was also carried far away by wind. People were forced to leave the city as quickly as they could. At first, people were not informed by the accident but after some time, the news of the disaster spread widely. The radioactive materials from the reactors were found hazardous to the people and other living beings of the place. The persons who were quite near the power plant or working inside the power plant faced the high exposure of radioactive materials. Only two workers had lost their lives, when accident happened but the accident caused severe damages to the people nearby the place of accident and a large number of people had suffered from cancer and died after the accident (World Nuclear Association 2011). The radioactive ash from the reactor had two parts. One part of the ash contained very small particles which were carried away by the wind. The other part of the ash contained a bit thick particles and could remain hazardous for many hundreds of years. The disaster had endangered more lives as compared to any other such incident. Belarus, the place nearest to Chernobyl, had been affected more than any other region from the radiations, spread as the result of Chernobyl disaster (World Nuclear Association 2011). ... The reactor no four was made with high precision and a lot of instrumentation was utilized to precisely measure different functionalities. A nuclear power plant is incomplete without the implementation of a cooling system. The cooling system is employed to draw the decay heat away from the reactor core. Water is utilized mostly as a coolant in the nuclear reactors. On 26th, April 1986, the water pumps, which were used to maintain the temperature of the core, were stopped for some time to verify that the backup power system to power the water pumps is working properly. In this little while the temperature of the core was raised but the backup power system did not worked. Then it was tried to normally start the cooling pumps but in vain. The temperature of the core exceeded to an uncontrollable level which blew the thick steel roof of the core with a massive amount of heat and unused radioactive material. Chernobyl power complex had lacked one of the most important safety features that are employed in modern nuclear reactors. Containment cooling method, that is considered when there is an uncontrollable situation at the nuclear reactor, prevents the radiations from spreading in the atmosphere. At the Chernobyl, there must be a containment cooling system which could reduce the spreading of the radiation material. The authorities like government should emphasize more on safety features rapture than generating high profits. The Chernobyl nuclear reactors had lacked other safety measures, active and passive cooling techniques must be there to meet the uncontrollable situations. There were construction errors, like the pillars that were to be placed horizontally were not present there at the reactor building

Sources of Finance for SMEs in UK and US Essay Example | Topics and Well Written Essays - 1000 words

Sources of Finance for SMEs in UK and US - Essay Example Thus the sizes, related industry, year of operating and organizational forms are the most important factors that determine the finance sources for a SME (Rutherford, Oswald, n.p, 1999) and most of the SMEs get finance through their internal funds like the starting capital of the owner, loan arranged by the owner of SME and the retained earning. However along with these internal sources the SME get external debts from the financial institution also and this credit help the SMEs in financing their different business operations. The main sources of finance for the SMEs of UK are identified in the survey conducted by Federation of Small Businesses (FSB) in 2004. According to the figures provided by FSB, SMEs do use more then one source to finance their business. 50.8% of the SMEs in UK use the bank drafts to finance their business, 30. 6% used personal savings, 29.5% use bank loans, 28.5% use retained profits and 25.5% use credit cards debts to finance their business (Carter et al, p14, 2004). The report of FSB further disclosed that leasing and factoring are not commonly used by the SMEs for getting credits to finance the business. The new SMEs mostly depend on personal saving and credit cards whereas the older SMEs depend more on supplier's credit. On the other hand, the survey conducted by SmallBusinessFinances(SSBF)of America in 1998 discloses the main sources of credit for SMEs in United States. The report discloses that there are 80 percent of US SMEs that used to take some kind of credit from differen t sources. 34% of the SMEs in US get credit to finance their business from business credit cards, 46% use personal credit cards, and 28% use credit line whereas 21 percent use vehicle loans. Financial institutions are also important source of credit and there are 38% of the SMEs that use to get credit from commercial banks and 13.3% SMEs take loans from finance companies. The report shows that the smaller size firms have little access to the banks and financial institution as compared with developed and big SMEs (Watson, p35, 1993) The credit availability to SMEs for financing is surrounded by an important issue of lending technologies. There are five major lending technologies used by the financial institutions and banks to provide credit to SMEs for financing their business operation. In UK and US the SMEs get loans from different financial institutions through different lending technologies among them the relationship lending and transaction based lending are the most important types (Thorsten and Demirguc, p2931, 2006). The commercial banks in UK and US mostly find it more profitable to provide credits to the SMEs through relationship lending as they got shelter ageists price competition by using this lending technology. (Allen, Udell, p2931, 2006) however this trend is more common among the UK banks and the banks in US like to provide credit to SMEs through transaction based lending as they get high interest rates and there is poor risk rating for this type of credit lending. In UK when the SMEs failed to get credit from banks and other financial institu

ENV Essay Example | Topics and Well Written Essays - 500 words

ENV - Essay Example Environmental pollution results to undesirable changes and conditions for all the organisms in the ecosystem and this comes with effects that are more adverse to life systems in general.  The environment is also divided into components which  are affected by pollution  and they  include the air, soil and water;  this  gives rise to the various types of pollution namely air, soil and water pollution. Pollutants are introduced in the environment as byproducts of human activities such as industrialization, deforestation and farming- these activities release harmful residues into the environment thus causing pollution. For instance, farmers apply pesticides for purposes of boosting Agricultural outputs on their farms, but this often leads to pollution as the pesticides always find their way into the air, water and soil resulting to contamination. In this regard, pesticides contribute to air pollution, water pollution and soil pollution  thereby destabilizing the natural equ ilibrium in the ecosystem. In the course of applying pesticides to crops, they may drift through wind into other unintended areas, contaminating the air, and this affects life systems, which may encounter the residues of pesticides. Organisms for instance may ingest the pesticide residues that land on food or by breathing the particles suspended in air. Pesticides find their way into water systems by a number of ways such as leaching through the soil; they may be carried through runoff water or eroding soil (Pimentel et.al 818), and they may accidentally spill into waterways.  Pesticides that leach into ground water sources lead to contamination- organisms that use such contaminated water  are at a risk of ingesting the pesticide residues in it, and this causes health problems (Singh et.al 96). Concerning soil pollution, continuous excessive use of pesticides may lead to

Transforming Complaints into Commitments Essay Example | Topics and Well Written Essays - 1750 words

Transforming Complaints into Commitments - Essay Example I, therefore, came up with a plan that I believed would be the best solution. My plan was to call a Towing company whenever I found a car parked in my space. I was, however, concerned about my safety and that of my property. I assumed that if I call the towing company to tow people’s cars away, they might get angry and vandalize my car, especially because of the expensive tow bills. The people might also turn their anger on me. I developed a different way to deal with the issue. My solution was to talk to the apartment management to place a bigger sign telling people that the parking space was reserved. I noticed that some did not notice that it was a reserved parking space. I am also willing to politely tell people to stop parking on other people’s spaces whenever I see them. Course concepts used are values and assumptions. Values are my beliefs on what is right or wrong. My values guided my decision making since it made me think of solving the problem. I developed an improved way of dealing with the situation. Because of my values, that is, the other people should respect my rights, I thought of involving the towing company. My values influenced my assumptions for I thought of the effect the expense of towing a car would have on their owners. My values influenced my decision. I believe in what is right, but I also value peace. Towing the cars could solve the problem, but it could create another more serious problem. The people could get angry, and this could put my life in danger. They could even decide to vandalize my car. I, therefore, thought of more modest risk. This was communicating with the people to let them know about my parking space. This would yield almost the same results, but was a more modest way. I used assumptions to guide my decision making on a modest way to deal with the issue. I first thought of a solution which would work, which was to call a