Cultural development Essay Example | Topics and Well Written Essays - 2500 words

Cultural development - Essay Example It is evident from the study that Cultural Development theories strive to describe the quality changes in the framework and structure of society, which help its members realize their aims and objectives. Cultural development does not only entail the integration of new programs and policies in the society, but it also includes the process of social change. Physical Stage is mainly marked with the domination of physical aspects of the human personality. At this stage, people are required to adhere and follow tradition strictly, and only little change and innovation are required. Society in this stage is mainly meant for survival and subsistence. Land is the most outstanding resource, and wealth is weighed on the size of land holdings. During this stage, money and commerce play minor roles, and experimental and innovative approaches are discouraged. Church and religious beliefs are responsible for introducing new technological knowledge into the society. Professional skills are passed d own from the parents to the children. Vital Stage is marked with change and dynamism. Society becomes adventurous and innovative thereby expanding its activities. The society transforms from stressing on interactions with the physical environment to emphasizing on the social interactions between people. Agriculture, which is the main economic activity at this stage is fueled by trade. New programs and policies that encourage commerce and trade are introduced into the society. Experimental and innovative approaches are encouraged, and demand for knowledge and skills rise. This is the stage where people begin to strive to acquire leisure and luxury, which were not attainable when the society was at subsistence level (Johnson & Lewis 48). Mental Stage This stage is characterized by the social, political and practical application of mind. At this stage, the society emphasizes on education, technology and inventions. New social organizations, political systems, human rights and democrati c movements are created (Johnson & Lewis 67). People are also allowed to interact with God directly without the mediation of church leaders. Mental stage is fueled by technological advancements such as telecommunication, air travel, modern roads and networking (Johnson & Lewis 68). Technical Development Technical change is a process that is characterized by three main stages that include invention, innovation and diffusion of processes (Johnson & Lewis 54). Invention Invention refers to the breakthrough in technology or the creation of new things (Johnson & Lewis 26). It involves the creation of new idea that had not been created or discovered by anyone else. Everett Rogers indentified five elements of an innovation, which impact the extent of its effectiveness. They include compatibility, trialability, complexity, observability, and relative advantage (Johnson & Lewis 111). Innovation Innovation entails the development of an inventive idea to create refined and leaned products and services (Johnson & Lewis 124). This is the stage that proves or fails the worthiness of an inventive idea. It is less risky than invention because it deals with known quantities, qualities and parameters (Johnson & Lewis 127). For example, the availability of personal computers has aided the creation of Software that human has also used to

NTCM standards Essay Example for Free

NTCM standards Essay NTCM standards are widely used standards for mathematics in US and many websites are now offering different services which can familiarize a student to the standards and help student to learn the elementary mathematics while having fun also. This paper will present an analysis of the four websites that contain math activities which confirm to the NTCM standards. First Website http://illuminations. nctm. org This website offers different activities such as numbers and operations, geometry, Algebra, Measurement and problem solving etc. The methodology used by this site is really simple and comply with the standards by providing an easy to learn approach which is basically targeted at improving the number sense of the children. Since this website offers lessons for different classes and as such as the standard improves, the complexity of the mathematical operation increase too. For initial classes like Pre K-2 etc the operations are really simple such as computing, addition, subtraction however, as the level of difficult increases, the complexity of these operations improve too. This website is appropriate for the students from Pre- K-2 to the age groups of 9-12 years. These activities are important for the students because they assist them in improving their understanding of the mathematics and basic operations. These activities can lead to the achievement of students because they are presented in a very unique and different way and can keep the interests of the students intact. These activities support differentiation of the instruction because they provide a very easy to use tool which is not only simple but also very easy to understand. Students can easily learn them and teachers have the option to make them more fun to learn.

Jack The Ripper Essay -- essays research papers

The Whitechapel Murders and those of Jack the Ripper are not generally one and the same. Over a period of three years towards the end of the nineteenth century a number of prostitutes were murdered under different circumstances – the murder of prostitutes was not an especially unique occurrence during those times but several of the murders drew particular attention on account of the savagery with which the victim’s bodies were mutilated. Within the Whitechapel Murders was a cluster of murders that demonstrated sufficient similarities as to suggest that they were committed by the same person. One of the first instances of serial murder was thus identified and sensationalised in the media as the work of ‘Jack the Ripper’, nicknamed on the strength of a letter, probably a hoax, sent to the Central News Agency and claiming responsibility for the killings. Jack the Ripper was a man, and the killer surely was a man, who did not have the intention to merely kill his victims; he needed to mutilate them. Such was the savagery of his attacks and the enthusiasm of the press, that he successfully terrorised the environs of Whitechapel in East London for several years. In spite of an extensive investigation of the killings, Jack the Ripper was never apprehended nor convincingly identified. The Ripper murders were conducted against a backdrop of appalling social deprivation and unimaginable poverty amongst the poor of East London. The advent of industrialisation resulted in widespread un...

I Heard a Fly Buzz When I Died and After the Apple PIcking: An Analysis Essay

A poet uses the elements of poetry to express his/her theme. This is particularly true in the poems I Heard a Fly Buzz When I Died by Emily Dickinson and After the Apple Picking by Robert Frost. Both poets use metaphor and rhyme scheme to accentuate the themes of these two famous poems by two of America’s most beloved poets. Metaphors, comparing two unlike or unrelated things, are essential to poetry and the purpose of poetry is to evoke an emotional response. Therefore, there must be a theme, or main point, to a poem and that point is what will awaken emotion in the reader. I Heard a Fly Buzz When I Died is a work that when the title or first line is read, sets a tone of uneasiness because it deals with death and flies. Most people do not want to dwell on their own mortality and no one can find tolerance for a fly. However, Dickinson portrays death in a way that it is only thought of as part of the natural process of life and she does this through the use of metaphors. The most obvious metaphor is where death is compared to a fly. The fly is seen as an annoying insect that is drawn to putrid decaying things that were once alive. The fly is insignificant where humans like to think that the whole world will be affected by their deaths, in reality, it will be as common as a house fly. The next metaphor is tied to the first in that the deathbed watchers are waiting for the King to make his presence known in the room. The King is obviously a metaphor for a royal personification of death. While they are anticipating some type of pageantry, death shows himself as a fly which heightens the theme of the commonality of death. After the Apple Picking is also rich with metaphors. The most obvious metaphor is the comparison of death with sleep. The narrator has finished a hard day’s work picking apples and he is extremely tired. In fact, he has fought sleepiness all day. The setting is late fall to early winter which also points to the end of life. This sleep is something that the narrator can not fight just as a person can not fight death. When the time comes, there is nothing a person can do but give into it. Rhyme scheme is another way that Dickinson and Frost accentuate the theme. In After the Apple Picking, the rhyme scheme is varied and subtle just as death can be. Death is certain like the rhyme scheme, but it is different for each person and it is not always earth shattering. Dickinson’s rhyme scheme in I Heard a Fly Buzz When I Died does follow a pattern, but it is also subtle. Her use of subtly takes the form of slant rhyme so that there is not a harshness that would detract from the theme of the commonness of death. Theme is the major element of poetry and through the use of other poetic elements, it can be conveyed effectively. Emily Dickinson and Robert Frost knew this and made use of rhyme scheme and metaphors to enhance the meanings of their poems.

The world

There are too many parts In his recordings that do not make sense that lead me to my decision. The accounts of Pocahontas are a major factor that many say make Smiths works not credible. When John Smith was kidnapped by the King of the Photostat Tribe, Pocahontas' dad, they were about to kill him then and there. Side note: they kidnapped Smith just to kill him instead of ailing him during the battle between Smiths men and the Native Americans.Why would they spear Smith's life after they killed all his men? Anyways, right before the King & his men were about to kill him, weapons drawn, this young girl Jumps in and shields Smith from the men. â€Å"Pocahontas with no appeal or petition got his head in her arms and laid her own upon his o save him from death. † She happened to be the king's daughter. She was so brave that she risked her own life Just to save a stranger that was an enemy In her father's eyes. But John Smith does not give us any time of season why Pocahontas did th is for him because when Pocahontas covered him they didn't kill him.Later in the story he records how after he was released, Pocahontas was providing him with food and other things so he wouldn't starve to death. But yet again Smith doesn't record why she is doing this for him, making a reader like me suspicious about his credibility. Maybe she had a crush on him but I don't think they were secretly in love because she was probably too young for him. Throughout Smiths writings in â€Å"A General History' & his accounts of Pocahontas, e makes mostly everything seem to not be his fault.He doesn't tell us or explains to us the wrong decisions he made that lead to his close encounters with death. He makes It seem like he was o innocent. He was proud, arrogant, and boastful, writing in 3rd person about himself, removing himself away from the narrative. He TLD care about the other tribes around his area, stealing food and necessities from them. Even though it was for the good of his own colony or group of people, it still isn't right to steal from others and sin like that, then go on to write about Religion and how people should go about it in the â€Å"New World. Most likely the other tribes will fight back. I question if Smiths recordings of Pocahontas are real because how can Smith get kidnapped & released all because a girl he never met shielded him. Pocahontas saved him and now he gets to go? Why didn't the king search for him? It's funny because Smith refers to the king as a devil and refers to the Native Americans as â€Å"Barbarians. † How was the King the devil if he spared your life and traded with your colony In the future?I think Smith was captured then released on a deal that was dad between him and the King, probably a deal to help the Photostat tribe out because Smith was a smart resourceful man. I don't know why he had to put the Pocahontas story into his recordings instead of just telling the truth, because that accounts of Pocahontas in hi s 1607 recordings, but he mentions the Photostats. It wasn't till his 1624 recordings 20+ years later, that he mentions Pocahontas long after she died. So now we don't have any witnesses or any accounts from Pocahontas about what really happened or if the story is fabricated and never actually appended.I believe Smiths accounts in â€Å"A description of new England† are credible. He drew maps for future colonies and focused heavily on religion, encouraging people to come to the New World. But I do not think he cared about any of these things. He probably wanted people come to so he could make money by promoting the World, because maybe somebody was paying him. He probably sold the maps he drew to the people he was recruiting to come to the new World. To conclude my paper I tell you again that I do not believe that John Smith was a reducible writer.If he explained the things that happened in the Photostat tribe more thoroughly, I think I would have a change of mind about his c redibility. Why would a young girl who is a stranger to Smith save his life twice for no reason? Why wouldn't Smith explain why she does these things? The king released Smith and later became friends with him, why? That makes no sense. A normal person would be confused as am while reading this. As I said if one story isn't believable, it makes me question all his other accounts of what happened. The World The world’s biggest software maker felt that it had been robbed, so much so that they posted a high-level summary of 235 patents that were allegedly violated by Free and Open Source Software (FOSS), including the Linux Kernel, Samba, OpenOffice. org, and others . Microsoft does not play when it comes to patent infringement, but did they have a case? †Ã¢â‚¬ ¦ So if Microsoft ever sued Linux distributor Red Hat for patent infringement, for instance, OIN might sue Microsoft in retaliation, trying to enjoin distribution of Windows.It's a cold war, and what keeps the peace is the threat of mutually assured destruction: patent Armageddon an unending series of suits and countersuits that would hobble the industry and its customers. † (Parloff may 28, 2007). Shortly after that, Microsoft entered into a series of three contracts with Novell, one of which was a patent agreement that basically said, â€Å"Don’t sue us and we won’t sue you. † So now the qu estion is â€Å"At the time of the scenario, some dire consequences were predicted for FOSS. How has FOSS fared since then? † From what I have researched so far FOSS generally has still faired fairly well through the whole ordeal.The GNU still viewed as a pinnacle for open source software and distribution. The Deal with Novell was made to walk around the GPL of the GNU and expose loop holes for Microsoft’s gain but also creating a pressing dilemma for the GNU. The deal struck between Novell and Microsoft was a â€Å"we don’t sue you and you don’t sue us† which indicates that not only was FOSS involved in patent infringement but also Microsoft. The Deal included over 200 million dollars to Novell and 43 Million to Microsoft for â€Å"license distribution† of Novells’ Server software.Linux has grown from its earlier days as a fringe operating, evolving more and becoming more wide spread as a use for servers. What impact have these event s made since then, or will they make? The threat of a lawsuit had little if any impact on the free open source market at all. People continued to download just about anything these days. Why you ask? It simple, FOSS has good quality codes that can be changed, shared, copied at will, and downloaded. It's adaptable and it can be tailored to perform almost any large-scale computing job and it is almost crash proof.Software that is free is good to anybody no one can deny that. Many individuals that used open source applications on their smart devices, as well as large companies which use these applications for daily activity for their need in their company. FOSS is great for everyone because it can be shared, copied, changed and of course downloaded. FOSS is not going anywhere just for the reason being that it’s free. Has FOSS been hurt, helped, or neither? Big corporate companies have been changing their philosophy on open source software since Microsoft posted their findings in 2006.Major corporations like IBM, Oracle and Google have been using FOSS. They are big allies to FOSS so in my opinion I think it has helped them because then other small companies that actually look up to these powerful corporations would later start using FOSS. When something is starting to being used and downloaded on a constant basis, this means it’s becoming popular and it is in high demand. So it has helped them since then. Free software is great, and corporate America loves it. What in FOSS’s or Microsoft’s actions against FOSS has changed since then?Microsoft actions towards FOSS since then allegations were published is to get paid, the company is trying to still get royalties from developers that use FOSS. After the deal between Novell and Microsoft, Novell continued getting open source software getting their royalties and charging for them instead of being free. Microsoft did not sued FOSS but are lobbying their hardest (unsuccessfully I might add) in getting most of the large corporations to not join or ally themselves with FOSS. Bibliography Parloff, R. CNN Money, â€Å"Microsoft Takes on the Free World. † Last modified may 28,2007. Accessed July 29, 2012. http://money. cnn. com.

The American Flag essays

The American Flag essays Freedom, courage and honor are just a few symbolizations of the American flag. Every flag stands for something, but for Americans, the flag symbolizes much more that the country it flies in. The American flag symbolizes the people in the country and what many individuals have done for it, including giving their lives. Many wars have been fought under the American flag, encouraging each man to stay strong. The unity in the flag is alone enough to symbolize America, but the efforts and fights that have taken place, cannot be looked past. One nation under God, the allegiance states. As Americans pledge allegiance to the American flag claiming to he one nation under the one and only God, people across the ocean are being killed for praying to this God. Freedom of speech and religion are only two of the many freedoms Americans have. To other countries, to be able to pray, even silently, to God, is not heard of, but Americans come together and pledge to be a nation under God, without penalty. The American flag flies high and proud just in that, but the courage it shows as it waves in the wind reminds us of the American people. Across the seas, American soldiers fought, not for their own lives, but for America. The freedom that now reigns in America did not come without a war. The American flag stands for each courageous man that has ever fought for the life and well being of America. Not only does the flag stand for the soldiers, but also it stands for the people, civilians, at home fighting the war for food and money as the American economy had also been enduring the battle wounds of the over-seas war. The flag still flew high, even in times of need, to remind each American to keep their courage. For, without courage, there would be no America with a free-flying flag to honor it. At half-mast, the American flag will fly to show honor and recognition to those who lost their lives at times of war ...

Biography of Fukuzawa Yukichi †History Essay

Biography of Fukuzawa Yukichi – History Essay Free Online Research Papers Biography of Fukuzawa Yukichi History Essay This paper will be on the life and works of Fukuzawa Yukichi, the man who spread foreign studies throughout Japan, opening schools and founding one of Japan’s major universities today. I chose this topic, because the name Fukuzawa Yukichi sounded familiar and therefore I did some brief research on him. From there I found out that he had been the founder of Keio University, which got me interested in him. Fukuzawa Yukichi is a very important figure in Japanese education, for he spread foreign studies and rangaku amongst the Japanese society.My research question of this paper will be: How was Fukuzawa’s knowledge in foreign studies and â€Å"rangaku† advantageous when trying to spread foreign studies? My hypothesis is that his knowledge helped him to gain support and respect from the bakufu as well as the citizens, and helped him to open schools throughout Japan and travel abroad to study. Fukuzawa’s Background â€Å" Fukuzawa Yukichi was born on January 10th, 1835 in the city of Osaka.†1 His father was a low-ranking samurai of the Okudaira clan of Nakatsu. However, a year and a half after Fukuzawas birth, his father passed away leaving the family in poverty. Due to this Fukuzawa was unable to go to school until he was fourteen, when he finally had enough money to go to a school of Dutch studies. â€Å"When his brother sent a letter to the chancellor of the lord of his clan, it was returned to him for the address didn’t contain honorifics appropriate to the chancellor’s status. Due to this Fukuzawa developed a great hatred for the feudal system.†2 Fukuzawa waited for a chance to change the ways of the feudal system. In February, 1854 at the age of nineteen he traveled to Nagasaki to study Dutch language and gunnery in order to become an expert in western gunnery. â€Å"After one year, he decided to head for Edo to work for a family friend who was a physician, under the pretext of visiting his mother.†3 He traveled up to Osaka where his brother greeted him. â€Å"His brother then stopped him from continuing on to Edo and told him to stay in Osaka. And so Fukuzawa remained in Osaka and studied western medicine and Dutch language at the Tekijuku school run by the physician Ogata Koan.†4 At the age of twenty-three, he was ordered by his clan to travel to Edo and teach Dutch at the clan headquarters. Once he arrived in Edo, he was provided with a small apartment in Teppozu. Before long his pupils started coming to learn Dutch and pretty soon his apartment had become a small school. Putting ideas into action The following year, in 1859, Fukuzawa visited Yokohama which had just been opened to foreign trade. To his dismay, his knowledge in Dutch language was completely useless, for the language in use was English, not Dutch. Fukuzawa then decided to teach himself English with a conversation book and an English-Dutch dictionary. â€Å"Fukuzawa heard that the shogunate was sending a Japanese ship, the â€Å"Kanrin Maru† to escort an American warship with Japanese envoys to San Francisco.†5 He was determined to sail on thin voyage and sent a letter to Captain Kimura, the highest-ranking member of the Japanese Navy. â€Å"He also visited the Captain at his home and asked the Captain to take him along as a personal servant, which he agreed to immediately.†6 During his stay of four months, Fukuzawa was overwhelmed by the new ideas which greeted him. â€Å"The men and women dancing together, ice cubes in drinks, horse-drawn carriages were all so new to him and amazed him.†7 Before his journey back, he bought a copy of the â€Å"Webster’s Dictionary,† which is said to be the introduction of Webster’s to Japan. Upon his return Fukuzawa became an official translator for the bakufu, while continuing to study English. Fukuzawa Yukichi in 1860 Traveling abroad and gaining respect â€Å"In 1861 Fukuzawa married a seventeen-year-old girl with whom he had nine children. A year later, he was sent to Europe as a highly-paid member of a diplomatic mission.†8 During this time he visited Egypt, France, England, Holland, Prussia, Russia, Portugal and various ports in Southeast Asia, taking notes wherever he went. He then published a book which consisted of his research and experiences abroad, titled â€Å"Seiyo Jijo.† (Western Things) This book became an immediate best seller. It included descriptions of schools, hospitals, railways etc. In January, 1867 Fukuzawa traveled to the United States once again. â€Å"This time he had gone as an interpreter for a delegation sent to purchase an American warship and to obtain rifles for the shogun’s army.†9 Upon his return, Fukuzawa wrote another book, â€Å"Seiyo Tabi Annai ( A Guide to Travel in the Western World) also became a best seller. â€Å"This was followed by his third book, (Seiyo Ishokuju (Western Clothing, Food and Houses).†10 He also set up his own school in Shinsenza, and named in Keio Gijuku. The number of students grew rapidly to 100 students. â€Å"On the 4th of July, 1868 sounds of gunfire from a battle a few kilometers from Keio-Gijuku could be heard during one of Fukuzawa’s lectures.†11 But he went on teaching about political economy. He told his students â€Å"whatever happens in the country, whatever warfare harasses our land we will never relinquish our hold on Western learning. As long as this school of ours stands, Japan remains a civilized nation of the World.†12 During these years Fukuzawa was offered several positions in the Meiji government, but refused them as well as renouncing his samurai status and becoming a commoner. â€Å"This showed his true devotion to Foreign studies and connecting with the commoners. Two years later, he suffered a severe attack of typhoid fever and as a result moved to Mita, where it was less damp and had a view of the ocean.†13 In the years that followed, he devoted himself exclusively either to teaching at Keio or helping initiate modern schools elsewhere. â€Å"He also translated and/or wrote pamphlets about the West and elementary textbooks on a surprisingly wide variety of subjects such as physics, geography, military arts, the British Parliament and international relations.†14 He bitterly criticized the traditional Japanese school curriculum, emphasizing ancient texts and the enjoyment and writing of poetry, as providing impractical pursuits. He argued that Western education was necessary and urged boys and girls who had just learned kana letters to consult translated textbooks and, at a more advanced stage, to read a Western language. Public Speaking â€Å"In 1873, Koizumi Nobukichi, a member of the Keio staff showed Fukuzawa a bookled entitled â€Å"American Debation.† This interested Fukuzawa who immediately started to translate this booklet on speech and debation.†15 He renamed in the â€Å"Kaigiben†(How to hold a conference.) Fukuzawa formed the â€Å"Mita Enzetsukai† which was the Mita Oratorical Society which studied speaking in public, debating, and giving conferences. This Oratorical Society rented a room in Fukuzawa’s former home and held their first official meeting on June 27th, 1874. Their meetings continued on until 1875. By this time the membership had increased to over twenty. â€Å"By this time, Fukuzawa and his colleagues had gained enough skill in speaking to have the confidence needed to display their art before the public.†16 However, there was no such place available in Japan at the time. Therefore, he decided that he would build one on the Keio campus. â€Å"He asked his friend, Tomita Tetsunosuke who was visiting the United States at the time, to send some plans of various American assembly halls. Once they arrived, he carefully drew up a blue print for his speech hall. On April 7th, 1875 the Mita Enzetsukan was completed.†17 Saturday, May 1st, 1875. This was the memorable date of the first speech given in the speech hall. Nearly four hundred guests arrived and assembled at the Speech Hall. â€Å"The Mita Enzetsukai’s speeches were a great success and people both young and old flooded into the speech hall.†18 Sometimes, more people arrived than could fit the Hall. This popularity continued on until the 1923 earthquake, when the hall waws moved to the top of Inari hill to escape damage. The number of students at Keio-gijuku, which had climbed back to more than 300 between 1871and 1876, again began to decline, in part because of the unsettled domestic scene. â€Å"As most of thestudents were samurai, a decision by the government in 1871 to abolish domains and reduce the hereditary privileges and stipends of the lords and vassals also affected the amount of money that could be spent on education. In five years, this process of confiscation was completed.†19 During this period, Fukuzawa’s students, most of whom were samurai, had been obliged to leave the school because of their lost privileges, the war and worsening poverty due to inflation. Those who came from Satsuma returned to join the rebellion there and were either killed or wounded. In dire financial straits, Fukuzawa supplemented the school’s budget with his personal income and also asked for loans from the government and private sources. No one, however, was willing to lend the Keio-gijuku any money and some suggested that it should be dissolved. His fellow teachers responded by voluntarily accepting a reduction of their salary by two-thirds. â€Å"Subsequently, the number of students gradually recovered from a low of 200 in 1878 to as many as 500 in 1881. Fukuzawa subsequently created Keio University to teach what Japanese schools were unable to teach, and by 1890 had imported a sizable foreign faculty. â€Å"20 The Economic and literary side As a measure to reduce expenditure, the government decided to sell factories and enterprises. When it was announced that these properties had been sold off at incredibly low prices, civil rights leaders criticized the government severely. â€Å"A rumor appeared in the press that Fukuzawa, with the financial help of Iwasaki Yataro of the Mitsubishi Corporation, was urging a coup d’à ©tat by Okuma. In return, Ito Hirobumi kicked out Okuma from the cabinet.†21 The real reason for this political drama was a struggle for control over input on legislation for the future constitution. Several Keio graduates who had worked under Okuma had suggested a constitutional monarchy on the British model, while the Ito group preferred the Prussian type. â€Å"This group was responding to, and afraid of, Fukuzawa and the Keio school, since Fukuzawa himself often expressed active support for Okuma’s policies.†22 After his political victory, Ito suspended the constitution and the opening of the Diet for ten years, canceling the sale of government properties. â€Å"Before their split, Ito, Okuma and other members of the government had arranged with Fukuzawa to start a newspaper to help promote the early opening of the Diet, but this was easily given up on. Fukuzawa decided to proceed alone and launched â€Å"Jiji-shimpo† on March 1st, 1882.†23 He declared that this quality newspaper would remain impartial and independent. From that time onward most of Fukuzawa’s writings appeared in â€Å"Jiji-shimpo,† not only serious articles but also satire. â€Å"He addressed all contemporary issues such as politics, domestic and international issues, political economy, education and educational policy, the moral code, particularly women’s rights, and so forth.†24 These articles and parodies fill nearly half of the twenty two volumes of his â€Å"Learningsâ⠂¬ . His book â€Å"Gakumon no susume† was one of the first books written in the modern form of Japanese, with both kanji and kana: Fukuzawa wanted to bring education to the masses, and part of that idea was bringing language and the written word to the masses. The â€Å"jiji-shimpo† was his only literary outlet left, and he continued to write in it until his death in 1901.25 . Comparison Natsume Soseki is one of Japan’s most influential authors. Natsume was born towards the later years of Fukuzawas life. The two great historical figures share similarities and differences. Natsume and Fukuzawa both excelled in languages: Natsume Chinese and English, Fukuzawa Dutch and English. They also both traveled abroad. Fukuzawa traveled to Europe and the United States, and Natsume traveled to England. But whilst Fukuzawa’s travels were all quite successful, Natsume did not benefit much from his visit to England. In fact, he went under depression. Both Fukuzawa and Natsume were teachers. However, Natsume decided to quit teaching at an early age and concentrated on writing novels. On the other hand, Fukuzawa continued to teach as well as writing books, speaking publicly, participating in human rights and the economy as well. Fukuzawa was much more active and worked in many different aspects. Natsume concentrated mainly on novels, which I think is why his novels are so famous and still studied today. One more similarity is that both men were on the Japanese yen notes. Natsume was on the  ¥1,000 note whilst Fukuzawa was and still is on the  ¥10,000 note. Conclusion My research question can finally be answered now. Fukuzawa’s knowledge in foreign studies and rangaku were quite advantageous when trying to spread foreign studies. He was able to gain respect from the bakufu with his knowledge of English. However, his knowledge in†rangaku† was not of much use, since Perry’s arrival had consisted of English, not Dutch. But because of his knowledge in so many different languages he was able to have three successful journeys abroad and to open up schools and gain respect from his pupils. Also, by learning â€Å"rangaku†, Fukuzawa was able to learn English easily, as well as being able to relate with the Europeans and the Americans. Overall His knowledge in foreign studies was extremely advantageous From writing this research paper, I learned that there was more to Fukuzawa Yukichi than just finding Keio University. He worked extremely hard to learn â€Å"rangaku† and English, convinced people to send him abroad and devoted his life to foreign studies and speeches. He published many books and gave numerous influential speeches which affected the Japanese society. He gave up his status as a samurai which was an extremely hard gesture at the time, and spent his life on education and spreading it to the population. He has affected and in a way created the Japanese education which we use today. Not only did he change educational aspects of Japan, but also the politics and women’s rights. 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