Intellectual Property in Canadian Manufacturing Industry Essay

Intellectual Property in Canadian Manufacturing Industry - Essay Example The empirical literature is also limited to some extent. This is the reason that our understanding of IP is below satisfactory level. The patents of IP institution are considered as protectors of intellectual property as Canada has a history of intellectual property institution. In the year 1867, Canada was created as federation and its very first patent act starts from the year 1869. Right after its beginning the Patent Act used to revise several times in the last century. Recently there were major amendments took place. Canada has also abandoned its first to invent patent system for first to file system on 1st October 1989. The requirements related to disclose patents to public are modified. The duration is also modified among other amendments of patent act provisions. There is a very little information available regarding impact of Canadian patent system on Canada’s economy because there are changes made to the legislation in the year 1989 and how does it affected the econo my of Canada; this information is yet to be revealed or explored. In the international trade and investment policy the IPR issue has captured the attention. The attention can be clearly identified where the inclusion of negotiations on TRIPs within multilateral trade policy were taking place. The implicit policy assumes the differences in IPRs worldwide and these differences affect the investment flows and international trade. Intellectual property is available in different forms like patents, trademarks, copyright etc and it is considered as a firm’s property. The exploitation of this IP can be enhanced via global marketing strategies. IP can be traded by... This essay tries to establish, how the regime of intellectual property protection can stimulate the creative ideas as well as knowledge in Canada, along with ensuring the access to the innovations in an economical or affordable way. IP rights or IPRs are considered as important source in providing help to creators and innovators so that the innovators could get a pay back in exchange of their creativities. IP provides market exclusivity to innovators so that they can get benefits for their innovative ideas. IP is also involved in providing protection to intellectual property as protection is an important aspect because Canadians get the benefits of the knowledge and creativity. The optimal level of IP protection can make the contributions to the knowledge base economy of Canada. Most of the companies in Canada have a high opinion of the effectiveness and efficiency of IP protection, 66.9% of manufacturing firms in Canada use at least one of many IPRs. Organization use IP protection feel efficient work environment as compared with firms who have no idea about IP protection system, also the firm using IP protection innovated the ideas more frequently than the firms who did not and the latter use these instruments more than non-innovators. The proportion of firms that use IPRs is increasing with firm size. Firms operating in the low-tech other sector are at lowest level of IPR users. There must be an encouragement for small and medium sized firms for the usage of IP protection;

Strategies for Technology in the Classroom

Strategies for Technology in the Classroom â€Å"With great power comes great responsibility.† – Voltaire I am reminded of this quote as we end this semester. Sometimes we adopt educational technologies for the wrong reasons. Either we wish to impress or we are simply misguided. Through the months, the different issues and topics discussed raised my awareness on the advantages, disadvantages, and the dangers of using technology in teaching. To describe what I learned, I will discuss everything choronologically. QR codes. The application of QR codes in a scavenger hunt intrigued me so much that I applied it in my class. The first try had a lot of problems since the design that I made was too complicated and hence, too difficult to organize. I made 30 problems with 3 variations each and 20 different routes. Although I had some students assist me, it turned out to be a little of a nightmare preparing everything. The good thing though was my students really had fun and it was enough for them to request for a second hunt. Learning from my first experience, I eliminated the routes and instead executed a plain scavenger hunt giving bonuses to the groups with the most number of QR codes. You could just imagine the ruckus resulting during the activity, everybody was running and shouting and it turned out well. Aside from the use of QR codes, one concept that I was also able to apply was Professor Que’s discussion of the digital divide. The activity required that students had to have a smart p hone and a QR code reader so I surveyed all my classes to check if there were enough for the groups to work on. Luckily, there were so were able to proceed. This might not have occurred to me had I not been exposed to the discussions in EdTech 210. Badges. I got this idea from our report on Emerging Technologies. It is one form of applying the principle of conditioning since it is a reward system. I was surprised by its success. Instead of awarding points, I awarded badges and logged everything in schoology. Whenever I failed to list a badge, I immediately received feedback from the concerned student about it. I even implemented this in the recitations and I was able to increase the level of participation during discussions. Instead of being afraid, students were complaining about not being given the chance to recite! Infographics. I really enjoyed doing my infographics and I decided that this was an ideal activity for my classes. Math is mostly centered on logical-mathematical and visual spatial intelligences. Howard Gardner suggests that people have different strengths with respect to the eight intelligences that he has defined and he encourages teachers to employ strategies to address the learning strengths of children. I felt that this was an ideal activity for those who had artistic skills and it was well received. The submitted infographics exceeded my expectations. Since my students belong to the digital generation, they were adept at creating digital artwork. I gave them minimal instructions and simply provided them the links that I got from EdTech 210. Equity, Legal and Ethical Issues in the Use of Technology for Education. My level of awareness on the possibilities of endangering our students when made to use online materials was heightened. Other concerns are the legal issues involved when creating online content. Students need to be reminded on respecting intellectual property and proper attribution. The first time the infographics were submitted, I asked everybody to revise them since they freely used images from the net without citing their sources. When I made flipped classroom videos, I used flipasaurus instead of youtube to ensure that students viewed only my videos and not some recommended one which I had no control. During the semester, I was planning to create a facebook account as an educational extension tool where I could post useful links on Math and their studies but delayed this to plan and study very well the possible problems of doing so. Instead, I used Schoology and UVLE in tandem to deliver content. Report 1. Essential conditions for technology integration. I am a strong believer of standards because I used to be an ISO auditor in our plant. During those years, I learned the benefits of standards and how to design them for optimization. After our plant was ISO certified, the process became less people dependent since all standards, and the corresponding production steps involved were identified. Previously, when a critical personnel resigned, he or she brought with him all his knowledge and expertise. After the standardization of the production system, this problem was lessened. We made less mistakes and were more consistent in level and quality of output. I was very glad that ISTE has formulated similar ones and because of the report, I learned how to use them in assessing whether educational technologies satisfy them. The guidelines for coaches are also a great help since I do blended learning activities and use the internet a lot for lesson extensions. I feel more confident t hat I can design courses that are more attuned to the needs of my students. Report 2. Traditional and digital media for education. Sophisticated technology is not always the best tool. Ultimately, it depends on the situation. I was particularly interested in the different examples that the group brought along. Actual samples are really more interesting than pictures and it was good that the members brought many of them to class. Most of the traditional tools I know are for Math so it was good to see how other areas like science and preschool classes use certain tools to aid learning. Report 3. Emerging Technologies in Education. I was really really glad that we got this report because I am very interested in projections and glimpses of the future. Not only did I learn the emerging technologies in the field of education but also the issues and challenges that educators face before they can go mainstream. The NMC horizon reports offer rich information and what is so good about them is that they are results of inputs from leaders and experts from different parts of the world. Most regions have the same problems but they differ in priority largely because of the economic divide. Report 4. 21st century skills. This report reminded me that I have to keep improving and to be updated on new technologies and trends in education. In this century, the demands on workers are being upped and upped since we live in a fast paced world that is media driver. It is a world that is very different from the previous century’s. Students have to learn more at a faster rate and at higher levels. They should learn how to be creative, innovative, critical thinkers, problem solvers, and effective communicators which is a tough call. This puts more burden on teachers to improve pedagogies and meet this needs. Flipped classroom. Unquestionably, this is a very useful strategy. For my case, I see a lot of applications in my classes since one of my main problems is limited classroom time. Mathematics involves conceptual understanding and procedural fluency and flipping may give me more time to address these concerns when I meet my students. I actually partly implemented this in my Math 1 cl In addition, schools must promote an understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects: Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy Learning and Innovation Skills Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills Today, we live in a technology and media-driven environment, marked by access to an abundance  of information, rapid changes in technology tools and the ability to collaborate and make individual  contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of  functional and critical thinking skills, such as: Information Literacy Media Literacy ICT (Information, Communications and Technology) Literacy Life and Career Skills Today’s life and work environments require far more than thinking skills and content knowledge. The ability  to navigate the complex life and work environments in the globally competitive information age requires  students to pay rigorous attention to developing adequate life and career skills, such as: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility And last but not least is Mahara. I remember Professor Que saying that at first, students get discouraged and see it as difficult to use. But once you know how to use it, you learn to love it. Initially, I felt bewildered while navigating the site but once I started posting my work, I learned its nice features little by little which is probably the reason why I feel I have mastered it. In the learning theory article homework, a large part of the article was devoted on learning, assimilation, and accommodation. My Mahara experience is surely a reflection of these processes. More and more teachers are becoming facilitators and learners are more involved and in charge of their learning. Hence, hands on activities like the Mahara portfolio, infographics, qr codes, and more are the best ways for a learner to acquire the skills. As a final word, let me say that I am very impressed with Ed Tech 210. This is not to get the good graces of Professor Que but a sincere opinion. When I enrolled, I thought we were going to make posters and the like and I realize now that I was really mistaken. Last November, I enrolled online in a UCLA led Coursera course on emerging technologies and I am proud to say that our Ed Tech courses at COE are not lagging behind. As a teacher, I learned a lot from how this course was managed. All course requirements and course expectations were defined and deadlines were set in advance. I used to think I was very organized but this was far more better. Since we are starting the next semester in August, I be benchmarking these into my course administration.

Henrik Isbens A Dolls House :: A Dolls House Essays

The expectations imposed upon Nora were created by society and her husband. In the nineteenth century women had few alternatives to marriage; they were not expected to step beyond their roles as housewife and mother. Females were confined in every way imaginable. Women were limited by their identities as it relates to society and their husband’s expectations. On page 1571, Mrs. Linde says to Nora ‘A wife can’t borrow money without her husband’s consent.’ Mrs. Linde expects Nora has gotten the money through other means; either the lottery or other indiscreet means. It wasn’t expected that women with a little business know-how could derive ways to earn or borrow money. Torvald treats Nora like a doll. He calls her by all manner of names: squirrel, silly child, lark, songbird. The names he uses directly relates to how Torvald feels about her at the time. He tends to treat her views and opinions as less than important or trifling. Torvald doesn’t want Nora spending too much money at Christmas. Nora wants to borrow against his upcoming promotion and subsequent raise in salary. Torvald states on page 1565 ‘Are your scatterbrains off again? What if today I borrowed a thousand crowns, and you squandered them over Christmas week.’ On the rare occasion when Torvald gives her money, he is concerned tha t she will waste it on candy and pastry. Nora asks Torvald what her most sacred vows are and he responds ‘And I have to tell you that! Aren’t they duties to your husband and children?’ Later on he states Before all else, you’re a wife and mother. Torvald states that her sacrifice for him was nothing. He states on page 1611 ‘I’d gladly work day and night, Nora, and take on pain and deprivation. But there’s no one who gives up honor for love. Torvald reveals his true feelings, which put appearance, both social and physical, ahead of his wife, whom he says he loves. Nora states on page 1611 ‘you neither think nor talk like the man I could join myself to. When your big fright was over – and it wasn’t from any threat against me, only for what might damage you – when all the danger was past, for you it was as if nothing had happened. I was exactly the same, your little lark, your little doll that you’d have to handle with double care now that I’d turned out so brittle and frail.

How does Macbeth change between Act one scene three and act three scene one Essay

Shakespeare is definitely the most influential writer of all English literature and the author of many comedies, history plays, poems and tragedies. Shakespeare’s shortest and bloodiest tragedy was Macbeth. It is a dark tragedy that tells of ambition and guilt in a background of violence and supernatural. It has been described as â€Å"not Shakespeare’s most complex play, but †¦certainly one of his most powerful and emotionally intense†1. It tells the story of a man that changes from a noble warrior to a murderer and a cruel ‘abhorred tyrant’. In this essay I will analyse how Macbeth changes through the play and who is to blame for his changes. It is very important to state that Drama plays are usually created to be performed on stage and seldom created to be read. There is a great difference between reading a play and watching it performed; the performed play is performed the way the director and the actors themselves imagine the characters and the scenes. Hence we get a good idea of what characters are like. On the other hand, when reading a play, we have no description of the characters or places available and therefore we have to recreate the characters in our heads, only using the stage directions and the dialogue of the characters -the rest is up to our vivid imagination. The stage directions are a vital thing in understanding the characters, their emotions and of course in understanding the whole play. The opening of this play is very short but very meaningful-however the stage directions give us our fill of details: the place of the action, the mood and weather conditions and the characters that are present in this scene. Further understanding follows as we start reading the play. The weather in the first scene is hostile to men; the ‘fog and filthy air’ suggests unusual darkness but it also tells us a lot about the play as a whole. We understand that the play will be filled by lies, betrayal and unclearness. Additionally we meet the ‘weird sisters’ talking about a battle being ‘lost and won’. The quotations ‘ the battle is lost and won’ and ‘ Fair is foul and foul is fair’ chanted by the witches during Act 1 scene 1 are considered to be curious paradoxes since their words contradict themselves. Furthermore Macbeth’s personality will contradict itself during the play also as he starts off as a noble warrior and ends up as a cruel tyrant. This very first scene is on the whole a prologue of the evil present throughout the play, evil that is somehow connected to Macbeth from the very beginning. In the next scene we are give a lot of valuable knowledge about Macbeth, although he is not yet present on the scene. We learn that he was a ‘good and hardy soldier’, was called ‘brave’ by the captain and ‘valiant cousin, worthy gentleman’ by Duncan the king of Scotland. After hearing all this praise we expect Macbeth to be a noble warrior and a loyal subject to the king. However we are still knowledgeable that the three evil witches present in the first scene were somehow connected to Macbeth. The first time he meets the witches (Act I Scene 3) he is with Banquo who is amused by them. He asks them if they are really women since he exclaims that their ‘beards forbid me to interpret that you are so’. The witches hail Macbeth as thane of Glamis and as thane of Cawdor and finally they say that Macbeth is fated to be king of Scotland one day. Perturbed, frightened and amazed, Macbeth asks the witches for more information but they were now predicting Banquo’s future and declaring that he is somehow â€Å"lesser than Macbeth, and greater,† and â€Å"not so happy, yet much happier†. Then they state that he will never be king but that his children will rule Scotland. Macbeth tries to make the witches explain what they meant by calling him thane of Cawdor, but they disappear as quickly as they came leaving him in total confusion. The paradox appears once more since Banquo is clearly aware of the witches’ nature while Macbeth, only focused on their promises, forgets about the other, more important details; Banquo realizes that the witches are ‘ foul’ while Macbeth still believes the witches are ‘fair’ due to all the good they have predicted him. As an audience we can judge the witches better than Macbeth can. We know from act 1 scene 2 that Macbeth was going to be declared ‘thane of Cawdor’ because of his courage and not because of their evil magic. In act 1 scene 2 we find out that the thane of Cawdor was a villain that betrayed Duncan and therefore was executed. After his execution, noble Macbeth received this title, the title of a previous villain. This could be interpreted as a clue that Shakespeare is giving his audience that Macbeth might have the same fate as the previous Thane. It would be hard for an ambitious and noble soldier, such as Macbeth, to resist the temptation of killing Duncan, and becoming king himself, once he has such a high position. The witches appear to have washed Macbeth’s brain since soon after the meeting with them; Macbeth admits that he has some ‘horrible imaginings’ and he says the word ‘murder’ to himself. In only one scene Macbeth has already changed completely and already has in mind ‘black and deep desires’ -the killing of his king. This first change is due to the witches’ prophecy combined with his fierce ambition and we realize that the predictions please his hungry-for-power soul. Shakespeare emphasizes the terrible effects of ambition on his noble character, Macbeth. On the other hand, Macbeth remains an honest and loyal subject to his beloved wife. He sends her a letter explaining everything that happened. This is an important proof of loyalty and devotion to his subjects, weakened ever since he met the evil witches. Shakespeare presents Lady Macbeth as ruthless and evil, a woman who is ready to give away her soul in order to reach her goal. She prepared her mind for killing the king right after reading her husband’s letter and to help her do so, she calls evil spirits to dehumanize and defeminise her. She sees Macbeth’s kindness as a crucial weakness which might be the doom of their rise to the throne of Scotland. In act 1 scene 7 Macbeth is wrestling with his conscience because he admires and respects Duncan a lot and can not bring himself to kill him. He speaks in a soliloquy explaining the audience all the duties he owes Duncan: ‘ he’s here in double trust:/first, as I am his kinsman and his subject’ and ‘ as his host /who should against his murderer shut the door/ not bear the knife myself.’ But even if Macbeth was not a host and a kinsman, killing the king would still be an unforgivable sin and he admits that the only reason for committing this horrible murder, his ambition was now not enough . The imagery in his speech ( act I scene 7 lines 1-28) is dark. We hear of ‘bloody instructions,’ ‘deep damnation,’ and a ‘poisoned chalice’. This suggests that Macbeth is aware of the seriousness of his crime. At this point Macbeth has already won a victory over himself and is prepared to give up but his ruthless wife would not let him. She asks him ‘was the hope drunk/wherein you dress’d yourself? †¦and wakes it now to look so green and pale†¦Ã¢â‚¬â„¢ She’s shocked that he wants to give up and she asks him if his hope had a hangover. Lady Macbeth’s worst fears have come true and Macbeth can’t commit the terrible crime. She said in her first soliloquy that ‘I do fear thy nature, / it is too full o’th’milk of human kindness/ to catch the nearest way.’ She knows her husband very well and she is aware of his great ambitions but she also knows how honorable he is. She knows very well that he will not want to ‘ catch the nearest way’, murder. However she’s not prepared to give up! To persuade him she calls him a coward and declares that she would rather kill her own child than break a promise as he has done. Her main argument is that Macbeth has to prove his manhood in her eyes. Lady Macbeth does not bother to contemplate failure and Macbeth is encouraged by her enthusiasm. In this scene we can see that Macbeth was not a bad person. His only fault is that he lacks strength of character and lady Macbeth uses this fault to her advantage. After the murder of Duncan Macbeth is horrified but lady Macbeth is only worried about destroying the evidence. Here we can see the difference between the two people. Macbeth feels guilty but Lady Macbeth is proud of him! She shows her good side in this scene when she confesses that she could not kill Duncan herself because he reassembled ‘my father as he slept’. However we are terrified by her evilness when she says ‘a little water clears us of this deed’. This is the hardest time for Lady Macbeth and her husband because they have to pretend that they are shocked and hurt when Macduff finds the dead body of Duncan. Because of the stress Macbeth manages to awaken the suspicion of Banquo and Macduff. From act 1 scene 3, the first scene when we meet Macbeth, he has suffered some serious character mutations. In the first scene he is described as a noble warrior and he’s prized for his courage and loyalty to King Duncan. However by the end of act 3 scene 1 he has killed his king and is planning to kill his best friend and his son in order to have Scotland’s throne for himself. However there are causes for his changes. As far as I am concerned the witches are partially responsible because they fooled Macbeth with their prophecies. On the other hand they are not to blame for the fact that Macbeth believed in their predictions. Banquo was with Macbeth the first time he met the witches but he did not fall in their trap. Thus Macbeth’s ambition is mostly to blame for his change since had it not existed in the first place none of these terrible deeds would have happened. As I explained Lady Macbeth is also greatly responsible fro her husband’s actions. She is the one who persuaded him too kill the king when he was ready to give up. She made Macbeth want to prove himself a man in her eyes by killing the king and rising to the throne himself. Despite what he has done, Macbeth is a good man. He proves this before and after the murder of Duncan. After the murder he feels very guilty and realizes that he has committed a terrible crime. However Shakespeare shows us how Macbeth becomes hardened to his crimes and yet the guilt and fears bring him imaginings. Another proof that he feels guilty for his actions is at the end of act 3 scene 1 when he talks to the murderers. He tries to show them that he is a good king and he tries to make them think that Banquo is their enemy, in order to get the burden of the deaths off his own soul. In conclusion Macbeth has changed from a noble warrior to a murderer due to his ambition, his lack of character and of course the persuasion of his wife. The message Shakespeare tries to convey to his audience is that ambition is the doom of the Victorian and modern society, and will always manage to end lives of good and innocent people. The quotations ‘ the battle is lost and won’ and ‘ Fair is foul and foul is fair’ chanted by the witches during Act 1 scene 1 are considered to be paradoxes since their words contradict themselves; a concept that can be easily applied about the perception of Macbeth’s character and his actual personality during the play. During Act 1 scene 2 , he is described by the Captain and King Duncan to be a ‘ worthy gentleman’ and ‘valiant’- adjectives which lead the audience to believe that Macbeth is a loyal warrior and a very correct person; while in Act 1 scene 3 ( when he officially steps into the play) he proves to be easily manipulated and swayed by the prospect of power after the witches exclaim their prophecies and disappear. His erroneous judgment, which eventually leads to his downfall and the mutation in his personality, is further displayed since Banquo is clearly aware of the witches’ nature while Macbeth, only focused on their promises, looses focus over the other , more important details; banquo realizes that the witches are ‘ foul’ while Macbeth still mistakenly believes the witches are ‘fair’ due to all the good they have brought upon him.

Essential Questions Essay

1. How and why did America turn toward domestic isolation and social conservatism in the 1920s? Americans turned toward domestic isolation and social conservatism in the 1920s because of the red scare. Many people used the red scare to break the backs of all struggling unions. Isolationist Americans had did not have a lot of hope in the 1920s. There began to be a large amount of immigrants flowing into the US. During 1920-1921, over 800,000 immigrants had come. This type of immigration was known as the â€Å"New Immigration†. The Emergency Quota act of 1921 and the Immigration Act of 1924 severely limited immigration and was taken from the census of 1890 rather than 1910, because 1890 was a huge immigration year. It was the worst for the Japanese. The main reasons for isolation was due to anti European feelings, immigrant labor that lowered wages, the need for skilled workers and radical political movement and beliefs such as socialism, communism, and anarchism which were usually known as the Red Scare. 2. How was the character of American culture affected by the social political changes of the 1920s? (Include both white ethnic groups and blacks in your discussion.) The character of American culture was affected by the social political changes of the 1920s and America became a country focused on individualism. After World War 1 ended, the political and economic focus on the individual instead of community needs lead to a time of isolationism. There was less emphasis placed on the family than in past decades which resulted in a divorce rate of 20 percent. The 1920’s were a period of riches and very expensive economic practices. 3. Why was immigration which had existed for many generations, seen as such a great threat to American identity and culture in the prosperous 1920s? America was always seen as a country where it would be safe for immigration and immigrants from Europe to come to make a living. While immigration had always been open for generations, in fact, since the United States was born, people started to resent immigrants because they started to take jobs away from normal citizens, and also because of just plain racism. People wouldn’t like Japanese, Chinese, Italians, Irish, etc. As for assimilation, many people come to this country with no intention of ever becoming Americans. They want to be known as Americans. A lot of the immigrants didn’t want to pay taxes or learn English, except work at a really low wage and steal jobs. 4. Why did critics like Horace Kallen and Randolph Bourne dislike the pressure on immigrants to â€Å"Americanize† and join the â€Å"melting pot†? What did they envision that America should be like under the ideals of â€Å"cultural pluralism†? Critics like Horace Kallen and Randolph Bourne, who was a progressive writer and public intellectual from New Jersey, both disliked the pressure on immigrants to â€Å"Americanize† and join the â€Å"melting pot† because they felt that Americanism should not be associated with Anglo-Saxonism. Randolph said that the US should put up immigrant cultures into a cosmopolitan America instead of forcing immigrants to get used to Anglophilic culture. 5. How did some of the events of the 1920s reflect national conflict over social, cultural and religious values? The Red Scare reflected the fear of Americans which they had of communists infiltrating the US government. Sacco and Vanzetti’s arrest and execution made foreigners fear America even more, especially the anarchists. This caused worldwide dispute over whether they were given a fair trial, or if it was just based on them being Italian and â€Å"anarchists†. The Scopes Trial reflected American fear of new ideas that looked like it challenged traditional religious values and the Biblical origin of man. The Teapot Dome Scandal reflected America’s want of wealth and their materialistic ways, which made people want material possessions at any price. The Flappers reflected America’s changing values of enjoyment, immorality, and worldliness. 6. How did the automobile and other new products create a mass-consumption economy in the 1920s? When the United States made the model T Ford, this was the first time the US found a way to mass produce a one color one size fits all reliable and at the time fashionable Model T. Thomas Edison also invented a major thing that many people just had to get to go into the next millennium, which was the light bulb. This new era destroyed the old way of light, which was the candle, and replaced it with an electricity consuming item that was really useful. Also, there was George Washington Carver, who was a Botanist and a Chemist. He established an official industrial research center in both Alabama and Iowa. Carver was able to make legumes into useful ingredients in medicines and materials for consumer use, like the peanut. 7. How did the new films, literature, and music of 20’s affect American values in areas of religion, sexuality, and family life? Were African American cultural developments fundamentally different, or were they part of the same cultural movement? The 1920s has been known for a long time as the â€Å"Roaring Twenties†. This was an era of first-time prosperity that was best remembered through the cultural artifacts made by its new mass-consumption economy. The new media erased the old values and helped to bring in a new set of values. You could argue that the movies and music, which was mostly jazz, encouraged people to take on more self-indulgent values. 8. In what ways were the twenties a social and cultural reaction against the progressive idealism that held sway before and during WWI? The 1920s were a time when people stopped being idealistic and started to just be interested in fun and getting ahead in money. Before WWI, there was a Progressive movement that was very idealistic. The Progressives were trying to change the world and â€Å"progress†, but after WWI, this idealism seemed to be gone, probably because the war was so bad. People probably no longer thought they would be able to change the world and just wanted to turn their attention to having fun. Because of this change, the ’20s were a time of fun and materialism. People were getting rich because of the stock market boom. Many were enjoying themselves with the new movies, abundant amount of cars, and the exciting new music, like Jazz. They were coming to have different values which emphasized having fun.