Case study Example | Topics and Well Written Essays - 250 words - 14

Case Study Example The US exporter could claim that the supplies were based on contractual agreement and that he did not breach contractual terms. The US exporter should not be made to reduce the cost of the goods if the contract did not state that the exports must all be male liver. The ruling by the arbitrator will depend on the laws of the trade. It will also depend on the kind of contract that existed between the two parties (Sornarajah, 2004). If the west German importer clearly stated that he wanted 100% male liver but received some percentage of the sow liver, then he will have right to have the cost reduced by the US exporter accordingly. The ruling will also depend on thee precedents of the trade. The arbitrator will have to determine whether the distinction of male liver and sow liver as known to both the parties to the trade and whether sow liver was considered of lower price than the male liver. In addition, the religious beliefs and practices would also determine the nature of the ruling (Sornarajah, 2004). International trade poses a challenge because of the different rules of trade between the parties. The arbitrator must be keen to ensure that the ruling is fair and just to all parties. The decision must not be biased to both parties. When entering into contracts, the parties should state categorically their terms without assuming they are

Having A Required GPA For Extra Curricular Activities Essay Example for Free

Having A Required GPA For Extra Curricular Activities Essay I am going to get through college on a football scholarship! How many times have you heard that statement claimed by the average teenage boy? In all actuality getting a full ride football scholarship to a university is extremely difficult. Instead people trying to obtain scholarships through extra curricular sport activities should focus more on their academics. Some students are only doing extra curricular activities so that their college application will look better to administrators. However, a 4.0 grade point average is going to fare more impressive to the administrators then below average grades and a large quantity of extra curricular activities. By requiring a C grade point average we could stop a lot of the stereotyping occurring in most high schools. Also, great amounts of responsibility will be earned for people juggling both the C grade average and extra curricular activities. This additional experience and responsibility will help the person succeed to a greater level in their adult life. If you are a cheerleader, then you must be idiotic. If you get above 90% in almost any class, then you must be a nerd. Stereotyping is a horrible thing occurring all over the nation today. The worst case of this is in high school. What is the cause for these stereotypes? The activities you partake in and how well you are doing outside of these activities. Students with good grades that are in many clubs are more of thought as the nerds and goody-goods of the school population. The students on the football, basketball, cheerleading, and almost any other sport related team are thought of as idiotic. If students were required to have a certain grade point average to be on those teams they wouldnt be thought of as nerdy or idiotic. The school wide population, while not completely stereotype free, would have calmed down with a lot of that stereotyping. We would be bridging the gap between the athletic and the academic. The more responsible you are the better you are going to be at succeeding at your desired profession. People that know how to cope with both academic and athletic fields will progress more then people that do not. If the person who is looking to hire a new employee sees that you can manage both of these fields they will think you are more responsible and choose you over a lot of the other applicants. Responsibility varies into many different forms, but  it usually matters most in your profession. Education is important in every aspect of life. More than any amount of athleticism you will need an education to survive in everyday life. Many people think they can get into a nationally ranked university if they have a lot of extracurricular activities. Although these look good on an application, maintained above average grades will look better. Even if you do not have perfect grades, a C average and some extra curricular activities will give you more chance of being accepted into the University of your Choice. Although you could argue that many students pride on their ability to do these extra curricular activities and their talent could most likely get them a scholarship it is not always so. For example, you could be working on a football scholarship, but, only an average of seventeen football scholarships are given out from a school per year. Being talented at a certain sport will usually not put you through college. Someone who has the talents and a better maintained grade point average will have an even better chance at getting that scholarship. In summation, it is my belief that a C grade point average should be required to participate in extracurricular activities. It will greatly reduce the amount of stereotyping happening in most high schools. More responsibility will be earned, therefore making your succession in a profession easier. Also, the more education you have, the easier it is going to be for acceptance into most universities. The better your application looks the better your profession will be.

Native American Oppression

Native American Oppression Whoever controls the past controls the future (George Orwell). Freedom; just what is freedom? Many think of freedom as having a choice. It is what the United States is supposedly founded on. But is it really? How many people actually have the freedom to know the oppression not through the eyes of the conqueror, but the conquered? History is not meant to be repeated, for it teaches us how to prevent. So why is it that we do not learn? The history of the Native Americans has never been a pretty one. Native Americans have suffered and have been oppressed like none other. What Columbus did to the Arawaks of the Bahamas, Cortes did to the Aztecs of Mexico, Pizarro to the Incas of Peru, and the English settlers of Virginia and Massachusetts to the Powhatans and the Pequots. Settlers were seeking religious and political freedom; during their quest they set their eyes on the new world. What is the point of freedom if one must subjugate others for it? The history of oppression, of the European invasion on the Indian settlements in the Americas begins five hundred years ago. That beginning is one of conquest, slavery, and death. When we read the history books given to children in the United States, it all starts with heroic adventure, one where there was no bloodshed, and Columbus Day is a celebration. Past the elementary and high schools, there are only occasional hints of something else, but only a hint. Samuel Eliot Morison in his popular book Christopher Columbus, Mariner, written in 1954, he tells about the enslavement and the killing: The cruel policy initiated by Columbus and pursued by his successors resulted in complete genocide. Samuel Eliot Morison did not lie about Christopher Columbus. But rather he mentioned the truth quickly and very subtly. On October 12, a sailor called Rodrigo saw the early morning moon shining on white sands, and cried out. It was an island in the Bahamas, the Caribbean Sea. The first man to sight land was to get a yearly pension of 10,000 maravedis for life, but Rodrigo never got it. Columbus claimed he had seen a light the evening before. He got the reward. So, approaching land, they were met by the Arawak Indians, who swam out to greet them. The Arawaks lived in village communes, had a developed agriculture of corn, yams, and cassava. They could spin and weave, but they had no horses or work animals. They had no iron, but they wore tiny gold ornaments in their ears. Arawak men and women full of wonder emerged from their villages onto the islands beaches and swam out to get a closer look at the strange big boat, the likes of which they had never before seen. When Columbus and his sailors came ashore, carrying swords, speaking oddly, the Arawaks ran to greet them, brought them food, water, gifts. He later wrote of this in his log: They brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks bells. They willingly traded everything they owned. They were well-built, with good bodies and handsome features. They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane They would make fine servants. With fifty men we could subjugate them all and make them do whatever we want. The gold ornaments would prove to have disastrous consequences as they would fuel the greed the Spanish had. Christopher Columbus ordered for some of them to be captured by force and sent on board the ships. The main goal behind this was information about the location of gold. On the way back the Native Americans died aboard the ship when the weather dropped. The Indians, Columbus reported, are so naive and so free with their possessions that no one who has not witnessed them would believe it. When you ask for something they have, they never say no. To the contrary, they offer to share with anyone. He concluded his report by asking for a little help from their Majesties, and in return he would bring them from his next voyage as much gold as they need and as many slaves as they ask. He was full of religious talk: Thus the eternal God, our Lord, gives victory to those who follow His way over apparent impossibilities. His second expedition was given seventeen ships and more than twelve hundred men. The aim was clear: slaves and gold. They went from island to island in the Caribbean, taking Indians as captives. But as word spread of the Europeans intent they found more and more empty villages. On Haiti, they found that the sailors left behind at Fort Navidad had been killed in a battle with the Indians, after they had roamed the island in gangs looking for gold, taking women and children as slaves for sex and labor. When there was a possibility of making a profit God had no room in Christopher Columbus mind. Columbus sent expedition after expedition into the interior. They found no gold fields, but had to fill up the ships returning to Spain with some kind of dividend. In the year 1495, they went on a great slave raid, rounded up fifteen hundred Arawak men, women, and children, put them in pens guarded by Spaniards and dogs, then picked the five hundred best specimens to load onto ships. Of those five hundred, two hundred died en route. The rest arrived alive in Spain and were put up for sale by the archdeacon of the town, who reported that, although the slaves were naked as the day they were born, they showed no more embarrassment than animals. Columbus later wrote: Let us in the name of the Holy Trinity go on sending all the slaves that can be sold. In the province of Cicao on Haiti, where he and his men imagined huge gold fields to exist, they ordered all persons fourteen years or older to collect a certain quantity of gold every three months. When they brought it, they were given copper tokens to hang around their necks. Indians found without a copper token had their hands cut off and bled to death. The Indians had been given an impossible task. The only gold around was bits of dust garnered from the streams. So they fled, were hunted down with dogs, and were killed. Trying to put together an army of resistance, the Arawaks faced Spaniards who had armor, muskets, swords, horses. When the Spaniards took prisoners they hanged them or burned them to death. Among the Arawaks, mass suicides began, with cassava poison. Infants were killed to save them from the Spaniards. In two years, through murder, mutilation, or suicide, half of the Indians on Haiti were dead. This was all in the name of the holy trinity, and ordered by Columbus. The Arawaks were not the only Indians to suffer at the hands of European forces. The Aztec civilization of Mexico came out of the heritage of Mayan, Zapotec, and Toltec cultures. It built enormous constructions from stone tools and human labor, developed a writing system and a priesthood. It also engaged in the ritual killing of thousands of people as sacrifices to the gods. The cruelty of the Aztecs, however, did not erase a certain innocence, and when a Spanish armada appeared at Vera Cruz, and a bearded white man came ashore, with strange beasts, clad in iron, it was thought that he was the legendary Aztec man-god, and so they welcomed him, with magnanimous hospitality. That was Hernando Cortes, sent from Spain, and blessed by the deputies of God, with one obsessive goal: to find gold. For God, for Glory, and Gold. (Cortez) In the mind of Montezuma, the king of the Aztecs, there must have been a certain doubt about whether Cortes was indeed Quetzalcoatl, because he sent a hundred runners to Cortes, bearing enormous treasures, gold and silver wrought into objects of fantastic beauty, but at the same time begging him to go back. Cortes then began his march of death from town to town, using deception, turning Aztec against Aztec, killing with the kind of deliberateness that accompanies a strategy-to paralyze the will of the population by a sudden frightful deed. And so, in Cholulu, he invited the headmen of the Cholula nation to the square. And when they came, with thousands of unarmed retainers, Cortess small army of Spaniards, posted around the square with cannon, armed with crossbows, mounted on horses, massacred them, down to the last man. Then they looted the city and moved on. When their cavalcade of murder was over they were in Mexico City, Montezuma was dead, and the Aztec civilization, shattered, was in the hands of the Spaniards. In Peru, the Spanish conquistador Pizarro, used the same tactics, and for the same reasons- the frenzy in the early capitalist states of Europe: for gold, slaves, and products of the soil. To pay the bondholders and stockholders of the expeditions: which in turn financed the monarchical bureaucracies rising in Western Europe. Also to spur the growth of the new money economy rising out of feudalism, and to participate in what Karl Marx would later call the primitive accumulation of capital. These were the violent beginnings of an intricate system of technology, business, politics, and culture that would dominate the world for the next five centuries. In the North American English colonies, the pattern was set early, as Columbus had set it in the islands of the Bahamas. In 1585, before there was any permanent English settlement in Virginia, Richard Grenville landed there with seven ships. The Indians he met were hospitable, but when one of them stole a small silver cup, Grenville sacked and burned the whole Indian village. Jamestown itself was set up inside the territory of an Indian confederacy, led by the chief, Powhatan. Powhatan watched the English settle on his peoples land, but did not attack, maintaining a posture of coolness. When the English were going through their starving time in the winter of 1610, some of them ran off to join the Indians, where they would at least be fed. When the summer came, the governor of the colony sent a messenger to ask Powhatan to return the runaways, whereupon Powhatan, according to the English account, replied with no other than proud and disdainful Answers. Some soldiers were therefore sent out to take Revenge. They fell upon an Indian settlement, killed fifteen or sixteen Indians, burned the houses, cut down the corn growing around the village, took the queen of the tribe and her children into boats, then ended up throwing the children overboard and shot out their Brains in the water. The queen was later taken off and stabbed to death. Twelve years later, the Indians, alarmed as the English settlements kept growing in numbers, apparently decided to try to wipe them out for good. They went on a rampage and massacred 347 men, women, and children. From then on it was total war. Not able to enslave the Indians, and not able to live with them, the English decided to exterminate them. Edmund Morgan writes, in his history of early Virginia, American Slavery, American Freedom: Since the Indians were better woodsmen than the English and virtually impossible to track down, the method was to feign peaceful intentions, let them settle down and plant their corn wherever they chose, and then, just before harvest, fall upon them, killing as many as possible and burning the corn Within two or three years of the massacre the English had avenged the deaths of that day many times over. The lies of American History are too many to tell. Christopher Columbus wasnt a hero but a murderer, and the pilgrims didnt have the fairy tale relation with the Indians. When the Pilgrims came to New England they too were coming not to vacant land but to territory inhabited by tribes of Indians. The governor of the Massachusetts Bay Colony, John Winthrop, created the excuse to take Indian land by declaring the area legally a vacuum. The Indians, he said, had not subdued the land, and therefore had only a natural right to it, but not a civil right. A natural right did not have legal standing. The Puritans also appealed to the Bible, Psalms 2:8: Ask of me, and I shall give thee, the heathen for thine inheritance, and the uttermost parts of the earth for thy possession. And to justify their use of force to take the land, they cited Romans 13:2: Whosoever therefore resisteth the power, resisteth the ordinance of God: and they that resist shall receive to themselves damnation. The Puritans lived in uneasy truce with the Pequot Indians, who occupied what is now southern Connecticut and Rhode Island. But they wanted them out of the way; they wanted their land. And they seemed to want also to establish their rule firmly over Connecticut settlers in that area. The murder of a white trader, Indian-kidnaper, and troublemaker became an excuse to make war on the Pequots in 1636. So, the war with the Pequots began. Massacres took place on both sides. The English developed a tactic of warfare used earlier by Cortes and later, in the twentieth century, even more systematically: deliberate attacks on noncombatants for the purpose of terrorizing the enemy. This is ethno historian Francis Jenningss interpretation of Captain John Masons attack on a Pequot village on the Mystic River near Long Island Sound: Mason proposed to avoid attacking Pequot warriors, which would have overtaxed his unseasoned, unreliable troops. Battle, as such, was not his purpose. Battle is only one of the ways to destroy an enemys will to fight. Massacre can accomplish the same end with less risk, and Mason had determined that massacre would be his objective. As Dr. Cotton Mather, Puritan theologian put it: It was supposed that no less than 600 Pequot souls were brought down to hell that day. The war continued. Indian tribes were used against one another, and never seemed able to join together in fighting the English. Jennings sums up: The terror was very real among the Indians, but in time they came to meditate upon its foundations. They drew three lessons from the Pequot War: First, that the Englishmens most solemn pledge would be broken whenever obligation conflicted with advantage; Second, that the English way of war had no limit of scruple or mercy; and third that weapons of Indian making were almost useless against weapons of European manufacture. These lessons the Indians took to heart. Was all this bloodshed and deceit-from Columbus, Cortes, Pizarro, and the Puritans-a necessity for the human race to progress from savagery to civilization? Was Morison right in burying the story of genocide inside a story of human progress? Perhaps a persuasive argument can be made-as it was made by Stalin when he killed peasants for industrial progress in the Soviet Union, as it was made by Churchill explaining the bombings of Dresden and Hamburg, and Truman explaining Hiroshima. But how can the judgment be made if the benefits and losses cannot be balanced because the losses are either unmentioned or mentioned quickly? To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It is certainly the choice which most make. The easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore m ore deadly. Not to mention more widespread. The treatment of heroes and their victims, and the quiet acceptance of conquest and murder in the name of progress, is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as the United States, subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a national interest represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media. There is no justification for oppression and genocide. There can be no mission directly from God which destroys an entire culture. No legal document or moral law will ever be enough to justify it. While the people may die the rancor left behind wont perish. For it will be documented in history. The true history of the world is all of the peoples stories not just the conquerors. Whoever controls the past controls the future (George Orwell). A hunch backed bison. Proud and majestic. Now bowing. Arched over him, United States of America hangs above. Flip, reflect. A profile. A man with pride, feathers in his hair. Branded. 1936. The word liberty hangs in front of him. Taunting. He does not see it. His eyes are downcast. To notice it would be shortsighted. For what do he and his descendants know of liberty? Their relation with it is maintained with reservations. Primitive concentration camps. Ironic. Little remains today of the bison and the Indian. Confined to obverse and reverse. Looking past each other in opposite directions. To the air, the empty air. Dreaming of days, long gone, many moons ago. Works Cited Angelis, Gina De. Francisco Pizarro and the Conquest of Inca. Philadelphia: Chelsea House Publishers, 2001. Bandelier, F. Hernando Cortà ©s. Catholic Encyclopedia. September 20, 2003. . Bowden, Thomas. The Enemies of Christopher Columbus: Answers to Critical Questions About the Spread of Western Civilization . : The Paper Tiger, 2003. Cortà ©s, Hernà ¡n, Marquà ©s Del Valle De Oaxaca. Britannica 2002 Deluxe Edition CD-ROM. September 20, 2003 Crivelli, Camillus. Francisco Pizarro. Catholic Encyclopedia. September 23, 2003 . Fisher, Mark/Richardson, Kristi. Francisco Pizarro. Carpenoctem. 20 Sept. 2003 Fisher, Mark/Richardson, Kristi. Hernando Cortes. Carpenoctem. 20 Sept. 2003 Francisco, Michael. Cortes Speech. Escondido Tutorial Service. 20 Sept. 2003 . Gibson, Charles. Cortes, Hernando. The World Book Encyclopedia. Chicago: World Book Inc., 1997 Jennings, Francis. The Invasion of America: Indians, Colonialism, and the Cant of Conquest. Ney York: Norton library, 1975. King James Version. Bible. Marx, Karl. The Communist Manifesto. London: , 1848. Orwell, George. Quote DB. . 20 Nov. 2009 . Pizarro, Francisco. Britannica 2002 Deluxe Edition CD-ROM. September 20, 2003 Powhatan Indian Tribe History . Access Genealogy. 20 Nov. 2009 .

Singapores education policies are largely influenced by the need to compete :: Economics

Singapore's education policies are largely influenced by the need to compete in a global economy. Do you agree? Explain your answer. a) Singapore's education policies are largely influenced by the need to compete in a global economy. Do you agree? Explain your answer. [12m] I agree to a large extent. Ever since Singapore gained independence in 1965, Singapore's education policies has played a crucial role in the economic progress and social changes of the country, and more importantly, the raising of Singapore's standing on the global stage, in terms of both economic might and international recognition. During the early years of independence, Singapore's main priority was to deviate away from entrepot trade into manufacturing and industrialisation so as to improve the economy, and at the same time solve the problem of unemployment. As a result of this move towards industrialisation, the Singapore government had to prepare students for entry into the workforce by equipping them with the necessary skills. As such, technical education was introduced for the first time in secondary schools in 1969, where all boys and 50% of the girls had to take technical subjects such as woodwork and metalwork. In addition, technical schools and vocational institutes were set up to provide training in areas such as electricity, electronics and metalwork. Existing institutions such as Ngee Ann Technical College and Singapore Polytechnic were expanded to include courses in similar fields of study. The government also encouraged the study of English as a first language, as they realised that the English Language held the key to better jobs and a better economy as it allowed access to western knowledge and technology, which during that time was one of the most, if not the most, advanced in the world. From this, we can see that even in the 1960s and 1970s, Singapore's education policies were already tailored to allow Singapore to be able to compete in a global economy, by expanding the manufacturing industry through the equipping of the workforce with the necessary skills, and improving communication with the rest of the world through the introduction of English as a first language, allowing Singapore to take advantage of Western technology and knowledge and hence put her in a better position on the global stage. The advent of the 21st century has brought a whole new set of challenges to Singapore, and Singaporeans thus have to learn to be more resourceful and self-reliant in order to survive, live long and prosper in the more competitive global economy. In the past decade, the world has seen rapid growth of the Information Technology (IT) industry - this has resulted in widespread use of computers and the

Gas and Soft Drinks Essay

1- That would be inelastic. Even though people gripe about the rising prices, that doesn’t stop people from stopping by the gas pumps to fill up. Elastic is more like candy bars or soda; if priced at 50 cents, there will be high demand, but if the price rises to 2 dollars, the demand will go down. Because there are many alternative brands for Coca Cola that have more or less the same taste. When the price of coca cola rises, demand decreases because consumers will find alternative brands that taste the same but at a lower price, therefore demand is elastic. Demand for soft drink as a whole is inelastic because whether or not the price increases/decreases, demand would not decrease/increase by a whole lot, since it’s the consumers’ preferred choice of drinks (just like milk is inelastic). Just because the price increases, doesn’t mean that consumers will start to drink water all the time, they’ll just drink less amounts of soft drink than usual (and vice versa). Elastic means by increasing the price, the demand for that product decreases as well. For example when the price of lamb increases, people will shift to chicken. We say the demand for lamb is elastic. Inelastic means, no matter how much the price changes, people still use it and the demand doesn’t change a lot. Same as your example, Although the oil price increases, but the demand for oil didn’d decrease. 2-petrol is also sold from especialy designed petrol pumps which costly to buld and operate . in the other hand coke and soft carbonated drinks is sold everywhere and can be sold to anyway and any gae. patrol selling you must be an adult and hold a drivers licience . Gas in the long term has higher elasticity of demand. meaning since in short term people do not have much choice,so they consume whatever is available at whatever price. 3- the coke is advertosed on over hundered tv channels around the world and it is the best known trademark in the world is sold in about one hundred and forty countries to 5. 8 billion people in eight different languguages . The cross price elasity of demand would be for the coca cola since the demand for it is growing A third example of cross-price elasticity is between Coke and Pepsi. If the price of Coke increases by 10%, then the demand for Pepsi will increase by 20%. This results in a cross price elasticity between the two of 2. Like the example above, these two would be substitues since the cross-price elasticity is greater than zero. http://mbaecon. wikispaces. com/file/view/cross_2. gif/30502983/cross_2. gif.

The Role of Sea Power in International Trade

The Role of Sea Power in International Trade Introduction The ability of one country to influence another economically, politically, and militarily has in the past heavily depended on sea power as the other part of the soldiers and the army were not strategic. In this essay, it will then be important to analyze the interactions of trade and naval power1.Advertising We will write a custom essay sample on The Role of Sea Power in International Trade specifically for you for only $16.05 $11/page Learn More To discuss how sea power was used to influence national strategies, economists have been using various economic models such as the gravity model of trade and the comparative advantage which controls the geographic, economic, and political factors. Theoretically and in the real sense, military conflicts among warring countries are expected to reduce trade through the established embargoes and disruptions. However, in contrast to the expectations of many, sometimes warring between two nations may not infl uence international trade if the countries have very minimal global reach (Penubarti Ward, 2000). Seapower The historical influence that the marines or the navy has had on international trade and the complications in comparing measures of sea power has been issues of discussion in the past. The links between sea power and trade have been an issue and how navy in the past has influenced maritime trade. As we focus on the warring nations, we shall therefore focus on how power projections2 have affected international trade in the past. The strategies used on the other hand were designed in such a way that they could connect the trading links between the country and her allies and also to her neutral countries. In doing so, this reduced the level of both military and civil goods available to support any of the enemy’s endeavors. The navies were also doing this in order to protect their own trade in a bid to boost trade between their countries and her allies. One of the most know n forms of economic combat that has been used by the navy is the strategy of guerre de course. This strategy is usually aimed at raiding and destroying the commerce systems of the enemy country.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is a more preferred strategy by nations which feel inferior and whose own trade and commerce felt threatened by a more powerful navy. Instances where this technique has been used includes the fledging of the US navy against the British early in the year 1862, the French also did the same against the British in the 19th and 20th centuries and the Germans against the allied powers during the two world wars3. The use of these techniques was in contrast to the expected history where the navies used to fight for show of power. in this case, the navy was fighting in order to make the trade immobile. In this case, by limiting the other country’s expor t would increase your exports to another country (Bartholomees, 2008). Major forces which were encouraging the use of this technique particularly by the French on the British were its dependence on international food supplies. The navies viewed that may be by inducing food shortages; social and labor unrests would arise in England thus weakening the military in the long run. Technological changes also influenced the decisions to engage in commerce raiding. With the creation and the introduction of torpedo boats and submarines in the navy, this made the guerre de course even more easy and effective. The typical aim of these attacks was to reduce the enemy’s ability to effectively carry out military operations. Among commercial blockades, those intended to starve or weaken the enemy’s population by reducing the importation of food and other necessities have traditionally received the most attention (Rahman, 2007 p. 6). In the past, it has been seen as a function of the n avy to protect an entire trading system. In return, the desire to increase the naval strength has sometimes been exaggerated every so often even forcing countries to change their policies. With policy makers feeling that their countries need more protection, this has led to the escalation of the naval budgets. For example, before the First World War, the British viewed that the Germany navy was not mostly aimed at protecting their own commerce but to destroy that of England. As a result, many policy makers in England felt that a complete command in the sea was the first requirement before the country could completely venture into commerce.Advertising We will write a custom essay sample on The Role of Sea Power in International Trade specifically for you for only $16.05 $11/page Learn More Other naval actions which have hurt international trade, though most of the times at low levels, in the past include: The use of gun boat diplomacy4, flag display and the frequent policing on frequent waters. Most of the times these actions do not include anything more than showing the fleet but the show to intimidate or threaten serves the purpose. For example Ahmed (2007) gives the example of how the US maintained an Asiatic squadron5 of ships in the Far East during the past two centuries as they sought to advance and improve their commercial interests. As a result, their trade with China improved while destroying the trade relationship between Japan and China due to the military influence exerted by the Americans. Conclusion Navies or Seapower in general serves many functions with the interference of international trade being one of them. In the past, as we have seen, seapower has been used as an instrument in influencing trade and military operations: thus intertwining both commercial and naval interests where countries have used their sea power to influence the activities of others as well as enacting policies which seek to strengthen their mari ne power if they feel threatened. Bibliography of notes Measure of economic and naval power influence The power projections include use of guerrede course (war of race) strategies, blockades, embargoes and other less explicit forms of economic warfare Ahmed S. Rahman, 2007. Fighting the Forces of Gravity Seapower and Maritime Trade between the 18th and 20th Centuries Gunboat diplomacy for refers to the pursuit of some foreign policy objective through the use or threat of limited naval force A squadron is a military flight can simply be describes as a unit of military organization. Reference List Bartholomees, J. Boone. Eds. â€Å"U.S. Army War College Guide To National Security Issues† Volume I: Theory Of War And Strategy. 3rd Edition. (2008). Web. Penubarti, Mohan., and Ward, Michael. â€Å"Commerce and Democracy,† Center for Statistics and the Social Sciences Working Paper No. 6, University of Washington. (2000). Web.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Rahman, Ahmed. â€Å"Fighting the Forces of Gravity† Seapower and Maritime Trade between the 18th and 20th Centuries. (2007). Web. Footnotes 1 Measure of economic and naval power influence 2 The power projections include use of guerrede course ( war of race) strategies, blockades , embargoes and other less explicit forms of economic warfare 3 Ahmed S. Rahman, 2007. Fighting the Forces of Gravity Seapower and Maritime Trade between the 18th and 20th Centuries 4 Gunboat diplomacy refers to the pursuit of some foreign policy objective through the use or threat of limited naval force 5 A squadron is a military flight can simply be describes as a unit of military organization.

Using ONE example to illustrate your points, expla Essays (2138 words)

Using ONE example to illustrate your points, expla Essays (2138 words) Using ONE example to illustrate your points, explain how to evaluate a research study Plan Does the evidence to support claims Experimental design Sampling method and participants 3. Methodological problems and their implications/are there any contradictions or inconsistencies within data (Ecological validity and reliability) How are confounding variables are controlled? Representativeness Recognition of bias Is it reductionist? 4. Does it establish a cause-effect relationship 5. Does it extend current knowledge? Sample study: Loftus and Palmer (1974) An extensive evaluation of a psychological study consists of a thorough examination of its strengths and limitations.This consists of a critical analysis of the holistic experimental process of how the experiment was carried out, with particular emphasis to the methodology of the study. An example experiment conducted by Loftus and Palmer (1974), investigates whether language used in eyewitness testimony can alter memory. This hypothesis was tested by using leading questions to distort eyewitness testimony. The experimental design is the first approach to evaluating a psychological study. In this example, the experimental design for Loftus and Palmer (1974) was an independent groups design and was conducted in a rigorously controlled laboratory environment. Loftus and Palmer (1974), had five conditions where one of each was experienced by each participant (Mcleod 2017). The independent variable was the intensity of the verb to describe two cars in a traffic accident film; thus, the five groups were using the verbs "contact", "hit", "bumped", "collided" and "smashed". The strengths of using independent groups design are that more subjects can be used for the experiment rather than having the same subjects perform all the conditions of the experiment as in a repeated measures design. Using an independent groups prevents participant fatigue as the participants did not have to perform all five conditions, which could be a confounding variable affecting the results of the study. However, a disadvantage is that the differences between the participants, such as age, gender, or culture which could affect the results. This is because there can be inferences and judgement made from the studies which were rather "due to individual differences r ather than the independent variable condition" (Danshepherd 2012) . The second step is to analyse the strengths and weaknesses of the sampling method and the participants used. The sampling method used in Loftus and Palmer's (1974) experiment used opportunity sampling. Although practical, using opportunity sampling can contribute to bias because it means using only the participants available at a given time and place rather than being representative of a general population. Furthermore, the participants used in Loftus and Palmer's (1974) experiment were all undergraduate students. Students are not representative of the general population and with regards to this experiment, they may be less experienced drivers and therefore, this would have altered their perception of the verb used when estimating speeds (Mcleod 2017). Lastly, the strengths and weaknesses of the methodology should be acknowledged when evaluating any psychology experiment. The implications of the choices taken by the researcher to control variables, and whether there were any inconsistencies with the data should be identified. Loftus and Palmer's (1974) experiment was a highly controlled laboratory experiment. Therefore, one argument made as a weakness is that the results are not ecologically valid because in real life, people do not watch films of an incident. Instead, they witness these incidents first hand. Therefore, the study conducted by Yuille and Cutshall (1986) contradicts this study by making the participants witness an incident first hand which "found that misleading information did not alter the memory of people who had witnessed a real armed robbery". (Mcleod 2017). However, due to the controlled nature of the experiment, it is reliable and easy to replicate. The confounding variables are easier to control in a laborato ry experiment. This prevents these extraneous variables affecting the results of the study. Hence, it is plausible to suggest a cause-effect relationship from the study. Using TEACUPs to evaluate theories Evaluate ONE theory from the BLOA and ONE theory from the CLOA using the TEACUP approach: BLOA theory: Charles Darwin Theory of Evolution Those who adapt best to environmental challenges will have a greater chance of survival, reproduction, and passing on genes. Natural selection refers to the idea that members of a species that survive competition and breed will

The Necessity of Mythology in the Classroom

The Necessity of Mythology in the Classroom Free Online Research Papers Mythology, a necessity in the classroom, as it provides vital tools for teachers and children to learn so much from. It incorporates so many things that prove essential to a childs development. The positive things that come from mythology make such a great impact on young children to last them a lifetime. Mythology seems like a normal way to involve the student. Most children love to hear and read myths because they offer some sort of adventure. The large amount of positive things that come from mythology surprise many people. Students can gain good role models to look up to not just movie stars and sports stars but heroes from mythology. Children love to read about heroes because of all the excitement. Heroes are important to children. A child’s definition of a hero has changed slightly over the past few years and they now look for heroes that have super powers, extreme bravery, and on the side of good. These heroes typically go out on a quest and end up fighting evil. Heroes like Heracles and Odysseus exemplify the term hero in many ways. Many students should recognize Hercules as a major hero from previous experience such as television shows or movies. Odysseus’ most famous for coming up with the idea of building the Trojan Horse and constructing that particular plan of attack. Children may not recognize his name but should have heard something about the Trojan Horse. By including these prominent figures in a lesson plan one could possibly catch the attention of many students and spark their interests. In sparking a child’s interest, a teacher increases their likelihood for success in mastery of all objectives for the lesson plan. Students can learn many great life lessons from the study of mythology as many of the stories have underlying meanings or lessons to learn. One major life lesson learned from mythology revolves around the concept of right from wrong. My characters in these stories face this dilemma on a daily basis. In Antigone, Antigone must decide wrong from right in the decision to bury her brother and die or leave him be. She chooses to bury her brother and before they could kill her she kills herself. This is an example of the choices that some people had to make for themselves. Another important aspect to understand is the concepts of fate and luck as they exist in society today. Many characters in mythology seemed to possess a sense of luck and had a good feeling for their fate and purpose in this world. Students need to be aware of these concepts which are definitely instilled in mythology without being the overall message of the story. Discussing issues such as morality need to begin at an e arly age because children need to have morals or principles to live their lives by. The fields of study taught with the use of mythology are widespread in subject. One that comes to mind would use history or multicultural education as the subject. A teacher could ask her students to find a god from the different types of mythology such as Norse, Roman, or Greek. Students can integrate the use of technology by researching a particular god or goddess and give a presentation to the class. Their presentations could be as simple as a report or as elaborate as a short story. Teachers should encourage them to dress like the god or goddess or talk like him or her. This activity is very hands on and fun which will surely spark some creativity and deep thought. This should encourage students to learn and study topics like early beliefs and to give them the ability to believe in themselves and their creative work. Reading mythology is an easy way to stimulate students in class. They usually enjoy them more than expected by teachers. Students seem to enjoy them because they have a great story structure. For the most part myths do not drag on forever so they keep the attention of their audience. If a child has a genuine interest in mythology then often they advance in their reading ability without even noticing. The students can all read or listen to and understand the stories of the myths. Children relate the stories to things happening in modern society to make more sense of them. Often times children that read about all of these tragic times gain a better understanding and appreciation for their own life. Astronomy can integrate mythology into a lesson about constellations and planets. Many constellations and planets got their name from gods and goddesses from mythology. This would prove successful as a lesson plan for studying stars and planets. The students would even enjoy a field trip to the local planetarium to learn more about constellations and planets and where they got their names from. I know of one constellation that is very interesting, Orion’s belt, it consists of four stars that make an x and three stars in the middle to make the belt. Writing and Art can also incorporate mythology in their lessons. The abundance of childrens books which contain one single myth is phenomenal. These books have the best illustrations. It opens up so many opportunities for creative writing and artwork. Students could examine the childrens books for how the author used creativity to make the story exciting. The students could examine the art work and perhaps incorporate art into their own myths. The wide varieties of things to write creatively about mythology could go on forever. For a creative writing assignment students could choose a god or goddess to research. Then prepare a monologue to share with the class as they try to guess which person you are. The study of mythology arises as an important aspect of today’s society in many places and things we do. Many companies are related to mythology in some way for example, Ajax was a Greek warrior in the Trojan War, who cleaned up in battle and today is a popular household cleaner. Apollo was the God of music and the Apollo Theater, a famous music hall, stays alive in New York City. Midas was the King with the golden touch, who transformed all he touched to gold and now Midas refers to a famous muffler and brake chain of service stations. One of the more likely resemblances to mythology, inhabitants of the city that got destroyed by the Greeks during the Trojan War; the Trojans. In society today if someone says Trojan people think of the maker of condoms and birth control products. Myths exist in every culture around the world. Mythology has shaped art and music in today’s world. Research Papers on The Necessity of Mythology in the ClassroomStandardized TestingEffects of Television Violence on ChildrenPersonal Experience with Teen PregnancyHarry Potter and the Deathly Hallows EssayWhere Wild and West MeetComparison: Letter from Birmingham and CritoRelationship between Media Coverage and Social andHip-Hop is ArtThree Concepts of PsychodynamicInfluences of Socio-Economic Status of Married Males

Critical Reaction Paper Essay Example | Topics and Well Written Essays - 1250 words

Critical Reaction Paper - Essay Example Indeed, he did not expect much opposition from them towards the idea of building the â€Å"Park51† mosque. However, he later learned that the whites hates Islam and refers to it as a religion of hate whose aim is to wipe out Christianity (Ghosh, 2010). He even thinks that the white Americans view Islam as a recruiting agency for terrorists. Indeed, Ghosh hold the view that opponents of Islam cast Muslims as sympathizers of al-Qaeda, which is false. According to him, white Americans consider Muslims as murders but reckon that even Christians have greater social vices and thus should not judge Islam. He asserts that America has the most diverse Muslim population in the world where the Muslims represent every race and sect in America. Additionally, Ghosh reckons that the Park51 resistance reflected an aspect of intolerance against the Muslims that has been alive since 9/11 only to deepen in the recent times (Ghosh, 2010). In fact, he observes that hate speech against Muslims and Islam is on the rise and Islamophobia is the new form of racism in America. Indeed, he holds the idea that the mosque protests and political influence cemented Islamophobia in America (Ghosh, 2010). Actually, the views expressed in lower Manhattan and in Sheboygan County are not isolated since a study revealed that 46% of Americans believe Islam is the most probable cause of violence against nonbelievers than other faiths (Ghosh, 2010). Nevertheless, he confirms that Muslims are safer and freer in America than in any other Western country. Indeed, Congress has two elected American Muslims and for the first time in 2010, Miss USA was a Muslim. Additionally, there are plans to the country's first Muslim college in Berkeley (Ghosh, 2010). However, he establishes the core arguments of the opponents that assert that Muslims are not and can never be full Americans (Ghosh, 2010). He states that such hatred manifests clearly in the places of worship, which are on the increase. He further no tes that such hatred is not only limited to proposed mosques and Muslim centers but also on the Koran where a pastor in Gainesville, initiated plans to burn copies of the Koran on the anniversary of the 9/11 attacks (Ghosh, 2010). On the same note, pastors are taking the Koran out of context to support their assertions that Islam requires believers to kill or convert all others. Moreover, he claims that the most vicious attacks on Islam are on the internet where bloggers are making Park51 a national issue and making that hatred viral. Ghosh holds the view that although religious intolerance does not apply to Muslims only, the American society reserves the most dominant hostility and hatred for Muslims (Ghosh, 2010). Conversely, he claims that since Saudi Arabia does not permit the building of churches and synagogues, America should also forbid Muslims from building Islamic places of worship. Nevertheless, he notes that many Christian, Jewish, and secular groups have opposed naked an ti-Islamic. He even suggests that Muslim is a very small group in U.S, which should receive little attention according to the 2007 release of the Pew Research Center report Muslim Americans that estimated Muslims to be a mere 2.35 million of the American population (Ghosh, 2010). At the same time, he recognizes that upon becoming President, Obama sought to promote the American image in the Islamic world (Ghosh, 2010).

Psychology Essay Example | Topics and Well Written Essays - 500 words - 4

Psychology - Essay Example The second theory deals with the ideal that successful relationships must be grown and developed. Through various surveys, including those done in past experiments, Knee reveals that the most successful relationships come from those where the belief of destiny is present. Belief in destiny also includes believing that there is only one person for everyone and that love can be at first sight. When individuals act on this, they are doing so out of intuition, or destiny. Numerous surveys were implemented that measured destiny and growth beliefs. These surveys looked into aspects that varied from dating behavior to whether or not a person can change themselves or their relationship. Another important characteristic that was measured was how individuals coped to stressful events in the relationship. The surveys were used to measure beliefs in both destiny and growth. After the results had been gathered and analyzed, it was determined that more successful relationships come from beliefs of destiny because these individuals believe that they have no control in the course of the relationship. They do not try to make a relationship work, which can cause further stress.

Mid-Term Essay Example | Topics and Well Written Essays - 1250 words

Mid-Term - Essay Example She loves new experiences, unstructured work activities and creative space. This means that her qualities suit any industry that involves a great deal of interactions, communication and creativity. This includes marketing and advertising, product development, design (both fashion and industrial), teaching, research, social work, and information technology (IT). These fields will exploit Chris’s strengths and allow her to thrive. She will also have the opportunity to make a difference, directly and indirectly, to people’s lives. Research is a highly demanding career that involves spending a lot of time alone. This will compliment Chris’s introverted nature and allow her to be in her element. While pursuing research, she can use her progressive, out-of-the-box mindset, investigative traits, analytical skills, dynamism, and vision to conduct research that can change the lives of people around the world. Her introverted nature would be ideal for laboratory work, since most research involves conducting lab experiments, analyzing data, and establishing and decoding patterns and relationships. As a teacher, Chris can use her analytical skills to engage her students and to develop new pedagogical methods that improve their learning experience. She is also likely to benefit from the psychological dimension of teaching, which involves evaluating students to determine their strengths and weaknesses and how to improve their performances. Her affinity for new experiences, goal-setting and time-consciousness, and creativity will allow her to carry out her teaching duties at the highest possible standards. Finally, since she is a visionary, she can inspire her students to work harder and improve so that they can achieve their goals. She would find assisting students grow and develop a highly fulfilling endeavor. Chris needs a workplace where she can participate in social, investigative, and artistic activities. Her investigative nature requires

CHEM 121 pre-lab Speech or Presentation Example | Topics and Well Written Essays - 500 words

CHEM 121 pre-lab - Speech or Presentation Example (Hints: volume = area x thickness. 1 mL = 1 cm3) Express your answer in cm2 and in miles2. 7. Let’s assume that your secondary education has led you to rob armored cars. In your latest heist, if you were faced with bags of coins that weighed the same, which bag would you take: pennies, nickels, dimes, or quarters? Which bag contains more money? Important data: a penny weighs 3.09 g, a nickel weighs 4.88 g, a dime weighs 2.25 g, and a quarter weighs 5.68 g. (Naturally, show your work for full credit.) Hint: calculate the monetary density of each coin. Clearly monetary density of dimes is the highest and therefore, I would take the bag containing dimes as it contains more money. However, if I can afford to take one more bag I will not like to leave the quarters bag as well. 8. What would be the effect on your calculated value of the density of water if there was an air bubble in the pipet when you transferred the water into the empty vial? Would the value be higher or lower or would there be no change? Explain your answer If there was an air bubble in the pipet while transferring the water in the vial for density measurement, the measured value of density will be lower than the actual value as the volume has been measured on higher side erroneously due to entrapped air bubble. 9. What would be the effect on your calculated value of the density of water if â€Å"empty† vial had not been completely dried before weighing? Would the value be higher or lower or would there be no change? Explain your answer The measured value of density of water will not be affected in this case as the mass of empty vial is deducted to calculate the mass of the measured volume of water. Therefore, whether the vial was completely dry or not will not affect the

Issues in managment Essay Example | Topics and Well Written Essays - 1250 words

Issues in managment - Essay Example In 1961 Kroc purchased the McDonald brothers’ equity share of $2.7 million and changed the name to McDonald’s Corporation. In 1965 McDonald’s went public and is currently headquartered in Illinois. McDonald’s follows a different business model from other fast food chains. In addition to the franchisee fees, supplies and a percentage of sales, they also collect rents partially linked to sales. Approximately 70% of McDonalds restaurants worldwide are owned and operated by independent local men and women. McDonald’s offers flexible menus with different tastes and different sizes to fit every active lifestyle. It has a global presence with successful expansion into 120 countries and they serve nearly 54 million customers each day. By 2001, they had 30,093 restaurants all over the world with sales of $24 billion. They offer both counter service and drive through service. The company operates other brands such as Piles Cafà © and Boston Market and has a minority stake in Pret a Manger. They had a majority stake in Chiptole Mexican Grill – an 18-restaurant chain in the US until they completely divested it in October 2006. It also owned Donatos Pizza until December 2003. It has a subsidiary called Redbox, an automated convenience store started in 2003 and since 2005 they focus on DVD rental machine. Their global presence has caused McDonaldization of the society. As it is closely identified with the lifestyle and culture of America, the business expansion has also been termed as Americanization. McDonalds has often been the target of anti-globalization protesters. At the end of 2003 it employed more than 1.6 million people and is considered to be America’s largest job training program. They claim to make the world a better place and claim to respect and value their employees, but reports suggest that pay and working conditions are far from being ‘overwhelmingly

PERSONAL PERSPECTIVE for DRAMA OF DIVERSITY class, about these 2 Statement

PERSPECTIVE for DRAMA OF DIVERSITY class, about these 2 questions When did you first notice that you were different fr - Personal Statement Example I always felt that it was my moral obligation to help out others. I have probably given over 100 tutoring sessions in my lifetime free of charge. To me helping others was a truly gratifying experience. Back when I was 12 years old I would always play basketball during lunchtime and after school. I would practice alone for hours upon hours because I loved the game. My teachers always told me that I was a very special student. I have always loved reading about different subjects. When the internet became popular back in the 1990’s I became a more sophisticated student due to the fact that the internet provided me with an unlimited source of information. Since I was very young I was always very curious about learning new things. I believe that every human being has unique attributes and skills that can be used to make our society a better place. 2. A few years ago I was a member of an organization as a part-time worker. In this job one of my primary duties was giving refunds to t he employees that went on business trips. My supervisor was a very nice man that treated me with respect. After six months on the job my supervisor got promoted and he left the office to work at another division in another state. At that time the head of the office became my supervisor. From the start I did not like the way I was treated by this person. She though because I was young and inexperienced that I did not deserve any respect.

CHEM 121 pre-lab Speech or Presentation Example | Topics and Well Written Essays - 500 words

CHEM 121 pre-lab - Speech or Presentation Example (Hints: volume = area x thickness. 1 mL = 1 cm3) Express your answer in cm2 and in miles2. 7. Let’s assume that your secondary education has led you to rob armored cars. In your latest heist, if you were faced with bags of coins that weighed the same, which bag would you take: pennies, nickels, dimes, or quarters? Which bag contains more money? Important data: a penny weighs 3.09 g, a nickel weighs 4.88 g, a dime weighs 2.25 g, and a quarter weighs 5.68 g. (Naturally, show your work for full credit.) Hint: calculate the monetary density of each coin. Clearly monetary density of dimes is the highest and therefore, I would take the bag containing dimes as it contains more money. However, if I can afford to take one more bag I will not like to leave the quarters bag as well. 8. What would be the effect on your calculated value of the density of water if there was an air bubble in the pipet when you transferred the water into the empty vial? Would the value be higher or lower or would there be no change? Explain your answer If there was an air bubble in the pipet while transferring the water in the vial for density measurement, the measured value of density will be lower than the actual value as the volume has been measured on higher side erroneously due to entrapped air bubble. 9. What would be the effect on your calculated value of the density of water if â€Å"empty† vial had not been completely dried before weighing? Would the value be higher or lower or would there be no change? Explain your answer The measured value of density of water will not be affected in this case as the mass of empty vial is deducted to calculate the mass of the measured volume of water. Therefore, whether the vial was completely dry or not will not affect the

PERSONAL PERSPECTIVE for DRAMA OF DIVERSITY class, about these 2 Statement

PERSPECTIVE for DRAMA OF DIVERSITY class, about these 2 questions When did you first notice that you were different fr - Personal Statement Example I always felt that it was my moral obligation to help out others. I have probably given over 100 tutoring sessions in my lifetime free of charge. To me helping others was a truly gratifying experience. Back when I was 12 years old I would always play basketball during lunchtime and after school. I would practice alone for hours upon hours because I loved the game. My teachers always told me that I was a very special student. I have always loved reading about different subjects. When the internet became popular back in the 1990’s I became a more sophisticated student due to the fact that the internet provided me with an unlimited source of information. Since I was very young I was always very curious about learning new things. I believe that every human being has unique attributes and skills that can be used to make our society a better place. 2. A few years ago I was a member of an organization as a part-time worker. In this job one of my primary duties was giving refunds to t he employees that went on business trips. My supervisor was a very nice man that treated me with respect. After six months on the job my supervisor got promoted and he left the office to work at another division in another state. At that time the head of the office became my supervisor. From the start I did not like the way I was treated by this person. She though because I was young and inexperienced that I did not deserve any respect.

Gap in Gender Pay Essay Example for Free

Gap in Gender Pay Essay INTRODUCTION: Although women are steadily making their mark in the business world and heading major corporations, the question remains, are they still earning less than their male counterparts? Throughout time there has been a definite difference between men and women and their median income. This wage gap cuts across a wide spectrum of occupations. However, in 1963 the Equal Pay Act was signed making it illegal for employers to pay unequal wages to men and women who hold the same job and do the same work. There may be many reasons for this gap in salaries; most of them may not be necessarily based on gender. The following research will investigate what causes the gap in earnings, if any, and examines various factors that may have an effect on the earnings of men and women. I. RESEARCH PURPOSE The purpose of this research is to determine whether or not women who are working the same types of jobs, with the same amount of education and experience are being compensated the same as men. Although women have made a significant pace in entering the workforce and in exploring a wider range of occupations, they may still be treading behind in wages earned compared to their male counterparts. Many years ago, it was thought that because women were not as well educated as men, did not have as much experience as men, and did not work as hard as men that the range of pay should not be the same. This is no longer true and women have been graduating from college at the same rate as men and are working just as hard as men. However, the wage gap between men and women remains and nationally, women earn 77 cents for every $1 earned by men (Head, 2008). Thus, despite a sense of continued progress toward gender equality in the workplace the gap between men and women still persists. The significance of this research issue may reveal an underlying discrimination between the sexes that many may believe has narrowed. The importance in equality of gender pay is not only that it is the right thing to do, but an equitable and competitive pay package improves employee recruitment and retention.  This concept benefits both the employer and the employee, male or female. Nonetheless, as long as this gap remains the more likely this issue will provide a main source of debate among the organizational workforce. II. PROBLEM DEFINITION: The study, by the American Association of University Women Educational Foundation, found that 10 years after college, women earn only 69% of what men earn. (USA Today, 2007) Defining the problem starts with an examination of the evidence to determine how big the gap truly is and whether discrimination is to blame. Essential variables that may have an impact on male-female wage differential such as ethnic background, age, and industry will be measured. Our team will research and find out how big the gap is what could be the cause, factors such as: a). Hours of work- some tend to think that men are more likely to work longer hours. b). Education levels-some tend to think that men on average is higher qualified and women invest less in their education. c). Workforce participation and experience-industries tend to think that women spend less time at work because of their domestic responsibilities to their children and family. The majority of organizations assume that young women are going to leave the workforce when they have children, and therefore will not promote them. d). Why is there such a gap between the amount on a mans paycheck compared to a womans? e). Occupation type- some think women are looking for an easy way out and they tend to seek out and cluster around a few occupations and industries because of the tastes of employers, male employees and customers. f). Are women given the same opportunities for advancement as men? Our team will investigate what percentage of these factors contributes to the difference in pay between these two genders and seek to find out if discrimination plays a part in this pay gap and will the gap disappear through educational achievements. Why do woman not have equal job opportunities? Jobs held by women pay less than jobs held by men, even though the job requires the same education and skills. A newly hired woman will get a lower paying assignment than a man who started working there the same time for the same employer. Not only that also, women do not receive the equal chances in promotions like men. Equal pay has been an issue for all working women for the past few decades. III. RESEARCH HYPOTHESIS While some studies may reflect a sense of continued progress towards gender equality in the workplace, the federal government currently confirms that the workplace earnings gap amongst men and women is still prevalent today (About Management.Com). It is the educated guess of this team that men are paid at a substantially increased rate for performance in positions than women are paid to operate in those same positions. This hypothesis is deducted from observations made from current work situations, random peer discussions, and updated articles. More than forty years after the Federal Equal Pay Act, hard working women are still being paid less than men are on the job. There are numerous speculations that can be made in an attempt to explain this is behavior, such as career selections being made by men and women. Women tend to make decisions about employment based on convenience, meaning that women migrate to positions that will allow for them to maintain a active home life and still maintain a 40 hour work week, whereas men will more than likely trade an active home life for longer work hours, safety risks, frequent travel, longer work hours and extended commuting times to make the higher pay. While these practices may not be fair, they are a reality. The research provided in this paper will lead to three possible outcomes; it will either prove that men are paid at higher rates than women to operate in the same or similar positions, women are paid at higher rates than men to operate in the same or similar position, or men and women break even when it comes to wages and position. References Head, Lauren Lawley. (2008, April 23). Pay Gap Worth Steaming Over: Bizwomen.com. Retrieved April 29, 2008, from http://www.bizjournals.com/bizwomen/index.php/2008/04/23/pay-gap-worth-steaming-over/ Coutts, Justin. (2004, February). Policy Backgrounder, Business Roundtable. Retrieved April 29, 2008 from http://www.nzbr.org.nz/documents/policy/policy-2004/PB_No1.pdf Arndt, Bettina. (2006,October 16). Herald Sun.com. Why Men are paid More. Retrieved April 29, 2008 from http://www.news.com.au/heraldsun/story/0,21985,20586168-5000117,00.html

Establishing a Case for Murder

Establishing a Case for Murder There is little doubt that Gharmi will be charged with Peter’s murder, unless any autopsy carried out shows that his death was completely unrelated to his ingestion of the rat poison. On the given facts this seems extremely unlikely. In order to establish a case for murder it is the responsibility of the prosecution to prove that Gharmi was in the correct state of mind (mens rea) when she placed the rat poison in Peter’s rice-baryani. For murder this is malice aforethought[1] either express or implied[2]. This can also be described as an intention to unlawfully kill the victim (express malice) or cause grievous bodily harm (implied malice). Grievous bodily harm is defined for these purposes as really serious harm[3]. In addition to this mental element the Crown must establish that Gharmi actually did the act which caused Peter’s death (actus reus), that is she placed the poison in the food – clearly a very simple process in this instance. Dependant upon the evidence available it may be the case that the Crown Prosecution Service does not feel that it will be possible to sustain a murder charge. In this case they may downgrade the charge to one of involuntary manslaughter. This would be the case if it was felt that Gharmi had not intended to kill or cause grievous bodily harm to Peter[4], but had simply intended to ‘injure, aggrieve or annoy’[5] him. For a charge of involuntary manslaughter to be possible, the act which causes[6] the death must be unlawful, meaning it must constitute a criminal offence[7]. There is little doubt the poisoning of Peter’s food and tea would constitute an unlawful act[8], regardless of Gharmi’s intentions, unless it can be shown that she intended no harm, which seems unlikely. Gharmi can only be guilty of involuntary manslaughter if it is thought by a jury that it would be inevitable to the reasonable person that her actions would pose the risk of at least some h arm to Peter[9]. It is important to note that it is irrelevant whether Peter’s death was caused by Gharmi’s poisoning of his food or his tea. Since it was possible for either to cause his death it is not necessary to draw a distinction between the two[10]. Involuntary manslaughter has been described as a homicide which occupies ‘the shifting sands between the uncertain †¦ definition of murder and the unsettled boundaries of excusable or accidental death’[11] and it is this uncertainty that Gharmi would need to rely on. Is it possible for a jury to be sure that she intended to kill Peter? Clearly the facts of the case are extremely relevant here, namely the amount of rat poison used and Gharmi’s knowledge of its possible effects. If convicted of manslaughter Gharmi may, at the discretion of the court, face up to life imprisonment[12]. If the Crown Prosecution Service intends to persist with the charge of murder against her Gharmi will need to consider whether she is a position to try to defend the charge in some way. The most likely defence available to Gharmi is that of voluntary manslaughter by provocation. The jury must be satisfied that Gharmi was ‘provoked (whether by things done or by things said or both together) to lose [her] self control’[13]. It is interesting to note that despite this being a defence the onus of proof is placed on the prosecution to demonstrate that there was not any provocation. The judge must make this clear to the jury[14] and should indicate to them any evidence that might indicate that provocation took place and therefore support the defence[15]. In essence whether this defence is available is purely a decision for the jury based on the evidence. Section 3 of the Homicide Act 1957 raises two questions which must be considered by the jury. The first is the subjective question of whether the Gharmi was provoked to lose her self-control by the things that Peter had said or done to her. In order for provocation to be considered it must be decided that Gharmi was so affected by Peter’s words and actions that she suffered a sudden loss of self-control so that she was ‘so subject to passion as to make [her] for the moment not the master of [her] mind’[16]. Clearly the longer the time between the provocation and the actions of the defendant the less likely it is that the provocation can be said to result in a sudden loss of control[17]. This is more likely to be considered to constitute a situation where the defendant simply exacts revenge on the victim for their actions, and this level of deliberation would be inconsistent with the defence of provocation. Whilst it is essential in order for the defence of provocation to be valid that the act of the defendant follows immediately upon the provoking acts of the victim, it is not essential that the victim’s last act is the only one that triggers the defendant’s actions[18]. This is clearly hugely relevant to Gharmi, in that she has suffered a level of abuse from Peter for the last two years. Since Gharmi has been involved in a series of abusive and violent arguments with Peter over time, the jury are far more likely to be asked to consider that this, on the face of it, relatively minor argument constitutes a ‘last straw’ for Gharmi[19] and that she suffered a loss of self-control following it. It is irrelevant for the purposes of the defence of provocation that Gharmi may have at this or any point in the past induced Peter with her comments, especially regarding Dhoop, to act in the way he did. Since section 3 of the Homicide Act 1957 does not expressly preclude circumstances where the defendant has induced an action or a reaction from the victim, which in return caused the defendant to lose control the defence of provocation must be put before the jury[20], as it would if the defendant had not caused any kind of provocation to the victim. It seems likely that Gharmi would meet the requirements of this subjective test, but in order to successfully plead provocation as a defence to murder she must also meet the requirements of the objective test in section 3. The jury must consider not only that the defendant lost their self-control, but also whether all of the things done or said as a provocation might have provoked the reasonable man to do as the defendant did[21]. The directions that would need to be given to a jury at this point are somewhat complex and would need very careful consideration. The jury must assess the level of provocation in relation to any particular peculiarities that the defendant might have[22]. If the defendant is of a particularly sensitive nature regarding some aspect, this must be taken into account when the jury are considering the level of provocation applied by the victim. When this has been assessed however, the jury must then weigh up the standard of the defendant’s self-control against that of the reasonable person, of the same sex and age of the defendant, exercising ordinary powers of self-control[23]. The jury can not take into account any of the defendant’s particular peculiarities when assessing whether they have exercised reasonable self-control. It is not necessary for the act which has been provoked to be in any way proportionate to the provocation, but the jury should consider this when deciding whether the reasonable man might have reacted in the same manner as the defendant[24]. What this means for Gharmi is that whilst a jury will take into account any personal traits that she might possess with regards to the level of provocation which might provoke a reaction from her, they will then need to decide whether a woman of the same age as her, with a normal level of self-control, might have acted in the same manner. They will take into consideration the level of abuse Gharmi has received from Peter and the period over which it has been received for the purposes of assessing whether it is of a serious enough nature to support the defence of provocation. Having done this they cannot take it into account further when deciding whether Gharmi acted reasonably, this must be assessed against the standard described above. There are one or two matters which may be of concern to the jury when considering provocation in relation to Gharmi’s killing of Peter. The first is that her reaction did not follow the provocation immediately. Gharmi spent time cooking Peter’s meal and, it may be considered, took time to plan her revenge in a controlled manner. The counter argument to this would of course be that Gharmi must have been aware that her actions would result in her arrest and in that circumstance it seems far more likely to have been a moment of loss of control on her part. It would seem unreasonable to think that she might prefer to kill Peter and leave her son without either parent, instead of exacting some other kind of revenge on him; such as leaving and marrying Dhoop. The other concern would be that her revenge, given the fact that the relationship was a tempestuous one, was not proportionate to the provocation. It has been mentioned that this does not need to be the case, but it is s omething that would be considered by a jury when deciding whether Gharmi’s reasonable counterpart would have acted in the same manner she did[25]. At this stage of their deliberations the jury cannot take into account any of Gharmi’s personal characteristics, such as the possibility that she might be more sensitive to Peter’s comments as a result of the length of time the abuse has continued for. They must simply say that if provoked would the reasonable woman of Gharmi’s age have reacted as she did. It is far less likely that a person who has not suffered sustained abuse would have reacted by killing Peter, but this is how Gharmi must be judged. If found guilty of murder Gharmi will face a mandatory life sentence, which means, for the type of murder she has committed, she will face a prison sentence of not less that fifteen years[26]. It has already been stated that if convicted of involuntary manslaughter she could also face a life sentence[27] there is however some discretion in sentencing. The same applies if Gharmi successfully pleads voluntary manslaughter through provocation[28]. The court will take into account the level of provocation, the time span between the provocation and the unlawful killing and the length of time that the provocation has taken place for. Clearly the less the provocation and the shorter its duration the longer the sentence that will be issued to the defendant, providing there are no other mitigating circumstances. The sentence range is from life imprisonment to no custodial sentence at all. It seems likely on the facts that Gharmi would face some kind of custodial sentence, but given the length of time the provocation continued for it, would be lessened from life, however it is recognised that actual physical violence or anticipated violence are considered a greater provocation than verbal abuse alone. On the given facts Gharmi did unlawfully kill Peter. If this was not intentional she may face a charge of manslaughter. In 1989, the last year for which figures are available, the number of indictments for homicide was 371 of which there were only 28 convictions for involuntary manslaughter as opposed to 131 for murder and 110 for other types of manslaughter[29]. With this in mind it seems, on the facts, that Gharmi is far more likely to be successful in a plea of manslaughter through provocation in order to reduce her conviction from murder than have it reduced to involuntary manslaughter by claiming that she did not intend to kill Peter. 2000 words Table of Cases A-G’s Reference (No. 4 of 1980) [1981] 2 All ER 617 A-G for Jersey v. Holley [2005] UKPC 23 DPP v. Camplin [1978] AC 705 Phillips v. R [1969] 2 AC 130 R v. Ahluwia [1993] Crim. LR 63 R v. Cascoe [1970] 2 All ER 833 R v. Church [1966] 1 QB 59 R v. Dias [2001] EWCA Crim 2986, R v. Kennedy [2005] 1 WLR 2159 et al R v. Duffy [1949] 1 All ER 932 R v. Humphries [1994] 4 All ER 1009 R v. Inner South London Coroner, ex p Douglas-Williams [1999] 1 All ER 344 R v. Johnson [1989] 1 WLR 740 DPP v. Smith [1961] AC 290 R v. Stewart (Benjamin James) [1995] 4 All ER 999 R v. Taylor (1834) 2 Lew CC 215 R v. Thornton (Sara Elizabeth) (No.2) [1996] 2 All ER 1023 Woolmington v. DPP [1935] AC 462 Table of Legislation Criminal Justice Act 2003 Homicide Act 1957 Offences Against the Person Act 1861 Bibliography Allen, M. J., Elliott and Wood’s Cases and Materials on Criminal Law 8th Edition (2001), London: Sweet Maxwell Halsbury’s Laws of England, Criminal Law, Evidence and Procedure (Volume 11(1)) (2006 Reissue) Paragraphs – 92 – 101: Web Version Holton, R. and Shute, S., Self Control in the Modern Provocation Defence (2007), Oxford: Oxford Journal of Legal Studies (27(1), 49 – 73) Office for National Statistics, Criminal Statistics for England and Wales (1998), Cm 4649 Ormerod, D., Smith and Hogan Criminal Law 12th Revised Edition, (2008), Oxford: Oxford University Press Ormerod, D., Smith and Hogan Criminal Law: Cases and Materials 9th Revised Edition, (2005), Oxford: Oxford University Press Reed, A., Jury Directions on Provocation (2006), Criminal Lawyer (158, 1 – 3) Sentencing Guidelines Council Guideline: Manslaughter by Reason of Provocation (2005) Slapper, G. and Kelly, D., The English Legal System 7th Edition (2004), London: Cavendish 1 Footnotes [1] Homicide Act 1957, s.1 [2] Woolmington v. DPP [1935] AC 462 [3] DPP v. Smith [1961] AC 290 [4] R v. Taylor (1834) 2 Lew CC 215 [5] Offences Against the Person Act 1861, s.24 [6] R v. Inner South London Coroner, ex p Douglas-Williams [1999] 1 All ER 344 [7] R v. Dias [2001] EWCA Crim 2986, R v. Kennedy [2005] 1 WLR 2159 et al [8] Offences Against the Person Act 1861, s.24 [9] R v. Church [1966] 1 QB 59 [10] A-G’s Reference (No. 4 of 1980) [1981] 2 All ER 617 [11] Hogan, ‘The Killing Ground: 1964 – 73’ [1974] Crim. L.R. 387,391 [12] Offences Against the Person Act 1861 s.5 [13] Homicide Act 1957 s.3 [14] R v. Cascoe [1970] 2 All ER 833 [15] R v. Stewart (Benjamin James) [1995] 4 All ER 999 [16] R v. Duffy [1949] 1 All ER 932 [17] R v. Ahluwia [1993] Crim. LR 63 [18] R v. Humphries [1994] 4 All ER 1009 [19] R v. Thornton (Sara Elizabeth) (No.2) [1996] 2 All ER 1023 [20] R v. Johnson [1989] 1 WLR 740 [21] Homicide Act 1957 s.3 [22] DPP v. Camplin [1978] AC 705 [23] A-G for Jersey v. Holley [2005] UKPC 23 [24] Phillips v. R [1969] 2 AC 130 [25] Phillips v. R [1969] 2 AC 130 [26] Criminal Justice Act 2003 s.269 [27] Offences Against the Person Act 1861 s.5 [28] Sentencing Guidelines Council Guideline: Manslaughter by Reason of Provocation (2005) [29] Criminal Statistics for England and Wales Cm 4649 (1998)

The Small Power in the International System :: History Cold War Economics Essays

The Small Power in the International System Like a novice chess player, awed by the strategic power of his queen, students of International Relations tend to focus solely upon the Great Power as a source for policies and dictates which constitute his field of study. Paying little heed to small, developing nations, the student assumes that all that is important and significant to his study will flow from the Goliath's of the International System. Only with experience and an increasing eye for the subtle flow of policy will the student, like the chess player, learn that in addition to the Great Powers, the Small Powers--the pawns—do matter. Furthermore, to assume any differently invites swift defeat (poor analysis). The great Chess master Francois-Andrà © Danician Philidor said it best: "the pawns are the very life of the game."[i] Although the analogy fails in that the power disparity between a pawn and another more powerful piece is much smaller between the average Great and Small Powers, it suffices to highlight the common misconception of the inefficacy of Small Powers. The question of whether Small States matter in the International System (and the ambiguity of the question itself) will be addressed; four aspects of the importance of the Small Power will be reviewed in turn: Strategic, Military, Economic, and Alliance . First, it is essential to address the ambiguity of terms and their implications to the analysis; some sort of definition of the descriptor 'small' and of the verb 'to matter' must be established. In the literature published on the subject, the question has been addressed in varying degrees of certitude. Traditional indicators of "smallness" center around simple objective specifications: military units, population size, gross national product, etc. For the sake of being brief, this essay will not attempt to provide a refreshed definition of the Small States; it will leave that ambitious undertaking alone. Instead, this essay will present examples of the unambiguous kind and, when needed, rely on the traditional (but sufficient) schema to make decisions regarding definition. On the other hand, the notion of mattering within the system is not quite so capable of standing on its own. Here, we will break from the traditional archetype: relying on conditions of power to determine the relevance of a state. The reason for this is simple: were the term "to matter" to be defined in terms of power, than in combination with the already established idea of smallness (defined in terms of power), the question in debate could be rewritten as such: "Do Small (non-powerful) States matter (have power).

The Coptic Museum in Cairo :: History, Informative

The Coptic Museum in Cairo is a life-like record of one of Egypt's periods all fraught with various antiques and monuments reflecting the different civilizations that graced the land of Egypt starting by the Ancient Egyptian civilization, passing by the Greek, the Roman, the Coptic, and lastly the Islamic. The Coptic Museum lies behind the walls of the famous Roman Fortress of Babylon in the ancient district of Cairo (Misr Al-Qadima). The area surrounding the museum abounds in lively monuments of open museums that depict with the Coptic Museum the history of the Coptic Period in Egypt. Six paramount, ancient, Coptic Churches share ground with the Coptic Museum. They date back somewhere between 5th and 8th century AD. The place holds the church of Abu Serga, the most ancient in Egypt. It was raised above the cave which the Holy Family sought refuge into as they fled from Herodus's oppression to Egypt. The place, moreover, embraces Virgin Mary's Church known as the Hanging Church; a great ancient worship house of world stature that was among the very first to host Coptic rituals on the face of earth. The museum was built in an artchitectural style using wood in ceilings and oriels (arabesque and lattice glass). Some biblical verses are written against them ornamented with Coptic embellishments like plants, especially grapevines, birds such as eagles, ostriches and peacock which all imply a certain philosophy and a specific significance in the Christian creed. Marble pillars and fountains ornamented with mosaic are more than present under the roof. The Coptic Museum in Cairo encloses rare treasures from the Coptic Period exhibiting a dimension of Egypt's civilization. The Coptic Museum in Cairo :: History, Informative The Coptic Museum in Cairo is a life-like record of one of Egypt's periods all fraught with various antiques and monuments reflecting the different civilizations that graced the land of Egypt starting by the Ancient Egyptian civilization, passing by the Greek, the Roman, the Coptic, and lastly the Islamic. The Coptic Museum lies behind the walls of the famous Roman Fortress of Babylon in the ancient district of Cairo (Misr Al-Qadima). The area surrounding the museum abounds in lively monuments of open museums that depict with the Coptic Museum the history of the Coptic Period in Egypt. Six paramount, ancient, Coptic Churches share ground with the Coptic Museum. They date back somewhere between 5th and 8th century AD. The place holds the church of Abu Serga, the most ancient in Egypt. It was raised above the cave which the Holy Family sought refuge into as they fled from Herodus's oppression to Egypt. The place, moreover, embraces Virgin Mary's Church known as the Hanging Church; a great ancient worship house of world stature that was among the very first to host Coptic rituals on the face of earth. The museum was built in an artchitectural style using wood in ceilings and oriels (arabesque and lattice glass). Some biblical verses are written against them ornamented with Coptic embellishments like plants, especially grapevines, birds such as eagles, ostriches and peacock which all imply a certain philosophy and a specific significance in the Christian creed. Marble pillars and fountains ornamented with mosaic are more than present under the roof. The Coptic Museum in Cairo encloses rare treasures from the Coptic Period exhibiting a dimension of Egypt's civilization.

Ransom

David Anomalous Ransom, a postmodern revitalization of Homer's literary epic, the Iliad not only explores the Inner conflict born In man through the vicious undertaking of a path of revenge, but also the intense hatred sparked by the unbearable loss of loved ones. It is probable to many individuals that redemption is not vindicated until Justice has been achieved.Nevertheless, for many, revenge is the best source of that achievement. Mallow in his own way acknowledges this idea, however, Juxtaposed with the thought of one's ability to transform and change, return back to the primal natures of humanity and overcome the most adverse conditions war unveils, these two Ideas merely Illustrate certain circumstances In the novel and therefore act as Just another part of such a poetic epic.It is often identified that the crux of Ransom is centered around the notion of a mans hatred and burning desire to exact revenge on the individuals producing injustices, however, the book also demonstrate s the ability of an individual to transform and adopt a desired persona that will be reminisced for generations to come. Ransom explores who we are and what It means to have an Identity. As the leader of Troy for many decades, Prima has always viewed himself as a king.However, as age begins to have a stronghold on his life, the death of Hector acts as a perfect catalyst for change. He realizes his need to become a â€Å"father† rather than the â€Å"king† he has accustomed himself to. Mallow uses the Journey as an illustration that although this may seem purely as a search for his son's body, it is also a search for himself, a search to reinvent who he is and how he wishes his legacy will be renowned In the future . This very same idea can also be used In relation to the operation of modern society.Mallow demonstrates to his audience that although at certain times individuals may feel trapped in the identity of something they're not, the ability to change is significan t and ultimately is only possible in the change in ones mindset . Revenge and hatred are part of the book, however the importance of one ability to change is also far too great to be undermined. Ransom has an effect on many readers that It Is purely a story about the fulfillment of ones hatred and the glory of revenge, yet to many others, it Is story hat unveils a lot more. Nee of the key aspects of the novel Is Its ability to exemplify the innate nature of humanity among individuals, regardless of status. Achilles is one of the greatest Greek heroes known to man, however, throughout the novel, Mallow deploys various instances that explicitly expose the true vulnerability of being human. From the very outset of the piece, Achilles appears to be in conversation with the sea, soon clarified to be his mother. Through this meticulous placement, Mallow expresses the mystical aspects of his nature.It Illustrates the notion of a dual self, both mortal and immortal. Subtly, it is a way for the readers to understand that even the individuals who front the most resilience, have softer sides that could inevitably be found out. Likewise, Prima, the king and most powerful individual in Troy also succumbs to the aspects that drive humans. Prima unsuspectingly draws on the notion of humanity when he appeals to Achilles as a father in the hope of receiving his son's body. This very meeting Is Mallow's Indication that we are all the same. He time comes, our final action will always be mirrored due to us simply being human . Revenge and hatred can be seen as a humanly trait, however, for the most art of the book there is no direct correlation , it is rather other parts of humanity that builds the foundation of the novel . Throughout the book, Mallow delves deep into the exploration of revenge and hatred, however, the notion of war's wasteful and consequential brutality is also a significant aspect of the novel.Ransom speculates about what war can and cannot solve, and whether m en are defined by violence as a display of masculinity, power and self-knowledge. This is the very notion that Mallow echoes throughout the novella, continually expressed through the use of his main characters. Achilles believes that amidst all the trauma and anguish brought to the city of Troy, it is necessary to avenge his beloved â€Å"soul-mate and lover†, Patrols.This is the very moment where his life begins to slip out of control, the moment it takes a path that seems unimaginable, a path full of bitterly violence. He begins to vent his built up frustration and inner conflict through not only the killing of Hector, but also the desecration of his body. Through this specific display, Mallow parallels the physical nature of Achilles with what many experience amidst the hostility of war. He illustrates that war simply strips away all the cultural ornamentation with which we surround ourselves and lays bare the human body in its most naked state.Some may find that war is ne cessary for men to express themselves with violence, however to others, it can be portrayed purely as a cowardly and feeble response to what life hands down to them . Revenge and hatred are substantial elements to the considerably widespread thematic novel, however the role of war in modern society is consequently as important, and thus illustrated intensely by Mallow throughout his writing.

Which the Design Argument Provides Evidence for the God?

June 2011: Examine the ways in which the design argument provides evidence for the existence God? A famous philosopher Kant commented on the proof of the design argument which shows the existence of God stating â€Å"This proof always deserves to be mentioned with respect. It is the oldest, the clearest and most accordant with the common reason of mankind. This was mentioned in his book the Critique of Pure reason. The argument that I am going to put forward and the proofs I am going to provide is the teleological argument.The word teleological comes from the Greek word telos which means end or purpose and logical which means the study of therefore this is the study of the purpose. The teleological argument is an inductive argument therefore proofs are based on premises which means they are drawn from experience and the conclusion is not logically necessary. Aquinas is a very important philosopher in the design argument. In his famous work â€Å"summa theological† Aquinas had his five ways in which he is most remembered for. In the design argument we are most concerned with the final way which is that God is the divine designer of everything.Here Aquinas suggests that non intelligent material requires an intelligent being behind it to make it beneficial. Aquinas used the example of an arrow and a archer; he stated that for an arrow to reach its destination it must be directed by the archer which is the intelligent being therefore applying this to the universe for us to reach are destination and purpose in the universe there must be a higher intelligent being before us which is directing us. Aquinas stated natural bodies seem to act in a regular way to reach some sort of final purpose; this shows Aquinas using science to back up the views of God in the Bible.Also Aquinas argued for design qua regularity; he saw the overall regularity in the world as proof for a designer God. William Paley another famous philosopher mainly known for his Watch Analogy took Aquinas’s ideas further and formed his own version of the teleological argument. Paley compares the world to a machine and sees it made up of all intricate parts which work together for an end result. He saw all the small adaptations in the nature and for him these were proofs of a designing intelligence.An example of the small intricacies in the nature is the water cycle and how it all works together. The watch serves an analogy which demonstrates purpose and telos. All evidence would show that the watch had been designed for a purpose, design and designed with the necessary regularity to meet its purpose. He said every design requires a designer and that all designs have an end function. Paley claimed that in the same way as the watch and other machine’s the universe was full of small intricacies that could not have come about by chance.Paley used the example of the eye. The way the eye is so complexly designed there is no way it could have all come about by chance moreover science till date is unable to create a replica of the eye. Also Paley was fascinated by the solar system and the rotation of the planets. He saw the evidence of a divine hand at work in the universe. F. R. Tennant a philosopher of the 1930’s elaborated on the teleological arguments with his anthropic principle. This principle basically is saying that the world is revolving around human kind.Tennant believed the best evidence of design could be seen in the way the universe supports intelligent life. An example of this would be how the trees release oxygen which supports us humans to live and without oxygen we wouldn’t be alive. This is an astonishing proof of design and existence of God. Also another example of Tennant’s anthropic principle which shows that the world is designed around us human beings is that the sun is placed in the perfect distance. Tennant developed his anthropic principle to add the aesthetic argument in this Tennant argued against Darwin’s Theory of evolution.He said that the theory of evolution cannot explain why humans have feelings as they are not necessary for survival also natural selection cannot account for the existence for the feelings of appreciation etc. Tennant believed that the capacity for joy was putt in us by our designer which is God. Richard Swinburne accepts the anthropic principle. Swinburne believes that the earth is so finely tuned that there is no other explanation other than a designer God. He believes that science explains how the things in the world are so finely tuned in the world and that the Bible explains why.Swinburne believe that we should understand the existence of scientific laws in terms of a purpose which has been put in place for the. The purpose can be best explained by an omnipotent being. Due to the design argument being an a posteriori argument it strengthens the argument as we can see the complexities with our naked eye. However due to it being inductive meani ng based on experiences people interpret the experiences differently moreover it can negatively be argued that the designer or creator does not have to be God and that the jump to conclusion of god is too big†¦