Forbes reports

The self-declared diva and her rapper spouse, who, Forbes reports, together earned more than $70 million in 2011, leased the 11-section of land property for $400,000, as per the New York Post, only for one month. The New York Post likewise reported that the rapper used $600,000 on a robust gold, carefully assembled stallion from Japanese gem specialist Gina Tanana for Blue VIVO', when she as conceived, and Beyond © and Jay-Z supposedly used $1. 5 million on blessings for their now 2-year-old child (Amethyst Tate – International Business Times).As the tour comes to an end, the super stardom couples are still proactively working and adhering to the needs of their many fans. Bayonne is due to return to the studio to begin working on her fifth studio recording album. As it relates, this upcoming album will not be release secretly as the self titled album BAYONNE was released during the beginning of 2014, which shocked the entire nation. Jay Z is also scheduling his next Naughty By Nature, Biggie Smalls and Outpace Shakier. This album is said to be one of the greatest Hip Hop collaboration ever to embrace entertainment, says Hip Hop weekly reporter.The above mentioned premises clearly points out a successful and happy marriage. As we are fully aware, this power couple is one of the most exclusive couples on the face of the earth. Bayonne managed to hide her pregnancy from the world until the day of birth of her daughter. The couple secretly invited some of the world's elite to their exclusive wedding ceremony at Jay G's New York apartment without anyone being made aware of this harmonious event but those invited. This Ewing said, this exclusive and very careful couple are serious about concealing their lives from the public.Just like any natural human being, their business should be their business. In sum, the writer of this original inductive argument proves no point of this rumored possibility. As it relates, inductive arguments are developed though causa l arguments, generalizations, and arguments by analogy which are presented in inductive argument forms. This reporter is clearly displaying the ad hoc fallacies as described from the informal logical fallacies family, as he presents an argument due to the circumstances of the two super stars.To present this statement to be true, the writer points out Bayonne, changing the lyrics to one of her beautiful but extremely depressing (in themed) ballads are actually the smoke signals representing the â€Å"truth† to this rumor. This article is extremely week as it relates only on assumptions. There are no presented hard pieces of evidences which points out that in fact, Bayonne and Jay Z will be soon divorcing upon the completion of their current â€Å"On The Run† tour. The authors inductive arguments are build solely on a foundation of rumors, paparazzi, internet blobs and social medial.

Charachter Analysis Atticus Finch Essay

In â€Å"To Kill a Mockingbird† by Harper Lee, Atticus Finch is a man who fights for what he believes in. He is very strong willed and always the one who will stand up for what is right, not what the most popular thing is to do. He also is often reffered to as the wisest man in his town. Atticus believes in equality among people. In his mind all people are equal and deserve equal treatment no matter what race they are. Atticus tells Jem and Scout, his two children, not to judge people until you walk in their shoes. Atticus is also a defense lawyer for his county of Maycomb. Durring his case with Tom Robinson, the black that was accused of raping a white girl, Atticus tries to change the injustices and racism in his small hometown. Atticus is a older male, about 50 years old, with a darker hair color that is turning gray as he ages. He wears glasses because his left eye is nearly blind. He said â€Å"Left eyes are the tribal curse of the Finches.† He is also rather tall. His two children were once ashamed of him, because he didn’t fish or hunt, like the other children’s fathers, due to his age. But as they grew, they began appreciating him not for the activities he did on the weekend, but his morals and beliefs. Atticus is one of the most loyal, humane, and consistent with his views and beliefs than any other character in the novel. Miss Maudie states, â€Å"Atticus Finch is the same in his house as he is on the public streets†. His intelligence, calm wisdom, courage, humility, lack of prejudice, and strong sense of justice, causes him to be respected by everyone, including the very poor and black people. Although he is looked down on and mocked by many characters in the novel for his kindness towards the â€Å"Negros†, the people of Maycomb still respect him and keep re-electing him to be their representative in the State Legislator. Durring the trial with Tom Robinson, Atticus Finch defendes him to the best of his ability despite significant difficulties from the community. Since it was back in the time of civil unrest and racial segregation. This had a huge impact on the community, as Atticus Finch was a highly respected attorney in the white community, who ended up drawing the most adoration and respect from the entire black community for his efforts to stand up for the truth regardless of race. Atticus is a strong willed man who stands for what he belives in. His thoughts do not change because of a persons skin color. He is kind and understanding and helpful to his children as well as anyone else who may seek for help. He is a well respected man in Maycomb, because he stands for what he believes, not the popular beliefs.

A Review Of The United States Scopes Trial

A Review Of The United State's Scopes Trial The modern world is the child of doubt and inquiry, as the ancient world was the child of fear and faith (p. 72). This statement was uttered by Clarence Darrow, the counsel for the defense of John Scopes during the monkey trial that rather questionably put Dayton, TN on the world s map in 1925. Similar words could have been uttered in many other occasions during human history, including in 1996, when the Tennessee legislature tried once more to gag educators and evolutionary biologists throughout the state. Historian and law professor Edward Larson s book on one of the many trials of the century is therefore much more than a very lively and informative piece of historical reconstruction and criticism. It is as relevant to present controversies as it would have been in the 20s. The trouble with the Scopes trial is that everybody thinks they know what happened, but they usually don t. Our image of the epic battle between Darrow and William Jennings Bryan has been shaped much more by its dramatization in Inherit the Wind, than by what actually happened in Dayton during the period that Darrow referred to as a Summer for the Gods (p. 177). And perhaps understandably so. The depictions of the key characters by Spencer Tracy, Gene Kelly, Frederich March, and Tony Randall are captivating and unforgettable. In dramatizing such epic events, however, not only does the story become more inaccurate, but it acquires all the flavor of a myth. And mythology is only the shadow of truth. In some sense, the modern perception of the Scopes trial is akin to our understanding of the other famous debate on evolution, the encounter between Thomas Huxley and Bishop Wilbeforce in 1860 immediately after the publication of Darwin s Origin. Evolutionists cling to the myth that Huxley smashed Wilbeforce in Oxford, and that truth prevailed over bigotry (Caudill, 1997), just as Darrow humiliated Bryan thereby giving evolution a long-lasting victory that went beyond the mere fact that Scopes was actually convicted. In some sense, this is true. Evolution won because it is now the accepted worldview among professional biologists. The victory was due not only to evolution s intrinsic scientific merits, but also to the enthusiasm catalyzed in young biologists in every country by the drama of the Oxford and Dayton debates. Technically, however, neither side actually won either debate. And that is because debates cannot be won: the supporters of each school of thought leave the debate feeling that their hero carried the day. But debates play another role. Rather than uncovering the truth, they are a unique opportunity to educate the usually silent majority of people who are not previously committed to one point of view. In fact, anti-evolutionist crusader Frank Norris wrote to Bryan before the trial: It is the greatest opportunity to educate the public, and will accomplish more than ten years campaigning (p. 123). Such is the nature of public debates, conducted more by campaigning and discursive technique than by logic and factual evidence. Nevertheless, this is a lesson that creationists have learned and exploited very well (Futuyma, 1995) and that has most unfortunately not been impressed into the minds of evolution scientists. Indeed, scientists who engage in debating creationists or organizing campus events to raise awareness of the scientific status of evolution (http://fp.bio.utk.edu/darwin) are generally chided by their colleagues for wasting time. As Skeptic Society president Michael Shermer put it while debating creationist Duane Gish (1997), truth has long been ascertained in the scientific arena; now it is a matter of convincing the public. And the stakes are much higher than most evolutionists think. Let us not forget that most of our funding comes from Federal agencies, and that their budgets are at the whim of politicians and, by extension, public opinion. It is a matter of fact that, for this reason, the National Science Foundation actively deletes the word evolution from layman abstracts of funded proposals (which are public record). That the creation-evolution debate was an educational, not a scientific matter was perfectly clear (to scientists) as early as the time of the Scopes trial. Larson relates the involvement of personalities such as Columbia University president Nicholas Butler, according to whom The Legislature and the Governor of Tennessee have [] made it impossible for a scholar to be a teacher in that State without becoming at the same time a law-breaker (p. 111). Princeton president John Hibben echoed that the anti-evolution law was outrageous and the trial absurd (p. 112). Yale president James Angell commented that the educated man must recognize and knit into his view of life the undeniable physical basis of the world (p. 112). George Bernard Shaw deplored what he referred to as the monstrous defense of fundamentalism. Albert Einstein added that any restriction of academic freedom heaps coals of shame upon the community (p. 112). As it was then, it remains today: an issue of academic freedom, an all-important issue for any educator. And it is an issue that is not going away, since while I am getting ready to submit this article for publication the Washington state senate is taking up yet another measure not to teach evolution as fact. As Randall aptly put it, sometimes we wonder if anyone ever learns anything (p. 246). Interestingly, the book s blurbs include endorsements by both Philip Johnson and Will Provine. The first is a creationist who has written extensively against Darwinism and evolutionism. The latter, himself a veteran of debates with creationists, is a distinct and foremost voice urging evolution scientists to engage creationists at every turn. Noticeably, both Provine and Johnson agree on what is actually a minority opinion within both scientists and Christians (albeit one characterized by an internally consistent logic): that evolution is in direct and irrevocable conflict with the Bible. However, the positive endorsement of Larson s book by both Provine and Johnson demonstrates that Summer for the Gods is indeed remarkably balanced. The author s objectivity, while commendable, is also appropriate, for the purpose of the book is not to resolve a scientific dispute (that has been settled long ago), but to present a historical explication of the case in its proper social context. This he achieves in a work that is scholarly, extremely well-documented, and an engrossing narrative accessible to a general audience. Larson displays the Scopes trial as a tapestry of interwoven threads, sometimes difficult to tease apart. There was science vs. religion, but also the intellectual north vs. the conservative south, a shade of racism (the Klan took upon itself to defend anti-evolutionism), the whole explosively mixed with local (damaged) pride generated from the still fresh wounds of the Civil War. Larson s reconstruction of the atmosphere that then reigned throughout the nation, in the southern states, and in Dayton in particular is very illuminating. But he also points out that the most important aspect of the battle was between two visions of democracy: Bryan s majoritarianism vs. Darrow s defense (sponsored by the American Civili Liberty Union) of minority rights. This tension remains with us today, as a major test of the health of a free society. As Arthur Hays, co-author with Mencken of several banned books, and a lawyer for the ACLU at the time put it: We should bear in mind that there may be n o greater oppression than by the rule of majority (p. 68).

Sherwood Elementary School Assessment and Diagnosis Research Paper

Sherwood Elementary School Assessment and Diagnosis - Research Paper Example This school enrolls students from pre-kindergarten to 8th grade. 2012 -2013 data shows that Sherwood elementary school’s largest demographic is black. This is 96.7% of the student population. There are other races which are; Hispanics, whites, Asians, Native Americans and others. This group is composed of 3.3% of the student population. The second largest demographic is the Hispanics which is 2% of the student population. Still as of 2012-2013, the number of students enrolled in the school was 301. From this number, 15.6% were special education students, and 97% were low income students (Chicago Public Schools, 2013). According to the Local School Directory and USA School Info, however, the total number of students enrolled as at 2013 is 408 and 386 respectively. USA School Info’s data shows that the male population is slightly higher than the female population. That is, 200 and 186 females. Local School Directory’s data shows that the school has 204 males and 20 4 females. The Local School Directory and USA School Info, also have different statistics about racial groups attending Sherwood elementary school. According to USA School Info, races are divided into Hispanic, black and other races. (which are two or three). The black constitute 96% of the total student population, the Hispanic constitutes 2%, and other races also constitute 2% of the total population (2013). Local School Directory’s statistics shows that there are only blacks and Hispanics as at 2013. The black constitute 99%, while Hispanics constitute 1% of the total student population (2013). Secondary Data Collection Based on the above information, it is important to focus on health problems affecting low income groups in Chicago, as well as those associated with black people, and Hispanics. One of the major health problems affecting Hispanics and black children in Chicago is obesity. This is as revealed by the Chicago public-health department report. Lowest rates are o bserved in Asian and white communities. During the 2010-2011 school years, 42% of black students, and 44% of Hispanics were obese. This is in contrast to 3% and 9% Asian and White students found to be obese respectively. Schneider also indicates that obesity is related to income. Obesity decreases with increase in income (2013). This means that low income students are most likely to have obesity. The statistics shown above indicates that 97% of Sherwood Elementary School’s total students are of low income. This shows the high likelihood of occurrence of obesity, or high likelihood of its existence as the main health problem. Obesity is a primary problem with other associated problems such as drug use, homicide, housing and drop-outs (Schneider, 2013). The Children's Defense Fund (2012) also notes that obesity is prevalent among black children with 1 in 4, of children aged 6 to 17 being obese. The black children are also at higher risk of being overweight. Black teenage girls of 12-19 years are at 40% risk of being overweight. Being obese is one health problem, but there are other health problems associated with obesity. Children with obesity are at high risk of getting bone and joint

Religious Experiences and Text, Critical Analysis of Mark 10 4256 Essay

Religious Experiences and Text, Critical Analysis of Mark 10 4256 using Text Foccus Narrative Method - Essay Example Everything claimed has been inferred and interpreted by comparing what we know of the early Christian communities generally against the text itself. There are, however, broad lines of agreement on quite a few matters based upon clues found both in the text and in references to this gospel found in other exists. But undoubtedly, Mark is evidently true, being included in the most authoritative fourth-century early manuscripts (Codex Vaticanus) ( The World Book Encyclopedia , 1989). Before I go into the critical analysis of this particular passage, I will be discussing the method employed by this narrative. First, we must keep in mind that any literary analysis requires a concrete understanding of the genre it belongs to. The genre of gospels is one of the most difficult to interpret because almost all text represents both a literal and a spiritual meaning (Telford, W.R. 1995). Some gospels such as this one written by Mark, are intended to be read aloud as in a church sermon, rather than carefully studied in written form like a philosophy text ( Malbon, E. S. ,2002). This makes interpretation difficult because Biblical analyses are usually done by using written texts and typically attempt to identify large patterns of structure. For a text that is meant to be read aloud, however, what matters most are the connections that listeners make from one passage to the next. The material found in the texts of Mark must have been passed down, retold, and rearranged by mu ltiple people, but in the end someone put it into a final written form, something close to what we currently have, which bears the imprint of their own legacy skills. The author of Mark likes to use rhetorical devices, for example, repetition to highlight important ideas and a "sandwiching" technique that interweaves two different stories together in a manner that allows each to interpret and explain the other. This sandwiching technique is also called inclusion. There were two stories of healing the blind in Mark, the other story is in Mk 8:22-27. (Musso, A, Chapter 9, pg 2-3). The Gospel of Mark utilises the narrative style or method, if it will be studied according to the methods of literary critics. The narrative style or text consist of three elements namely, plot, setting, and the characters. These elements formed the basis of the narrative style of writing. In analyzing the passage of Mark 10:46-52, the plot of the story goes around a blind man named Bartimaues whose sight had been restored because of his faith. Characters in the passage includes Bartimaeus, the blind beggar, Jesus Christ who restored his sight, and the crowd present who try to silence Bartimaeus when he shouted for mercy so that Jesus would notice him. The setting of the story was a very public place in outskirt of Jericho, a town close in Jewish territory. (Musso, A, Chapter 8, pg 1, 9). Ultimately, though Mark represents the introduction of a new type of literature because nothing quite like it can be identified before early Christianity (Telford, W.R. 1995). It is very different from the collections of sayings or proverbs that can be found in other early Christian literature. Also, Mark is not meant to be a historical record of past events; instead, it is a series of events - structured in a manner to serve specific biblical goals and

Legal, Ethical, and Regulatory Issues in Business Case Study - 1

Legal, Ethical, and Regulatory Issues in Business - Case Study Example In most case profit of the company is always shared with respect to the ratio of capital contributed by the partners into the business and the same case applies to sharing of loses. All partners in general partnership have equal right towards decision-making considering that each partner equally participates in management and control of the organization affairs. 2. It is noteworthy that the general partnership has unlimited liability and as such failure of the company to clear its debt obligations the personal property of the partners will be confiscated by the creditors (Cheeseman & McDonald 86). John Albert and Matthew Baker will be directly liable for all the liabilities of Lending Store. Failure of the general partners to clear the claims of the creditors will certainly make them lose their personal property to settle the debt. This means that the liability of general partners is a direct responsibility of the partners and as such, the partners must stand up for the responsibilit ies once they occur. 3. Forming a corporation involves many paper work and legal requirements unlike partnership and sole proprietorship. The first step in forming a corporation in Arizona starts with searching for a business name. The chosen name must be checked with the registry to ensure that it is not used by another company or does not infringe another company’s name or trademark. The second step involves registering the business name. The third step involves choosing of directors who can make vital policies and financial decisions such as authorizing stock issues. The fourth step involves filing the corporation’s â€Å"articles of incorporation† with the Arizona state corporate filing office. The fifth step involves writing the corporate by-laws. The corporate by-laws are the guiding principles of the daily affairs of the organization. The sixth step involves creating a â€Å"shareholders’ agreement† which helps the owners address various cor porate issues such as voting rights, and intellectual property rights. The next step involves convening the first meeting of the board of directors. The seventh step involves issue of certificates to the equity owners. This stage is important because a corporate is required not to commence business before officially dividing owners’ interest in the organization. The next step involves obtaining business licenses and permits for the corporation from the relevant authorities that is federal government, state of Arizona and the local government. Then afterwards a business can begin operations. 4. Once Albert and Baker have formed a corporation, the company will be personally liable for its own liability. This means that Albert and Baker will not be personally liable for the debt of the organization. This is because corporate bodies normally have a separate life from its owners and as such, it can operate everything that a human being does on its own. In other words, corporate bo dies are artificial persons and as such, they can sue or be sued for failure to honor their obligations. The liability of the corporate owners is limited to the amount of money they have contributed towards acquisition of company assets and other investments (Cheeseman & McDonald 112). Albert and Baker are cushioned from the loss of personal property whenever the company fails to honor its debt obligation by the amount contributed they have to the company

INTERNATIONAL FINANCIAL MANAGEMENT Case Study Example | Topics and Well Written Essays - 500 words - 1

INTERNATIONAL FINANCIAL MANAGEMENT - Case Study Example hat is also critical to note that management structure of the firm is largely de-centralized with Regional control exercised through regional hierarchy of management and structure is largely decentralized with strong delegation at the local level. Shell has extremely decentralized organizational environment wherein most of its subsidiaries work independently under the Regional control. As such the corporate governance issues that are faced by local subsidiaries of the firm. At the international scene, Shell therefore faced mostly the local corporate governance regulations and modeled itself according to the local regulations rather than forming a centralized corporate governance mechanism. It is however, also important to note that Shell has been criticized for the higher compensation of its executives and it was because of this reason that shareholders in 2009 rejected the executive compensation plan.(Lublin & Chazan,2009). Shell works in petroleum industry in which the overall cost of doing business is really high because of high cost of capital involved. Apart from this, the output in the industry is mostly dominated by the States wherein the direct control of oil resources is in the hands of the State. OPEC is the largest cartel in the world which controls the output of oil to be produced and as such industry is largely concentrated in nature. Shell Plc is the largest organization in the world in this industry however; major competitors included British Petroleum, Exxon Mobil as well as Total. (Hoovers, 2010). It is however, also important to note that competition is largely concentrated and firms are mostly price takers with little influence over the output as well as prices. Oil and Petroleum products are not manufactured rather they are minerals which are extracted from the soil. As such their presence depends upon the availability of reserves in any particular market therefore Shell has to operate at the international level in order to take advantage of

Interview methods for children as eyewitnesses Essay

Interview methods for children as eyewitnesses - Essay Example The special circumstances under which children may be interviewed such that their testimony yields credible, admissible evidence requires special support in recent legal reforms. For this reason, advances in legislation in many countries have greatly improved the manner in which children are interviewed in court.1 This is because young children above the age of 5 are highly susceptible to suggestive influences that may affect the credibility of their testimony in court. Suggestibility of very young children Bruck, Ceci, Francoeur & Barr 2 studied the influence of postevent suggestion on children’s accounts of their visit to the doctor. After their DPT shots, children were given one of three types of feedback: (1) that the shot hurt (pain affirming); (2) that it did not hurt (pain denying); and (3) that the shot is over (neutral). One year after, the children were again visited, and were again given either pain denying or neutral feedback in three separate visits. They were als o given either misleading or non-misleading information about the actions of the nurse and doctor. Children given pain denying feedback reported that they did not cry or hardly at all, and said the shot did not hurt, or at least hurt less than the children who received neutral feedback. Also, children who were given misleading information about the actions of the nurse and doctor made more false allegations about their actions than children not given misleading information. ... The study showed that timing of the misinformation affected the memories of single and repeated events, depending on the combination of event-misinformation and misinformation-test delays rather than overall retention interval. In the study by Milne and Bull,4 and that of Holliday,5 the objective was to examine if the cognitive interview would enhance the recall of events when used with children, and whether the cognitive interview increased children’s resistance to suggestive questions. (The cognitive interview focuses on the cognitive processes respondents use to answer survey questions, and the interview is held in some private location such as a laboratory environment.6) In the experiment, eight to ten year old children were shown a video recording of a magic show. The following day they were interviewed individually, some using cognitive interview and some using structured interview. A pre-set list of leading or suggestive questions was given to the children either before or after the interview. The findings were that the children who were interviewed using the cognitive interview had a better and more accurate recall of significantly more details. They were also more resistant to suggestive questions subsequently asked. The study established that the cognitive interview was found to comprise a reliable interviewing technique that enhance recall and enables children to be more resistant to the influence of misleading and suggestive questions. There were implications in other studies. For instance, it was found that both true and false memories tended to increase with age, but did not differ for children who were maltreated as against those who were not.7 Also, suggestibility effects were

Economics for Business and Management Essay Example | Topics and Well Written Essays - 1000 words

Economics for Business and Management - Essay Example The demand curve may take an unique shape like that in figure 3.5 for two major reason, firstly if the product is of an inferior nature. Secondly if the customer believe that even though the price is high the quality is worth it, hence they demand buying more. With respect to figure 3.6 The demand curve will happen to shift incase at every and each price the customers are prepared to buy more or less than before (GILLESPIE, 2011) Similarly supply curve combines all the goods produced and offered for sale in the market against given price (THOMPSON, 2010). Goods are only sold when profit of the producers equates costs or is greater than that which means supply curve can be indicated as social cost. People have to pay a certain cost to attain some benefit. The intersection of demand and supply provides market equilibrium at which equilibrium price and equilibrium quantity is determined (AFRIAT, 2003). Now if the equilibrium conditions are dismantled; the economic efficiency will also b e lost in the process such in the case of benefits and costs, there may be welfare loss or even welfare gain too. Assuming a condition where minimum price is set above the equilibrium prices indicate setting a price floor for a certain commodity. Suppose government introduces price floor on cotton to protect the small producer, this will result in increasing prices where consumers will be required to pay higher prices that the good’s actual worth. In an open competition the prices might have shifted down to equilibrium but due to price floor that won’t be possible. In Fig. 1, Pf price is set to be fixed at $4 where quantity supplied is 2kg Cotton and demand is 1.5kg while at equilibrium consumers might have 1.8Kg cotton at less price of $3.2. So, with an increase in price over equilibrium has reduced the social welfare as the surplus cotton is not demanded yet the consumers are required to pay higher for limited quantity (WESTON & TOWNSEND, 2009). The social cost of co tton is more than the social benefits which sums up the negative net welfare at large. Question 2 (Why a profit maximizing firm produces the output that equates marginal revenues to marginal costs? (MR=MC)) In monopoly or even in perfect competition, a firm optimizes its profit and output where marginal cost and marginal revenue are equal (GRIFFITHS & WALL, 2011). All approaches to analyse maximized profits end up at MR and MC. If we examine total revenue and total cost; they are also summed up by the marginal. Secondly marginal curves provide the slope of change by which accuracy can easily be maintained. In perfect competition firm has MR=MC at two point. First at output level 1 and at output level 7. Firms always prefer the highest output to be produced while secondly at output level 1, though MR=MC but the total cost is below total revenue and the profit at this point is also negative (GILLESPIE, 2011). Finally the maximized profit require the biggest gap and difference between revenues and costs which can only be attained at point where MC=MR as in Fig. 2, at max. profit Average Cost is farthest away from Average Revenue. Mathematically, when MR=MC, after taking 1st derivative the gap between Total Revenue (TR) and Total Cost (TC) is the positive highest. Which after 2nd derivative becomes negative indicating the maximum profit while no other

Annual report Project Assignment Example | Topics and Well Written Essays - 1750 words

Annual report Project - Assignment Example The employees at the organization work with partners at the enhancement of the lives of citizens everyday globally. The latest financial annual report for the company is for the year 2013 and it has an ending date for the fiscal year as 29th December, 2013. The company’s core business is in the pharmacy health care provision business and currently it has an integrated offerings spectrum across the pharmacy care spectrum. Thus, it seeks at the effective management of pharmaceutical costs and improving the outcomes of the health care through a pharmacy benefit management (PBM) program. This is centered on the fact that most people are overwhelmed by the ever rising costs in health care; thus, becoming confused. For instance, in 2013 alone, the company’s business delivered an outstanding performance in the pharmaceutical segment through its key strengths such as in the sale of key brands like over-the-counter (OTC) medicine and a continual progress in the integration of the Synthes, Inc. into its Medical Devices and Diagnostics business. Largely, the company has three main business segments: Pharmaceutical, Consumer and Medical Devices Diagnostics. Johnson & Johnson Family of Companies has a wide geographical coverage that spans mainly in the US, but, it also has a global coverage centered on the achievement of global health standards. It has more than 275 companies that operate in more than 60 countries, in the world. In achieving this, the company has set itself as the largest and diverse company in the offering of medical devices and diagnostics, the sixth largest consumer health company and the fifth largest company globally in biologics. The name of the company’s accountant or auditor is known as PricewaterhouseCoopers LLP as was appointed in the latest annual general meeting. PricewaterhouseCoopers LLP, as an independent

Energy Essay Essay Example for Free

Energy Essay Essay However out of this whole trouble taken from these processes only 30%-35% of the potential energy stored is actually transformed to electricity. And if we sum up the advantages and disadvantages, we see the following: Advantage: Disadvantage: Produces a lot of energy Expensive to build Does not pollute the environment Expensive to maintain 2. Fossil Fuels: Fossil fuels are a type of power that has also caused a lot of controversy, because of the negative effects they have on the environment (e. g. global warming and green-house effect). Fossil fuel actually comes from the remains of Dead Sea animals that died millions of years ago. And actually what happened to them, is that their bones were crushed with each other and pressured by several of the earth piling on top of them until they finally formed fossil fuel but also the heat of the earths core, played a vital factor. The basic energy transformation that takes place in fossil fuel is that the potential energy stored, breaks down through to give heat energy, and that heat energy is transferred to kinetic energy, which drives a steam turbine that will generate electricity. The two very known fossil fuels are coal and oil. However out of this energy transformation process, only 40-45% of the potential energy stored is actually transferred to electricity. And if sum up the advantages and disadvantages, we see the following: Advantage: Disadvantage: Cheap to produce Not good for environment Is not hazardous to peoples health We are running out of them After discussing the non-renewable sources, I am now going to talk about the renewable sources, and to be exact I am going to talk about the following 3 sources: 1. Hydroelectric power: The main energy transformation that takes place in hydroelectric power is that the kinetic energy of the waves, forces generators, which function like a pendulum, swing to vibrate and once they vibrate, they generate electric energy. Out of this small process, the efficiency is only 35% out of the whole energy conversion. But this also however will depend on the wave velocity, because if it is greater, then more kinetic energy will be supplied, if we sum up the advantages and disadvantages, we see the following: Advantage: Disadvantage: Cheap to maintain Expensive to build Delivers a lot of energy. Changes the ecology of the area 2. Solar Power: We can use the power of sun in 2 ways. The first way is by using the sunlight itself into making electrical energy; this is done by the help of photovoltaic cells. And basically what happens is that the sunlight hits the cells which convert these light signals into electrical signals. The second type is done by using the heat of the sun to heat the water which can be used to heat up houses directly or to drive steam turbines which will generate electricity. Also one thing that must be taken into account, in this whole solar power issue. And that thing is the solar constant. The solar constant is the power collected at the top of the atmosphere by a unit area. But basically this can be summed up by saying that it describes the solar radiation, that falls on an area above the atmosphere at a certain angle. This constant, isnt much of a constant because it actually varies on earth with the time of day and year, as well as with the latitude and weather. The maximum values vary between 0. 8 and 1. 0 KW/m2. As for the efficiency of solar power, well it is disappointing to know that it is only 30% of the suns energy is actually transferred to electricity. And if we sum up the advantages and disadvantages, we see the following: Advantage: Disadvantage: Renewable The photovoltaic cells are very fragile Can supply the whole world on its own Useless if used in a place where there is no sun 3. Wind power: A wind generator works by having the blades rotated by the wind, which causes a dynamo (which is like a generator) to spin and then electric energy is produced. The power delivered by a wind generator, varies on the area with the rotor length being the diameter. This is given by the following formula: P=Ek/t And the efficiency of this wind generator is only 25% which is quiet poor really. And of we sum up the advantages and disadvantages, we see the following: Advantage: Disadvantage: Provides all the energy the world needs Expensive to maintain Renewable Rotor blades are extremely fragile After summarising, both renewable and non-renewable sources, it is time for me to chose the best type of energy resources to use for our homes. The energy resources I suggest are more than 1. First of all the energy resources should be renewable, so that we dont have to worry about the environment and peoples health (unlike fossil fuels and nuclear power). The second thing is that this renewable source, should not affect our environment or ecology (which means hydropower is dropped out! ). Also the energy resource should be efficient, so that we can meet our basic demands for energy, (which means that wind energy also drops out! ). After mentioning these three requirements (which seem essential in my own personal view), it is quiet obvious that the only energy source that I am talking about is Solar!. But however to improve this even more, would be if we insulate our homes well and do not waste our energy for no apparent reason(e. g.like leaving the lights of a room turned on, when no one is in the room. And also buying energy saving equipment). Because like I said at the beginning of this essay, without light we will become extinct. And we all know that we dont want to become extinct, so lets do something about it and try and save our planet. 1 U= Uranium N=Neutron X+Y= Elements Z= Number of Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our  GCSE Electricity and Magnetism  section. Download this essay Print Save Not the one?

Pure Hatred Essay Example for Free

Pure Hatred Essay Introduction It is so depressing to say that hate, the most powerful of human emotions is still rampant in today’s world. Despite decades of struggles for civil rights, sad stories of hatred are still being told. A lot of individuals have to walk the streets of cities, the halls of schools and offices, and even the rooms of their own houses in fear. Around this world people are still being attacked because of their race, their sex, or their religion. In this new millennium, is it going to be possible to create a safer environment for all people? Can each country become the â€Å"Land of the Free†? Sadly, individuals and groups that espouse hate are still active in the country. The horrific events of September 11, 2001, and the terrorism that has followed in its wake have made it even more important now than in the past to understand the nature of hate. Given the overwhelming displays of hate currently being displayed in the world, we have a responsibility to seek an understanding of hate, its causes, and its consequences and how to combat it and achieve a culture of peace (Brenes Du Nann Winter, 201; Brenes Wessells, 124). Typical Definitions of Hate The typical formulations of hate, those by Aristotle, Descartes, Spinoza, Hume, and Darwin are notable for their contradictions. For Descartes (1694/1989), hate was an awareness of an object as something bad and an urge to withdraw from it. For Spinoza (1677/1985), it was a case of pain (sadness) accompanied by a perception of some external cause. For Aristotle (trans. 1954), the distinguishing phenomenological fact about hate was that it is pain-free (in addition to being incurable by time and striving for the annihilation of its object). Hume (1739-1740/1980) argued that neither love nor hate can be defined at all, because both are irreducible feelings with the introspective immediacy of sensory impressions. Darwin (1872/1998) also saw hate as a special feeling, one that lacks a distinct facial sign and manifests itself as rage. Hatred is causes of bitter sorrow. We find ourselves in repugnance and anger in the presence of one we hate. The joy of hate is being caused by the suffering, loss of power and reputation of the hated person. Shand (192) described hate as a syndrome, or a bundle of episodic dispositions united by a common emotional object or a common category of such objects. The key feature of such a syndrome is that a person may be legitimately characterized as having it without being imputed any corresponding episodic state. Modern Conceptions of Hate Sternberg (123) recently proposed that both disgust and contempt are special kinds of hate, cold hate and cool hate, respectively (see also Oatley Johnson- Laird, 87, for a claim that hate is a derivative of disgust). Steinbergs proposal is part of a broad theoretical typology based on the principle that, like love, hate can be characterized in terms of three action-feelings components: (a) intimacy (more precisely, the negation thereof), (b) passion, and (c) commitment. The feelings and actions associated with the first (negation of intimacy) component include revulsion-disgust and distancing, respectively. Fight-or-flight is the action pattern, and anger-fear are the feelings attending the passion element. The last (commitment) component involves an attempt to devalue the target of hatred through contempt. On the basis of this triangular structure, Sternberg posited a variety of hates. There is, for example, the already mentioned cool hate, composed solely of disgust, and hot hate, composed solely of the anger-fear combination. There are also cold hate (devaluation through contempt alone), boiling hate (disgust + anger-fear), simmering hate (disgust + contempt), seething hate (passion + commitment; also called revilement), and, finally, burning hate, which includes all three action-feelings components. True hate, he argued, is an emotion of intimacy, respect, and strength—There can be no hatred in weakness (Solomon, 326); he saw this equality of power as part of hates special mythology, ensuring that the antagonism involves an element of mutual respect. Though Solomon referred to hate as an emotion, the general affective construct that appears to fit best his own characterization of hate dynamics is that of a syndrome. Types of Hate Hate as an Emotion The hate as an emotion occurs based on the individual emotional experience. It is an emotion where people have to experience that affect the way they live. People come to hate other people whom have mistreated them. Hate that we learn as an Idea It is a long-standing hatred even of people they have never met, simply on the basis of belonging to groups in conflict or as an idea. Prejudice and Discrimination Prejudice is a negative attitude toward an entire category of people, often an ethnic or racial minority. People who have an obvious difference make prejudice easier. If you resent your roommate because he or she is sloppy, you are not necessary guilty of prejudice. However, if you immediately stereotype your roommate on the basis of such characteristics as race, ethnicity, or religion, that is a form of prejudice. Prejudice tends to perpetuate false definitions of individuals and groups. One important and widespread form of prejudice is racism, the belief that one race is supreme and all others are innately inferior. When racism prevails in a society, members of subordinate groups generally experience prejudice, discrimination, and exploitation. In 1990, as concern mounted about racist attacks in the United States, Congress passed the Hate Crimes Statistics Act. This law directs the Department of Justice to gather data on crimes motivated by the victim’s race, religion, ethnicity, or sexual orientation. In 2000 alone, more than 8,063 hate crimes were reported to authorities. Some 54 percent of these crimes against persons involved racial bias, whereas another 18 percent involved religious bias, 16 percent sexual orientation bias, and 11 percent ethnic bias (Department of Justice 2001a). A particularly horrifying hate crime made the front pages in 1998: In Jasper, Texas, three White men with possible ties to race-hate groups tied up a Black man, beat him with chains, and then dragged him behind their truck until his body was dismembered. Numerous groups in the United States have been victims of hate crimes as well as generalized prejudice. In the wake of the terrorist attacks of September 11, 2001, hate crimes against Asian Americans and Muslim Americans escalated rapidly. Prejudice is also happening against Arab Americans and Muslims who live in the United States (226). The activity of organized hate groups appears to be increasing, both in reality and in virtual reality. Although only a few hundred such groups may exist, there were at least 2,000 websites advocating racial hatred on the Internet in 1999. Particularly troubling were sites disguised as video games for young people, or as â€Å"educational sites† about crusaders against prejudice, like Martin Luther King, Jr. The technology of the Internet has allowed race-hate groups to expand far beyond their traditional southern base to reach millions (Sandberg, 105). Hate causes Violence Hate is the most powerful human emotion exists that causes violence. It is a disease like tuberculosis. It may infect others, but it inevitably destroys the hater, diminishing his humanity and perverting the purpose and promise of life itself.   A special case of ostensive formulation might be found in the concept of the so-called hate crime. Hate crimes can be defined as criminal offenses in which the defendant’s conduct was motivated by hatred, bias, or prejudice, based on the actual or perceived race, color, religion, national origin, ethnicity, gender, or sexual orientation of another individual or group of individuals. A more extensive definition can be found in the California Penal Code, which says that: â€Å"Hate crimes . . . means any act of intimidation, harassment, physical force, or the threat of physical force directed against any person, or family, or their property or advocate, motivated either in whole or in part by the hostility to the real or perceived eth nic background, national origin, religious belief, gender, age, disability, or sexual orientation, with the intention of causing fear and intimidation.† Hate crimes are not separate offenses, however, and it is important to realize that many types of felonies can be prosecuted as hate crimes. Hate crime laws, which have developed during the past decade or two, simply enhance or increase the penalties associated with serious offenses that fall into the â€Å"hate crimes† category. At the 1994 is typical of such legislation. The act provides for enhanced sentences where a federal offense is determined to be a hate crime. The federal Hate Crime Statistics Act, signed into law by then-President Bush in April 1990, mandates an annual statistical tally of hate crimes throughout the country. Data collection under the law began in January 1991. Yearly statistics show approximately 10,000 reported instances of hate crimes, including about a dozen murders. Most hate crimes (approximately 65 percent) appear to be motivated by racial bias, while religious hatred (15 percent) and sexual orientation (12 percent) account for most of the remainder. Many hate crimes that are reported fall into the category of â€Å"intimidation,† although vandalism, simple assault, and aggravated assault also account for a fair number of hate crime offenses. Notable in recent years has been a spate of church burnings throughout the south where congregations have been predominantly African-American. A few robberies and rapes are also classified under the hate crime umbrella in any given year. Hate crimes are sometimes also called bias crimes. One form of bias crime that bears special mention is homophobic homicide. Homophobic homicide is a term that refers to the murder of homosexuals by those opposed to their lifestyles.   Some hate crimes are committed by organized hate groups. According to the Intelligence Project of the Southern Poverty Law Center (457) organized hate groups operated in the United States in 1999. Another so-called â€Å"patriot† organizations, many with separatist leanings based on race or ethnicity, existed throughout the country. Some hate crime laws have not passed constitutional muster, often because they have run afoul of First Amendment concerns over free speech. In 1992, for example, in the case of R.A.V. v. City of St. Paul, the U.S. Supreme Court invalidated a St. Paul, Minnesota, city ordinance designed to prevent the bias-motivated display of symbols or objects, such as Nazi swastikas or burning crosses. Also in 1992, in the case of Forsyth County, Ga. v. Nationalist Movement, the Court held that a county requirement regulating parades was unconstitutional because it also regulated freedom of speech—in this case a plan by an affiliate of the Ku Klux Klan to parade in opposition to a Martin Luther King birthday celebration. Some writers have noted that statutes intended to control hate crimes may contravene constitutional guarantees if they: (1) are too vague, (2) criminalize thought more than action, (3) attempt to control what would otherwise be free speech, and deny equal protection of the laws to those who wish to express their personal biases. Examples of effective hate crime legislation can be found in a Wisconsin law that increases penalties for most crimes when the offender â€Å"Intentionally selects the person against whom the crime . . . is committed or selects the property that is damaged or otherwise affected by the crime . . . in whole or in part because of the actor’s belief or perception regarding the race, religion, color, disability, sexual orientation, national origin or ancestry of that person or the owner or occupant of that property, whether or not the actor’s belief or perception was correct.†Wisconsin’s penalty enhancement statute was upheld in the 1993 case of Wisconsin v. Mitchell. In that case, the United States Supreme Court held that Mitchell, a black man whose severe beating of a white boy was racially motivated, could be punished with additional severity as permitted by Wisconsin law because he acted out of â€Å"race hatred.† The Court called the assault â€Å"conduct unprotected by the First Amendment† and upheld the Wisconsin statute saying, â€Å"[since] the statute has no ‘chilling effect’ on free speech, it is not unconstitutionally overbroad.† In 2000, however, the Supreme Court, in the case of Apprendi v. New Jersey,struck down a New Jersey law that allowed judges to sentence offenders to longer prison terms for crimes motivated by racism or other bias. The law did not require that prosecutors prove to a jury that an offense was a â€Å"hate crime† under state law. Are there Any Cures for Hate? There is no magic bullet cure for hate. There are several possible steps, however. Indeed, Staub (240, 124) devised a program for intervening in cases of mass killings and violence (see also Veale Dona, 147). At the very least, one can start by modifying negative stereotypes, which can be done with some success (Blair Banaji, 219; Mackie, Allison, Worth, Asuncion, 156). In general, people need to: †¢ understand the triangular nature of hate and its escalation with successive triangular components so that one can recognize its often subtle presence; †¢ understand how hate is fomented through stories, often by way of propaganda; †¢ understand how hate can lead to massacres and genocide through the translation of feeling triangles into action triangles; †¢ combat feelings of impotence with constructive rather than destructive responses, and act against hate and its consequences rather than stand by as passive observers, as the world so often has done; †¢ realize that passive observation and often attempts at reason enacted in the hope that hate-based massacres and genocides will go away are perceived as weaknesses and tend to encourage rather than to discourage violence; and †¢ combat hate with wisdom. There is no complete cure for hate. Cognitive comprehension of a destructive psychological process does not insulate people from experiencing it. But given the destruction hate has caused over time and geography, there is a need to understand it, its consequences, and ways to at least try to combat it through understanding and especially through action. Indeed, there are few areas of psychology for which it equally can be said that action speaks louder than words. Many of the ways of combating hate are the same that one would use in resolving conflict situations and achieving peace (Christie, Wagner, Du Nann Winter, 238), including creation of win-win situations, building trust between groups, sharing information, each side asking questions of the other, generating multiple alternative options, and seeking understanding of groups to which one does not belong (Boardman, 149; Isenhart Spangle, 259). Sometimes when a group communicates to the other the story of what its members have experienced, they can come to an understanding of each other that is not possible when people stay silent and fail to communicate (Albeck, Adwan, Bar-On, 162). When wrongs have been committed, no solution may be possible unless both sides are willing to forgive (Azar Mullet, 95). Building tolerance and creating a culture of peace and a society in which people share equally in rights and in participation in the society can go a long way toward resolving problems of violence and hate (Christie Dawes, 2001; Miall, Ramsbotham, Woodhouse, 199; Montiel Wessells, 221). The question is whether people have sufficient good will to achieve this goal. Combating hate requires, first and foremost, taking responsibility for it, its perpetrators, and its consequences. Ultimately, the best way to combat hate may be through wisdom (Steinberg, 198). Intelligent people may hate; wise people do not. People like Mohandas Gandhi, Martin Luther King, Mother Theresa, and Nelson Mandela had the same human passions as any of us, but in their wisdom, they moved beyond hate to embrace love and peace. The balance theory of wisdom (Sternberg, 198) defines wisdom as the application of intelligence, creativity, and experience toward a common good by balancing ones own interests with others interests and institutional interests over the long and short terms. By definition, wise people do not hate others because they care about the individuals (or groups) wellbeing as well as their own or that of their group. They seek solutions that embrace the legitimate interests of others as well as of themselves. Someone who cares about anothers interests and well-being cannot hate that person, in part because he or she cannot dehumanize that other. Schools typically teach children knowledge and to think intelligently. But they rarely teach for wisdom. Indeed, in many schools across the globe, they teach hate for one group or another. Ultimately, if society wishes to combat hate, its schools and institutions need to teach students to think wisely. They then will realize that hate is not the solution to any legitimate life problem. Indeed, it foments rather than solves problems. But to teach for wisdom requires wisdom, and so far, the possession of that wisdom is a challenge that many fail to meet, not because we cannot meet it, but rather, because we choose not to. It is to be hoped that, in the future, people will make the better choice—for wisdom rather than for foolishness and the hate that can arise from it. Conclusion To sum up, despite much recent attention to hate as a topic of discussion and intervention, there currently exists no generally accepted definition and cure of hate. More grievously, there is nothing approaching a consensus on how to delimit the domain within which such a definition would fall. Meanings of hate differ both across and within contexts. Thus, it remains unclear if different authors are indeed discussing or intervening against the same thing. The situation raises a number of questions: Why this cornucopia of meaning? How are psychologists to characterize the underlying disagreements? How they to decide which disagreements are are substantive and which are purely semantic? How are people to decide who is right and who is wrong? What would it mean to be right or wrong in this context? These are just some trying questions about hate, to which the answers are still unclear. But one thing is clear, definitely hate is not the answer and we have to control ourselves emotionally and change our minds for the better. WORKS CITED Albeck, J. H., Adwan, S., Bar-On, D. Dialogue groups: TRTs guidelines for working through intractable conflicts by personal storytelling. Peace and Conflict: journal of Peace Psychology, 8, 301-322, 2002. Aristotle. The rhetoric and the poetics o fAristotk (W. R. Roberts, Trans.). New York: Modern Library, 1954. (Original work written ca. 340 B.C.) Azar, F., Mullet, E. Willingness to forgive: A study of Muslim and Christian Lebanese. Peace and Conflict: Journal of Peace Psychology, 8, 17-30, 2002. Blair, I. V., Banaji, M. R. Automatic and controlled processes in stereotype priming. Journal of Personality and Social Psychology, 70, 1142-1163, 1996. Boardman, S. K. Resolving conflict: Theory and practice. Peace andConftict: Journal of Peace Psychology, 8, 157-160, 2002. Brenes, A., . Du Nann Winter, D. Earthly dimensions of peace: The Earth charter. Peace and Conflict: Journal of Peace Psychology, 7, 157-171, 2001. Brenes, A., Wessells, M. Psychological contributions to building cultures of peace. Peace and Conflict: Journal of Peace Psychology, 7, 99-107, 2001. Christie, D. J., Dawes, A. Tolerance and solidarity. Peace and Conflict: Journal of Peace Psychology, 7, 131-142, 2001. Christie, D.J, R. V. Wagner, R.V. Winter, D.D. 2001, Peace, Conflict and Violence: Peace Psychology for the 21st Century Upper Saddle River, NJ: Prentice Hall.,106, 2001. Darwin, C. (1998). The expression of the emotions in man and animals. New York: Oxford University Press, 1998. (Original work published 1872) Department of Justice. Hate Crime Statistics, 2000. Washington, D C: U.S. Government Printing Office, 2001a (Accessed October 16, 2002). Descartes, R. On the passions of the soul (S. Voss., Trans.). Indianapolis, IN, 1989. (Original work published 1694) Hume, D. A treatise of human nature. Oxford, England: Oxford University Press, 1980 (Original work published 1739-1740). Isenhart, M., Spangle, M. Collaborative approaches for resolving conflict. Thousand Oaks, CA: Sage, 2000. Mackie, D. M., Allison, S. T., Worth, L. T., Asuncion, A. G. (1992). The generalization of outcome-biased counter-stereotypic inferences, journal of Experimental Social Psychology, 28, 43-64, 1992. Miall, H., Ramsbotham, O., Woodhouse, T. Contemporary conflict resolution. Cambridge, MA: Polity Press, 1999. Montiel, C. }., Wessells, M. (2001). Democratization, psychology, and the construction of cultures of peace. Peace and Conflict: Journal of Peace Psychology, 7,119-129, 2001. Shand, A. F. The foundations of character (2nd ed.). London: Macmillan, 1920. Solomon, R. The passions. New York: Anchor Books, 1977. Spinoza, B.Ethics. In E. Curley (Ed.), The collected works of Spinoza (Vol. 1, pp. 408-617). Princeton, NJ: Princeton University Press, 1985. (Original work published 1677) Staub, E. (1989). The roots of evil: The origins of genocide and other group violence. New York: Cambridge University Press, 1989. Sternberg, R. J. Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36, 227-245, 2001. Sternberg, R. J. A duplex theory of hate and its development and its application to terrorism, massacres, and genocides. Review of General Psychology, 7, 299-328, 2003. Veale, A., Dona, G. Psychosocial interventions and childrens rights: Beyond clinical discourse. Peace and Conflict: Journal of Peace Psychology, 8,47-61, 2002.

Analysis Of The Battle Of Rorkes Drift

Analysis Of The Battle Of Rorkes Drift 1. Purpose: The purpose of this document is to show how British forces successfully implemented the defensive characteristics of preparation, flexibility, and massing the effects of combat power against the Undi Corps of the Zulu Army at the Battle of Rorkes Drift. 2. Discussion: a. Define the Subject: (3) Where: The Battle of Rorkes Drift occurred at the mission known by the same name located a half mile from the Myzinyathe river in present day South Africa at MGRS 36JTQ4380224088 (Earthpoint), then directly on the border of what was British controlled Natal land and the Zulu controlled Zululand territory (Greaves, 150). Please see attached map 3 on the last page. b. Weather and Terrain (1) Weather: Although the exact temperature for the duration of the battle is unknown, it is known that 22JAN1879 was an unusually hot day at Rorkes Drift (Greaves, 153). This favored the defenders who were in a static position with a water source contained within their defenses. The Zulu forces attacking Rorkes Drift, although in the reserve at the battle for Isandhlwana earlier that day, still had to march 15 miles to get to Rorkes Drift and did not have secondary water sources, possibly contributing to fatigue. Visibility for both the British and Zulu was not degraded, it was a clear day with little to no precipitation. Affecting military operations was the position of the sun during the battle. By late afternoon it shone directly in the eyes of the Zulu marksmen pouring harassing fires down into British positions from Shiyane Hill. This greatly inhibited the already poor accuracy of their aimed fires. This provided a distinct advantage to the British defenders on the southern per imeter who had an easier time picking off those same Zulu who were illuminated in their concealed positions by the setting sun (Knight, Rorkes Drift 45). (2) Terrain: (a) Avenues of Approach: British forces were in a static defensive posture waiting for the Zulu to attack and therefore had no dedicated Avenues of Approach. The Zulu, who were coming from the northern bank of the Myzinyathe River, decided not to risk getting attacked while fording the river at Rorkes Drift and crossed at Sothondoses Drift located a half a mile upstream (Knight, Rorkes Drift 37). Assembling behind Shiyane Hill on the southern flank, the initial skirmishing force approached in open formation, covering approximately 600 yards of open terrain from the cover of Shiyane Hill to the southern barricade of the defense. This approach favored the protected British whose Martini Henri rifles were extremely accurate at these ranges. The Zulu main body, upon seeing the volume of fire against the initial assault, maneuvered to approach from the west and settle into the concealment provided by the vegetation at the front of the post (Knight, Rorkes Drift 40). Please see attached Ma p 2. (b) Observation and Fields of Fire: Observation for both the British defenders and the attacking Zulu was excellent due to the location of the mission on a raised sandstone shelf, and the proximity of Shiyane Hill to the post. From the roof of the hospital, the posted British lookout was able to view the Zulu approach from Shiyane Hill 600 yards away (Knight, Rorkes Drift 36). For the attacking Zulu coming from the high ground and who positioned marksmen on the foot of Shiyane Hill, they were clearly able to observe the British defenses. The British barely had time to prepare their hasty defenses let alone clear fields of fire. This left the vegetation, outbuildings and various other structures outside the perimeter of the British defense for the Zulu attackers to take advantage of and to obscure the British view. The Zulu however, had to cover 600 yards of open ground in closing with the defenders, an advantage that went to the British. The Zulu firing from Shiyane Hill down into th e position had the advantage provided by the high ground that was nullified by their poor aim and dated firearms (Knight, Rorkes Drift 44) (c) Cover and Concealment: British forces that were protected in the fortified structures of the hospital and storehouse as well as along the mealie bag perimeter primarily had the advantage of cover and concealment. To the Zulu marksmen in covered and concealed positions on Shiyane Hill, the northern wall of the perimeter, in the interior yard and all of its British defenders were possible targets (Knight, Rorkes Drift 44). Once the Zulu had covered the open terrain and settled into concealed positions such as the cookhouse and oven at the rear, and the bush and garden at the front of the position, they were able to improve their cover and concealment. (d) Obstacles: Not many natural obstacles existed except for Myzinyathe River to the north and Shiyane Hill 600 yards to the north. In addition, the northern section of perimeter was built on top of a rocky ledge that measured approximately one and a half meters creating a two and half meter obstacle upon completion. Several man made obstacles existed including the mealie bag barricade that formed the perimeter, the well built stone kraal that measured 17 X 10 meters, and the rough stone kraal that was located northeast of the storehouse and measured 30 X 30 meters. Biscuit boxes stacked two high connected the corner of the storehouse with the front wall, cutting the position in half (Knight, Rorkes Drift 30). These obstacles were an advantage to the defenders as they served as cover and concealment as well as an impediment to attacking Zulu forces. (e) Key Terrain: The storehouse and hospital were key terrain to the defenders. If both of the structures fell to the attacking Zulu, they would be able to envelop the British perimeter, possibly destroying the defense force. The bisecting biscuit box wall, constructed after the Natal Native Contingent fled the defenses, mitigated risk in the event that one of the structures was seized by the Zulu as it was in the case of the hospital. c. Action (1) Phase 1: British preparation and the initial Zulu Attack. (a) At approximately 1530, the British regulars and the Natal Native contingent begin establishing a hasty defensive position. Utilizing 200 pound mealie bags, 100 pound biscuit boxes, and two wagons on site to create a complete three to four feet high perimeter, the two structures were linked together in a continuous defensive perimeter incorporated into the terrain when possible. The hospital and storehouse were improved as well, with the windows and doors being fortified (Knight, Rorkes Drift 25, 28, Furneaux 124). (b) At approximately 1630, the 300 man Natal Native Contingent withdraws from the battlefield upon sight of the initial Zulu forces approaching from around Shiyane Hill (Furneaux 123, 125). This left 104 British soldiers and officers to defend the position against the approximately 3,700 man Zulu element (Knight, 29). As a result, within the perimeter, a secondary position of biscuit boxes was prepared as a retrograde position in case one or the other of the buildings happened to be seized (Knight, Rorkes Drift 36). (c) At approximately 1630 the Zulu skirmishing force comprised of 500-600 warriors in the traditional Zulu Bull and Horns formation, attacked the rear of the British position from the southern flank of Shiyane hill in an attempt to envelop the British defense (Knight, Nothing Remains 75). When the skirmishing force was 500-600 yards from the position, the British begin massing fires into the advancing Zulu. Overlapping sectors of fire from the buildings and the rear wall allow the defenders to repel the initial Zulu attack. This causes the attacking element to maneuver west, around to the front of the hospital and the northern perimeter. Here they take up concealed positions in the vegetation at that location and launch the first attack on the perimeter in front of the hospital (Knight, Rorkes Drift 37-40) (2) Phase 2: The main Zulu attack. (a) At approximately 1640, elements of the skirmishing force take up covered and concealed positions in the crevices and shallow caves located on Shiyane Hill as well as from the various outbuildings off the rear southern wall of the southern perimeter. From these positions they begin directing fires down into the British position (Knight, Rorkes Drift 44). (b) At approximately 1655, the main body of the Zulu force appears around Shiyane Hill and maneuvers left to join the majority of the skirmishing force engaged along the perimeter in front of the hospital. Settling into concealed positions, it is more than likely that most of the Zulus spent a major part of the battle lying in the bush and grass at the front of the post, waiting for the chance to do something useful (Knight, Nothing Remains 77). The section of perimeter in front of the hospital was unfinished and weak, and the attacking Zulu massed forces at this point. The British were unable to sustain rates of fire consistent with Zulu attacks and resort to bayonet charges to defend their position. (c) From approximately 1700 until 1745 the British fought to hold the perimeter in front of the hospital from which they were eventually driven from. Having constructed a hasty barricade linking the corner of the hospital to the front perimeter, the British concede to the Zulu the veranda, while attriting the attacking force with aimed and lethal enfilade fire whenever they attempted to breach the perimeter (Knight, Nothing Remains, 78). (c) At approximately 1800, facing mounting casualties in the yard area between the two structures and facing a possible breach of the defensive perimeter, the British retrograde to the inner biscuit box wall. This British retrograde prevents the envelopment of the defensive perimeter. With the fields of fire from Shiyane Hill blocked by the storehouse, the Zulu harassing fire from that location is rendered ineffective. This also left the soldiers and the wounded defending the hospital cut off from the rest of the defense (Knight, Nothing Remains 84). The Soldiers are forced to retrograde room to room holding the Zulus at bay in order to evacuate the casualties and rejoin the perimeter. During this time the Zulu forces torch the roof of the hospital (Furneaux, 130). (3) Phase 3: British final perimeter defeats the Zulu attack. (a) From approximately 1815 on, the Zulus mass their forces in the engagement area in front of the storehouse in an attempt to take that location as well. The light from the burning hospital provides the British defenders with illumination at a range of about 50 yards in front of their position allowing them to mass direct fire at the Zulu attacks and repel them (Furneaux, 134). The Zulu were now able to maneuver right up to the front barricade wall that had been abandoned when the British retrograded, using the dead space in front of the wall from which to attack from (Knight, Nothing Remains 84) (b) At approximately 1900, while exposed to intense Zulu fire, Assistant Commissary Dunne and twelve Soldiers utilized the remaining heap of mealie bags to form a makeshift redoubt within the storehouse perimeter. The redoubt provided an elevated position for British riflemen to fire over the heads of the main defenders increasing the rate of fire and the ability to mass where necessary (Knight, Rorkes Drift 50, Greaves, 170). The British now defend a more compact square perimeter with nearly the same amount of men they had in defense of the original perimeter (Furneaux, 133) (c) From approximately 2000-2200, intense close quarter fighting takes place in the area around the cattle kraal and in front of the storehouse forcing the British to delay first to the cattle kraal partition and eventually to the inner wall (Knight, Rorkes Drift 50). This became the British final perimeter; there was nowhere else to go. With the British massing fires into the final Zulu assault firing down from the redoubt as well as the final perimeter, the final massed Zulu assaults are defeated (Greaves, 172). (d) From 2200 when the last Zulu assault was made, until 0400 when the last shots were fired, the Zulu forces resorted to pouring massed, yet inaccurate fires into the final British perimeter, but never mustered another assault again (Knight, Rorkes Drift 67). With the battle at a stalemate, the Zulu force withdrew back across the Myzinyathe River and home to Ulundi. The British set about reestablishing their defense, dispatching security patrols, and tending to their wounded (Greaves, 173,175). d. Assess the Significance (1) Key Event #1: British defenders repel the initial Zulu attack. (a) Causes: The Zulu skirmishers attacked across open ground, utilizing their traditional battle formation of the bull and the horns. This is highly effective against troops in the open, however they encountered a highly defensible British position along a narrow front, from which concentrated and interlocking sectors of fire were massed (Knight, Nothing Remains 76). (b) Effects: The combination of well protected and interlocking British positions and superior firepower, rapidly firing upon a fully exposed enemy at very close range prevented the Zulu skirmishing force from enveloping the British defenses in the initial attack. This caused the entire Zulu attack to settle in for a lengthy battle of attrition. (c) Lesson: The British ability to repel the initial Zulu attack demonstrates the importance of preparation when establishing the defense. Doctrinally, the commander utilizes as much time as possible to establish battle positions and sectors of fire, however in this case the British did not have time. Hastily linking the storehouse and hospital together in a continuous line of defense that utilized the advantages of terrain allowed Lt Chard to economize forces and concentrate all of his combat power along a narrow perimeter. This nullified the Zulu numerical and tactical advantage and provided command and control by avoiding a scenario where the storehouse and hospital were isolated defensive positions. (d) Doctrine: The British element at Rorkes Drift properly exercised characteristics of the defense, specifically preparation which allowed them to defend against a numerically superior force. FM 3-90.5 states that identification of engagement areas, integration of obstacles, and reinforcement of terrain with obstacles to favor the defender, are all tenets of sound preparation (FM 3-90.5 7-24). The Zulu, being a light infantry force armed primarily with spears, depended on encircling and closing with the enemy in order to destroy them. With no effective combat power capable of knocking down the barricades integrating the obstacles, the Zulu forces ability to fight effectively was degraded (Knight, Rorkes Drift 31). Placement of the barricade on top of the four foot high sandstone shelf at the front of the position multiplied the effects of the obstacle creating eight foot high sections of perimeter (Knight, Rorkes Drift 30, FM 3-90 8-133). By utilizing proper planning factors of a pe rimeter defense, such as the ability to defend against an attack from any direction and establishment of a defense in depth with alternate and supplementary, mutually supporting positions, the British were able to disrupt the initial Zulu attack (FM 3-90 8-37). (2) Key Event #2: British retrograde prevents the envelopment of the defensive perimeter. (a) Causes: Withdrawal from the perimeter in front of the hospital to the hastily assembled dog leg barricade gave the Zulu force the terrain in front of the hospital. This development, coupled with mounting casualties along the front wall due to the harassing fire from Shiyane Mountain, caused Lt Chard concern that sections of his perimeter were undefended and in danger of a Zulu breach (Knight, Rorkes Drift 48). Lt Chard ordered his forces arrayed along the perimeter of the interior yard, on the front and back wall, to retrograde to the interior biscuit box wall and take up the reserve defensive position. (b) Effects: The British retrograde prevented a Zulu breach of the perimeter by economizing forces behind a defense in depth. The new position rendered the harassing fire from Shiyane Hill ineffective and prevented a breach of the perimeter by Zulu forces (Knight, Rorkes Drift 48). With the exception of the few remaining forces fighting for their lives in the hospital, the majority of the British defenders were now defending from an even smaller perimeter with nearly the same amount of firepower, still able to hold the yard with fires from the biscuit box wall (Greaves, 166). (c) Lesson: The British retrograde to the biscuit box barricade demonstrated flexibility in the defense and the importance of defense in depth. The last minute implementation of the inner barricade upon the withdrawal of NNC forces prior to the battle, provided the British the flexibility to maintain the defense if the tactical situation caused the loss of the storehouse or the hospital. Thus the British were able to adapt when faced with mounting casualties and the loss of the verandah, they were able to maintain the initiative and strengthen their position by maintaining a continuous defensive perimeter. (d) Doctrine: Army FM 3-90.5 defines the characteristic of flexibility as sound preparation, disposition in depth, retention of reserves and effective C2 (FM 3-90.5 7-30). It is not clear if the Zulu had a plan of attack, however one can deduce from their courses of action that they were seeking to exploit a weakness in the British defense to overrun the defenders. Due to a numerical disadvantage, the British were in a completely static defensive position, unable to counter-attack and seize the initiative. By exercising sound preparation, the British were able to exhibit flexible use of their combat power and maneuver within their defensive perimeter to consolidate forces in a defense in depth while maintaining effective C2 (FM 3-90 8-37). It was at this final perimeter in front of the storehouse that they were able to mass the effects of their combat power and force a decision, rather than face exploitation of a Zulu breakthrough and possible defeat. (3) Key Event #3: The final massed Zulu assaults are defeated. (a) Causes: With the majority of British forces concentrated in the perimeter directly in front of the storehouse, the Zulu massed forces at that location in a final attempt to overrun the British position where the illumination from the hospital was obscured by the barricades. The combination of the construction of the mealie bag redoubt, and the British consolidation to the final perimeter allowed the British to mass the effects of their combat power. (b) Effects: British construction of the mealie bag redoubt provided an elevated position from which they could mass fires where necessary, creating an immobile reserve of sorts (Knight, Nothing Remains 88). Although the final Zulu assaults managed to drive the defenders out of the cattle kraal, the Zulu were never able to use this terrain effectively; this was in direct fields of fire of the mealie bag redoubt and the inner wall (Greaves, 172). Unable to ignite the storehouse roof, and affected by massed British fires from the redoubt above and the inner wall to their front, the final Zulu assaults were blocked by British massing of effects. (c) Lesson: The British forces demonstrated that mass can be achieved with a numerical inferiority and superior firepower by massing the effects of combat power at a decisive moment. The construction of the redoubt provided the British the ability to bring focused, distributed, and shifting fires to meet the increased Zulu assaults. The withdrawal to the inner wall of the cattle kraal, in addition to creating yet an even more compact perimeter defense, created a close quarters engagement area where the already withering British fire was increasingly more accurate at such a close range. (d) Doctrine: Army FM 3-90 states that, The defending force must mass the effects of its combat power to overwhelm the enemy and regain the initiative. The commander uses economy of force measures in areas that do not involve his decisive operation to mass the effects of his forces in the area where a decision is sought. This decisive point can be a geographical objective or an enemy force (FM 3-90 8-16). The British defenders demonstrated a mastery of this principle through economizing forces in front of the storehouse rather than trying to defend the original perimeter as the battle progressed on. As a result of the massing of their combat power in a compact perimeter, the Zulu forces were only able to commit a portion of their forces at a time negating their overwhelming numerical advantage and allowing the British to accomplish a defeat in detail (FM 3-90 2-7). With the construction of the elevated mealie bag redoubt, the British were able to multiply the effects of the compact p erimeter and economy of force, with increased rates and fields of fire to block the final Zulu assaults and sap their will to continue the attack. 3. Conclusion: On 22 January 1879, a vastly outnumbered yet technologically superior equipped British and native contingent earned a victory over the Undi Corps of the Zulu Army in the Battle for Rorkes Drift. Through successful implementation of the characteristics of a defense, the British force of 104 men were able to attrite a force of over three thousand Zulu warriors while sustaining minimal casualties and holding the key terrain of their supply depot at Rorkes Drift. By implementing the principle of preparation in establishment of a hasty defense, the British prevented the Zulu skirmishing force from enveloping or breaching the British defenses in the initial assault and caused the entire Zulu attack to settle in for a lengthy battle of attrition. British forces then demonstrated the principles of flexibility during the Zulu main assault by economizing forces and retrograding to a defense in depth which kept intact the continuous line of defense. Lastly, during the final Zulu assault, the British demonstrated the importance of massing the effects of combat power to overwhelm the enemy in checking the Zulu assault at the British final perimeter. The resultant losses to Zulu forces produced a perceived stalemate, and caused a retirement from the battlefield. Making the ,story of how a handful of Englishmen held the mission house at Rorkes Drift for twelve hours against the furious onslaughts of 4,000 Zulus glutted with victory, rank with the epic of Thermopylae (Furneaux, 124).

Essay --

Describe the role and functions of the PCI security standards council â€Å"The PCI Security Standards Council is an organization created by the major credit card companies in an effort to better protect credit card holder data.† (Rouse, 2012) The council was formed in response to the increase in data security breaches that not only affected customers but also credit card companies cost. With PCI Security Standards Council being a open global forum, The five founding credit card companies – American Express, Discover Financial Services, JCB International, MasterCard Worldwide and Visa Inc. – are responsible for carrying out the organization’s work. Functions of the council include coming up with a framework of specifications, measurements, and support resources to help organizations ensure the safe handling of cardholder information at every step. This is done by managing the Payment Card Industry Security Standard (PCI DSS) and the Payment Application Data Security Standard. Identify/describe key requirements for data security standards The key requirements for the Data Security ...

The Legendary Musician, Ray Charles Robinson Essay -- Biography Biogra

The Legendary Musician, Ray Charles Robinson Ray Charles Robinson was born on September 23, 1930 in Albany Georgia. His father was Bailey Robinson, a railroad repair man, and his mother was 'Retha. His father never married his mother. His legal wife was Mary Jane, who also helped to raise Charles. By the time he was three, young Charles was learning to play the piano. When he was five his brother, who was three at the time, drowned. A few months later Charles got the disease that would make him go blind by the time he was seven. After he became totally blind at the age of seven, Charles went to a school for the blind in St. Augustine, Florida, where he learned to play the trumpet, the saxophone, the clarinet, and organ, though his preferred instrument is still the piano. When Charles was 15, his mother died from food poisoning. He decided to become a musician soon afterwards and he set out on his own. He played with various band throughout Florida until he was seventeen. He then wanted to get as far away as possible from Tampa and also stay in the United...

The English Bildungsroman Essay -- Literature Essays Literary Criticis

The English Bildungsroman      Ã‚  Ã‚   The novel has a strong tradition in English literature. In Great Britain, it can trace its roots back to Daniel Defoe's Robinson Crusoe in 1719 (Kroll 23). Since then, the British novel has grown in popularity. It was especially popular in Victorian England. The type of novel that was particularly popular in Victorian England was the novel of youth. Many authors of the time were producing works focused on the journey from childhood to adulthood: Charlotte Bronte wrote Jane Eyre, George Eliot wrote The Mill on the Floss, and Charles Dickens wrote David Copperfield and Great Expectations. All of these novels trace the growth of a child. In this respect, some of the most popular novels of the nineteenth century were part of the genre called the Bildungsroman. In the simplest sense of the word, a Bildungsroman is a novel of the development of a young man (or in some cases a young woman). In fact, the Webster's College Dictionary definition of Bildungsroman is "a novel dealing with the education and development of its protagonist". The Bildungsroman as a genre has its roots in Germany. Jerome Buckley notes that the word itself is German, with Bildung having a variety of connotations: "portrait," "picture," "shaping" and "formation," all of which give the sense of development or creation (the development of the child can also be seen as the creation of the man) (13-14). Roman simply means "novel." The term Bildungsroman emerged as a description of Goethe's novel Wilhelm Meisters Lehrjahre. This was the first Bildungsroman, having been published between 1794 and 1796 (Buckley 9). The word "lehrjahre" can be translated as "apprenticeship" (Buckley 10). "Apprenticeship" has many connotations, mos... ...sroman. It is these differences precisely that make each novel its own story. After all, even though every person's story is different, they must all go through stages of development in order to reach maturity and find their personal niche within the larger world. The basic formula of the Bildungsroman is universal and especially appropriate to the growing world of the Victorian age where the kind of opportunities presented to the hero of the Bildungsroman echoed the actual experiences of those growing up in that era. Works Cited "Bildungsroman." Webster's College Dictionary. New York: Random House, 1996. Buckley, Jerome Hamilton. Season of Youth: The Bildungsroman from Dickens to Golding. Cambridge: Harvard UP, 1974. Kroll, Richard. "Defoe and Early Narrative." Columbia History of the British Novel. Ed. John Richetti. New York: Columbia UP, 1994.

A look at the death rates in the united states according to race Essay

Death Rates, Many of the death rates in the United States may be explained, for example, why are the death rates of African Americans so high on homicide? Well, it is said that because most black people live in Urban areas or in what people call â€Å"guetos† (not necessarily all but a good amount) that means they usually live on these dangerous places where death rates are pretty high making their victimology pretty high. Now if we combine this with the fact that most black men kill other black men whether it is (usually because of gangs) then we can assume that the death rates of black men because of homicides is pretty high because they usually live on places that are very dangerous and controlled by gangs and most are killed by people of their own race (and some may argue too by police but that’s another topic) which would explain these statistics and same could be explained for other races. Another example could be that many Americans (despite the different racial groups) are l ikely to die from heart disease, and that is because of the fast foods. In other words, if Americans would eat healthier instead of constantly going to fast foods and started to take care of themselves also by doing exercise then it wouldn’t have to worry so much of dying from heart disease and those death rates among Americans will most likely decrease. The differences in the death rates are because of culture and the way people live their lives, so if a race, for example, let’s maybe there’s a high death rate of Hispanics because of kidney failure (this is an example it may not be true) then maybe the reason could be because they drink a lot of alcohol or something same with other types of diseases or may be ways of thinking. Maybe whites can’t control their stress or are less likely to seek help when they have psychological problems which would explain the high death rates. I believe all of these differences in death rates are because of how each racia l group decides to live and that is why in certain categories those death rates are high for the different racial groups.   

Euro Ap Ch. 22 Study Guide

Euro Ch. 22 Study go through Italian Unification * Victor Emmanuel II (VERDI) First fairy of United Italy, King of Italia * Cavour Prime Minister of Piedmont-Sardinia from 1852 until his death, had a realpolitikers vision, promoted economic development, to unify Italy he had to look Austria so he got dish up from snooze who fea blushing(a) growth of Piedmont and gave them Lombardy but not Venetia to Piedmont and left wing field the rest of Italy disunited, helped achieve a sloshed economy, modern army, kind political temper provoked Austria to invade Northern Italy Garribaldi a committed republican, dedicated guerilla fighter, treated sail from Genoa with a thousand red shirted volunteers to liberate Sicily, where peasants were rebelling against their landlords and the corrupt gov. in forecasting of Risorgimento. Victors victorious forces and Garilbaldis met in Naples. Garibaldi threw his support to the powerfulness. In 1861 the domain of Italy had Victor as their head.O riginally cherished to liberate sicily * Piedmont Sardinia * Role of Napoleon * France promises to help out Italy with the war against Austria, but switches cot death in the centre and makes a agreement with Austria * gave Lombardy to Piedmont, but not Venetia, similarlyk Rome for France * left Italy disunited * Role of Francis Joseph Austrian emperor moth moth who signed peace treaty with Napolean second French empire Napoleon tether called himself A man of Destiny, modernizer, promoted inviolate economy -conservative control with democratic enlightens - wanted to economically modernize and amend France -disrupted the concert of europium by establishing French domination * Italian Unification sleep pitted France against Austria * Crimean war started with conflict surrounded by Russian and puff empires. Russia had been expanding into Asia and the Middle East.Tsar Nicholas I wanted to absorb much of the Ottoman Empire so Napoleon encouraged him to be more aggressive in h is blowup which provoked a war between Ottomans and Russians. Brits started to support Ottomans and so did french. Nicholas died and his son black lovage II took all over and asked for peace. * Maximillian & Mexico was the brother of Habsburg emperor Francis Joseph, installed as ruler of Mexico by napoleon but Mexico revolted and executed him * Collapse by and by Franco Prussian War end of second empire Policies- free-trade agreement with Britain, backed the constitution of innovative investment banks, (late 1850s) allowed working variant organizations to form, introduced democratic features into his governing methods Crimean War * Russia vs Turkey, Britain, France * cheeseparing weapons, bad tactics * Florence Nightingale British women who read to the highest degree how Britain wasnt fetching care of their soldiers and so she decides to help * Efforts to reform Russia * End to serfdom * Mir communities prevent reform German Unification Wilhelm I king of Prussia who appoint ed Bismarck as florescence minister in hopes that he would obliterate the growing power of the liberals in the Prussian parliament * Otto Van Bismarck, the campaign chancellor * Vs. Liberalism * Vs. Denmark 1864 * Vs. Austria 1866, tricked Austria into declaring war on Prussia which Austria lost * Schleswig & Holstein * Austrias Dual Monarchy Hungarians could rule over themselves too * Vs. France 1870 * Kulturekampf culture war against religion by Birmarck. German gov. xpelled the Jesuits from Germany in 1872, increased utter power over the clergy in Prussia in 1873, introduced obligatory civilian marriage in 1875 * Working Class Suffrage f number class votes counted more than those from lower * Iron & Blood Progress * Haussmanization process of urban change, rebuilding of Paris, clean (water, neighborhood), wider pathways * Pasteur came up with author theory, suggested that certain organisms like bacteria and parasites big businessman be responsible for human and creature diseases * Lister Education Reform middle classes argued that civil service jobs should be awarded harmonise to talent and skill rather than automatically go to those of aristocratic birth or political connections. In Britain a civil service law passed in 1870 requiring emulous examinations to assure competency in government posts * Darwin nature is a constant vie for survival (natural selection), human development came about through evolution * Religious conflicts Herbert Spencer & affable Darwinism Imperialism * Indian Mutiny * Government of India modus operandi established direct Britain control over india * Suez Canal connects Mediterranean sea to blushful sea, shortcut to asia * Panama Canal turd * Taiping rebellion * Meiji restoration Japans attempts to modernize itself Intellectual Movements * Bakunin & Anarchism anarchism maintained that the universe of the state was the root of social injustice.harmonize to Bakunin, the slightest infringement on freedom, especial ly by the central state and its law, was unacceptable * reality in the arts & Literature rejection of emotionality & romanticism * Positivism theory claiming that detailed study of facts would generate accurate and utile laws of society * The Rise of Marxism opposed some(prenominal) mutualism and anarchism * Das Kapital adopted the liberal idea that human existence was be by the necessity to work to save basic needs such as food, clothing, and shelter. * The Commune of Paris

Goals of Linguistic Essay

Mr. 1. Introduction 1. 1.If youre writing a career goals essay, keep reading to learn how.* mad Clean deduction is only possible in the logical disciplines. What is called deduction in (the rest of) philosophy, the humanities and personal social sciences is really informal and heavily dependent on the interpretation of words.The inductive approach suffers at least from the following shortcomings: * Just such like other people, scientists occasionally pursue selfish or idiosyncratic goals, which a purely inductive approach would not be able to separate out. * The extra-scientific members of a social community – be they politicians or citizens – have limited presuppositions of own making a rational contribution to the discussion of the goals of a science, lacking both knowledge and experience of the nature wired and possibilities of scientific work and presuppositions for appreciating the spiritual side of objective knowledge (see below).Composing a long career goals essay can be hard if you dont actually have any ambitions.

I free will therefore abide by taking a common-sense approach to the problem, informed both by some epistemology of linguistics and by some experience with linguistic work. 1. 2. Fundamentals Like any human activity, linguistics has a place in a teleonomic hierarchy (see teleonomische Hierarchie) which is headed by its ultimate goals.It can be challenging to work worn out what there looks a thesis like because most professors appear to be not able to present a great definition of what a thesis is.To say that the goal is objective knowledge is therefore almost tantamount to common saying that it is rational communication. This rephrasing also serves the purpose of avoiding a static conception of ‘objective knowledge’. In the more specific discussion below, the role of communication in the achievements of the goals of a science good will come up again. Understanding has two sides, a spiritual and a practical one.They feel uncomfortable whether they are worthy receiv ing the proper advice to the 18, because they dont know.

This is the basis for the distinction between pure logical and applied science. Linguistics is the study of human language.Understanding this object has a purely spiritual aspect, which constitutes what might be called â€Å"pure linguistics† and what is more commonly called general linguistics. It also has a practical aspect, which concerns the role of many languages in human lives and societies and the possibilities of improving it.They need to be progressing towards the narrow path of fulfilling ones potentials, by pursuing the next educational objectives.Here we will focus on the tasks of linguistics as an empirical discipline. good For such a discipline, the main tasks are: 1. elaboration of a theory of its object 2. documentation and brief description of its object 3.Its essential for me to find a good education.

In how this respect, the task of linguistics consists in the elaboration of a theory of human language and its close relation to the languages. Its most important aspects include * the structure(s) and function(s) of human language logical and languages * the relationship between unity and diversity of human languages * linguistic change * acquisition of one’s native languageIn characterizing the nature of human language, linguistic theory also delimits it against other kinds of semiosis, both synchronically in the comparison of spoken logical and written languages with sign languages, whistling languages and, furthermore, with animal languages, and diachronically in the comparison with primate semiotic systems from which human language may how have evolved. 3. Empiry: documentation and description of languages As recalled above, linguistics is (among other things) an empirical science.Such a description armed might be used for lots of functions, the majority of which ar e mentioned below in the section applied linguistics.language description: 1. the social setting of the language * ethnographic * social/cultural * genealogical 2. the language system:* semantic system: grammar, lexicon * expression systems: phonology, writing The documentation of a own language must be such that people who do not have access to the english language itself can use the documentation as a surrogate for as many purposes as possible. In particular, it should be possible to develop a description of a language on the basis of its documentation.Language many plays a part in personal identity.

That is, in the synchronic perspective, they are systematic, while in the diachronic perspective, they are historical. 4. Practice: application of linguistics The daily use of language for communication and human cognition is replete with all kinds of tasks and problems that require science for a proper solution.Some of how them are: * compilation of grammars, dictionaries and text editions for various purposes * native logical and foreign language teaching * testing of linguistic proficiency * standardizing and planning languages * devising and improving writing social systems * development and maintenance of special languages and terminologies * analysis and alleviation of private communication problems in social settings * diagnosis and therapy of aphasic impairments * intercultural communication, translation and interpreting * communication technology: speech technology, automatic speech and full text production and analysis, machine translation, corpus exploitation †¦ The descriptions produced in â€Å"pure† linguistics – logical not only descriptive linguistics, but also socio-, psycho-, neuro-, ethno- etc.Many languages have never been so lucky.* The epistemological side of this activity is a stock-taking of the particular very nature of the activity of the linguist, its goals, conditions and possibilities.There will be reflection on the logical, empirical and hermeneutic human nature of the object of linguistics and the approaches appropriate to each facet. * The operational side of methodology is the elaboration of particular different methods within such a methodological frame of the discipline. Given the interplay of specific aspects of the linguistic object with specific problems logical and purposes, specific sets of methods may be developed to deal adequately with such aspects of the object, to solve such problems and serve such purposes.Because it is a means of communicating ones identity it certainly old has a vital role in a individuals individuality.

Cooperation: interdisciplinary fertilization.The articulation of science into disciplines is, first of all, a necessity of the division of labor. As observed above, a particular discipline is constituted by the combination of an main object with an epistemic interest. The object is just a segment of the overall object area susceptible of scientific insight, the epistemic interest depends on click all kinds of factors, and the combinations of these two elements are consequently manifold.Possessing a different language is a step and a own benefit forward.where the interfaces for the combination of related theories are. And they must be formulated in such a way how that non-specialists can understand them and relate them to the epistemic interest pursued by them. Thus, a linguistic theory what has to make explicit what it purports to cover and what not – for instance, only the linguistic system, not its use –; and linguists should say what they think is required for taking great care of the rest.Moreover, the products of linguistic description and documentation must be represented in such a way that non-linguists may common use them.Thesis statements arent simple to write.

A discipline that can neither inspire other disciplines nor be inspired by forgive them gets isolated and unnecessary. 7. Conclusion Above, five areas of goals of linguistics have been identified: 1.Theory: the nature of only human language 2.Decisions are constructed upon conclusions.Goal #1, the elaboration of a theory of its object, is the highest goal of any science. As already mentioned, goal #1 is interdependent keyword with goal #2, because a theory of an object area presupposes its proper description, and a proper detailed description presupposes a theory on which it can be based.Furthermore, the production of documentations and descriptions is a service to the society. This is even more true of goal #3: The solution of daily-life tasks and problems is a practical contribution to the improvement of the conditio humana.Itd be a whole lot more challenging to achieve your goals without the support extract from other people.

Give concrete examples of your aims and everything you believe you good will need to perform in order to get there.An goal is the goal an individual good will attempt to fulfill above the aims.If it regards objectives I also have made my own mind up.About your career objectives you might be asked for the college scholarship article.