Analysis Of The Book The Count Of Monte Cristo For The...

Reading sends a feeling throughout my body and mind that is rather difficult to explain. The feeling is overwhelming and takes over my entire thought process. It is as though I want to shut out the world and fall completely into the book so I can experience the words instead of just reading them, but at the same time I want to be able to talk to every person I know about the story and the characters and every little detail of every major plot twist. That awe-inspiring feeling first came when I began reading The Count of Monte Cristo for the first time. During my winter break I decided to take advantage of the time away from school by relaxing and trying to pencil in some â€Å"me time.† The meteorologists on television and in the Washington†¦show more content†¦There was something about this book that stood out to me. I don’t know if it was the blue and gold intricate designs covering it, the title, or something else that I couldn’t comprehend right then. Whatever it was, it drew me to that book like a magnet and I thought ‘this is the one. I need to get this one.’ The snow came earlier than expected and by earlier, I mean it came at noon instead of nine o’clock. I came home and immediately started shoveling snow off my driveway so my mom wouldn’t need to do it. My shoveling was constantly interrupted by my own thoughts, ‘I wonder what it’s like to read a book so big. I can’t imagine it will be easy to read. I wonder what it’s about. I just want to go in and start reading.’ At long last, the shoveling was done and it was my time. I hurried inside, changed my clothes to something dry and warm, and went out onto the deck. A patio chair was left out from one of our summer dinner parties so I brushed it off and set myself up there. I took a couple chopped logs off the pile to my left and lit the fire in the fire pit for its inaugural lighting of the season. I pulled my chair as close to the fire as I could; close enough to get warm, but far enough away that I didn’t catch on fire. With that, I was finally ready, so I curled under my blanket and began reading. I sat outside reading for hours, paying no attention to the fact that it was only thirty degrees outside.Show MoreRelatedWomen in The Count of Monte Cristo973 Words   |  4 PagesWomen in The Count of Monte Cristo possess unique personalities, but intensely similar restrictions. Currently, women in the United States, as well as other countries, are able to have jobs, travel, and participate in many other activities that the ladies Dumas portrays are not allowed to. Feminist analysis of this book reveals the ways of the time and the delicate balance of society’s typical structure. In The Count of Monte Cristo, Alexandre Dumas realistically conveys that when women violate theirRead MoreThe Importance of Gaining Knowledge Essay838 Words   |  4 Pagesin New York City. Inside one can find artifacts from centuries past and present. Throughout the many rooms divided by time periods and world powers, there are numerous relics depicting the differences between class systems and how knowledge has increased throughout the ages. The increase of knowledge can be linked to the success and power of each world power. Likewise, books highlight these same differences and link learning and knowledge to freedom and success. There are also many examples thatRead MoreSummary and Arragnement of the Book, Count of Monte Cristo by Alexander Dumas2759 Words   |  11 PagesBook Tittle: Count of Monte Cristo Genre: Fiction Author: Alexandre Dumas Number of Pages: 634 Summary and â€Å"Arrangement† of the book: †¢ The general arrangement of the book is that it is broken up into short, event-oriented chapters. Each chapter focuses specifically on the details f a single event with little deviance in terms of the story line. 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Communication within the bounds of the English language is governed by a multitudeRead MoreThe Shawshank Redemption3009 Words   |  13 Pagescinematography, and critical analysis are outstanding and it makes for a surprisingly good movie. Shawshank Redemption is a classical film, with a combination of realistic and formalist styles that gives us the best of both worlds. In the movie, the use of long takes, closes ups, and slow zooms toward the characters make the story intimate enough to affect the audience. One of the most striking uses of formalism in the film takes place when the sisters attack Andy for the first time. In that sequenceRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 PagesPhenomenology of the Narrative, 16 II Problems of Film Semiotics Chapter 3. Chapter 4. Chapter 5. The Cinema: Language or Language System? 31 Some Points in the Semiotics of the Cinema, 92 Problems of Denotation in the Fiction Film, 108 III Syntagmatic Analysis of the Image Track Chapter 6. Outline of the Autonomous Segments in Jacques Rozier s film Adieu Philippine, 149 Chapter 7. Syntagmatic Study of Jacques Rozier s Film Adieu Philippine, 177 vii viii CONTENTS IV The Modern Cinema: Some Theoretical

The Contribution Of Emma Watson - 832 Words

Emma Watson is one of the most inspiration people and have contributed a lot. She is a British actress, model, and most important, an activist and humanitarian. She was born on April 15,1990 in Paris, France and grew up in Oxfordshire. She has done many activist work. For example, in 2014, she promoted education for girls, visiting Bangladesh and Zambia to do so. In July, she was appointed as a UN Women Goodwill Ambassador. In September that same year, she delivered an address at UN Headquarters in New York City to launch the UN Women campaign HeForShe, which calls for men to participate in gender equality. In that speech she said she began questioning gender-based beliefs when she was eight when she was called bossy, which was a trait she has for being a perfectionist, while boys were not, and at 14 when she was â€Å"sexualised by certain elements of the media. Her speech also talked about feminism being the belief that men and women should have equal rights and opportunities and declared that the idea of man-hating is something that has to stop. She then said that she received threats within 12 hours of making the speech, which left her very angry. In 2015, Malala Yousafzai told Emma, she decided to call herself a feminist after hearing Emma’s speech. Also in September, she made her first country visit as a UN Women Goodwill Ambassador to Uruguay where she gave a speech emphasizing the need for women s political participation. In December, the Ms. Foundation for WomenShow MoreRelatedJohn Broadus Watson : The Son Of Emma And Pickens Watson1007 Words   |  5 PagesJohn Broadus Watson was born near Greenville, South Carolina on January 9, 1878. He was the son of Emma and Pickens Watson. In the year 1891, John and the rest of his family was left behind by his father, complicating everything. Given the situations that his family was very poor, everything then became different for them. Since his father left his family, Watson held a long-life resentment towards him. He had hatred told his father for a long time for abandoning hi m. As a young child, John BroadusRead More John Watson2019 Words   |  9 Pageslife history John Broadus Watson was a famous American psychologist who lived between the year 1878 and 1958. He was born in a place called Greenville in South Carolina. John’s father was called Pickens and Emma was his mother and he was their fourth born child. The family was not well of financially they just lived in poverty. In spite of the poverty that engulfed the family, John’s father turned to be a habitual drunkard who cared less for his family. However, Emma John’s mother was a devotedRead More John B. Watson2181 Words   |  9 PagesJohn Broadus Watson was a famous American psychologist who lived between 1878 and 1958. He was born in Greenville, South Carolina to Pickens and Emma Watson and was the fourth of six children. The family was not well off financially and John did not have an easy childhood. In spite of the poverty that engulfed the family, John’s father turned into an alcoholic who cared less for his family. However, Emma, John’s mother was a devoted religious woman who struggled to take care of her children withRead MoreDiscrimination Against Women s Rights1543 Words   |  7 Pagesdifficult through the lack of adequately documented women’s history, which has been deliberately ignored over time as a means to keep women inferior and fearful of challenging the status quo as well as ignorant of their relevant and significant contributions to humanity (Fraser, 1999). Until recent studies, male scholars around the world debated whether the female species is ultimately human or a lower form of life, lacking a soul, or even deserved any rights (Hosken, 1981). Fortunately, the creationRead MoreJohn Broadus Watson : An Experimental Study On The Psychical Development Of The White Rat1622 Words   |  7 PagesJohn Broadus Watson, the father of Behaviorism, was born in South Carolina on January 9, 1878 to Emma and Pickens Watson. John grew up in a mixed up household, his father was a known drinker while his mother was a devout Christian. Although he took after his father and got himself into some trouble growing up, he managed to gain admission to Furman College at age sixteen. Upon graduation from Furman, one of John’s professors turned mentor Gordon Moore helped him make the next step, and the followingRead MoreOrigins of Behaviorism Essay1714 Words   |  7 Pages Behaviourism originated with the work of John B. Watson from 1913. Behaviourism is based on the following sets of claims: (1) Psychology is the study of behaviour. Psychology is not the science of mind. This statement also forms a type of behaviourism: â€Å"Methodological† behaviourism claimsRead MoreAnalysis Of John Watson s Life2310 Words   |  10 PagesJohn Gerk Mr. Jiru College Psychology November 25, 2014 John Watson’s life began in Greenville, South Carolina on January 9th 1878 whose parents were Emma and Pickens Watson. His mother Emma was very religious, so religious in fact that she named John after a Baptist minister, but his father on the other hand was not as religious as his wife. His father drank, had multiple affairs, and finally left his wife and son in 1891. During Watson’s childhood he was a student who did poorly in school and gotRead MoreNikki Giovanni: The Princess of Black Poetry Essay1698 Words   |  7 PagesLincoln Heights, an all-black suburb in Cincinnati. Giovanni is one of the most commonly read American poets; her frankness in her writing has brought her a lot of recognition and prominence. Giovanni became the voice of many African Americans, her contribution to the literary period reflects the struggle for equality, and the power one has to make a difference in oneself and in other’s life. Her writings reflect contemporary events and exp eriences in her own life, as well as in the larger African AmericanRead MoreJohn Broadus Watson : The Father Of Behaviorism Essay1786 Words   |  8 PagesJohn Broadus Watson, also known as the father of behaviorism, is a very well known psychologist. He is most known for Behaviorism. Born to Emma and Pickens Watson on January 9th, 1878 in South Carolina. His parent’s were extremely different being how his mother was a very religious Christian while his father was more of a drinker and had marital affairs and in 1891 left his family (Watson 1999). John was very disrespectful in school. There were incidents where John assaulted other students, particularlyRead MoreFeminism And Women s Rights On The Grounds Of Political, Social, And Economic Equality1686 Words   |  7 Pagesdefinition, feminism is â€Å"the advocacy of women s rights on the grounds of political, social, and economic equality to men.† While that is an accurate description of what feminism is, in a larg er context, it is a fight for gender equality. Feminism is a contribution to overall gender equality, and not only limited to women’s rights. The first misconception with feminism is that it consists of women complaining, and that women are always the victim. Maybe this is because in movies and television, women are

Linguistic Reading Response Paper on “The Celtic Languages” Free Essays

It is interesting to note that the term ‘Celt’ is a linguistic term first mentioned in the writings of Greek and Roman ethnographers and historians (MacAulay, p. 2). My idea of the concept is that of a particular people with a distinct language who once inhabited Great Britain. We will write a custom essay sample on Linguistic Reading Response Paper on â€Å"The Celtic Languages† or any similar topic only for you Order Now It turns out that this language, generally known as Continental Celtic, has a range of dialects once spread out across the various peoples of Europe such as in Gaul and northern Italy, yet died out on the European continent a few centuries back. Celtic survived however, in the British Isles and in Ireland, which is quite a feat given the dominance of Latin and later English settlements. In terms of linguistic affinities, Celtic is recognized as an Indo-European language though it is of interest to note that experts regard it as having archaic features (MacAulay, p. 3), i.e. its lack of a fully developed infinitive, differentiation of gender in numerals 3 and 4, among others, sometimes attributed to its being a ‘peripheral’ language removed from an innovating center. Variations between the Celtic languages, i.e. Continental and Insular, appear to be a convoluted matter best left to linguists. Ultimately the evolved form of the modern Celtic languages has special typological features which are both archaic (conservative) and innovative. Locative structures used to express location and possession are utilized to express aspectual modes, which in turn cover the range of progressive, prospective and perfective aspects in Scottish Gaelic, Welsh, and optionally in British (MacAulay, p. 6). On the other hand, Breton and Irish have innovated based on their majority contact languages French and English, to develop new perfective constructions, as contact with these languages is a primary accelerating source of innovation in Celtic tongues. Thus, languages continue to evolve as its speakers, in the course of their interaction with those of other cultures, are exposed to foreign influences in the on-going social interface between peoples and nations in an increasingly globalizing world. Linguistic Response Paper on the â€Å"Creole Continuum† The so-called ‘Creole continuum‘ evolve in situations in which a creole coexists with its lexical source language and there is social motivation for creole speakers to acquire the standard so that the speech of individuals takes on features of the latter – or avoids features of the former – to varying degrees (p. 50). Considering that linguists for a long time were unsure on how to classify varieties with both creole and non-creole features, particularly the English-based varieties of the West Indies, it appears significant to consider that among the many Negro slaves in different parts of America, the jargon upon becoming the only language of the subject group, is a creolized language considered inferior to the masters’ speech yet nonetheless subject to constant leveling-out and improvement in the direction of the latter (Bloomfield, 1933, p. 474). Linguists such as DeCamp attempted to work out a theoretical model that could deal with variation in a sufficiently rigorous manner, in reaction to the transformational generative grammar coming to dominate American linguistics. The general usefulness of the continuum model gained wide acceptance by the mid-1970s, yet it is true that it fails to explain why Atlantic creoles in particular share so many structural features not found in their different lexical source languages (p. 58). Thus the shift back into a universalist theory giving primacy to language acquisition. Chomsky (1965) had proposed that children were born with a predisposition to recognize certain universal properties of language that facilitated their acquisition of the language of their particular speech community (p. 58). Yet such an assertion is still open to scholarly debate and argumentation. It would thus appear that the answer to the creole question remains elusive, despite advances in linguistic studies and theory. References MacAulay, Donald. â€Å"The Celtic languages: an overview† How to cite Linguistic Reading Response Paper on â€Å"The Celtic Languages†, Essay examples

My ideal world free essay sample

I am a person who deeply loves the world. I am sincerely passionate about the kind and considerate people who live on our beautiful green planet, about the rich society, the successful economy, the clean and unpolluted environment, and equal opportunities for everyone. Unfortunately, the world I love so much is not the world we live in. According A. P G abdul kalam Ideal socity start from person. If you are good persib society will good and if society is good nation will good.If nation is good world is good. The ideal tomorrow A person should strive to use every talent and skill they have, not only for their own benefit, but for the benefit of the whole world. Understand that society is the source of whatever pleasure one derives and whatever wealth one achieves in life. We owe everything to society and should be grateful to society for all that we receive from it. We will write a custom essay sample on My ideal world or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We have to repay this debt by helping at least as many people as we can. With a genuine keenness or readiness to serve others, one can attain happiness in any group or community, and the very eagerness to serve others will endow you with the power and skill necessary for the required service If you lift the hand to serve, to help, to console, to encourage another man you are lifting it for God, because in every man is God. My vision There is only one religion, The religion of Love; There is only one caste, The caste of Humanity; There is only one language, The language of the Heart; There is only one God, He is Omnipresent WATCH = watch your Words + Actions + Thoughts + Character + Heart. Ideal world In my ideal world, ethnicity, religion, and cultural background would be viewed with the same amount of importance as eye or hair color for if people are brought up thinking of each individual of every skin color, religious background, and other beliefs, as equal, racism would not present a problem. Also, to keep racism out of the equation, leaders of society are needed to implement the concept that all people are equal My objective is the  establishment of peace around the world As different streams having different sources all mingle their waters in the sea, so different tendencies, various though they appear, crooked or straight, all lead to good world

Compare And Contrast Macbeths And Hamlets Madness Essays

Compare and Contrast Macbeth's and Hamlet's Madness Madness can be described as an internal flaw that both characters, Hamlet and Macbeth, possess. Although their madness is different in some aspects, it can be said that it played a key role in the downfall of both of these tragic characters. In the following essay I will attempt to describe how Hamlet's madness and Macbeth's madness are similar and how they contrast. Prince Hamlet seemed to be in a state of madness ever since the demise of his father, King Hamlet. One example that could prove his madness is when Hamlet has an in-depth conversation with his dead father's ghost. This however may not have been a hallucination because of the two other people who were present when hamlet first spotted his father's spirit. The madness begins to show in Hamlet when he vows to seek revenge upon his father's death. Hamlet then decides that he will have vengeance on the King because he knows that the king has killed his father. Hamlet's state of madness causes him to suspect that his mother is letting King Claudius into her bed to soon. This causes Hamlet to become enraged and also causes Hamlet to dislike King Cladius even more than before. Hamlet's madness begins to show more and more when he mistakenly kills Polonius in his own mother's bedroom. Hamlet then shows no remorse for the horrible crime that he had just committed. When Hamlet shows no remorse, it is evident to me that he his truly mad. Macbeth, like Hamlet, is a tragic hero whose downfall was caused by an internal flaw which was madness. Macbeth and Hamlet's madness were very similar due to the fact that they both never showed any remorse when they killed someone until they were faced with death. The fact that neither Macbeth nor Hamlet had any remorse at all showed that they suffered from madness. In contrast, the madness that Macbeth and Hamlet possessed was different. When Hamlet killed King Cladius, it was because he was seeking revenge for his father's death. When Macbeth killed Duncan or Banquo, it was because he wanted to be the king. Hamlet's main downfall however, was procrastination. He would always talk himself out of killing the king. Macbeth's main downfall was that he had too much ambition. If Macbeth would have just waited, he would have been the king in due time and no one would have been murdered. In the following essay, I have described the likeness and the difference between Hamlet and Macbeth's madness. I have also described their tragic downfalls.

Definition of Criminal Conspiracy

Definition of Criminal Conspiracy A criminal conspiracy takes place when two or more people get together and plan to commit a crime, however, there is more involved when proving that criminal conspiracy has taken place. Intent First, in order for a person to be guilty of criminal conspiracy, they must have actually meant to agree to commit a crime. Next, when the person agreed to commit a crime with others, they must intend to really do whatever the objective is of the conspiracy. For example, Mark asks Daniel to help him  steal a car. Daniel agrees, but really he has decided to contact the police and report what Mark has asked him to do. In this situation, Daniel would not be guilty of criminal conspiracy because he never intended to really help Mark steal the car. Overt Act to Further Conspiracy For a criminal conspiracy to occur, a person must take some action toward carrying out that plan. The action taken does not have to be a crime to further the conspiracy. For example, if two people plan on robbing a bank, but they never take any action towards actually robbing the bank, this could satisfy the criminal conspiracy, however, most states require that there is at least one overt act taken by at least one of the conspirators, for those involved to be charged  with criminal conspiracy. There Does Not Have to Be a Crime The crime of conspiracy can be charged whether or not the crime is ever actually carried out.   For example, if two people plan to rob and bank and they go buy ski masks to wear during the robbery, they can be charged with conspiracy to commit bank robbery, even if they never actually rob the bank or even attempt to rob the bank. Buying ski masks is not a crime, but it furthers the conspiracy to commit a crime. Participation Is Not Required In most states, persons who helped plan the crime, but did not participate in the actual criminal act, can be given the same punishment as the person who carried out the crime itself. The person who commits the crime can be charged with both the crime and conspiracy to commit the crime. One or More Crimes Equals One Conspiracy Charge In criminal conspiracy cases, if the conspiracy involves multiple crimes, those involved will still only be charged with a single act of criminal conspiracy. For example, if Mark and Joe plan to rob a valuable piece of art from someones home, then sell the art on the black market and use the money that they receive to invest in an illegal drug deal, even though they conspired to commit three crimes, they will only be charged one act of criminal conspiracy. Chain and Link Conspiracy A chain and link conspiracy is a conspiracy in which there are a series of transactions, but only one overall agreement.  The different transactions are considered the links in the overall agreement, which is considered the chain.   However, the transactions will only be considered links in a chain if each link is aware that the other links are involved in the conspiracy and each link profits in the success of the overall series of transactions.   For example, Joe smuggles in drugs from Mexico, then sells some of the drugs to Jeff, who then sells it to his street dealer named Milo and Milo sells it to his customers. Joe and Milo have never spoken, therefore there is no agreement between them concerning the selling of the drugs, but because Joe knows that Jeff sells his drugs to a street dealer and Milo knows Jeff buys the drugs from the smuggler, then each of them becomes dependent on the other in order for the entire scheme to work. Wheel and Spoke Conspiracy A wheel-and-spoke conspiracy is when one person acts as the wheel and enters into agreements with different people (the spokes) or co-conspirators who have nothing to do with each other.

Ethics in Criminal Justice and Criminal Procedure Assignment

Ethics in Criminal Justice and Criminal Procedure - Assignment Example As the report declares implementation of the ethical criminal procedures helps in identifying the degree of punishment for different criminal acts. Moreover, it distinguishes formerly legal acts as immoral and unethical, for instance, historically minorities and women were not allowed to vote or to help slaves as per the law. However, in the last few decades it was recognized as a highly immoral act therefore women and minorities are now given equal rights when it comes to vote or protest against oppressive governments. On the other hand torturing prisoners so as to take personal revenge may be legal in some countries but it is an unethical act. This discussion stresses that practicing ethics in our routine life is somewhat different to the implementation of ethics in law. For instance, if in real life we see someone depriving people of their freedom or stopping them to carry out their daily activities then on general basis it would be considered as unethical. But in law police is usually ordered to treat prisoners in the same way and then it is also justified with theories of criminology. Furthermore, in real life people are called as immoral if they try to keep an eye on others’ activities while on the other side law enforcement agencies spend huge monetary resources and time in spying and undercover intelligence. This substantiates that ethical approach greatly varies when it comes to real life and criminal justice.

Summary Issue Analysis Research Paper Example | Topics and Well Written Essays - 1500 words

Summary Issue Analysis - Research Paper Example The facilitator will reduce one full letter on the grade marking for any completed template, because of a student has not entered her or his responses in the appropriate box. Enter responses using single space and the font type and size should be the pre-determined one for the template (Times New Roman, 12-point). The facilitator will reduce one full letter on the grade for any completed template, if a student has used other spacing conventions, font type or font size. Wherever grammatically appropriate and helpful, include paragraph breaks and bulleted lists to organize responses. Responses must not exceed the maximum word count limit for each section [as set forth in brackets next to each heading]. Determine the number of words included in the response to each section and input the word count to each response in the spaces provided within the template. (To determine word counts, in MS Word, highlight the response, select the â€Å"Tools† drop-down menu and select Word Count. ) Again, the facilitator may reduce one full letter on the grade marking for any completed template (a) If the response in any section exceeds the related maximum word count limit, or (b) If the student fails to provide his/her own word count. Completely and successfully check grammatical error as well as spelling mistakes in the responses (using the related MS Word capability) prior to submitting the completed template to the facilitator. For this purpose, make certain that ALL â€Å"grammar– and style– check† options and settings are active. In MS Word, select Tools, Options, Spelling & Grammar. Under Writing style, select Grammar & Style. Then select Settings †¦ and check all Grammar and Style boxes except Use of first person. Also, under Require select always Comma required before last item option; for Punctuation required with quotes select inside; and for Spaces required between sentences select 2. The facilitator will reduce one full letter on the gr ade on any completed template, if it (a) is not successfully spell-checked and grammar-checked using the required settings or (b) uses any instance of â€Å"passive voice.† Submit the completed template to the facilitator via the course drop box. The facilitator will grade and comment on the electronic files submitted and subsequently return the files to students via the course drop box. Use the following file naming convention, a student should submit the completed template to the facilitator. Modify the course term indicator as appropriate: A603_M8W2-12_Analysis_StudentLastName_StudentFirstInitial.doc Example: A603_M8W2-12_Analysis_Smith_J.doc The facilitator will not accept assignments after the due date, without exception. Purpose The purpose of this paper is to examine and discuss the ethical issues, economic consequences, and political context of accounting standards and financial reporting for stock-based compensation (most commonly in the form of employee stock optio ns). This paper begins by identifying the stakeholders and the nature of their stake in the decision of a company, about whether it has to (a) adopt the optional fair value method of

Determinism,compatibilism, and libertarianism Essay

Determinism,compatibilism, and libertarianism - Essay Example Since the beginnings of human civilization people have been seeking the ideal path to achieving a productive, successful, healthy, and happy society. There are several different theories conceived and developed aimed at achieving it. Unfortunately, many of these ideas are not remotely in agreement and some downright contradict one another. Each one claiming to have the answer as to the nature of mankind, why human beings behave as they do, and how best for them to live within and perceive society. Determinism, compatibilism, and libertarianism are three prime examples of philosophical concepts, each having strong historical support and criticisms. While each ideology has logical arguments supporting its validity they, also, have internal flaws that may lead to negative outcomes; therefore determining which, if any, is the most likely to be the best, or correct, answer to ideal human society and perspective on human reality if no easy feat. What is free will? If so, does it exist? The answer is not as simple as you think. If you define free will as being the idea that reality plays out according to the millions of individual choices and decisions we make based on wants and desires, both, great and small, then the ideology behind Determinism may not be for you. However, if you believe that scientific principles, psychological motivators, and persistent causative events outside ones’ control and force every choice that you make; even the sense of choice is, essentially, a false perception, then you would be a poor libertarian. If you believe that, although many causative events play a part in influencing our decisions and behaviors, but, on occasion those causative elements are absent, allowing for certain choices to be made solely by want and desire beyond needs and if you believe that perhaps both could coexist, then you might fit in nicely in the company of compatibilists. However, do not look for support from the determinists and libertarians, both cons ider the idea of coexistence as illogical, not plausible, and impossible. (Pecorino, 2000) In order to understand, determinism, capatibilism, and libertarianism better, as well as, assess the differing strengths and weaknesses, it is necessary to discuss and review each theory individually. Determinism in its, most basic form, can be defined as a belief system that adheres to the ideology that all things in nature are subject to the cause and effect principal, human behavior included. For this reason human beings are not responsible for their behavior because the actions and behaviors exhibited by people are directly a response to causal or set of causal events, entirely outside their control. More so, determinists believe that all things follow the natural law and that behaviors can, in fact, be predicted, if enough causal variables are known.(Pecorino, 2000) Simply put, determinists look at the world at given period in time and apply the â€Å"natural laws,† or clearly defi ned understanding of what is true, and then relating that to what will inevitably be in the future.(Newall, 2005)There are 4 specific factors that are believed to play a huge role as causative factors in the actions and behaviors of human beings; 1. Human Nature: determinists claim that human beings are subject to the instincts and biological imperatives outside of their conscious control. 2. Environment: human behavior can be attributed to their response to environmental factors that, essentially, forcing their hand. 3. Psychological Forces: Not unlike human nature, psychological drives influence behavior, again, outside one’s control. 4. Social Dynamic: human beings are directly subject to the rules, laws, and societal constructs of their communities, which, also, influences human behavior. Ultimately, the overall reigning element of determinism that characterizes and creates criticism of it is that it holds firmly that human free will is an illusion that we

Childhood setting in enacting the rights of children

Childhood setting in enacting the rights of children One basic human rights principle laid down in the Universal Declaration of Human Rights, 1948 is that all human beings are born free and equal in dignity and rights (Article 1 UDHR). However, specifically vulnerable groups such as women, indigenous people, and children have been assigned special protection by the UN legal framework (Steiner Alston, 2000). The UN Convention for the Rights of the Child (UNCROC), 1989 remind us that children, whilst retaining their entitlement to the full range of human rights, are often marginalised or excluded, and represent a special case required additional safeguards (DCI, 1995). In this 21st century, the status of children in Australia needs to be improved nationally and internationally for economic and political success in the future (Nyland, 1999). Teachers and caregivers have opportunities to incorporate rights education into any part of their program that creates openings for teaching children about rights (Waters, 1998). In this essay, I will discuss the role of early childhood settings in enacting and promoting the children rights envisaged in the UNCROC and in making these rights available to Australian children. Childrens Rights: Setting Standards Legal conceptions of children The adoption of the Convention on the Rights of the Child marked a fundamental shift away from past conceptions of children and childhood to a new one. Until then, the law had seen a child as property the property of the father to be dealt with and disposed of as he saw fit (Hart Pavlovic, 1991). However a conceptual shift took place during the 19th century, based on the perception of children as vulnerable and so in need of protection from poverty, the voices of industrialization, immigration and urban living. In addition, to being considered property, the child began to be considered as a resource to society (Hart Pavlovic, 1991). The human rights movement of the 20th century, previously focused for adult rights was extended to children (Hart Pavlovic, 1991) though children were still seen as vulnerable and in need of protection but this status was subsumed in a broader understanding of children as full human beings with all the human rights and fundamental freedoms that all human beings have. Their need for protection was transformed into a right to protection. Now children are considered as rights-holders (CRC GC7, 2005) like adults. The UN Convention on the Rights of the Child, 1989 The UN Convention on the Rights of the Child is the universal statement of this new conception of rights-holders. The United Nations General Assembly on Nov 20, 1989 adopted the UN Convention on the Rights of the Child (UNCROC). In 1990 Australia ratified the UNCROC and to date 191 countries have ratified the Convention, while USA and Somalia have become signatories. The Convention is the most full and complete international legal document on childrens rights, covering their protection, growth and wellbeing (Alston, 1991). The Convention deals with child-specific needs and rights, and requires that states act in the best interests of the child (Nyland, 1999). The objective of the Convention is to protect children from discrimination, neglect, abuse and to promote childrens rights and serves as a focus point and a useful tool for civil society and individual people (Nyland, 1999). The widespread ratification of UNCROC by the international community has made it a powerful catalyst for action on behalf of young children and has gradually become embedded within the policies and practices of all who works with children. According to Arnold (2004) The CRC has more signatories than any other international convention, and it is important for us to recognize the legal implications of this achievement in how we position our work (p.4). The effect of the Convention for Children in Australia From the ratification of the UNCROC in 1990 by Australia until the present, we can say that the Convention has realised neither the brightest hopes of its supporters nor the most terrible fears of its opponents. The ratification of an international instrument by Australia, such as the Convention, does not ipso facto make that instrument part of domestic law hence the UNCROC is not part of Australian domestic law. Therefore, it has not revolutionised public policy making for children, nevertheless it has led to many very significant initiatives and reforms. Thus for the purpose of human rights and equal opportunity, the Convention has been affirmed an international instrument relating to human rights and freedoms (Alderson, 2000). Consequently, the Convention has provided the legal and conceptual basis for the establishment of childrens commissioners in most Australian jurisdictions. Childrens rights and early childhood settings Early childhood, the period from birth to 6-8 years, is a significant and unique time in the life of every individual. Children mainly stay at home, schools and recreational institutions in their everyday lives during these years (Rasmusen, 2004). These environments have been created by adults therefore adults play a powerful and unique role in building quality early childhood practice. Quality experiences for each child are supported and ensured by the experience, qualification and competencies of adults, in addition to their capacity to reflect upon their role (Wyatt, 2004). This challenging and vital role in the life of the young child needs to be appropriately supported, resourced, and valued. Therefore, quality early childhood care and education must value and support the role of parents as well as that of the staff (Thorpe Thomson, 2003). The best interest of the child is promoted by the open, honest and respectful partnership with parents. Basing early childhood services on childrens rights Childrens rights are relevant to early childhood education and care. The Convention on the Rights of the Child is directed towards the well-being of every child and the full development of every child to her or his full potential (Butler, 1993), and early childhood education and care settings share that direction and commitment. The Convention states that the first objective of education is the development of the childs personality, talents and mental and physical abilities to their fullest potential (Art. 29 (1)). Quality Early childhood education and care contributes to the full personal development of children. Early childhood institutions contribute to implementation of the requirements of the Convention in relation to the childs right to the highest attainable standard of health care (Art. 24), the right to education (Art. 28), the right to protection from exploitation, abuse and neglect (Art. 19), the right to play and recreational activities appropriate to the age of the child and to participate in cultural life (Art. 31). Institutions also have particular regard for the specific needs and rights of particular groups of children specified in the Convention: refugee and asylum seeker children (Art. 22), children with disability (Art. 24), children of ethnic and religious minorities and indigenous children (Art. 30), children placed in alternative care (Art. 20), children who are the victims of abuse and neglect (Art. 39) (Alderson, 2000). In Australia, the importance of childrens rights to early childhood care and education is recognised in many of the key documents that express the values and goals of the sector. The first commitment to children in its Code of Ethics is to act in the best interests of the child and the second commitment is a more general one, to respect the rights of children as enshrined in the UNCROC and commit to advocating for these rights (ECA Code of Ethics, 2006). Its policy positions are based on principles that reflect adherence and commitment to the Convention on the Rights of the Child (ECA position statement consulting with young children). Childrens rights issues for early childhood institutions Early childhood education and care institutions address childrens immediate needs and well-being, that is, childrens lives as children (Rasmusen, 2004). They provide children with opportunities for learning, play and socialisation. They provide the foundations for literacy, numeracy, later learning, and future life opportunities. They also focus for addressing the rights of particular groups of children such as indigenous children, refugee and immigrant children, and children with disabilities. The way childrens rights are interpreted and acted upon in early childhood institutions has some cultural/social implications (Nyland, 1999). For example, when children interact in the complex cultural environment of a day care setting that can provides us with insights into how they construct their views of the world and culture. Therefore as adults we should observe children very closely in order to understand what they are trying to tell us about their surroundings. Mostly caregivers support childrens developmental activities on observed activities that focus mainly on the individual child and areas of development and divide children into developmental areas which is a problem because one area or dimension can not exist by itself. Therefore practitioners should be motivated to plan for the different areas of development and therefore move away from play-based curriculum since tasks are developed to aid a particular area of development and overlook or neglect the ideal of whole child (Nyland, 1999). Another constraint of current mode of recording children behavioural observation is that we record observed behaviour meaning something already has been done by a child (Nyland, 1999) so we look at the child of yesterday and not at the child potential in upcoming future. In a child care centre caregivers can create an environment focusing on strengthening childrens development in a more holistic way, which will give to the caregivers a better understanding of the physical and social settings of children from where they belong. In the child care centre the caregivers can also identify culturally regulated customs (Nyland, 1999). The adult/caregivers role in these developmental areas/physical and social settings is one of scaffolding the child experiences through an environment that is carefully considered in relation to three metaphorical zones (Cole, 1996) i.e. zone of free movement (ZFM), the zone of promoted activity (ZPA) and the zone of proximal development (ZPD) (Valsiner, 1987). ZFM is understood as the childs access to the environment, objects, events and ways of acting (Cole, 1996). ZPA covers a childs particular action, or response which encouraged him/her to give by a more competent member of the culture or from the same physical environmen t (Nyland, 1999). But when the ZPA is matched to the childs present development state which guides further development then it is referred as ZPD (Cole, 1996). For better understanding of the role of early childhood settings for the protection of children rights, the caregivers role is more important and dynamic since s/he can use the metaphorical zones as guide for designing and providing space, objects and interactions. The caregiver own role can be deliberately designed for enhancing the perceived developmental potential in an articulated cultured environment. The cultural activity where development is most likely to occur in a cultured environment is known as leading activity and such activities can be accomplished through manipulation for infants and spontaneous play for children (Bodrova Leong, 1996). At one hand the role of caregiver demonstrates a childs competence for understanding changes and on the other hand the early childhood setting as a learning environment. Such an approach moves away from the straitjacket of areas of development and affords the child a voice while giving the caregiver a more meaningful role within the relationship (Nyland, 1999). Early childhood workers as leaders in childrens rights advocacy Early childhood educators have a vital role in advocating childrens rights by taking a proactive approach for recognizing their rights and responding appropriately to policies and systems which adversely affect childrens rights. Child advocacy emphasizes on giving due status to children, increasing their self-determination and the responsiveness and accountability of institutions affecting them (Melton, 1987). We (caregivers), then are needed as advocates for childrens well-being and not only advocates but leaders in advocacy. The basis of our advocacy should be childrens rights, as recognised in the UN Convention on the Rights of the Child. Why we? Because as early childhood professionals, we have responsibilities and opportunities that require we to be advocates. Our responsibilities come from our role as workers with children. We know them and their needs well (Nyland, 1999). We know what promotes their development and their happiness. We know the importance of services for them being of the highest quality. We also know the consequences of children not receiving the services and support they need for their full development and the consequences of poor quality services. Advocacy cannot be left to others when we have so much expertise and experience. Since children cannot look after their own interest and grossly disadvantaged in protecting their interest, rights and freedoms, therefore, they need advocates (Australia. LRC. HREOC, 1998). Conclusion The legal obligations of the Australian government under the UN Convention on the Rights of the Child are still to be realised, almost 20 years after its ratification. We can move beyond frustration, anxiety and despair and embrace the possibility of hope if we are willing to do so. Children have few choices. We adults and professionals have many. The challenge is to choose to place ourselves at their service and in the service of their rights. Children have the ability to construct their own images and now it is up to society to help them realize these images. The early childhood practices, like child study, provide a strategy for listening to the very young. A belief in childrens rights and an understanding of childrens strength and competence can be used as a basis for improving the quality of childrens daily lives (Nyland, 1999). By this our early childhood institutions would provide to the children with opportunities for learning, play and socialisation. So the emerging vision is one of an actively participating and socially competent young child. This young child is ecologically situated: within family and caregiving environments; in relationship with peers; as part of a community; and as a member of society. This young child is to be considered holistically: as a being whose emotional, social physical and cognitive capacities are evolving in various social and cultural settings (CRC GC7, 2005). Therefore require us to reconsider young, active, participant children in the broadest possible sense, both as individuals and as a constituency.

Seasonal Affective Disorder :: Disorders Expository Essays

Seasonal Affective Disorder It's wintertime, and you are gathered for the holidays with all of your family and friends. Everything seems like it should be perfect, yet you are feeling very distressed, lethargic and disconnected from everything and everyone around you. "Perhaps it is just the winter blues," you tell yourself as you delve into the holiday feast, aiming straight for the sugary fruitcake before collapsing from exhaustion. However, the depression and other symptoms that you feel continue to persist from the beginning of winter until the springtime, for years upon end without ceasing. Although you may be tempted to believe that you, like many millions of other Americans, are afflicted with a case of the winter blues, you are most likely suffering from a more severe form of seasonal depression known as Seasonal Affective Disorder, or SAD. This form of depression has been described as a form of a unipolar or bipolar mood disorder which, unlike other forms of depression, follows a strictly seasonal pattern. (5). During the winter, many of us suffer from "the winter blues", a less severe form of seasonal depression than SAD. Still others are sufferers have an already existent condition, such as pre-menstrual syndrome or depression, which is exacerbated by the coming of the winter. (2). In general, many people suffer from some form of sporadic depression during the wintertime. We may feel more tired and sad at times. We may even gain some weight or have trouble getting out of bed. Over 10 million people in America, however, may feel a more extreme form of these symptoms. They may constantly feel lethargic and depressed to an extent that social and work related activities are negatively affected. This more extreme form of the "winter blues" is SAD. Typical SAD symptoms include sugar cravings, lethargy, depression, an increase in body weight, and a greater need for sleep (1). Onset of these symptoms usually occurs in October or November, and the symptoms disappear in early spring. Frequentl y, people who suffer from SAD react strongly to variations in the amount of light in their surrounding environment. Most often, patients who suffer from SAD and live at more northern latitudes note that the more north they live, the more distinct and severe their SAD symptoms become. In addition, SAD patients note that their depressive symptoms increase in severity when the amount of light indoors decreases and the weather is cloudy. Seasonal Affective Disorder :: Disorders Expository Essays Seasonal Affective Disorder It's wintertime, and you are gathered for the holidays with all of your family and friends. Everything seems like it should be perfect, yet you are feeling very distressed, lethargic and disconnected from everything and everyone around you. "Perhaps it is just the winter blues," you tell yourself as you delve into the holiday feast, aiming straight for the sugary fruitcake before collapsing from exhaustion. However, the depression and other symptoms that you feel continue to persist from the beginning of winter until the springtime, for years upon end without ceasing. Although you may be tempted to believe that you, like many millions of other Americans, are afflicted with a case of the winter blues, you are most likely suffering from a more severe form of seasonal depression known as Seasonal Affective Disorder, or SAD. This form of depression has been described as a form of a unipolar or bipolar mood disorder which, unlike other forms of depression, follows a strictly seasonal pattern. (5). During the winter, many of us suffer from "the winter blues", a less severe form of seasonal depression than SAD. Still others are sufferers have an already existent condition, such as pre-menstrual syndrome or depression, which is exacerbated by the coming of the winter. (2). In general, many people suffer from some form of sporadic depression during the wintertime. We may feel more tired and sad at times. We may even gain some weight or have trouble getting out of bed. Over 10 million people in America, however, may feel a more extreme form of these symptoms. They may constantly feel lethargic and depressed to an extent that social and work related activities are negatively affected. This more extreme form of the "winter blues" is SAD. Typical SAD symptoms include sugar cravings, lethargy, depression, an increase in body weight, and a greater need for sleep (1). Onset of these symptoms usually occurs in October or November, and the symptoms disappear in early spring. Frequentl y, people who suffer from SAD react strongly to variations in the amount of light in their surrounding environment. Most often, patients who suffer from SAD and live at more northern latitudes note that the more north they live, the more distinct and severe their SAD symptoms become. In addition, SAD patients note that their depressive symptoms increase in severity when the amount of light indoors decreases and the weather is cloudy.

Employee Death Sparks Outrage at Sourcing Factories Essay

On July 16, 2009, a 25-year-old Foxconn employee named Sun Danyong committed suicide by jumping from the twelfth floor of his apartment building. Mr. Sun, who worked at an electronics factory in Shenzen, had been put in charge of a prototype of a new Apple iPhone that went missing. Mr. Sun’s death has sparked outrage about labor conditions at China’s factories and at the Western companies that source from them. Foxconn manufactures electronics for some of the world’s largest companies, including Sony, Hewlett-Packard, and Apple. When the prototype iPhone went missing, Foxconn allegedly accused Mr. Sun of theft and initiated an investigation. On the day before his death, Mr. Sun told friends he had been beaten and humiliated by factory security guards. Mr. Sun’s suicide has brought about an outpouring of further complaints against Foxconn, including unpaid overtime and a militant management regime. However, it is not only Foxconn that has taken the blame for the suicide and the conditions that led to it. The Western giants that source from Foxconn—Apple, in particular—have received criticism for their â€Å"cultures of secrecy,† which many believe encourage militant management at their factories. These companies’ intense efforts to protect their trade secrets at sourcing factories in China point to another difficulty with sourcing from China: intellectual property rights violations. Popular brands like Apple are counterfeited heavily in China, and prototype theft is a real and widespread problem. Foreign companies that source from China must therefore walk a very fine line between protecting their intellectual property and ensuring reasonable working conditions that comply with international and local standards. Management that is too lenient subjects a company to theft and counterfeit,  but an overly militant managerial regime may lead to inhumane working conditions and potentially even to tragedies like the suicide of Mr. Sun. Questions 1. Was Mr. Sun’s reaction to the accusation of theft something that only might be expected in China? (10%) 2. Is theft of intellectual property a problem everywhere? Why or why not? Does every culture view the importance of intellectual property in the same way? (20%) 3. Why is theft of intellectual property such a concern in foreign sub-contractors? What can be done to control it? (20%) II. Works Councils and â€Å"Inform and Consult† In the EU: HP Acquires Compaq (EU/US, 2002) The merger of Hewlett-Packard and Compaq in May 2002 triggered extensive consultation with workers in Europe. Under EU requirements, such corporate mergers require companies with 1,000 or more employees in the EU, with at least 150 of those in each of two or more member states, to consult with their employee representatives (through their works councils) on any business decisions contemplated as a result of the merger, such as redundancies, restructuring, and changed work arrangements (all of which were triggered by this merger). Because of that experience, HP took the initiative under the new EU Inform and Consult Directive (and the pending—at that time—UK enabling legislation) to become the first US firm to announce an â€Å"Inform and Consult† framework which was approved by its workforce. At quarterly meetings, HP’s management consulted with and informed their employee representatives on matters such as HP UK business strategies, financial and operational performance, investment plans, organizational changes, and critical employment decisions, such as layoffs, outsourcing, workforce agreements, and health and safety. Key UK HP managers plus HP employee representatives elected to the HP consultative forum from each of the four UK business units met on a  quarterly basis. Wally Russell, who was HP’s European employee relations director at that time, said, â€Å"My own preference is that we be the master of our own destiny. So let’s work together now to [develop] a model that suits HP’s culture.† Questions 1. What do the EU directives on works councils and â€Å"Inform and Consult† require in a situation like this? To whom do these directives apply? (25%) 2. What is it about European culture that has led to the development and implementation of these sorts of practices and policies? Why haven’t they developed in countries like the US? (25%)

These Shining Livesâ€A Play by Melanie Marnich

These Shining Lives- A Play by Melanie Marnich These Shining Lives revolves around  the real-life circumstances of women in the 1920s who worked in a watch factory painting watch faces  with glowing radium-rich paint. While the characters and company in These Shining Lives are fictitious, the story of the Radium Girls and the toxic and deadly levels of radium poisoning of over 4,000 factory workers is true. The real-life Radium Girls took their company to court and achieved a long-lasting victory over corporations with poor workplace conditions and worker’s compensation that is still in effect today. The Plot The women in These Shining Lives are delighted to find high-paying work in the early part of the century. They earn 8 ¢ for each watch face they paint and if they are fast enough and neat enough, they can earn over $8 a day. That kind of money could change the entire circumstances of a woman and her family in the 1920s. Catherine, also called Katie, is leaving home for her first day of work. She has twins and a loving and supportive husband. They are barely making ends meet and she sees the opportunity to work and bring home money as a huge boon to her family. At the factory, she meets her tablemates, Frances, Charlotte, and Pearl and learns how to paint the watches: Take the brush and twirl it between your lips to make a sharp point, dip it in the paint, and paint the numbers. â€Å"It’s a lip, dip, and paint routine,† Frances instructs her. When Catherine comments on how the paint glows and tastes, she is told that radium is medicinal and cures all kinds of maladies. She quickly becomes adept at the work and loves her new identity as a working woman. Six years later, however, she and every girl working on the watches have health problems. Many are fired for needing too many sick days. Some die. Catherine is afflicted with severe pains in her legs, arms, and jaw. Eventually, Catherine finds a doctor willing to tell her the truth. She and all the others have toxic levels of radium poisoning. Their condition is fatal. Instead of fading into the background, Catherine and her friends decide to risk their names, images, and reputations and take the watch company to court. Production Details Setting: Chicago and Ottowa, Illinois Time: 1920s and 1930s Cast Size: This play is written to accommodate 6 actors, but there are as many as 18 roles if the doubling recommended in the script is ignored. Male Characters: 2 (who also double as 7 other minor characters) Female Characters: 4 (who also double as 5 other minor characters) Characters that could be played by either males or females: 4 Roles Catherine Donohue is a proud working woman. She is vibrant and competitive. Although she insists that her job is a temporary one, she enjoys working outside of the home and she is unapologetic about it. Frances has a keen eye for scandal. She loves the time and attention she gets from her work companions. The actress playing Frances also plays Reporter 2 and an Official. Charlotte is a tough taskmaster and a determined woman. She works hard at her job, doesn’t make friends easily and she doesn’t let go of the friends she has made or let them give up. The actress playing Charlotte also plays Reporter 1. Pearl is a shameless gossip who sees her work as an opportunity to know everything about everyone. Not a single symptom of scandal or sickness escapes her notice. The actress playing Pearl also plays the Daughter and Judge 2. Tom Donohue is Catherine’s husband. He is head-over-heels for his wife and family even though he is somewhat troubled by having a working wife. The actor playing Tom also plays Dr. Rowantree and Dr. Dalitsch. Mr. Reed is the boss at the factory. It is clear that he has information about the effects of radium poisoning but he abides by company policy and does not inform his workers. He wants to make the factory profitable. Although he is invested in his workers and their lives and even considers them friends, he knowingly allows them to continue to be poisoned and sicken and die. The actor playing Mr. Reed also plays the Radio Announcer, the Company Doctor, the Son, Judge, and Leonard Grossman. Content Issues: Negligible Production rights for These Shining Lives are held by Dramatists Play Service, Inc.

German Television in North America

German Television in North America German Fernsehen in the U.S. - a Brief History NEW! The German Kino Plus movie channel is now a part of the DISH German Package! Before we look at the current German-language TV programming via Dish Network, lets review its somewhat turbulent history... The history of German television in the U.S. has been a bumpy road. In the good ol days you needed to be living east of the Mississippi and have a huge satellite TV dish in order to receive any German-language TV in the U.S. at all. But then came the digital satellite TV revolution, and I wrote about the debut of privately-owned ChannelD (D for Deutschland) in September 2001. Not long after that the German public television networks ARD, ZDF, and Deutsche Welle began beaming their GERMAN TV service to viewers in North and South America, also via satellite. Their slogan: Watch what Germany watches! (Sehen, was Deutschland sieht!) Each sat TV service charged a modest monthly subscription fee and required the purchase or rental of a dish and digital receiver. Although the two German television broadcasters used two different satellites and two different digital TV systems, it was an embarassment of riches for German-hungry TV viewers in America. But it wasnt long before dark shadows began to loom over the German TV landscape in the U.S. About a year after its debut Bremen-based ChannelD went bankrupt and closed down in late 2002. GERMAN TV was more successful, but it was also having trouble getting enough subscribers, and its efforts to get onto major cable TV systems across the U.S. were spotty at best. But GERMAN TVs programming was pretty good. Even if we really couldnt watch anything close to what Germany was really watching, we did get the genuine nightly news from ARD and ZDF, plus some popular German TV series, some movies, and other entertainment programming. Then, in early 2005, came an important breakthrough. GERMAN TV moved to the Dish Network. Now average people who didnt want a separate dish and receiver just for German could simply add GERMAN TV to their Dish subscription. True, you needed a larger SuperDish antenna, but compared to the pre-Dish situation, it was a major improvement. And it got even better when the German private TV broadcaster ProSiebenSat.1 Welt was added to Dishs German package in February 2005. For about $20 a month you could get both German channels. (Recently, Dish added a third German channel: EuroNews. The current package fee is $16.99/month or $186.89 annually. Separately: $14.99 for ProSieben, $9.99 for DW-TV. Prices subject to change.) But all good things must come to an end. On December 31, 2005 came the Garaus (end) for GERMAN TV. The German government was no longer willing to subsidize the ARD/ZDF/DW service. At the start of 2006 GERMAN TV was replaced with the much more modest offerings of DW-TV. The Deutsche Welle TV service broadcasts mostly news and cultural programming on the old GERMAN TV channel, alternating each hour between German and English. (More below.) The current situation can be summed up this way: DW-TV provides mostly news, and is also good for people in your home who do not understand German. There is some soccer, but mostly highlights and summaries. The new ARD/ZDF talk shows (as of May 2007) are a great improvement. ProSiebenSat.1 Welt is primarily entertainment and sports. It offers movies in German, detective series, comedy, quiz shows, etc. The news (from N24) is limited. Soccer fans will also enjoy Pro7. The new EuroNews channel is what the name says: European news in several languages, including German. (But read about the EuroNews catch on the next page.) A SuperDish antenna (an oval dish larger than the standard round dish) is required for reception of the German and other foreign-language channels. On the next page youll find a more detailed overview of the three channels in the Dish Network German Package. NEXT Programming Comparisons Programming Comparisons DW-TVThe former GERMAN TV channel on Dish Network is now the DW-TV channel. Although Deutsche Welle broadcasts worldwide in many languages (radio and TV), the version in the USA is in German and English only. Unlike GERMAN TV, which had all its programming in German, DW-TV alternates between English and German. For one hour the news and other broadcasts are in German. In the next hour the programming is in English, and so on. DW-TV focuses primarily on news, weather, and cultural information. The news broadcast Journal provides the news sports, and weather from Berlin, alternately in German and English. The news (worldwide and from Germany/Europe) is primarily aimed at viewers outside of Germany, unlike the nightly news from ARD or ZDF. Non-news shows pop up occasionally, including euromaxx (fashion, art, cinema, music, other trends), Pop Export (music made in Germany), and a few others. Earlier DW-TV hinted at possibly providing some ARD or ZDF (German public TV networks) entertainm ent programs in the future, and in May 2007 they did indeed add several German talk shows from ARD and ZDF. WEB DW-TV - USA ProSiebenSat.1 Welt (Pro7)Pro7 began broadcasting its U.S. programming in February 2005. The German commercial television network ProSiebenSat.1 Media AG was part of the Kirch Media empire until Leo Kirch went bankrupt in 2002. The network was put up for sale, but as of early 2006, the final fate of Pro7 and all its divisions was still up in the air. For American viewers the ProSiebenSat.1 Welt channel is part of Dish Networks German package. Its programming is a mix of shows from Germanys Pro7, kabel eins, N24, and Sat.1 channels. Although it can be purchased separately, the Pro7 channel makes a good complement to news-oriented DW-TV by offering viewers more entertainment and sports. All-German Pro7 has a schedule that includes talk shows, detective series, comedy shows, movies, soap operas, and quiz shows. Pro7 also features some documentary/exposà © reporting and N24 news, but its emphasis is on entertainment programing that can range from inane low-brow to quality high-brow leve ls. Although it would be interesting for American viewers, the German versions of The Simpsons, Will Grace or Desperate Housewives seen in Germany are not available on the U.S. Pro7 channel. ProSieben has plans to also be available in Canada. WEB ProSiebenSat.1 Welt NEW! As of May 2007 the German Kino Plus movie channel is now a part of the DISH German Package! More... EuroNewsIn December 2006 Dish Network added the EuroNews network to its German channel line-up. EuroNews in German is now available as part of the German package (and some other language packages). However, there is a catch to getting this new channel. Although I have a SuperDish and currently receive the German-language package, a Dish representative told me that I would need a new satellite dish in order to receive the EuroNews channel, even though it is part of the package I already have! Because the EuroNews channels come from a different satellite, I would have to pay $99.00 to install a new dish in order to receive EuroNews in German. This is not at all clear from their Web site, and I think its ridiculous for Dish to supposedly add a channel to my package that I cant get without shelling out almost a hundred dollars. If youre lucky enough to live in the right spot with a dish pointed to the right satellite, you may be able to get EuroNews in German without major extra cost. WEB EuroNewsWEB Dish Network German Package

War on Drugs Essay Example | Topics and Well Written Essays - 500 words

War on Drugs - Essay Example Some policies have created conflicting issues because they are not clear; hence making war on drug polices a difficult social policy in the contemporary society. Therefore, the international community has made significant efforts towards identifying and prompting human rights through helping the minorities, oppressed people, disadvantaged and encouraging the government to initiate the protection of human rights across the globe. The issues of war on drugs have led to various effects globally. The authors including Malinowska-Sempruch, Hoover and Alexandrova provide various approaches towards unintended consequences of the war on drugs. They attempt to reveal the way war on drug policies has led to HIV epidemic in Russia, Ukraine and many other countries. The UN conventions implemented the international drug polices, but some of them have contributed to the hindrance towards confronting issues of health epidemics. The authors report that the â€Å"unforeseen consequence in the age of HIV† in countries where drug use is high plays a significant role in spread of HIV (Malinowska-Sempruch, Hoover and Alexandrova, 2003: 196). The impact of law enforcement towards reducing illegal drug measures are seen unnecessary because they contribute to health issues; thus violating human rights. â€Å"The warning signs of massive dual drug and HIV epidemics in Russia and Ukraine have been apparent since the late 1990s. Few observers, though, ever thought that HIV would reach catastrophic levels so quickly. â€Å"(Malinowska-Sempruch, Hoover and Alexandrova, 2003: 204) The international community should play a leading role towards identifying and promoting human rights across the globe (Malinowska-Sempruch, Hoover and Alexandrova, 2003: 194). Various agencies of the international community should work together towards helping the minority, oppressed and the

Discuss the details of the Marshall Plan in comparison with the Essay

Discuss the details of the Marshall Plan in comparison with the Morgenthau Plan.ReasonsRepercussionsProfits U.S. get - Essay Example It is worth mentioning that the Morgenthau Plan existed as an underprivileged policy choice. As a result, it forced Germany into a decline and deindustrialization hurting the rest of the world in relation to economics and world security. It may be argued that this was a major factor in initiating the Second World War. On the other hand, the Marshall Plan was noted to create righteous circles of growth resulting to being the most favorable policy that developing nations ought to use (Fulbrook 16). The Morgenthau Plan was not implemented because this plan stressed on reindustrialization. As a result, it depressed carrying capacity in relation to population, forced institutions to failure, and agricultural yields to severely decline. It is worth noting that globalization acts on all emerging nations in the same way the Morgenthau Plan operated on Germany post-World War I. While globalization brought nothing but regression to low-income countries, it conveyed more wealth and prosperity t o high-income states. Thus, instead of a merging of income, there is a rising divergence of nation’s proceeds. This was notably not in line to what the European countries required to save them from the effects of the war. It is worth noting that the war left Europe in dreadful economic shape. ... This resulted to the United States to implement the Marshall Plan to aid in the reduction of the awful aftermath of the war. The U.S., therefore, helped reconstruct the economic well-being and potency of European society. It is worth noting that this was not just a humanitarian aid, but was the finest way to combat communism in Europe. This is because the European nations accepting U.S. aid needed to function as an economic unit. Moreover, a reconstructed Europe would benefit the United States by yet again being able to purchase American factory and farm harvests. More significantly, a frugally strong Europe would halt the spread of communalism (Turner and Henry 209). However, the Soviets rejected Marshall’s request to help grow a plan to rebuild Europe. They (Soviets) said that his plan stood as an arrangement to rule Europe economically. The Eastern European nations that were under Soviets control, therefore, failed to participate. In a meeting that took place in Paris in 19 47, America was disappointed in the direction the plan was taking. This is because 16 Western European nations came with a distinct â€Å"shopping list," list†, other than taking a unified plan for Europe as a whole. Moreover, western Germany that was occupied by Britain, France, and the United States was thought to remain economically unstable hence not eligible to receive much of the Marshall Plan aid. The French assumed this would stop Germany from ever again going to combat. However, Marshall stressed the significance of full German participation. He saw it as essential for the economic recapture of Western Europe. The Marshall Plan was noted to do numerous necessary things. These were providing philanthropic aid for

Milton's Paradise Lost Essay Example | Topics and Well Written Essays - 250 words

Milton's Paradise Lost - Essay Example mon values riches of the world as Milton puts it, â€Å"Mammon, the least erected Spirit that fell From Heaven; for even in Heaven his looks and thoughts Were always downward bent, admiring more The riches of heaven’s pavement, trodden gold, Than aught divine or holy else enjoyed In vision beatific.† (Milton 25). The followers of Mammon also value riches and earthly pleasures and the reason for this is that, they took after their master, Mammon, who fell from Heaven due to his greed. The love of the followers of Mammon for the things of the world affect their relationship with God due to the fact that, Mammon, is more like the opposite of the one and only true God. Thus, while the children of God lay up treasures in heaven, the followers of Mammon lay treasures for themselves on earth. the implication of this is that, the more the followers of Mammon layup treasures for themselves on earth, they keep getting farther away from the truth. Another implication of this is that, the followers of Mammon can never have a cordial relationship with God as one cannot serve God and Mammon. The values of the devil Mammon and the values of the followers of Mammon are similar in the sense that, just like their master, the followers of Mammon also have an irrationally strong desire to acquire and keep money. Thus, the values of the followers of Mammon and their master are similar in their avariciousness. It is significant that Milton chooses to make Sin a woman as it is believed that the devil used woman to bring Sin into the world. It was through the deception of the first woman, Eve by the serpent that Satan succeeded in turning the hearts of men from God. This shows the significance of Milton’s choice to make Sin a woman. Milton used the relationship between Sin, Death, and Chaos to show how sin brought many plagues to mankind. Milton tried to show that it was sin that brought chaos and confusion into the world and the result of which is ultimately death. The Bible even

Rhetorical Analysis Essay Example for Free

Rhetorical Analysis Essay Disclaimer: Let’s avoid abortion, the death penalty, gun rights, and gay marriage for this assignment unless you can convince me you have a fresh spin or take on it. These topics have been heavily used in previous semesters, so I want to encourage you to expand to less traveled territory. 2. Then, choose three interesting rhetorical artifacts that deal with or illustrate this social issue. This could be such things as advertising, films, books, songs, albums, YouTube/online videos, speeches, websites, etc. Limit yourself to only two samples per genre—that is, don’t pick three films, or three songs, or three books, but have some variety. It is possible to pick something very simple—like a single magazine page ad—but remember that you need to be able to pull a lot out of it to discuss. So find something that will be fruitful for many pages’ worth of discussion. Your assignment 1. In your introduction (5-8 sentences), first describe the social issue and why you’ve picked it. Then, briefly describe the three rhetorical artifacts and how they pertain to the social issue. 2. Finish your introduction with a thesis statement. Remember, a thesis statement is an argument and not a declarative sentence, a question, or an announcement. Two sample thesis statements: A descriptive analysis of six parts of [artifact A], [artifact B], and [artifact C] reveal how each of these pieces work to illuminate [Social Issue]. [Social issue] can be better understood by a six-part descriptive analysis of [artifact A], [artifact B], and [artifact C]. 3. Do the six-part descriptive analysis, which will be explained in the next section. Generally speaking, you will be doing six analyses of each of your artifacts, so a total of at least 18 separate examinations. Each analysis should be roughly one or two paragraphs. 4. Be sure to include a Works Cited/Bibliography page with for three rhetorical artifacts. 5. Your paper should total 7-10 pages, not counting the Works Cited/Bibliography page. The Six-Part Descriptive Analysis: In your essay, you’ll need to do each of the following six analyses. For each analysis, you’ll need to follow the Claim+Proof+Analysis structure that the book calls the critical equation (see page 30-34, especially 32). So for each analysis, you would 1) claim that such-and-such descriptive element is present. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this descriptive element to use. 1. The six rhetorical purposes (pages. 8-13) a. Creating virtual experience b. Altering perception c. Explaining d. Formulating belief e. Initiating action f. Maintaining action Examine each of your three rhetorical selections in the light of these six rhetorical purposes. Which of the six is the best fit for each of your selections? There may be more than one purpose, but discussing just one of them is fine. So for each artifact, you would 1) claim that X type of rhetorical purpose was used. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this rhetorical purpose to use. 2. The seven elements (page 24). Of the seven elements, two are of interest for this assignment. a. Persona. The role the persuader takes in addressing the audience. Think of things like good cop/bad cop; teacher; friend; pastor; reporter; clown b. Tone. The persuader’s attitude towards the subject (Detached, emotional, satirical.) AND the audience. (Personal/authoritative/supplicant.) Complete a critical equation for Persona and Tone for each of your three rhetorical artifacts. So for each artifact, you would 1) claim that X type of persona or tone was used. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this persona/tone to use. 3. The VASES—Visuals, Analogies, Statistics, Experts, and Stories. (See page 80 for a brief overview, but you’ll need to look at the entire chapter 4 for a full understanding.) Describe how each of your three artifacts uses evidence in light of your social issue. Use the VASES, although note that not all five of the VASES will be used in each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) claim that X type of evidence was used. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well your artifact puts this evidence to use. 4. The dimensions of rhetorical action. We aren’t always convinced by purely logical reasons—sometimes psychological, social, and personal reasons convince us as well. (See pages 117-121). Think of each as these as on a continuum—that is, it isn’t 100 percent on one extreme or the other, but more likely a blend of 70/30, 60/40, etc. Purpose Instrumental ïÆ'ŸïÆ'   Consummatory (A tool) (Purpose in action itself) Argument JustificatoryïÆ'ŸïÆ'  Ritualistic (Offers reasons/justifies) (Participatory/performative/affirms) Structure LogicalïÆ'ŸïÆ'  Associative (Necessary links)(Learned from experience) Language LiteralïÆ'ŸïÆ'  Figurative Describes worldDescribes internal state Evidence FactualïÆ'ŸïÆ'  Psychological VerifiableAppeals to needs, drives, desire (logos)(pathos) Plot where each of the three artifacts lie on the continuum. (Do so in paragraph form—I don’t necessarily need a diagram.) You don’t have to use the same rhetorical dimension(s) for each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) claim that your artifact is placed somewhere on a continuum for a certain dimension of rhetorical action. For example, â€Å"This artifact is mostly figurative, but it contains a few literal elements as well.† OR: As an entertaining film, this piece is almost purely consummatory.† Then 2) give proof of that—why can you make this claim? Then 3) tell how well you think it works in this case. 5. Organizational patterns. (pages 136-142). How is the artifact organized? Sequence A. Chronological—by time B. Narrative—story C. Spatialdirection Topical A. PartsïÆ'   subtopic (breaking into chunks—unique to the subject) B. Perspectives ïÆ'   familiar divisions (common, often-used categories) Logical A. Causal—cause ïÆ'  effect B. Problem-solution—harm ïÆ'  solution What is at least one organizational pattern used by each artifact? How does this organizational pattern help promote its perspective on your social issue? (If you do not think your artifact demonstrates any of these organizational patterns, prove it—show me by process of elimination how none of them fit) You don’t have to use the same organizational pattern(s) for each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) tell me what organizational pattern(s) you see at work. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well you think it works in this case in light of your social issue. 6. Resources of language (See 165-169) Think of these as continuums. FormalityïÆ'Ÿ-ïÆ'  Informality PrecisionïÆ'Ÿ-ïÆ'  Ambiguity LiteralïÆ'Ÿ-ïÆ'  Figurative EconomyïÆ'Ÿ-ïÆ'  Redundancy Plot your artifact on what of the continuums of style (for example, 70 percent formal, 30 percent informal). How does this style help promote its perspective on your social issue? Give me one paragraph for each artifact. (Note: If you’ve explored the literal—figurative continuum in a previous portfolio assignment, please select a new one.) (If you do not think your artifact demonstrates any of the styles, prove it—show me by process of elimination how none of them fit.). You don’t have to use the same resource of language for each artifact. Remember that this should be structured in the Claim + Proof + Analysis structure. So for each artifact, you would 1) tell me what organizational pattern(s) you see at work. Then 2) give me proof of that—why can you make this claim? Then 3) tell me how well you think it works in this case in light of your social issue.

Book Review of Hear My Testimony Essay -- essays research papers

Book Review of â€Å"Hear My Testimony†   Ã‚  Ã‚  Ã‚  Ã‚  This is probably one of the most moving books I have ever read in my life. It is basically a narrative story of the life of an El Salvadorian women named: Maria Teresa Tula. Maria is a wonderful storyteller and the fact the she is describing her own real life experiences greatly add to the impact of the book.   Ã‚  Ã‚  Ã‚  Ã‚  Most of the chapters in the book are just her telling about her life. She was born a very poor and sickly child, growing up with her mother and grandmother, after her mother had left her abusive husband. This was only the beginning of a very rough and trying life that she would face. She went on to describe her childhood, how other Salvadorian women were treated and the Salvadorian way of viewing women. Raised as a strict Catholic, she was taught by her grandmother at a young age to â€Å"act like a proper young women.†   Ã‚  Ã‚  Ã‚  Ã‚  From there on she continues to talk about her adolescence where she quickly learned about the threat of physical abuse and molestation towards young girls. She did not continue with school pat the age of 9 and in her small job of working in the local market she was confronted with true and absolute poverty on a daily basis. She got pregnant at age 15. At 16 she had her first fist fight with her abusive physically brother. And at 17 met the father of her other future children. While with this man, Rafael Canales, she learned first hand the hardships of poor domestic life. She also learned to assert herself even towards her own husband.   Ã‚  Ã‚  Ã‚  Ã‚  In 1978, the year I was born, Maria Teresa joined a human rights group called CO-MADRES. (The Mothers and Relatives of Political Prisoners, Disappeared and Assassind of El Salvador) Due to her husband being jailed and severely tortured after a sugar mill strike she found herself unsuspectingly thrown into a political arena. It is her work with this organization that begins to completely consume her life and is the core of the entire book.   Ã‚  Ã‚  Ã‚  Ã‚  Once aligned with this organization Maria’s eyes are opened to the bigger picture of political oppression in her country. She, along with many other women of El Salvador, watch as hundreds of their men are unjustly jailed, tortured and disappeared. She was also a witness to the inhuman... ...e. After saying all this, it is hard for me to find a weakness. The only minor weakness that I could see would be that of intense emotion. The way that this book is written is such that it is truly soaked with emotion. This being a first hand account also added the level of intimacy one feels when reading this, and for some this may translate into uncomfortable feelings. It is also clear that Maria does express her own personal opinions, on her government, on her views of women’s roles in society, and especially on the American government. Maria does use the words â€Å"they† and â€Å"them† to describe Americans sometimes and some may feel that her generalizations are unfair, especially seeing as how she did receive support from sympathetic Americans while in the US. Some may also feel that she is overly critical and excessively faulting the US for the events in El Salvador, however all I could say to people who feel this way is; it would be very difficult to not f ind American policies and actions accountable for many unthinkable tragedies all over Latin America. Personally however, I do not feel that these small weaknesses in any way, take away from the strength of the book or her story.

B.F. Skinner Essay -- Biographies Biography Psychologist Essays

B.F. Skinner B.F. Skinner was born on March 20, 1904 in Susquehanna, Pennsylvania. He grew up in a happy and â€Å"stable† home environment. Skinner spent a lot of time as a child building and inventing things. After Skinner attended Hamilton College, he worked as a newspaper writer. Then, he went to New York City for a few months and worked as a bookstore clerk. It was here that Skinner read books about the famous behavior theorists, Pavlov and Watson (B.F. Skinner Foundation, 2002). When Skinner turned 24, he attended graduate school at Harvard University. As a Psychology student, he teamed up with Physiology Professor, William Crozier. Together, they began to study the relationship between behavior and experimental conditions. During his time at Harvard, Skinner conducted many experiments using rats (B.F.Skinner Foundation, 2002). Skinner’s findings made him â€Å"the most influential psychologist of the 20th century† (Roblyer,2003, p.57). B. F. Skinner concluded that people could mentally have control over all of their responses. He believed that a reinforcement and/or consequence given after a behavior would influence future behavior (Roblyer,2003, p.57). In other words, reinforcements and/or punishments can shape human behavior. For example, if a child eats all of his vegetables at dinner and his parent’s reward him with positive words and a cookie, then the child will probably eat his vegetables at the next dinner. Skinner’s theory can be applied inside the classroom as well. A teacher can get her students to behave by positively reinforcing acceptable behavior and punishing or negatively reinforcing poor behavior. A teacher can also get her student to work hard in her class by doing the same thing. I am planning ... ... with Skinner when he said, â€Å"The major problems of the world today can be solved only if we improve our understanding of human behaviors† (B.F.Skinner Foundation, 2003). As a future teacher, I believe that I can reinforce students to behave desirably in the future. I can also positively reinforce the use of technology in the classroom so students are excited to learn about and use this technology. This is mainly because I feel technology is such an important tool in the classroom. In conclusion, B.F. Skinner’s theory about shaping behavior by using positive and/or negative reinforcements can be extremely useful in the classroom. Works Cited B.F.Skinner Foundation. (2002, October 18) About B.F.Skinner. Retrieved September 18,2003 from http://www.bfskinner.org/bio.asp Roblyer, M.D. (2003). Integrating Educational Technology into Teaching Merril Prentice Hall.

The End of Something Analysis of Nick

Prompt: Nick is a typical, male chauvinistic jerk in â€Å"T. E. O. S. † Ernest Hemingway established a tough guy figure with great male chauvinist in the short story The End of Something using parallels and masculine egoism. Nick as the main character in the story casually broke up with his girlfriend over some seemingly unimportant matters during their fishing trip. Nick’s attitude towards Marjorie’s responses regarding fishing skills showed that he is highly uncomfortable with her knowledge on the same level as his.Nick’s masculinity was disappointed by this changing of dominance, and caused him to break up with Marjorie eventually. As a typical Hemingway short story, T. E. O. S. also uses the Iceberg theory, which indicates that the first paragraph was more than a background; it was paralleling the village’s changes with Nick’s dominance degradation. The short story T. O. E . S. starts with an introduction of how the Hortons Bay went from a lumber town to mill ruins.Hemingway cleverly parallels the relationship between Nick and Marjorie with the original Hortons Bay with the place that the woods were shipped to (and the wood being all the fishing skills that Nick taught Marjorie). The decay of Hortons Bay was a symbol of Nick’s decline of dominance in this relationship with his girlfriend. The declination of superiority in the relationship made Nick uncomfortable and less masculine. â€Å"Its open hold covered with canvas and lashed tight, the sails of the schooner filled and it moved out into the open lake, carrying with it everything that had made the mill a mill and Hortons Bay a town. (Hemingway, page 29) The last sentence in the first paragraph of the story indicates that Nick didn’t feel the same in the relationship with Marjorie as how he did before, with all the â€Å"wood† being shipped away and the contrast between how it is know and how it was before. While at the last part of the st ory, Nick repeated the same content â€Å"you know everything† for several times. The use of repetition implies that Nick is upset with the fact that Marjorie now grasps the all the knowledge of fishing that Nick once taught her and is now on the same level as him.Hemingway portrayed this tough guy figure, Nick, with high self-egoism, so when Nick found out that he was gradually losing superiority to his girlfriend and eventually they became equals, he got frustrated and annoyed. It can be told from the scenes where Nick and Marjorie were fishing, they argued on little aspects regarding whether the fish would strike, how to bait should be dealt with and where to drop and Nick would argue to prove that he is the more experienced and fights to reassure his dominance. ‘You know everything’ said Nick †,â€Å"‘I can’t help it. ’ said Nick, ‘You do. You know everything. That’s the trouble. You know you do. ’ †, "I’ve taught you everything. You know you do. What don’t you know, anyway? †(Hemingway, page 34) The failure of establishing himself as a dominating male in this relationship caused Nick’s final breakdown as he started to accuse Marjorie for knowing everything. Hemingway depicted the scene of Nick and his girlfriend Marjorie breaking up over a fishing trip to demonstrate a masculine dominated concept in Nick.The writer portrayed Nick’s frustration over losing the superiority to his girlfriend, as she became just as good a fisher as himself, so as to demonstrate that Nick is a typical male chauvinist who does not accept being equal to a woman. Hemingway paralleled Hortons Bay with Nick and Marjorie’s relationship and used repetition in the end to demonstrate Nick’s frustration, while both strategies helped to establish Nick as the tough guy figure.

Free Essays on Russia

Comparative Politics RUSSIA: POLITICAL STRUCTURE: Summary: Why the democratic structure in Russia is proving to be unsuccessful. INTRODUCTION: The Soviet Union collapsed in 1991, disintegrating into thirteen different states. Ever since the political structure of Russia has been viable and lacks stability. Many reasons can be cited for this instability out of which the bearish economy and a shaky democratic system are the main causes. ANALYSIS: The reforms taken after Russia’s disintegration have yet to be proved fruitful. The economy is in no better shape then before and politically Russia has great set backs in the name of the ongoing war with Muslim freedom fighters in Chechnya. â€Å"The most important factor that needs to be established is economic growth. Successful economic development will ease the transition and enable violence and dissention among the races very avoidable. If resources are abundant and properly distributed then multiple markets can grow. However, when resources run scarce and competition arises for limited assets then violence and animosity become the only plausible alternatives. If two industries fiercely compete for limited resources then one is likely to be forced out of the market. A sound and developing economy is essential for the happiness and orderly conduct of the people (Barner-Barry & Hody, 1995)(1). Another problem cited in the progress is the difficulty of transition from communism to democracy when the government officials are trained in the old system. The process of privatization requires lengths of time and willingness of the people to take upon the businesses for which they require full governmental protection, easy paper work and full rights over their property. â€Å"If Russia is to make the transition, it must rediscover civil society (the informal network of family, church, service organization and the like). Strong civil society provides the polit... Free Essays on Russia Free Essays on Russia Comparative Politics RUSSIA: POLITICAL STRUCTURE: Summary: Why the democratic structure in Russia is proving to be unsuccessful. INTRODUCTION: The Soviet Union collapsed in 1991, disintegrating into thirteen different states. Ever since the political structure of Russia has been viable and lacks stability. Many reasons can be cited for this instability out of which the bearish economy and a shaky democratic system are the main causes. ANALYSIS: The reforms taken after Russia’s disintegration have yet to be proved fruitful. The economy is in no better shape then before and politically Russia has great set backs in the name of the ongoing war with Muslim freedom fighters in Chechnya. â€Å"The most important factor that needs to be established is economic growth. Successful economic development will ease the transition and enable violence and dissention among the races very avoidable. If resources are abundant and properly distributed then multiple markets can grow. However, when resources run scarce and competition arises for limited assets then violence and animosity become the only plausible alternatives. If two industries fiercely compete for limited resources then one is likely to be forced out of the market. A sound and developing economy is essential for the happiness and orderly conduct of the people (Barner-Barry & Hody, 1995)(1). Another problem cited in the progress is the difficulty of transition from communism to democracy when the government officials are trained in the old system. The process of privatization requires lengths of time and willingness of the people to take upon the businesses for which they require full governmental protection, easy paper work and full rights over their property. â€Å"If Russia is to make the transition, it must rediscover civil society (the informal network of family, church, service organization and the like). Strong civil society provides the polit... Free Essays on Russia The Rise of Russian Anti-Imperialism After the breakup of the Soviet Union, many observers have wondered how post Cold War Russia would react. Years of Soviet ineptitude in economics and gross overspending in the military have put Russia in a fiscal quagmire. While some clamor for a more dominant Russia, there are greater internal forces that think Russia needs to build economic stability and then the natural order of things should take care of itself. In the article â€Å"The Rise of Russian Anti-Imperialism,† Henry Hale describes a Russia on the brink of financial ruin in 1998. They had suffered an economic collapse that year and he argues that invariably changed Russia’s domestic and foreign policy as well. Little did he know that a strong leader was waiting in the wings to take over for Yeltsin and bring stability to the government and slow down economic reform. Russia has been beset internally with graft and corruption. The failure of the Russian government in the past to reign in these forces has hampered its integration into the world economy. Recently, however, President Putin has begun to consolidate his power and arrested Mikhail Khodorkovsky for fraud and tax evasion. He is trying to send a signal to the rest of the profiteers that the Russian government will not stand by and watch others take advantage of her baby steps towards free markets. There have been attempts to reintegrate the old Soviet Union into a cohesive economic zone. After the collapse of the Soviet Union, the former republics agreed to form a Commonwealth of Independent States, however that quickly dissolved. In early 1993, there was an attempt at regaining control of many of the former Soviet Republics that still wanted to use the Russian Ruble as their currency. This tactic was called the Ruble Zone. However, those efforts collapsed because the other republics were trying to use this Zone as a hidden subsidy and Russian economists in the governmen...