My Educational Philosophy Essay - 1234 Words

My Educational Philosophy Choosing a major is a very difficult decision to make for everyone. It has to be something that you can spend the rest of your life doing and should enjoy. When I think back to my elementary years through my senior year of high school, all I ever wanted to be was a dentist. I took the classes that would better prepare me in the dentistry field. There at the last second, I switched my major. It was first semester of my senior year of high school when my favorite teacher, Mrs. Fowler, asked me to teach Spanish to the kindergarten class at Piney View Elementary School. As soon as I walked into the classroom and saw the sixteen pairs of eyes gleaming at me, I realized that this is what I want to†¦show more content†¦(She was a guide in the summers.) I had so much fun and also learned at the same time in her class. She plays the perfect role model for me. I hope that someday my students will feel the same way about me as I do about Mrs. Ivey. It is very hard to pick out only one philosophy that I want to use in my classroom. I have many different views on all five of them. Although, I do know that I am not going to use the perennialism philosophy. I do not agree with that philosophy because my students should not have only one choice, which second language, that they want to learn. I believe that extra curricular activities are good for children to be open to. I also believe that students should have choices in their lives and that you cannot stick to one way all the time. Having a variety of choices in children’s lives helps them to become more prepared for the future. They can learn form their own mistakes, which I think is the best teacher. Therefore, perennialism is not a good philosophy in my classroom because I want my students to have many choices in what they do and learn. Another philosophy I will not be using is existentialism. Since my field of teaching will be with kindergarten, I do not believe that the students will be old enough for this philosophy. I like this philosophy; I just believe that it would work better with older children rather thanShow MoreRelatedMy Philosophy : My Educational Philosophy780 Words   |  4 PagesIt was very challenging for me to write my educational philosophy due to the fact that I never really thought about the kind of teacher I want to become. Though this was a challenging task, I am grateful for the opportunity because figuring out what my philosophy is will help me to understand what kind of teacher I want to be. Looking back at my learning and teaching experiences, I always had strong beliefs in what I want my classroom to look like and how I would go about providing a high qualityRead MoreMy Personal Philosophy : My Educational Philosophy1747 Words   |  7 PagesAbstract My educational philosophy can be summarized in one word â€Å"family†. Every thing can begin and end with the family. This paper examines my personal belief that a student has higher success rate in life when they have a supportive, loving family environment. The primary roles of a mother and father in today’s society are drastically lacking. These particular reasons vary from absentee fathers, overworked single mom, and/or grandparents having to assume the role of parents again. My theory startingRead MoreMy Educational Philosophy : My Philosophy Of Teaching Philosophy952 Words   |  4 PagesMy Teaching Philosophy Wk. 13 By, Julie Bernard EDPC603 My objective as a teacher is to make a difference in the lives of the student I teach. Similarly, through teaching I will provide students with the necessary tools to become critical thinkers. As critical thinkers, my students will be able to make reasoned judgements that are logical and well thought out. My students will not just passively accept arguments and conclusions; my students will be equipped to questionRead MoreMy Educational Philosophy : My Philosophy Of Education946 Words   |  4 PagesPhilosophy of Education My philosophy of education has changed over the years of teaching to what I belief today. My belief of education is to focus on construct knowledge and personal experiences. As an educator, I try and encourage students to discover principles themselves. Numerous scholars have described education as being the key to a prosperous life. The most successful people are believed to be once behind a desk in elementary schools as teachers instill knowledge in them. With a right learningRead MoreMy Educational Philosophy : My Philosophy Of Education1006 Words   |  5 Pagesthat to take on the daunting task of shaping the nation’s future citizens will require that I outline my own ideology about America’s education system. The following philosophy of education will be comprised of the analyzation of knowledge, teaching, and democratic equality in relation to purposes of the education. Knowledge, the comprehension of a subject or concept, is at the core of the educational experience. This attainment of this knowledge should be the desired result of compulsory educationRead MoreMy Philosophy And Philosophy Of Personal Educational Philosophy1042 Words   |  5 PagesIt is true that many educators do not know what their educational philosophy is. However it is imperative for educators and future educators to know their personal educational philosophies so that they can be accountable, explain how they teach, what they are doing and why. My personal Educational philosophy is made up of four components; metaphysics, epistemology, axiology, and logic. My educational Philosophy Metaphysics (reality) is a combination of realism and idealism, that the mind, spiritRead MorePersonal Philosophy : My Educational Philosophy1452 Words   |  6 Pages When I first set out to write my educational philosophy, I had absolutely no idea what to write about, to be perfectly honest. So, I thought that I would start with the most essential aspect of an educational philosophy: why do I want to become a teacher? The reason why I want to teach is because I want to be able to impact young people’s lives and help them to learn how to become successful citizens in our world. I feel that it is important that no matter what students do with their lives, theyRead More My Educational Philosophy Essay1196 Words   |  5 PagesMy Educational Philosophy Let experience be your teacher. Let challenges be the test of life! ~Unknown Education is an experience that without a doubt no one can avoid at least for a while. While this process should be positive sometimes it can seem more negative. People should not look back at their education and perceive it as a â€Å"bad† thing or a waste of time. Logically one would think that a person is entitled to their own opinion; however, the opinion of one’s education should neverRead More My Educational Philosophy Essay1186 Words   |  5 PagesSocrates warned his students over 2000 years ago that the unexamined life is not worth living. (Kreis) This statement, though made so many years ago, mirrors my own beliefs about learning and knowledge acquisition in today’s society. In my own personal philosophy of education, I believe that individuals must continually examine their surroundings and learn from the things they find. I do not believe that just knowing random facts or bits of information is true education. Just as the ancient GreeksRead More My Educational Philosophy Essay972 Words   |  4 Pages My Educational Philosophy Plato/Socrates and Rousseau have become major philosophical approaches. All these opinions are different compared to mine. Some are the same and some are different. I do agree with some of the philosophers’ points, but some I disagree with. My philosophical view relates to some of the philosophers views. First, Socrates (469-399 B.C.) view is on asking students repeatedly questions to make them rethink what they believe. He wanted to help others find the truths that

How Wwii Effected the Indian Independence Movement Free Essays

string(318) " book The Indian Struggle, Bose described his first meeting with Gandhi in 1921, â€Å"there was a deplorable lack of clarity in the plan which the Mahatma had formulated and that he himself had no clear idea of the successive stages of the campaign which would bring India to her cherished goal of freedom† \(Kumar\)\." Rebecca Martinez 18 November 2012 Professor Sutherland ANTH 4002 World War II’s Impact on the Indian Independence Movement The success of the Indian Independence movement is, by some scholars, largely attributed to efforts of Mahatma Gandhi. As stated by BBC, â€Å"Gandhi was the leader of the Indian nationalist movement against British rule, and is widely considered the father of his country† (India. wikia. We will write a custom essay sample on How Wwii Effected the Indian Independence Movement or any similar topic only for you Order Now com). However, this revolutionary movement, a dream that had been growing since the mid nineteenth century, was the infusion of a wide spectrum of Indian political organizations, philosophies, and rebellions. For example, the events and aftermath of the Second World War posed an economic crisis and political confrontation that transformed nationalism and colonialism for many colonies, including India. Even less credit is given to the various international events that shaped the movement, as well as those involved. Regardless of the divisions in Indian nationalist efforts, both in support and against violence, they all contained one common goal: independence from Britain. Were historians correct in their proposition that India’s independence was largely attributed to Gandhi’s peaceful anti-war efforts, or were Gandhi’s strategies ultimately ineffective? If proven effective, should India’s rapid progress in independence during World War II be seen as affected most by Gandhi, or were bigger actors involved? I believe that the source of India’s successes in their 100-year struggle for independence should not be correlated with one man. Rather, by paying close attention to key events, powerful political players, critical economic changes, and motivating political factors from around the globe during this period, historians will gain a better understanding of how India’s independence movement was rapidly accelerated, and ultimately successful, during the period surrounding World War II. When war initially broke out in September of 1939, Britain’s grip on India was as fierce and stubborn as ever (Bose and Jalal, 130). Although Congress leadership in India implored Great Britain to define their war aim before declaring India’s support, viceroy Linlithgow avowed the British Indian Empire a belligerent against the axis powers without consulting prominent Indian leaders (Bose and Jalal, 130). Once it became clear that the British were unconcerned with Indian nationalist aspirations, the entire Congress leadership resigned from the local government councils in protest. However, this protest was not simply an opposition to Britain’s decision. Many Indian nationalists believed that Britain’s fight for democracy and freedom in the Second World War contradicted their rule over a multitude of colonies (wiki. com). Mahatma Gandhi, for example, termed Britain’s â€Å"war to save democracy† as hypocrisy since it was denying democratic rights and individual liberties to Indians (wiki. com). Despite the atrocities faced by Indians under British rule, many Indians supported the British war effort and fought with the Allied Forces. In hopes that the British would leave India after the Second World War, the Indian National Congress cooperated with the British war efforts, making the British Indian Army was one of the largest volunteer forces during the war (India. wikia. com). However, when it became clear the Britain had no intention of relenting their hold India after the war, Gandhi called for a determined but passive resistance to foster a peaceful negotiation with the British government. Ultimately, Gandhi and the Congress Party proposed a â€Å"Quit India Movement,† which declared that if the British did not accede to the demands for Indian independence, a massive Civil Disobedience would be launched (Bose and Jalal, 133). However, once Britain arrested the top Congress Party leaders, the Quit India Movement fizzed out entirely before it even had a chance to gather steam. That being said, although Mahatma Gandhi’s initial civil disobedience movements were driving forces that ultimately shaped the cultural, religious, and political unity of a Indian diverse nation, they did not have a significant impact on Indian independence following the Second World War. Although history’s spotlight for Indian nationalist ideas during this time is set on Gandhi, the fight for freedom during World War II saw the rise of two independence movements. Some leaders of the revolutionary Indian independence movement collaborated with the Axis powers to overthrow the British Raj. Although largely ignored by historians, the Azad Hind movement, in collaboration with Japanese forces, successfully created the Indian National Army in 1942. Indian military alliances with Axis nations also included the Legion Freies Indien in Nazi Germany and the Battaglione Azad Hindoustan in Fascist Italy (wiki. com). Although Adolf Hitler saw Indians as racially inferior and had no interest in India’s future, he believed that if India gained its independence it could become a valuable ally of the Axis powers and help it gain dominance in the Indian Ocean area (Kumar). As a result, Germany and Japan actively provided support to Indian independence movement leaders. The Indian Nation Army, led by Subhash Chandra Bose, was based on the principle that â€Å"An enemy’s enemy is a friend† (India. wikia. com). Bose also formed what came to be known as the Azad Hind Government, with Indian prisoners of war and Indian expatriates in South-East Asia, with the help of the Japanese (Bose and Jalal, 134). Its aim was to reach India as a fighting force that would build on public resentment to inspire revolts among Indian soldiers to defeat the Raj (Bose and Jalal, 134). However, due to poor arms and supplies from the Japanese and lack of support and training, the Indian National Army and entire Azad Hind ultimately failed. Although defeated, Bose’s initiative gave hope to the Indian public and turned the support and loyalty of the native soldiers of the British Indian Forces from the crown to the Indian National Army soldiers. In doing so, the British Army, whose ultimate goal was to replace the loyalty of Indian soldiers to the crown, was replaced by the Indian National Army (Bose and Jalal, 134). Bose also succeeded in developing a larger participation and unity in the Indian community, one that crossed religious and gender boundaries, than Mahatma Gandhi’s Quit India movement. In his book The Indian Struggle, Bose described his first meeting with Gandhi in 1921, â€Å"there was a deplorable lack of clarity in the plan which the Mahatma had formulated and that he himself had no clear idea of the successive stages of the campaign which would bring India to her cherished goal of freedom† (Kumar). You read "How Wwii Effected the Indian Independence Movement" in category "Essay examples" However, although Bose’s efforts did aid India’s independence movement, it did not create an impact large enough for historians to declare its actions as the main source of India’s accelerated independence. The most effective factor in Indian independence during World War II, therefore, could not have been the result of Indian nationalist efforts. It was British prime minister Clement Atlee who, when granting independence to India, said that Gandhi’s non-violence movement had next to zero effect on the British. In corroboration, Chief Justice P. B. Chakrabarty of the Kolkata High Court, disclosed the following in a letter addressed to the publisher of Ramesh Chandra Majumdar’s book A History of Bengal, â€Å"You have fulfilled a noble task by persuading Dr. Majumdar to write this history of Bengal and publishing it †¦ In the preface of the book Dr. Majumdar has written that he could not accept the thesis that Indian independence was brought about solely, or predominantly by the non-violent civil disobedience movement of Gandhi. When I was the acting Governor, Lord Atlee, who had given us independence by withdrawing the British rule from India, spent two days in the Governor’s palace at Calcutta during his tour of India. At that time I had a prolonged discussion with him regarding the real factors that had led the British to quit India. My direct question to him was that since Gandhi’s â€Å"Quit India† movement had tapered off quite some time ago and in 1947 no such new compelling situation had arisen that would necessitate a hasty British departure, why did they have to leave? In his reply Atlee cited several reasons, the principal among them being the erosion of loyalty to the British Crown among the Indian army and navy personnel as a result of the military activities of Netaji [Subhash Chandra Bose]. Toward the end of our discussion I asked Atlee what was the extent of Gandhi’s influence upon the British decision to quit India. Hearing this question, Atlee’s lips became twisted in a sarcastic smile as he slowly chewed out the word, â€Å"m-i-n-i-m-a-l! †(Kumar). In reality, the political confrontations and negotiations between Indian nationalists and the British were immensely influenced by an atmosphere of deepening economic crisis. In the aftermath of World War II, Britain’s economy was destroyed to such an extent that they were no longer able to financially maintain their military forces, making Great Britain incapable of containing the incessant freedom movements in their colonies. Therefore, due to its collapsed economy, Great Britain would have left India much later than they did after World War II, regardless of Gandhi, Bose, or any nationalist leader. The most influential character in India’s independence, therefore, would evidently be Adolf Hitler. Despite his selfish reasons for war, Hitler inadvertently created the perfect economic atmosphere needed for the Indian Independence Movement to take flight. Had Hitler not begun World War II, India’s independence, with only nationalist determination as a driving force, would most probably have taken much longer than it did. In the aftermath of World War II, India had increased its political, economic and military influence, which paved the way for its independence from Great Britain in 1947. Although the main factor in Britain’s retreat in India was its economic turmoil, India would not have been able to create or sustain a healthy economy, government, or military without the help of key nationalist leaders. For example, previous tensions between Indian castes were eased by Gandhi, who launched the Haijan movement, a campaign to improve the lives of the untouchables, whom he named Harijans, the children of God. Gandhi also influenced India’s blossoming political ideology. According to Jim Yardley, â€Å"Gandhi is given full credit for India’s political identity as a tolerant, secular democracy. Likewise, Indian military precedent was also set by Bose in his creation of the Indian National Army. Bose also succeeded in uniting various religious entities in India. For example, when he first three of Bose’s officers to be tried were a Hindu, a Muslim, and a Sikh, Indians of all three religions became united against the British in a national movem ent against the Indian National Army officers’ trial (india. wikia. com). Nationalist efforts, specifically Mahatma Gandhi, may have not been the leading force in India’s independence in 1947, but it did make independence easier. British historians P. J. Cain and A. G. Hopkins described the hopeless situation of the British in India as follows, â€Å"By the end of war, there was a loss of purpose at the very center of the imperial system. The gentlemanly administrators who managed the Raj no longer had the heart to devise new moves against increasing odds, not least because after 1939 the majority of the Indian Civil Service were themselves Indian. In 1945 the new Viceroy, Wavell, commented on the â€Å"weakness and weariness of the importance of the instrument still our disposal in the shape of the British element in the Indian Civil Service. The town had been lost to opponents of the Raj; the countryside had slipped beyond control. Widespread discontent in the army was followed in 1946 by a mutiny in the navy. It was then Wavell, the unfortunate messenger, reported to London that India had become ungovernable [which finally led to the independence of India† (Kumar). Furthermore, although the Indian Independence Movement was greatly hastened by Britain’s economic crisis posed during the aftermath of World War II, India’s identity would not be the same without the influential works of Indian nationalists. Works Cited: Bose, Sugata Jalal, Ayesha. 2011, Modern South Asia: History, Culture Political Economy, Third Edition. Routledge Taylor and Francis Group, London and New York. http://india. wikia. com/wiki/Indian_Independence_Movement http://en. wikipedia. org/wiki/India_in_World_War_II Kumar, Susmit. 2012. ‘Hitler, NOT Gandhi, Should Be Given Credit for the Independence of India in 1947’, [Online] Available at: http://www. susmitkumar. net/index. php? option=com_contentview=articleid=100Itemid=86 Yardley, Jim. 2010, ‘Obama Invokes Gandhi, Whose Ideal Eludes India. ’ New York Times. 6, Nov. How to cite How Wwii Effected the Indian Independence Movement, Essay examples

Presidential Rhetoric and Campaign Essay Example For Students

Presidential Rhetoric and Campaign Essay Presidential Rhetoric and CampaignOsama bin Laden12-9-04Osama bin Laden is a political icon to the people of Afghanistan. He has created a modern day crusade against western civilization that people support because of his rhetorical ability to create, not only through speech, but also through his actions, an insightful philosophy that has moved thousands of people into action against the United States. He was able to achieve this because he chose a religious path that people supported; he took influential persons in his life and his familial background into his radical stance on Islamic government and created an historical movement that has affected thousands of people. Osama bin Laden was born into a wealthy Saudi family that owned a very successful construction company, the Saudi bin Laden Group. This company was started by bin Ladens father, Muhammed. With this company, Muhammed bin Laden was able to build three of the most religious mosques located in Medina, Mecca, and Jerusalem. Osama bin Laden, in his later years would take this as one of the greatest honors bestowed upon his family. (Through Our Enemies Eyes pg. 82) His father, besides building the religious mosques, left his fifty-two children, including Osama, with a very strong devotion to Islamic religion. Because of this strict background with Islamic religion Osama bin Laden attended schools located in Medina and in Mecca. Both places provided Osama with alliances that supported him in his beliefs, in the past and in the present with his education at both secondary and university levels. Throughout his education, he came across three of the most influential people in his life, Taqi al- Din Ibn Tammiyah, Mohammed Qutb (a.k.a. Sayyid Qutb Ibrahim Husayn Shadhill) and Shaykh Abdullah Azzam. Mohammed Qutb is referred to as the brains behind Osama. (http://www.nwe Archimedes Essayhttp://www.nwe.ufl.edu/jdouglas/F02finalart9.pdfhttp://www.ummah.org.uk/ikhwan/http://ddc.aub.edu.lb/projects/pspa/al-ahbash.htmlhttp://dictionary.reference.com/search?q=fundamentalismhttp://www.usdoj.gov/ag/manualpart1_1.pdfhttp://www.defenselink.mil/news/Dec2001/d20011213ubl.pdf

Julius Caesar Hero Essays - Julius Caesar, Cleopatra, Iulii

Julius Caesar Hero Julius Caesar as a Tragic Hero Julius Caesar is a play written by William Shakespeare during the year 1597. Julius Caesar's story involves a conspiracy against Julius Caesar, a powerful senator. The play involves a highly respected senator, Brutus, who decides to join the conspiracy to kill Julius Caesar, in the effort to keep democracy intact. Brutus believes that if Julius Caesar is allowed to live, Caesar will take a kingship and turn the government into a monarchy. Brutus, Cassius, and the other conspirators kill Julius Caesar, yet they find Antony, a loyalist of Caesar, seeks revenge on them. Plato set out rules on the traits a tragic hero must possess. A tragic hero must neither be an evil villain nor a great hero, instead the tragic hero must be either a flawed hero or a villain with some good traits. Also, the tragic hero must not deserve what mighty punishment is dealt to him. Another key feature of a tragic hero is the fact that a tragic hero must be a high-standing individual in society. The tragic hero must not deserve his punishment for the play to be a tragedy. Also, a tragedy happening to someone in high authority, will affect not only the single person but also society as a whole. Another reason for the tragic hero to be in high authority is to display that if a tragedy may happen to someone such as a king, it may just as easily happen to any other person. Julius Caesar fits the role of a tragic hero. Julius Caesar is a high standing senator that possesses hamartia, failings of human nature. Julius Caesar's imperfections may be seen in three distinct aspects of Caesar, such as the following: his pride, his vacillation, and his ambition. Julius Caesar has much pride, a hamartia, which brings him to not be wary of the conspiracy. Caesar is given much warning on the threat of his life, yet due to his pride he thinks himself to be too great of a person to have such a downfall. Julius Caesar is warned by a soothsayer, "Soothsayer. Beware the ides of March."(1,2,18) Julius Caesar rebukes the soothsayer by stating, "Caesar. He is a dreamer. Let us leave him. Pass."(1,2,23) Caesar does not take warning to be wary the middle of the month, the day of his assassination. Later, Caesar's wife Calpurnia has a nightmare that Caesar is slain at the Capitol. Caesar calls for the priests to do a sacrifice to see if it is wise to stay or leave for the Capitol. The priests warn Caesar not to leave out of the house and Calpurnia pleads with him also. Caesar's pride is shown by his response, "Caesar. ...Danger knows full well that Caesar is more dangerous than he. We are two lions littered in one day, And I the elder and more terrible, And Caesar shall go forth."(2,2,44-47) Caesar shows that his pride overrules any advice given by others. If not for Julius Caesar's pride, he may have avoided the assassination and had more time for the conspiracy to be uncovered. This clearly shows that Caesar's pride is a hamartia that leads to his downfall. Julius Caesar vacillates, or changes, his mind throughout the play and this downfall is shown to be one of Caesar's hamartias. On the day Caesar is to go to the Capitol, he changes his decisions frequently. Caesar defies the warnings of Calpurnia and the priests and Caesar says that she, Caesar, shall go forth to the Capitol this day. "Caesar. Caesar shall forth. The things that threatened me Ne'er looked but on my back. When they shall see The face of Caesar, they are vanished." Through this quotation, it seems Caesar has made his mind to go forth to the Capitol. Calpurnia, though, is able to persuade him to stay home and send word that he is sick. Caesar replies, "Caesar. Mark Antony shall say I am not well, And for thy humour I will stay at home."(2,2,55-56) Decius then flatters Caesar and is able to persuade him that Calpurnia's nightmare is misinterpreted and that he should go forth to the Capitol. To this, Caesar replies, "Calpuria. How foolish do your fears seem now, Calpurnia!"(2,2,105-106) Caesar decides finally to leave for the Capitol, where he is murdered later the same day. This clearly shows that the change-ability of Caesar, due to flattery and the influence of others, is also a hamartia. Caesar is very ambitious, for this is the reason he is murdered by

Jury Duty Essays - Juries, Criminal Procedure, Legal Procedure, Jury

Jury Duty Essays - Juries, Criminal Procedure, Legal Procedure, Jury Jury Duty Jury system is a trial system that twelve citizens decide whether defendants are guilty or not. The verdict is unanimous. The jurors are all laypersons , as far as law is concerned. There is a reason for unanimous verdict. If one jury is against the verdict,it is regarded as being room for doubt. Advantages of jury system are direct participation of American people, conventional judgement by people, fair stage of investigation, resistance against polictics' and judical plot, and making of democratic consciousness. For example, if a public prosecutor submit unlawful proof without trial permission, counsel makes an objection to it. A chief judge can't admit counsel's objection. Defendant is at a disadvantage. However, there is a possibility that jury system will check rotting of trial. Jurors need not explain reason of verdict to court. If juries feel way of investigation is dirty and viorate human rights, they can decide the defendant is innocnt. In short, jurors can decide defendant is innocent even if a public prosecutor has disadvantageous proofs for the defendant. Juries who are representative of citizen make the decision value about proof. But, Jerome Frank, one of delegates of legal realists, criticized jury system in Law A lot of verdicts are irresponsible juries' products of caprice and prejudice, for example, the defendant is a rich corporation, the plaintiff is a poor boy and the counsel is an eloquent speaker. Such facts often decide who wins or loses. He characterizes that juries have tendency to like weak people and hate strong people. Jury system seems to have many problems. A sophisticated and rich person, a person of position and a busy businessman do not want to become a juror, because juries are bound for all trial period and therefore person who can afford time for trial can become a juror, such as a housewife, an old person and an unemployed person. As a result jurors who have not even seen stock averages are to make the decision for an important and difficult case involved in the Antimonoply Law. It is said that citizen's ability to execute for jury's duty is the problem. But I do not think so. There are not scientific grounds for their abilities.It is a prejudice.Law degree and no proper ability to serve as a juror are not closely connected. Perhaps high educational degree may become an obstacle of conventional judgement. It is said that Japanese companies always lose the lawsuit, because American juries have prejudice against Japanese. Do you think it is true? The answer is NO.The probability of winnig a suit, by a jury who represents American citizen, was fifty to one hundred in data from 1980 to 95. To my surprise, American juries do not seem to matter nationality. After all, hypothesis that American juries have preconception against Japanese and Japanese companies always lose suit is not right. Moreover, hypothesis that juries are emotional and sympathize with defendant, and as a result the opinion that big companies always loses suit is groundless. The cause of distrust in jury system is probably connected to the way of news reports by mass media. Mass media reports minus images. The general public believe it is the real image in spite of successful verdicts. The present age is the one of an information-intensive society. Many people are influenced by the mass media. If those people who have prejudice happen to see a juror who gives a big yawn or dozes during trial, minus image generalizes with conviction. Let me give you a concrete example. Under sensational headline of newspapers, mass media reports great costs of jury trials as if every trial by a jury costs a lot. I agree with the idea of jury system. It is very good that American people participate in judicature. But, many people take a critical attitude toward the jury system. I never think that they are wrong. They may say We had better entrust trial to trained judge. However, meaning of jury system's existence is to stick to common sense of citizens. Providing whether the man is innocent or not by legal rights all people can exercise is permitted is more important than the fact whether the man is innocent or not.

Want Answers Top 20 Current Trends in Resumes and Job Search

Want Answers Top 20 Current Trends in Resumes and Job Search What’s the â€Å"right† way to write a resume or conduct a job search? People ask me questions all the time about how many pages a resume should be; whether to include an Objective statement; what the value is of a web portfolio; etc. The fact is, there is no clear cut answer to many of these questions, and the answers change year by year, even day by day. They certainly can change depending on who you are, what industry you’re in, and what your experience level is. Ask the Experts Given that resume writing and job search strategies are constantly changing, I feel fortunate that there is a coalition of experts who spend a lot of time thinking about these issues, and even more fortunate that they share their wisdom each year. On December 30, 2010, a consortium of 156 career experts from the U.S., Canada and the U.K. met to brainstorm about career and employment issues. They published their findings on March 14, 2011 in Findings of 2010 Global Career Brainstorming Day: Trends for the Now, the New the Next in Careers. As my readers, you are privy to the valuable findings of this group of Career Thought Leaders. The latest trends in resume writing and job search strategies include: Your Google results are the new resume. Build a strong online presence so you look good when those results come up. And monitor your Google results routinely in case of anything fishy! Keep it short. Three-page resumes are discouraged, regardless of your experience level. Use â€Å"extras† or addenda if necessary for publications, technology qualifications, consulting experience, etc. Culture fit is more important than your skill set. Companies hire people, not resumes. Web portfolios are not as useful as you might think in most industries. Brand yourself! Keep your brand consistent throughout your job search documents. DO use a Core Competencies or Key Strengths section. DO put a testimonial or two on your resume. DO use tasteful graphic touches, including borders, text boxes or graphs when appropriate. Show the company what YOU can do for THEM. Write resume bullets that clearly show the problem you solved and how you solved it. If possible, write your intended job title instead of â€Å"Summary of Qualifications† above your summary. This structure makes your objective clear, and allows you to write a summary of your offerings instead of an objective. DO send paper resumes! They will make you stand out from the crowd. DO send a cover letter. Do not expect that it will be read. However, in some cases it is read first, so assume it will be read. E-cover letters (in the body of an email) can be short and sweet. Have a bio available in addition to a resume as an alternative introduction to a resume. Format your resume in Microsoft Word .doc format. Have a plain text resume available as well. Use Twitres (www.twitres.com) to display your resume on Twitter. Use Box.net to display your resume on LinkedIn (Box.net is my personal tip) Networking is still the absolute best way to get a job. Job boards just are not an effective tool for job search, although you should use them as part of your strategy. Only 13.2% of external hires in Fortune 500 companies came from job boards, whereas 26.7% came from referrals and 22.3% came from employer career sites. Overall, somewhere between 65-95% of all new hires come as a result of networking. That’s a pretty staggering statistic! Social networking an essential job search strategy, and LinkedIn tops the chart. 80% of recruiters use social media to recruit candidates. You absolutely MUST have a strong presence on LinkedIn, â€Å"the #1 online networking platform for job seekers† according to the report. Clear skeletons out of your closet if you can. With so many candidates vying for each open position, any red flags mean your application is put in the â€Å"no†pile. Employers will go back 20-30 years to make sure your record is clean. Become savvy with virtual technology. You might be required to attend a virtual interview, or you might choose to create a web-based resume or portfolio to get some extra notice. Need help to manage it all? Many job seekers are hiring virtual assistants just to keep up with it all! If you want to read more detail about these top 20 points, please go to the full article, Findings of 2010 Global Career Brainstorming Day: Trends for the Now, the New the Next in Careers. Were you surprised by any of the findings? What did you learn? Please share in the comments below.

Dupont Essay Example | Topics and Well Written Essays - 1500 words

Dupont - Essay Example What is also significant to note that the organizations are considered as the artificial citizens of the world therefore they have an obligation to engage themselves into practices which can enhance the world in which they operate? This may therefore not only include following the sustainable business process and products but also engages into practices which can ensure the cooperation between the different stakeholders in the society. DuPont is one of the most famous organizations of the world with presence in many countries. Over the period of time, it has been able to develop itself into a firm which is socially responsible with clear set of goals for fulfilling the needs of the society. This paper will therefore focus on the role of DuPont in the society and how it has been able to fulfill its role specially in terms of serving the society, the stakeholders as well as the implications of the actions of the firm on its stakeholders. DuPont is an American chemical company with a rich and old history as it was formulated in late 19th century. Primarily engaged in chemical business, firm produces different products and is now the second largest chemical producing companies in the world. It has been able to completely revolutionize the way polymer products are being manufactured all over the world and has been able to introduce new and innovative technologies which helped it to obtain the leading position in the market. What is also important to note that over the period of time, DuPont has been able to create a strong brand image for itself such that most of the generic products in chemical industry are known with the brand names of this firm rather than their original generic name? Such acceptability of the products therefore suggests that the firm has been able to create a unique name in the world for itself. It is also however, important to note that various research studies have

Economy and Tourism of Cyprus Research Proposal

Economy and Tourism of Cyprus - Research Proposal Example Cyprus as a whole is now an open, free-market, service-based economy with some light manufacturing (TDS, 2008). Since 1st May 2004, Cyprus has accession to the European Union, which is an important milestone in its recent economic development. The Cypriots are the most prosperous people in the Mediterranean region. It has good, educated English-speaking population, good airline connections and an excellent telecommunications. The economic activity in Cyprus had been based on agriculture in the past but in the past two decades there has been a shift towards light manufacturing and services. Today agriculture contributes only 3.2% to the GDP while industry and construction contribute 19.2 percent and the services sector including tourism contribute 77.6% to the GDP employing 72.1% of the labor force (TDS, 2008). Cyprus has very few proven natural resources although the government is trying to explore the possibilities for offshore oil and gas reserves off its southern coast. The GNP growth rates have declined as the Cyprus economy has matured over the years. Public finances have improved considerably and the fiscal deficit which had peaked in 2003 was eliminated by 2007 (TDS, 2008). There was fiscal surplus in 2007 and the public debt declined simultaneously. The Cyprus economy got a further boost when Euro replaced the Cyprus pound as Cyprus’ national currency. This is expected to bring about a higher degree of price stability, lower interest rates, reduction of currency conversion costs and exchange rate risk, and increased competition through greater price transparency. The investment climate in Cyprus is conducive to FDI. There is increased flow of FDI particularly from the EU. Cyprus has good communication system, an educated labor force, good airline connections, and a sound legal system and provides modern infrastructures and tax incentives for business houses. The cost of living in Cyprus is low which

Bhopal Ethics Essay Example for Free

Bhopal Ethics Essay The Bhopal gas leak was a terrible tragedy in which thousands of helpless civilians were killed and hundreds of thousands were injured as they slept. Determining who was at fault and, consequently, who should compensate the victims and clean up the site are questions that have plagued the affected parties, my Rotman classmates and the world at large for over 25 years. The analysis to follow, in attempting to present the roles and responsibilities of each major player, will demonstrate the incredible difficulty involved in assigning conclusive responsibility for the tragedy. This will be followed by my personal reflections on the incident in which I present an additional culprit to those discussed in class. Union Carbide Corporation (US): In seeking to assign responsibility for the incident, there are two clear opportunities to point the finger at Union Carbide Corporation. Firstly, pressure from the corporate office to stop losses backed Union Carbide India into a corner that led to the cost-cutting proposal that ultimately produced the disaster. If, as Milton Friedman said, the social responsibility of a business is to increase profits, then Union Carbide Corporation is under a purely fiduciary, and not a moral or ethical, responsibility to the company’s shareholders and their decision to approve the cost-cutting plan seems appropriate. Friedman’s view, however, is far from universally accepted. Many believe that corporations’ responsibilities to their shareholders, employees, customers and communities extend past fiduciary and enter the realms of ethics and CSR. These people will lay blame for the incident at Union Carbide Corporation for putting profits before people. A second criticism often leveled at Union Carbide Corporation is the fact that their inspectors had visited the Bhopal plant a year before the incident and noted sixty-one safety issues. A grand total of zero of these recommendations had been implemented by the time of the incident. While responsibility for implementation certainly rests with Union Carbide India, the parent company cannot escape blameless as they bear responsibility for following up and ensuring their plants are meeting their own safety guidance. This negligence led to disaster. Union Carbide India Limited: The Indian subsidiary of Union Carbide’s level of responsibility for the Bhopal tragedy is also difficult to determine. It clearly bears responsibility for non-functioning safety and emergency equipment that greatly exacerbated the scope of the tragedy. It is simply unacceptable that the cooling unit had been disabled for over one year. Union Carbide India also failed its responsibilities by hiring under-qualified and illiterate employees, and then failing to train them appropriately. These employees did not understand the dangers and worked in a world where minor leaks were commonplace and corroded instruments could not be trusted. As well, the subsidiary surely deserves blame for not correcting any of the safety violations identified before the incident. Defendants of the Indian subsidiary, however, will remind their critics that cutting these corners were required to keep their plant open and preserve their jobs and important pesticides. Without pressure from their US parent to eliminate losses, they argue, such drastic measures would not have been necessary. Here again we see how easily complications arise when attempting to assign responsibility for ethical lapses. Government of India: The government of India was the strongest proponent in bringing a Union Carbide plant to Bhopal as the prospect of jobs and much needed pesticides led to an offer Union Carbide could not refuse: cheap labour, tax breaks, few workplace safety restrictions and a guaranteed market for 100% of their output. The Government of India, in addition to economic growth, also bears responsibility for the safety and well-being of its citizens; here, they failed to live up to their full mandate. Firstly, the decision to favour economic growth over safety was questionable ethically and ended up costing them dearly. Secondly, the Government neglected the densely-populated shanty town that had grown up near the plant on land deeded from local officials. Its residents were the first and main victims of the poisonous gas. Still, many will argue that a cost-benefit analysis made creating jobs and accessible pesticide for a poor and hungry region the proper priority. While many were ultimately harmed by the leak, how many more had benefitted from the poverty-alleviating jobs and hunger-alleviating crops? Here again we find valid points and counter-points, leaving us no closer to assigning conclusive blame and responsibility for the tragedy. Dow Chemical: While Dow certainly protected itself in the purchase agreement from a legal standpoint, there are those that suggest the proper ethical action is for Dow to assume responsibility for any outstanding clean up and compensation. While this may innately feel like the right thing to do, the counterpoint that Dow had nothing to do with the incident and should not be punished after paying fair market value for Union Carbide is also valid. Personal Reflection: Analyzing the conduct of the major parties has not produced any conclusive allocation of responsibility. It is clear that each party deserves significant blame but no party deserves total blame. There is, however, an overlooked culprit that I believe deserves the bulk of the blame: the expectations market that has hijacked the decision making of US corporations(1). Ever-increasing emphasis on the expectations market (stock prices) instead of the real market (products/services, relationships with customers and communities) has left businesses making short-term, profit-chasing decisions at the expense of their reputation, ethics and long-term viability. Approving cost cuts that jeopardized safety in Bhopal is just one of all too many such instances. This juxtaposition of ethics vs. eeting financial expectations, however, is fatally flawed – there are many examples where ethical decisions produce long term financial success (Tylenol and Maple Leaf Foods recalls, for example). Queens University took the ethical route vis a vis the Radler donation and the class poll revealed that only a very small percentage of us had heard of that incident. I believe that if Queens had ta ken the easier, unethical decision and never offered to return the donation, this story would have been much more widely publicized and Queens would have suffered in the long run. Moreover, there is no shortage of examples where short-term unethical decisions destroy companies and make them miss their projections forever! (Enron, Bre-X, Nortel, etc – sadly this is a very long list indeed). In short, I disagree with Friedman and lay the bulk of Bhopal blame at the financial system in which Union Carbide operated. Fear of getting hammered by the expectations market led to corporate’s threat to close the Bhopal plant which set off the chain reaction that ultimately ended in tragedy. Fear of incurring further losses after the tragedy than focused Union Carbide’s efforts on avoiding liability, rather than taking the ethical high-ground and assuming fair responsibility for compensation and clean up. Corporate promotion of hypernorms such as integrity, compassion and responsibility will ultimately benefit all stakeholders and provide corporations with the enduring financial rewards that accrue to those that are respected and well-liked by the real market (ie. onsumers and communities, not analysts and speculators). We need to usher in a new era where businesses chase solid reputations and community longevity instead of quarterly earnings expectations. The default corporate reaction to adversity must shift towards upholding these hypernorms, rather than hiding behind lawyers and waiting until the blame has been transferred elsewhere. Realizing that employing the ethical strategy does not compromise, but actually enhances long term financial viability is a cruc ial first step.

Character Names in Joseph Helers Catch-22 Essay -- Joseph Heler Catch

Character Names in Joseph Heler's Catch-22 Many characters in Joseph Heler’s Catch-22 do not have proper names. Like the Texan, the soldier in white, and the soldier who saw everything twice, Nately’s whore’s kid sister does not have a specific birth name. This namelesnes forces the reader to question her identity, her characteristics, and her role in the work in relation to other characters. As Nately’s whore’s kid sister, she is at least two degres of separation away from a real name, a true identity. The reader is forced to consider this character first in relation to Nately and then as the kid sister of a whore who also lacks a proper name. Every formulation of the kid sister’s identity must be filtered through these other characters. This distance from authentic identity makes her more of an abstraction than a recognizable character. She is described as innocent, dependent, and pre-sexual. These qualities put her in direct contrast with the corupt, immoral, and hedonistic ch aracters that populate the pages of this novel. An examination of her name (or lack thereof), her behavior, and her interactions with and influence upon other characters in this novel show Nately’s whore’s kid sister to be an embodiment of human innocence and hopefu longing for a brighter future. Insight may be gained most easily by breaking her name down into its component parts—kid and sister. â€Å"Kid† is a coloquialism for child. Her behavior is repeatedly described in terms that one would asociate with a child. She is easily appeased with a hug and some chocolate ice cream. Her dependency and ned for atention can be seen in the way she tags along wherever Nately and his whore go and in her eforts to imitate her elders. Repeating what her ... ... and the sense of joy he now feels for living. These feelings are inspired by the kid sister and the innocence and hopefulnes that she represents. In Catch-22, Heler presents the human spirit in conflict with a contradictory world. The institutions that form the basis of society—government, commerce, religion—fail to provide the support neded for the mental, physical, and spiritual health of the species. Nately’s whore’s kid sister can be sen as a personification of the wil to survive. In the kid sister, Heler presents an irepresible, eternal hope for the future of humankind. Despite the ravages of war, abuse, neglect, depravity, and unrestrained capitalism the human soul continues to search for inspiration, for the innocent kid sister, for a way to the imposible shores of Sweden. Works Cited: Heler, Joseph. Catch-22. 1955. New York: Simon & Schuster, 1996.

Fast Food and Free Time Essay

MIt is common for university students to have a semester break in between each semester in a year. It usually lasts for about 3 to 4 months. Consequently, students will feel bored during the semester break because they have nothing to do. In my opinion, university students nowadays do spend their free time wisely because they will find some job to fulfil their semester break before starting their studies, doing a short semester and making small business to earn money for their expenses. Firstly, university students nowadays do spend their free time wisely because during semester break, they will find a job to fulfil their semester break before resuming their studies. Usually, their popular choice would be part time job in fast food outlets such as KFC, McDonald’s and Pizza Hut. By working, they learn the hardships of earning money and at the same time they are doing something beneficial. Besides, they can also use their salary to pay the fees for their next semester and thus they can reduce their parents’ burden. Secondly, university students nowadays do spend their free time wisely because some of students doing short semester for spend their free time in semester break especially for those repeaters, they can finish the repeat subject earlier and have no burden to take the subject again for the next semester. Beside that, repeater students will not taking a long time to finishing their studies and grading earlier. Lastly, university students nowadays do spend their free time wisely because most of them do a small business when semester break. For example they open a stall burger. They can help their family finance and also can pay for their expenses. Moreover they also can get more experience on how to make a business. At the same time, they also can spend some money for their personal saving. So, university students nowadays do spend their free time wisely.

Napoleon’s policies as First Consul Essay

â€Å"In all that he did, his main aim was to secure himself in power.† How far do you agree with this judgement on Napoleon’s policies as First Consul? After the Coup of Brumaire in 1799, Napoleon emerged as the new leader of France and devised a system of government that gave him effective control over all aspects of life in France. He controlled religion, education, law-making, policing, legal reforms and the economic situation by putting in place a series of policies, designed both to comply with some principles of the Revolution whilst also giving Napoleon control and security in power. This essay looks to investigate how far each of these policies suggest that Napoleon’s main aim was always to secure himself in power. Napoleons policy of police and propaganda is the most obviously repressive of all the policies. Many aspects of his heavy policing conform with dictatorial regimes, as does his policy of censorship and (often false or manipulated) propaganda. France became effectively a Police State, with Napoleon at the core. The Minister of Police, Joseph Fouchà ¯Ã‚ ¿Ã‚ ½, who controlled National Security, established a network of informers who monitored public opinion and reported on any suspicious political activity. They also monitored everyday life in France: the education system; prisons; food supplies; conscription and public works. All findings were written in a daily report, submitted directly to Napoleon. These jobs were carried out by prefects (effectively spies) who were appointed directly by Napoleon. By organising such a well-organised surveillance system, the regime encountered little opposition from the Jacobins, Royalists or Liberals. Due to the rigorous nature of the police, no uprising or rebellion was possible, thereby ensuring Napoleon was safe in power. Due to the dictatorial style of this policy, it is obvious Napoleon was trying to ensure security in power and establish himself as leader without immediate opposition or objection from minority groups and the general public by repressing anyone opposed to the regime. Under the Police State, arbitrary imprisonments and executions were frequent. As a result people were AFRAID to oppose the regime. Napoleon also recognised the importance of censorship in securing his position in power as this quote shows: â€Å"If the press is not controlled, I shall not remain three days in power† In January 1800, Napoleon reduced the number of newspaper in Paris from 73 to 13 and forbade the production of any new ones. On top of this, newspapers were forbidden to discuss controversial subjects and were kept short of reliable news. Editors were forced to rely on military bulletins or articles published in the Official Government Journal. An example of a manipulated story within the press is the report of the Battle of Marengo. Although this battle was unsuccessful, it was presented as a triumph and Napoleon told people it was a well-devised plan. Prefects also kept a check on papers to ensure that they only published what Napoleon wanted. Not only were the bad aspects of the regime censored, but also the good aspects were highlighted (or sometimes invented). This was intended to rouse moral and encourage support for the regime. Napoleon’s increased popularity through propaganda meant increased security in power. Napoleon did not only control the medium of text. Many theatres were forced to close, to avoid defamatory shows about the regime from being performed, and those that remained open were only allowed to show sanctioned plays. Napoleon also employed fashionable painters to depict him as a romantic hero (such as the famous picture of Napoleon crossing the Alps, by Jacques Louis David). In many of his portraits he is shown as having a positive impact on France, encouraging the public to believe this was true. Napoleon aimed to create loyal followers, or at least people who accepted and tolerated the regime. His harsh measures of policing prove a desperation to remain in power and secure a popular public opinion. If the public were not convinced to support Napoleon through the extensive propaganda, then any opposed were repressed by force. In Napoleons government policies and his self-induced role of First Consul under the Constitution of the Year VIII, it is clear he desired supreme control and power in France. The limited influence of the system of election on government figures meant virtually all aspects of the legislature were controlled or heavily influenced by Napoleon himself. Under the Constitution of the Year X, the system of election was abolished completely. This ensured Napoleon could not be removed from power. By organising the government in this way, he was obviously intentionally ensuring security in power. However, not all of Napoleon’s government policies can be directly related to this aim. Although the overall nature of the legislature was very similar to the Ancià ¯Ã‚ ¿Ã‚ ½n Regime (i.e. Napoleon had effective control of the entire government), some aspects were in keeping with revolutionary ideas that had no (obvious) effect on Napoleons security in power. For example, although Napoleon devised and instigated all new laws, they were in keeping with revolutionary ideas. Napoleon ensured a mixture of old and new laws under the Civil Code. This Napoleonic concept, somewhat in contrast with his policy of a police state, ensured equality in courts and also fairer trials and hearings. This cannot directly be interpreted as an intentionally devised plan to ensure Napoleon’s security in power. However, it is possible that by creating a legal system conforming to some revolutionary ideals, Napoleon hoped to gain the publics’ loyalty and support, thereby increasing his popularity, therefore securing himself in power. Napoleon also developed a new religious policy. The Concordat signed by Pope Pius VII and Napoleon in 1801, saw the ‘restoration’ of the Catholic Church in France and the revolutionary idea of the state payment of the church. Napoleon was raised a Catholic and was keen to encourage religion within France, as this quote shows: â€Å"No society can exist without equality of fortunes; and equality of fortunes can not exist without religion.† However, the Concordat was manipulated to Napoleons obvious advantage as well. In signing the Concordat, the Pope agreed to endorse the Revolution and regime, state control of the churches and church appointments and accept the loss of church lands during the Revolution. Also, in 1802, Napoleon attached the Organic Articles, without papal agreement, to the Concordat. These guaranteed the revolutionary principle of religious toleration and made the Protestant and Jewish churches similarly subject to state authority. It can be argued that one of Napoleon’s aims in forming the Concordat was to ensure a lack of interference from the church, meaning his position in France could not be affected by the Pope or any other religious order. However, whether or not this was his main motive in signing the Concordat is less certain. Although the church was a powerful tool in controlling and influencing the public and was often used as a vehicle of propaganda, Napoleon’s desire to influence and manipulate the public cannot justify other aspects of the Concordat such as the state responsibility for the payment of the clergy. On reflection, it appears that whilst in some aspects of his religious policy Napoleon may have been genuinely trying to improve life in France, it is clear that in other areas of the policy, such as his healing of rifts between the Church and the notables after the seizing of church lands in 1789, were designed to appease certain groups of people, such as the Bourgeoisie, therefore securing himself in power. He also aimed to disassociate the Catholic Church with the principle of counter-revolution and the restoration of the Bourbon Monarchy therefore avoiding a potential Jacobin uprising, which could be detrimental to his position in power. His further use of the church as a propaganda tool also justifies this theory, as in this way, the public were encouraged to see Napoleon as a positive figure. His desire to win the publics’ support of the regime and therefore of him, was rooted in his wish to remain in power, as is displayed in this policy. Napoleon also established a new economic policy designed to ‘tap the wealth of the country’ more effectively than during the Ancià ¯Ã‚ ¿Ã‚ ½n Regime or the Revolution. His principle of taxation went against revolutionary ideas, with industrial and commercial profits being taxed only lightly. This may be seen as a further example of Napoleon attempting to appease and win support of the Bourgeoisie, thereby ensuring popularity and securing his position in power. Other aspects of this policy included the introduction of new discount banks designed to help the state pay off its national debt and pay its obligations to domestic creditors. This policy increased the efficiency of revenue and led to ‘the balancing of the budget’ by 1802. Citizens would have been pleased with France’s new economic stability, potentially leading to increased support for Napoleon and the regime. However, whether Napoleon put in place this policy for this reason of for the stabilisation and well-being pf Frances economy cannot be proven. Napoleon’s educational policy is perhaps his most revolutionary policy due to his introduction of secondary schools into France. He formed 39 lycà ¯Ã‚ ¿Ã‚ ½es in 1802, which were run by the state. â€Å"Public education should be the first object of government. Everything depends upon it, the past, the present and the future. Above all we must secure unity: we must be able to cast a whole generation in the same mould.† However, despite Napoleon saying that education should be based on ability, not birth, very few common people attended secondary school. They were taught up to the age of twelve by small, church-run schools. It was believed by Napoleon, that they needed no more than a simple ‘moral education’. No form of education was available to girls at any age or from any background. It was mostly the sons of notables who attended secondary school. In total there were 6,400 state scholarships available. One third of these (approximately 2,400) were chosen by the government from among the sons of soldiers of officials. The remaining 4,000 were supposedly chosen from the best pupils at leading primary schools. However, well-off families were favoured and only a very small percentage of common people attended secondary school. Many bourgeois parents preferred to send their children to privately run Church schools, favouring the increased freedom of thought and wider curriculum. However, Napoleon did not approve and tried to close them by placing high taxes on them. The education itself was ultitarian and based around a Spartan regime with a strong military ethos. At first only Latin and Mathematics were taught but as time went on, other subjects (deemed acceptable by the government) were introduced such as French, History, Science and Geography. Freethinking was discouraged and teaching methods followed a policy of indoctrination. Napoleon wanted education to encourage obedience to the regime and create loyal subjects from an early age. There is little in this policy that suggests Napoleon wishing to initially secure himself in power. However, as this new education system was largely beneficial to France, citizens may, unwittingly, increase their support of Napoleon and the regime. Whether, this was deliberately intended by Napoleon cannot be proven. On balance, I believe that all of Napoleon’s devised policies had a basis in ensuring his security in power, some more so than others. His police and propaganda policy is obviously based on initially securing himself in power without hindrances from rebellions or uprisings. Also, his religious policy was designed not only to appease the Pope and guarantee a lack of interference, but also to avoid a potential Jacobin uprising through an association between the Catholic Church and the Bourbon Monarchy. Others, such as his educational policy, are subtler, encouraging support for the regime through improved life within France. In all areas, he is seen as either directly influencing the public, either by force or by propaganda, or indirectly influencing the public by creating better conditions in France, therefore encouraging support of the regime. I believe that it was Napoleon’s main aim to secure himself in power. After all, if he fell out of favour quickly, all of his other aims, such as creating a better France, would fall with him. It was implicit that he secured himself in power as soon as possible, in order that he might put all his other aims into action. Ultimately, most of his actions aimed either to limit or prevent the impact any opposes to the regime may have on Napoleon’s security in power or to create a better France thereby increasing popularity of the regime. However that is not to say that other policies did not centre around a different aim, such as the economic policy, which aimed to create financial stability in France primarily, and possibly may have contributed to increased support and popularity of Napoleon and his regime.

Free Essays on American History X - The Possibility Of Hate

The Possibility of Hate American History X was an impressive film, which showed the awesome power of ideology. It centered around the circumstances which create or dispel peoples beliefs. The single most important concept dealt with appeared to be the ideal of racism. There are many facets to racism; the transformation into following its idea, the power of groups pressuring and leading people, guilt, religion, and ignorance. The problem with beliefs is that people pursuing them, no matter how sick the belief may be, have reasons, some of which can be very convincing. There was a scene in the movie showing a look into the past with Derek speaking with his father and being taught racism. His father argued that the United States suffers from â€Å"affirmative blacktion,† meaning blacks get advantages which they don’t deserve. He presented argued against two black people that received jobs above two whites who scored better on the tests. The only explanation being their race. I can almost understand how Derek could begin a transformation into racism. What propelled him deep down the path of hate was the murder of his father. Rage and grief can cause someone to lose sight of reality and see only a convoluted view of the world. American History X was an excellent movie due largely in part to the fact that it carried with it so many thought-provoking arguments. The twisted way that Derek used to be was intertwined with facts which almost seemed to give validity to his feelings if not how he acted upon them. The scene in front of a store in which Derek speaks to an assembled crowd of people, showed the rage that fired them, and the sick conduct which it brought about. Yet despite the result, the arguments formed did make sense. They involved how whites got fired from their jobs at the store because a foreigner came in and took over, paying forty people from poverty-ridden countries almost nothing to work for him. This demonstrates th... Free Essays on American History X - The Possibility Of Hate Free Essays on American History X - The Possibility Of Hate The Possibility of Hate American History X was an impressive film, which showed the awesome power of ideology. It centered around the circumstances which create or dispel peoples beliefs. The single most important concept dealt with appeared to be the ideal of racism. There are many facets to racism; the transformation into following its idea, the power of groups pressuring and leading people, guilt, religion, and ignorance. The problem with beliefs is that people pursuing them, no matter how sick the belief may be, have reasons, some of which can be very convincing. There was a scene in the movie showing a look into the past with Derek speaking with his father and being taught racism. His father argued that the United States suffers from â€Å"affirmative blacktion,† meaning blacks get advantages which they don’t deserve. He presented argued against two black people that received jobs above two whites who scored better on the tests. The only explanation being their race. I can almost understand how Derek could begin a transformation into racism. What propelled him deep down the path of hate was the murder of his father. Rage and grief can cause someone to lose sight of reality and see only a convoluted view of the world. American History X was an excellent movie due largely in part to the fact that it carried with it so many thought-provoking arguments. The twisted way that Derek used to be was intertwined with facts which almost seemed to give validity to his feelings if not how he acted upon them. The scene in front of a store in which Derek speaks to an assembled crowd of people, showed the rage that fired them, and the sick conduct which it brought about. Yet despite the result, the arguments formed did make sense. They involved how whites got fired from their jobs at the store because a foreigner came in and took over, paying forty people from poverty-ridden countries almost nothing to work for him. This demonstrates th...

Ventricular System of the Brain

Ventricular System of the Brain The ventricular system is a series of connecting hollow spaces called ventricles in the brain that are filled with cerebrospinal fluid. The ventricular system consists of two lateral ventricles, the third ventricle, and the fourth ventricle. The cerebral ventricles are connected by small pores called foramina, as well as by larger channels. The interventricular foramina or foramina of Monro connect the lateral ventricles to the third ventricle. The third ventricle is connected to the fourth ventricle by a canal called the Aqueduct of Sylvius or cerebral aqueduct. The fourth ventricle extends to become the central canal, which is also filled with cerebrospinal fluid and encases the spinal cord. Cerebral ventricles provide a pathway for the circulation of cerebrospinal fluid throughout the central nervous system. This essential fluid protects the brain and spinal cord from trauma and provides nutrients for central nervous system structures. Lateral Ventricles The lateral ventricles consist of a left and right ventricle, with one ventricle positioned in each hemisphere of the cerebrum. They are the largest of the ventricles and have extensions that resemble horns. The lateral ventricles extend through all four cerebral cortex lobes, with the central area of each ventricle being located in the parietal lobes. Each lateral ventricle is connected to the third ventricle by channels called interventricular foramina. Third Ventricle The third ventricle is located in the middle of the diencephalon, between the left and right thalamus. Part of the choroid plexus known as the tela chorioidea sits above the third ventricle. The choroid plexus produces cerebrospinal fluid. Interventricular foramina channels between the lateral and third ventricles allow cerebrospinal fluid to flow from the lateral ventricles to the third ventricle. The third ventricle is connected to the fourth ventricle by the cerebral aqueduct, which extends through the midbrain. Fourth Ventricle The fourth ventricle is located in the brainstem, posterior to the pons and medulla oblongata. The fourth ventricle is continuous with the cerebral aqueduct and the central canal of the spinal cord. This ventricle also connects with the subarachnoid space. The subarachnoid space is the space between the arachnoid matter and the pia mater of the meninges. The meninges  is a layered membrane that covers and protects the brain and spinal cord. The meninges consists of an outer layer (dura mater), a middle layer (arachnoid mater) and an inner layer (pia mater). Connections of the fourth ventricle with the central canal and subarachnoid space allow cerebrospinal fluid to circulate through the central nervous system. Cerebrospinal Fluid Cerebrospinal fluid is a clear aqueous substance that is produce by the choroid plexus. The choroid plexus is a network of capillaries and specialized epithelial tissue called ependyma. It is found in the pia mater membrane of the meninges. Ciliated ependyma lines the cerebral ventricles and central canal. Cerebrospinal fluid is produced as ependymal cells filter fluid from the blood. In addition to producing cerebrospinal fluid, the choroid plexus (along with the arachnoid membrane) acts as a barrier between the blood and the cerebrospinal fluid. This blood–cerebrospinal fluid barrier serves to protect the brain from harmful substances in the blood. The choroid plexus continually produces cerebrospinal fluid, which is ultimately reabsorbed into the venous system by membrane projections from the arachnoid mater that extend from the subarachnoid space into the dura mater. Cerebrospinal fluid is produced and reabsorbed at nearly the same rate to prevent pressure within the ventricular system from getting too high. Cerebrospinal fluid fills the cavities of the cerebral ventricles, the central canal of the spinal cord, and the subarachnoid space. The flow of cerebrospinal fluid goes from the lateral ventricles to the third ventricle via the interventricular foramina. From the third ventricle, the fluid flows to the fourth ventricle by way of the cerebral aqueduct. The fluid then flows from the fourth ventricle to the central canal and the subarachnoid space. The movement of cerebrospinal fluid is a result of hydrostatic pressure, cilia movement in ependymal cells, and artery pulsations. Ventricular System Diseases Hydrocephalus and ventriculitis are two conditions that prevent the ventricular system from functioning normally. Hydrocephalus results from the excess accumulation of cerebrospinal fluid in the brain. The excess fluid causes the ventricles to widen. This fluid accumulation puts pressure on the brain. Cerebrospinal fluid can accumulate in the ventricles if the ventricles become blocked or if connecting passages, such as the cerebral aqueduct, become narrow. Ventriculitis is inflammation of the brain ventricles that typically results from an infection. The infection can be caused by a number of different bacteria and viruses. Ventriculitis is most commonly seen in individuals who have had invasive brain surgery. Sources: Purves, Dale. â€Å"The Ventricular System.† Neuroscience. 2nd edition., U.S. National Library of Medicine, 1 Jan. 1970, www.ncbi.nlm.nih.gov/books/NBK11083/.The Editors of Encyclopà ¦dia Britannica. â€Å"Cerebrospinal fluid.† Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, inc., 17 Nov. 2017, www.britannica.com/science/cerebrospinal-fluid.

Case analysis Study Example | Topics and Well Written Essays - 1250 words - 6

Analysis - Case Study Example Specifically, there was immense pressure from the US government for this program to be declared operational and to beat its deadline as part of the space race with the USSR (Edmondson; A 1). Finally, there was pressure from Congress for the program to become financially self-supportive. The environment NASA was operating in forced them to operate pseudo-commercially (Edmondson; A 2), which resulted in a culture of short-cuts, stress, and conflict between and within different contractors and NASA. Pressure increased before the launch of the Challenger, although they were still confident after conducting 24 successful launches. However, prior to the Challenger launch, NASA was faced with territorial battles and internal strife due to competing interests and political pressure. In short, NASA seems to have been operating in a semi-controlled decision making phase as they tried to serve industry, scientific, and military demands with a shuttle that was declared operational prior to completion of development. The decision-making process was also open to political manipulation (Edmondson; A 2), which left an impression on the employees that decision making was a political directive, leading to complacency among employees with safety decisions traded for keeping political deadlines. Roger Boisjoly was an engineer working under the Director of the Solid Rocket Motors project at Morton Thiokol (Edmondson; A 4), which was one of NASA’s contractors. His opinion on the decision to launch was that Challenger’s launch should be stopped. He gave this opinion based on data he had found about the rocket boosters meant to lift the Challenger into space, writing a memo to the Vice President of Engineering Robert Lund that the O-rings in the SRM joints were eroded and that this should be rectified (Edmondson; B 9). During the teleconference just before the Challenger launch, Boisjoly made a presentation to managers