Essay on Life and Times of Alexander the Great - 1679 Words

Life and Times of Alexander the Great Introduction Alexander the great made an impact on world history that few individuals can profess to have done. He ruled all of the known world, and one of the largest empires ever. His men were the first westerners to encounter tales of the Yeti. They even discovered and classified new types of flora and fauna, such as the red mold that grew on their bread while they were in Asia, and made it appear as if it were bleeding. He expanded the Hellenist sphere of influence to the farthest reaches of the globe. When the king of Greece visited the British colony of India around the turn of the century, the colonial government had some native Indian dances displayed for him.†¦show more content†¦Leonidas saw to all of Alexanders education and tutelage in many varied subjects including: writing, geometry, reading, arithmetic, music, archery, horseback riding, javelin, and other types of athletics. Alexanders nursemaid was an endearing gentleman whose name was Lysimachos, who won Alexanders heart at an early age by playing imagination games with Alexander and his playmates: Ptolemy, Harpalos, Nearchos, Hephaistion, and Erigyios. When Alexander reached the ripe old age of thirteen, Philip decided it was time for Alexander to receive a higher education better befitting his young heir. Searching throughout his empire, Philip was lucky enough to find a student of Plato who was at the time unemployed, a young genius named Aristoteles (commonly known as Aristotle). Aristotles father, Nakimachos, had been Macedonias court physician, so Aristotle was quite familiar with the area. Aristotle taught Alexander, and sometimes his friends in a rural sanctuary for the nymphs at Mieza. Aristotle actually composed two books, In Praise of Colonies and On Kingship, for Alexanders education. He taught Alexander that other peoples were vastly inferior to the Greeks, and therefore fit for subjugation. Alexander loved Aristotle like his own father as he said himself, One gave him life, but the other showed him how to live it. During this time , Alexander was involved in a homosexual relationship with Hephastion, a friend he loved dearly. ThisShow MoreRelatedAlexander the Great Essay1747 Words   |  7 PagesAlexander the Great, son of King Philip II of Macedonia, underwent a journey of overwhelming odds. Alexander led his army through multiple victories across the Persian territories of Asia Minor, Syria and Egypt without the agony of a single defeat. A noteworthy battle of Alexander was the Battle of Gaugamela in 331 B.C.E. The Battle of Gaugamela is significant because it ended Darius’s rule over Persia. 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Due to this Alexander grew up withRead MoreKing Alexander Lll : King Of The Western World1168 Words   |  5 PagesHead: KING ALEXANDER lll King Alexander lll of Macedon: King of the Western World William Crook Lincoln Charter School October 20, 2014 Mr Thomas Honors World History King Alexander lll 2 King Alexander lll of Macedon was the best leader during his time, and he soon became the king of all western civilization, before he was 30 years old. Alexander accomplished greater things than not only of the kings who had lived before him, but also of those who came after him. Alexander lll ofRead MoreAlexander The Great Essay1459 Words   |  6 PagesThere are many leaders in the world, but a great ruler is passionate, honorable and one who can inspire even in the most hopeless circumstances. Alexander the Great was a great ruler. Alexander the Great was a ruler that was not only inspiring, but he was fearless, smart, bold and courageous. 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Media Influence on Violence in Society Free Essays

string(72) " the University of Pennsylvania and the Robert Wood Johnson Foundation\." The human condition and its thirst for violence have been around for centuries. Dating back to times of war as early as the crusades and even biblical recordings of Cain and Able. Violence in correlation to evolution has grown and taken different forms to affect the populous. We will write a custom essay sample on Media Influence on Violence in Society or any similar topic only for you Order Now As stated before it was something that was used with a purpose in some respect , one that could be deemed noble, than that of a cause used for pleasure. Entertainment and the promotion of violence have been around for ages. During times of he Ancient Roman Era, slaves that were turned Into warriors also know as Gladiator, were brought into arenas filled with tens of thousands of spectators and force to killed and use violence to be deemed victorious. With that victory came spoils such as status lavish gifts or in some cases their freedom. This example is used as a highlight to showcase that the violent acts that occurred was very popular and was by its nature considered to be entertaining to the citizens that attended the events and the upper class whom put on the show. In those times the elite that put on the show did so as means o satisfy a burdened lower class whom otherwise due to conditions of hardships would tool of public violence, though in present time by a reasonable person standard can be found to be immoral, was something that the ruling class used to its benefit. The Exploitation of violence still remains a functional tool used for the powers that be, in present times it has evolved from a means of distraction to a tool with which one can exploit and benefit monetarily. Which brings to question is the exploitation and marketing of violence and crime by way of violence in media morally irresponsible? To date some of the greatest media shows and films maintain an aspect of violence that is furthered through acts of criminality. Some of the examples include the all time blockbuster of Surface. With the film it depicts a foreign immigrant that rises the top of success through the use of malicious violence and illegal behaviors including the selling of drugs. The film up to date has earned gross income of over a $150 million worldwide. 1) This statistics goes to show how much people prescribed to the viewing of the movie withstanding the profits of secondary promotions of the films brand through researches and other auxiliary outlets. Another great American depiction of crime is that of a famous fictional Mob family the Sopranos. This popular Television show depicts conducted, and how the use and promotion of violence is a necessary means or bi- product in the road to success. This widely loved brand has went on to gross over $160 dollars as per statistic provided through factual evidences shown through TV station AE actions where committed to paid 2. Million per episode for the brands whole catalog (2). This large amount that a station was willing to pay can be seen as a perfect gaslight to exactly how popular the show was with society at large and what their valuation was really be esteemed to be. Fast forwarding too recent hit with society can highlight the show Breaking Bad. This show finds it overarching plot showcasing classic everyday middle class individual who is force by outside and internal circumstance to go against societal norms and engage in illegal activity and the use violence in the furtherance of such activities. Through out the show the viewer is enticed by the wins the average man can attain if he Just decided to walk the path of using violence and prescribing to illegal activities. This show more so that the others that proceeded this description is more influential to society at large as society is made up of average people going through problems such as the main character of this show. Hardships coming from economic factors, familial factors, and internal struggles all testify to the connections that bring user back and keep them engaged. The leading show is vague as per available information. It is easily held that the show would be able to net numbers vastly over that of other hits like the Sopranos. With popular culture acceptance that these shows maintain it is easy to see that present day powers that be studios† are making a killing and stand to continue to profit of the back of the tenants of the use of violence in entertainment. Though these worlds and stories are fictional in nature, society and certain cultures have adapted these tenants to success into their realities. Statistics show that in 2012 Number of people arrested in the U. S on drug charges were 1. 55 million (4) Number of Americans incarcerated in 2011 in federal, state and local prisons and jails: 2,266,800 or 1 in every 99. 1 adults, the highest incarceration rate in the world. Two thirds is the Fraction of people incarcerated for a drug offense in state prisons hat are majority represented by black or Hispanics (5) Are the statistics enough to assert that the these offenses are reflective of content that viewers are taking in with regard to movies and TV shows. Though hard to say yes as a definitive answer, the supporting and subsequent information that has been obtain is enough to bring validity to the question itself. Articles pulled from the NY Times express that â€Å"A study set for publication in the December issue of Pediatrics confirms what some of Hollywood sharpest critics have suspected: The level of gun violence in the top- ailing PIG-13 movies has been rising, and it now exceeds that in the most popular R- rated films. Violent encounters with guns occur, on average, more than twice an hour in the best sellers in both ratings categories, according to researchers, who worked with support from the Ennobler Public Policy Center at the University of Pennsylvania and the Robert Wood Johnson Foundation. You read "Media Influence on Violence in Society" in category "Papers" In all, the researchers examined 945 movies, counting the appearances of overall violence in each five- minute segment of a sampling of films that ranked among the top 30 at the domestic box office from 1950 to 2012. Perhaps not surprisingly, the results † reported by Brad J. Bushman of Ohio State University, and Patrick E. Jameson, Lana White and Daniel Roomer of the Ennobler center † showed that violence in American films had more than doubled in that time. But the authors also found that episodes of gun violence in PIG- 13 rated films had been rising since the rating was introduced in the mid-asses, and it now surpasses the violence in R-rated films, which are technically not open to young viewers unless they are accompanied by an adult. Speaking by telephone last week, Mr†¦ Roomer, one of the authors, acknowledged that the study, by focusing only on the top- selling movies each year, said as much about audience said. â€Å"We recognize that, and the movie industry realizes it. † Mr†¦ Roomer said he believed that movie studios were â€Å"taking films that have a lot of violence and putting them into the PIG-13 category. † (7) This stands as another highlight to the fact that the powers that be â€Å"studios† exploit the use of violence in their content to rake in revenue. The information provided above sheds specific light on the practices of gearing the violence to a younger audience. Smart tactic from a business standpoint in that it builds legacy and cultures your view to what you would like them to, and in a sense locking in continued sales for a longer period of time. Though a good business tactic to gain profits morally it can be seen by the reasonable man to be irresponsible. Viewer of that age range tend to be more impressionable and violence or depictions of violence should be the last thing that is being fed to them during a movie experience. Supporting information obtained from the Rewets also express the new found statistics on the how violence in PIG-13 movies are at an all time high. The article states Research shows that teens frequently choose to watch extremely violent films. Among the top-grossing films in 2012, rated PIG-13, were such violence- packed dramas as ‘Safely’, ‘The Avengers’, ‘Taken 2’, ‘The Dark Knight Rises’ and ‘The Amazing Spider-Man’. According to the study, conducted by the Ennobler Public Policy Center at the University of Pennsylvania and Ohio State University, violence in films has more than doubled since 1950, while gun violence in PIG-13-rated films, especially popular among younger people, has more than tripled since 1985. The article goes on to express that â€Å"Seeing guns in films might also provide youth with scripts for using guns,† the authors of the study ‘Gun Violence Trends in Movies’ warn. The article really hammers home the reality that comes with violence in movies when it continues by expressing It’s disturbing that PIG-13 movies are filled with so much gun violence, We know that movies teach children how adults behave, and they make gun use appear exciting and attractive,† says study co-author and the director of the Ennobler Center’s Adolescent Communication Institute, Dan Roomer. It the goes into the theory of the weapons effect conveying. A number of scientific studies have previously concluded that the mere presence of guns can increase aggression, a phenomenon dubbed the â€Å"weapons effect. † 00†³By including guns in violent scenes, film producers may be strengthening the weapons effect and providing youth with scripts for using guns,† the authors of the study, published in the latest issue of the US Pediatrics Journal, emphasize. The article finally wraps up its case by giving prime example of the effect of violence in movie having real world consequences through the recent case of the James Holmes and the Dark Knight movie massacre. The article states They give an example when movies have served as a catalyst for violence. In July 2012, James Holmes bought a ticket to see the new Batman movie in Colorado. About 20 minutes after the show started, the 25- year-old left the theater and returned dressed in full tactical gear, equipped with several guns and a huge amount of ammunition. Holmes, who later identified himself to the police as ‘The Joker’, launched two canisters that emitted tear gas and began firing into the crowd, killing 12 and wounding 70 others. Rewets. Com) Though that example is a horrific and unthinkable reality, movie influence on sack to times before the ox’s. The Hollywood reporter highlights a gang fight that broke out on the scene of a drive in theatre to the movie the Warriors. The article states Ata drive-in theater in Palm Springs, members of the Blue Coats, an African- American gang, got into it with members off white gang, The Family. A 19-year-old member of The Famil y was shot to death. (Wholeheartedly. Mom) As stated before it is very hard to exactly determine if any of these violent acts can be directly and wholly attributed to violence depicted in films, but a reasonable person would be able to infer that the violence showcased maintains an influential ole in effecting its viewers. It now brings to table the debate on whether acting in this manner should be something that maintains protections under the freedom of speech/expression amendment or if it should Just be deemed negligence on the part of the studios who load the films with violence and market it too public who may later act upon the viewed behaviors and events in the picture. Movie studios may contend that they maintain no liability as to the actions that are later committed by a viewer of a movie, they may also contend that having violence in the movie can help n effort to fuel and evoke emotions and feelings off particular scene. Though true with a valid basis it’s hard to find in favor of the studios and their art defenses as they as proven above with information blatantly market their violent content to a younger demographic. One that does not by regulation need a parental figure to be present in order for them to view it. How to cite Media Influence on Violence in Society, Papers

Geotechnical free essay sample

Additionally, this module includes introductory information on academic integrity, citing, referencing, and participating in discussions that will aide you throughout your programmer. Module aims and objectives The aims of the module are to develop knowledge and understanding about organizing and managing in contemporary conditions of society and industry. Specifically, the module focuses on management and organizational performance through the relationship among strategy, organization, and organizational environment. The module also addresses foundational topics for student success throughout the academic programmer. This module is the first in your asters programmer. There are some items that will be found within the online classroom which may be new to you as an online student such as Module Aims, Learning Outcomes, Discussion Questions, and Hand-in Assignments. Throughout the first two weeks of this module there are additional explanations and preparatory information provided to assist in guiding you through the instruction. There is a transition in week three that begins the module content specifically related to Strategic Organization. In addition, if at any time you have questions during the class, please contact our instructor.Aims The specific aims of this module are to ensure that students can. ; ; ; ; ; Manage the academic requirements of online learning successfully; Appreciate the nature and role of management in modern organizations; understand why organization is integral to the effective performance of organizations; Model organization performance, taking account of the relationships between corporate strategy and features of the organization such as people, structure, routines, and culture. Learning outcomes By the end of the module the student will be able to:Participate in and contribute to an academic community through on-line discussion and assessments; whilst applying writing style conventions and academic integrity to academic writing; Analyses and evaluate scholarly resources and writing for logic and supporting evidence; Understand the nature and purpose of business organization; Identify the dynamics that shape organizational form, conduct, and performance in contemporary environments; Analyses the factors that make organization a key strategic element in business performance; Assess the importance of organization in he implementation of corporate and business strategy; Evaluate alternative strategies for managing people and processes in organizations.The learning outcomes listed above will be measured through your completion of the weekly assignments, either Discussion Questions or Hand- in Assignment, in the module. Learning strategies You will be studying t his module through a combination of self-study and online interactions. The self- study materials introduce the full range of topics that need to be covered, although some additional detail will arise through discussion and collaboration between students and instructors. One of the strengths of an online learning program such as this is the high level of student interaction, where students are encouraged to share their own experiences online for the benefit of the others.Each week of the module has detailed learning objectives, indicating the topics and level of competence that you should achieve on completion of that part. Assignments include discussion questions, hand-in assignment exercises, and a longer project. Weekly Notes Each weeks theme is made up of several topics. Beginning in Week 3, these are introduced and explained in turn in the recorded lecture, which is also available as printed text. You can listen to the lecture as many times as you want and download it to your computer or other devices. Recommended reading We have indicated the pages in your textbooks that you should read with each topic in the weekly theme. Occasionally, we have also recommended journal articles that are available in the online library for you to study.We advise that you begin each week by reading the indicated materials in full, as this will provide you with a broad understanding of the subject matter required to complete the assignments and discussions successfully. Online interactions You will have regular online interaction with other students and the instructor in order to help consolidate your understanding of theoretical concepts and to develop your skills through discussion and exercises. The content of these online contact sessions will relate to the materials covered for each week and will include Discussion Questions set by the module instructors and Hand-in Assignment questions, both of which will be assessed.Text and software The required texts for the Strategic Organization module are provided in the weekly Readings folder as doodle content Textbooks Child, J. (2005) Organization: contemporary principles and practice. Malden, MA: Blackwell Publishing. Roberts, J. (2004) The modern firm: organizational design for performance and growth. Oxford: Oxford University Press. Journal articles 1. Simon, H. , 1995. Organizations and markets. Journal of Public Administration Research and Theory, 5 (3), up. 273-294. 2. Yaks, Y. , Sexagenarians, A. , Bathrobe, M. 2004. Enterprise information systems project implementation: A case study of ERP in Rolls-Royce.International Journal of Production Economics, 87 (3), up. 51-266. 3. Gibbons, R. 1998. Incentives in organizations. The Journal of Economic Perspectives, 12 (4), up. 115-132. 4. Needle, D. , Dustman, M. , 1999. The organization of the future: strategic imperatives and core competencies for the 21st century. Organizational Dynamics, 28 (1), up. 45- 60. You will be able to access these online in the Liverpool University Library at http://www. Live. AC. UK/library/ campuses/index. HTML. You will need an audio player, such as Windows Media Player, if you want to listen to the recorded version of the lecture. (The text version is also provided or use if you do not have an audio player. Overview of module work ; Students are required in all weeks(Weeks 0) to submit: o Individual Discussion Question answers (IQ) 0 3-5 meaningful Discussion Question Follow-on postings (SF) in response to fellow student submissions ; Hand-in Assignments (HA) in weeks 2, 4, 5, 6 and 9 ; A project proposal in Week 7, an outline in Week 8, and a completed Module Project (PM) in Week 10 Discussion Questions (Initial responses are 28 percent of total module grade; Follow-on Participation is 25 percent of total module grade) Weeks 1 and 2 Discussion Questions Your first Discussion Questions in Week 1 and Week 2 of the module are introductory in nature covering foundational material designed to assist you in the online learning environment. Use these Discussions to establish relationships with your peers and master the required citing and referencing guidelines that apply throughout the module. A typical answer should have about 500 words, but It is the quality of the answer that matters, not the number of words. Just as in the below guidelines for Weeks 3 through 10 Discussions, you are required to participate with allow-on postings to your peers answers, making 3-5 significant Discussion Question follow-up postings in addition to your initial response. Week 1 Discussion Question explanation The Discussion Question in Week 1 of the module will be focused on content from your specific masters-programmer as it relates to a current strategic issue in your field of study or professional area.This material will enable you to gain a holistic understanding of the programmer and how this particular module is relative to the overall programmer goal. Week 2 Discussion Question explanation The Discussion Question for Week 2 of th e module will focus on content related to academic integrity as it is relative to your masters programmer and your professional experience. This question will assist in the transition from Week 1 and 2 foundational materials to the Strategic Organization module material upcoming in Week 3. Weeks 3 through 10 Discussion Questions Beginning in Week 3, your Discussion Questions will focus on concepts related to Strategic Organization. A typical answer should have about 500 words, but it is the quality of the answer that matters, not the number of words.To ensure your success throughout this module and the Masters programmer it is essential to complete and thoroughly respond to each Discussion Question. Answers will be submitted to the weekly Discussions folder Turn tin Links, and also posted in the module Discussion Board. You must submit your initial response to the Discussion Question(s) by the end of Day 3 (Saturday). Following the 3 out of 7 days rule, you are required to participate with follow- on postings to your peers answers, making 3-5 significant Discussion Question follow-up postings in addition to your initial response for each Discussion Question by the end of Day 7 (Wednesday).Your total Discussion Board participation must occur on at least 3 individual da ys during each week. Follow-up postings should be significant contributions to the Discussion. You may wish to respond to your colleagues postings in one or more Of the following ways: ; ; ; ; ; Ask a probing question. Share an insight from having read your colleagues posting. Offer and support an opinion or suggestion. Validate an idea with your own experience. Expand on the ideas in your colleagues posting. Hand-in Assignments (1 9 percent of total module grade) You must submit our answer to the Hand-in Assignment (HA) for five of the ten weeks by the end of day 7 (Wednesday). A typical answer should have between 500 and 1,000 words, but it is once again the quality of the answer that matters, not the number of words. Answers will be submitted to the weekly Assignments folder, but are not to be posted in the module Discussion Board. For both the Q and the HA, satisfactory answers will demonstrate clear understanding of the topics and issues related to the assignment. Good answers will be able to explain the reasons in more depth. Excellent answers will be able to raise appropriate critical questions. Weak answers will demonstrate only a partial grasp of what is important in the context of the assignment. Instructors will provide feedback about these assignments in their weekly feedback to students. The following table provides an example weekly flow of activities. Example Weekly Activities Days 1 -2 Thursday Friday Review the Weekly Information and Learning Resources Day 3 Saturday Initial Q Response Due Days 4-6 Sunday Monday Tuesday Add Follow-up Postings Work on Hand-in Assignment (if applicable) Day 7 Wednesday ; Total of 3-5 Follow-up Postings would have been posted by this Day ; Hand-in Assignment Due Final Projects End of module assessment: 1500-2000 word assignment (28 percent of total module grade) The purpose of the Final Project is to apply the concepts and techniques of the module to the analysis of real-world situations or problems.Students are expected to use diverse sources of information and to carry out an original analysis rather than summaries or rehash existing work. You will submit an individual project (IP) in Weeks 7 and 8. The Pips are components of the Final Project intended to help you plan your work and give you the benefit of your instructors feedbac k before your Final Project is due in Week ID. In Week 7, you will submit a Project Proposal, which will convey the resources you will use for your research and the organization you are proposing for your project. In Week 8, you will submit an Annotated Outline of your research sources. In Week 10, you will address the comments from your instructor and submit your Final Project. More details on each stage of the project are found in the weekly areas.

The First Battle Of Manassas Essays - Military Personnel

The First Battle of Manassas The First Battle of Manassas On a hot summer day in July of 1861 there stood about 30,000 Union troops lead by General Irvin McDowell ready to march out and capture Richmond and end the war. For the troops were young volunteers and thought that the battle would only last one day. But they were wrong for the battle of Manassas or otherwise known as Bull Run lasted more then one day the battle lasted six days instead. The Confederates had 22,000 men who were headed by Gen. Pierre G.T. Beauregard, Gen. Joseph E. Johnston, Col. Nathan Evans, Barnard Bee, Col. Francis Bartow, and Gen. Thomas J. Jackson. As the Union army marched towards Richmond they had little knowledge of what the war would mean. For all they knew was that the war would only last one day and they would go home. General McDowell had a plan to seize the railroad junction at Manassas, so he would have a better approach to the Confederate's Capital. As the Union was trying to devise a plan to seize the railroad junction the Confederate troops were guarding the fords of Bull Run. McDowell's army marched his men from Washington against the Confederate army, and ended up behind Bull Run Beyond Centreville on July 18. On July 18th Gen. McDowell moved toward the unions right flank, but he was stopped at Blackburn's Ford and he spent the next two days scouting the southerns left flank. While Gen. McDowell was scouting the flanks at Blackburn's ford, Gen. Beauregard asked the Confederate Government at Richmond for assists, and they ordered Gen. Joseph E. Johnston stationed in the Shenandoah Valley with his 10,000 troops to go and support Beauregard. Now Gen. Johnston gathered his men a headed toward the Manassas Junction, most of the troops arrived on July 20 and 21. The battle begins on the morning of July 21; McDowell sent his troops to march north toward Sudley Springs. McDowell created a decoy attack at the stone bridge where Warrenton Turnpike crossed Bull Run, to distract southerners. At Approximately 5:30 AM a loud single shot was fired which signaled the battle. As McDowell's men headed towards Matthews Hill, Col. Nathan Evans realized that the attack at Stone Bridge was only a diversion, so he sent his command rushing towards Matthews Hill to head off McDowell's army. But Evans Army was too weak and couldn't hold back the Union for long. Brigadier General Barnard Bee and Colonel Francis Bartow went to go assist Evans men but their reinforcements were weak as well and the Union destroyed the Southerners lines and headed toward Henry Hill. Gen. Bee called on the assistance of Gen. Thomas J. Jackson's brigade to control the lines and hold back the Union from going any further. This spot is where Gen, Thomas J. Jackson got his nickname "Stonewall" because Gen. Bee shouted, "There stands Jackson like a stone wall!" The Union stopped the confederate's attacks, but the battle lasted long enough for the confederates to reenforce their lines. Both sides where battling back and forth trying to force one or the other off Henry Hill. The confederates took out the Unions right flank on the Chinn Ridge, which caused McDowell's unit to retreat back across Bull Run, where the roads were crowed with people trying to see the battle. In all the confusion of the battle Gen. Bee and Col. Bartow die in action, and Gen. Stonewall takes command and attacks. The Union retreated all the way back to Washington and the Confederates on the Battle of Bull Run. Even though it was a battle that people wouldn't think that would last long it was very costly. Which made Lincoln's administration have to replace McDowell with a new Maj. General George B. McClellan, who had a different approach on the battles then that of McDowell. Gen. McClellan needs to train his troops and reorganize his tactics.

Women and Revolution in China and Iran

Women and Revolution in China and Iran During the 20th century, both China and Iran underwent revolutions that significantly changed their social structures. In each case, the role of women in society also shifted enormously as a result of the revolutionary changes that took place - but the outcomes were quite different for Chinese and Iranian women. Women in Pre-Revolutionary China During the late Qing Dynasty era in China, women were viewed as the property first of their birth families, and then of their husbands families. They were not really family members - neither the birth family nor the marriage family recorded a womans given name on the genealogical record. Women had no separate property rights, nor did they have parental rights over their children if they chose to leave their husbands. Many suffered extreme abuse at the hands of their spouses and in-laws. Throughout their lives, women were expected to obey their fathers, husbands, and sons in turn. Female infanticide was common among families who felt that they already had enough daughters and wanted more sons. Ethnic Han Chinese women of the middle and upper classes had their feet bound, as well, limiting their mobility and keeping them close to home. If a poor family wanted their daughter to be able to marry well, they might bind her feet when she was a small child. Foot binding was excruciatingly painful; first, the girls arch bones were broken, then the foot was tied with a long strip of cloth into the lotus position. Eventually, the foot would heal that way. A woman with bound feet could not work in the fields; thus, foot-binding was a boast on the familys part that they did not need to send their daughters out to work as farmers. The Chinese Communist Revolution Although the Chinese Civil War (1927-1949) and the Communist Revolution caused enormous suffering throughout the twentieth century, for women, the rise of communism resulted in a significant improvement in their social status. According to communist doctrine, all workers were supposed to be accorded equal worth, regardless of their gender. With the collectivization of property, women were no longer at a disadvantage compared with their husbands. One goal of revolutionary politics, according to the Communists, was womens liberation from the male-dominated system of private property. Of course, women from the property-owning class in China suffered humiliation and the loss of their status, just as their fathers and husbands did. However, the vast majority of Chinese women were peasants - and they gained social status, at least, if not material prosperity, in post-revolutionary Communist China. Women in Pre-Revolutionary Iran In Iran under the Pahlavi shahs, improved educational opportunities and social standing for women formed one of the pillars of the modernization drive. During the nineteenth century, Russia and Britain vied for influence in Iran, bullying the weak Qajar state. When the Pahlavi family took control, they sought to strengthen Iran by adopting certain western characteristics - including increased rights and opportunities for women. (Yeganeh 4) Women could study, work, and under Mohammad Reza Shah Pahlavis rule (1941 - 1979), even vote. Primarily, though, womens education was intended to produce wise, helpful mothers and wives, rather than career women. From the introduction of the new Constitution in 1925 until the Islamic Revolution of 1979, Iranian women received free universal education and increased career opportunities. The government forbade women from wearing the chador, a head-to-toe covering preferred by highly religious women, even removing the veils by force. (Mir-Hosseini 41) Under the shahs, women got jobs as government ministers, scientists, and judges. Women got the right to vote in 1963, and the Family Protection Laws of 1967 and 1973 protected womens right to divorce their husbands and to petition for custody of their children. The Islamic Revolution in Iran Although women played an important role in the 1979 Islamic Revolution, pouring out into the streets and helping to drive Mohammad Reza Shah Pahlavi out of power, they lost a considerable number of rights once the Ayatollah Khomeini took control of Iran. Just after the revolution, the government decreed that all women had to wear the chador in public, including news anchors on television. Women who refused could face public whipping and prison time. (Mir-Hosseini 42) Rather than having to go to court, men could once more simply declare I divorce you three times to dissolve their marriages; women, meanwhile, lost all right to sue for divorce. After Khomeinis death in 1989, some of the strictest interpretation of law were lifted. (Mir-Hosseini 38) Women, particularly those in Tehran and other large cities, began to go out not in chador, but with a wisp of scarf (barely) covering their hair and with full makeup. Nonetheless, women in Iran continue to face weaker rights today than they did in 1978. It takes the testimony of two women to equal the testimony of one man in court. Women accused of adultery have to prove their innocence, rather than the accuser proving their guilt, and if convicted they may be executed by stoning. Conclusion The twentieth-century revolutions in China and Iran had very different effects on womens rights in those countries. Women in China gained social status and value after the Communist Party took control; after the Islamic Revolution, women in Iran lost many of the rights they had gained under the Pahlavi shahs earlier in the century. Conditions for women in each country vary today, though, based on where they live, what family they are born into, and how much education they have attained. Sources Ip, Hung-Yok. Fashioning Appearances: Feminine Beauty in Chinese Communist Revolutionary Culture, Modern China, Vol. 29, No. 3 (July 2003), 329-361. Mir-Hosseini, Ziba. The Conservative-Reformist Conflict over Womens Rights in Iran, International Journal of Politics, Culture, and Society, Vol. 16, No. 1 (Fall 2002), 37-53. Ng, Vivien. Sexual Abuse of Daughters-in-law in Qing China: Cases from the Xingan Huilan, Feminist Studies, Vol. 20, No. 2, 373-391. Watson, Keith. The Shahs White Revolution - Education and Reform in Iran, Comparative Education, Vol. 12, No. 1 (March 1976), 23-36. Yeganeh, Nahid. Women, Nationalism and Islam in Contemporary Political Discourse in Iran, Feminist Review, No. 44 (Summer 1993), 3-18.

Flood Types and Classifications in U.S

Flood Types and Classifications in U.S Floods that occur in the United States and abroad can be classified in multiple ways. Theres no steadfast rule for categorizing  flooding along a floodplain or after a tropical cyclone. Instead, broad types of flood labels are applied to any type of water inundation that results in damages. Flooding is one of the most dangerous types of all natural disasters. Flash Floods Floods can be most broadly classified as either river floods or flash floods. The main difference is in the onset of the flooding. With flash floods, there is often little warning that flooding will occur. With river flooding, communities can prepare as a river nears its flood stage.   Flash floods are usually the most lethal. Heavy downpours, often in mountainous highlands, can lead to surges of water that turn dry river beds or flood plains into raging torrents  within minutes. Local communities usually have little time to flee to higher land, and homes and other property in the waters path can be totally destroyed. Vehicles crossing roadways that are dry or barely wet in one moment can be swept away in the next. When roads and railways are made impassable, delivery of aid can become much more difficult. Slow Onset Floods   Slow onset floods, such as those that hit Bangladesh almost every year, can also be lethal but they tend to give people much more time to move to higher ground. These floods are a result of surface water runoff. Flash floods can also be the result of surface water runoff, but the terrain is a larger factor in the severity of the flood. They often occur when the ground is already saturated and simply cannot absorb any more water. When deaths occur during slow onset floods, they are much more likely to come about due to disease, malnutrition or snakebites. Floods in China displaced tens of thousands of snakes into neighboring areas in 2007, increasing the risk of attacks. Slower floods are also less likely to sweep away property, although it may still be damaged or destroyed. Areas are likely to remain under water for months at a time. Storms, tropical cyclones, and other maritime extreme weather can also produce deadly storm surges, as happened in New Orleans in 2005 after Hurricane Katrina, Cyclone Sidr in November 2007, and Cyclone Nargis in Myanmar in May 2008. These are most prevalent and dangerous along the coasts and near large bodies of water. Detailed Flood Types There are numerous other ways to classify floods. Many types of floods are a result of the location of the rising waters or other environmental factors. FEMA has a broad classification of flood types as follows: Riverine floodsUrban floodsGround failures, such as dam breaksFluctuating lake levelsCoastal flooding and erosion In addition, flooding can result from ice jams, mine accidents, and tsunamis. Remember that there are no steadfast rules for determining exactly what type of flood may be associated with any given area. Getting flood insurance and following the guidelines for flood safety are critical to keeping yourself, your family, and your property safe during a flood event.

R. Williams Construction Co. v. OSHRC Research Paper

R. Williams Construction Co. v. OSHRC - Research Paper Example After a serious investigation, the company was charged with some Occupational Safety and Health offences, which lead to expensive penalties. Discussion The paper will investigate the Williams construction company in relation to OSHA Act. It seeks to highlight the legal issues in the case, employer’s violation of the Act, and the role of the workers in maintaining the liability under the act. Legal issues The trench collapse that caused the death and serious injury of two Williams Company employees and the company’s violation of the OSHA Act summarizes the main legal issues in the case. Therefore, the legal concerns, who is responsible for upholding the violations of certain Occupational Safety and Health principles? Is it the court or the Williams construction company? The employer’s failures or violations After the investigation, the OSHA Act charged the Williams Construction company with a number of violations. First, the company failed to instruct and equip th e workers and managers with necessary strategies on how to identify and avoid hazardous working environment, as demanded by the OSHA regulations, (Wilshusen, Berg, Brookie, Okizaki & American Bar Association, (2008). The company did not provide any safety training to both the employees and managers in charge. For instance, Secondly, the company failed to make sure that the two workers did not need to move over 25 feet to a secure region, based on the OSHA Act requirements. The Act assumed that the employees were unaware of the depth they should attempt because the company did not issue any instruction about it. The company similarly, broke the law by offering just one safe egress mechanism at the east side of the forty-five deep excavation. Even though, it seems that one pump was stationed over twenty-five feet far from the ramp of the trench, the exact pumps’ position or the exact location of the employees verse the ramp during the collapse of the excavations, is rather imma terial. A person working not more than twenty-five feet away from the exit may prefer to move far away from the point of egress to do his work satisfactorily. Therefore, it is justified to predict that any workers already in the dangerous zone will be automatically exposed to the hazard itself. Therefore, this OSHA regulation applies irrespective of whether workers were exposed to real hazard during the time of trench fall. According to OSHA regulation, a violation is validated if a worker has access to hazardous zones over twenty-five feet away from egress means. Third, the company did not have a competent expert, trained mainly to ensure trench safety. The Act requires that the construction company should have a competent expert with certain knowledge and expertise in analysis of soil and protective mechanisms and able to identify fatal conditions. In additions, the company should have an expert to conduct routine excavation inspections to ensure hazardous conditions are identifie s as required by OSHA regulations, (Genson, Kerezman & American Bar Association, 2006). For instance, John, the supervisor confessed that he had not seen the safety manual of the company located at backside of the trucks seat. Additionally, the company did not train him as an OSHRC competent expert and had no any training apart from his job. Fourthly, the company did not ensure that the trench ways are supported and slopped based on the regulation requirements. Therefore, on the four above violations, the Labor Secretary

Marketing Communications Proposal Essay Example | Topics and Well Written Essays - 500 words

Marketing Communications Proposal - Essay Example From business context, the organization seeks to create new job opportunities in order to increase its workforce. At the same time, the existing employees will be motivated by offering them bonuses and job security. The plan revolves around increasing and expanding the regional network and increasing additional employees, which would allow the organization to build relations with the regional businesses. The banking industry is fiercely competitive ( Bettelley, 105, 2006). However, Alliance and Leicester offers new job opportunities, job security and bonuses as compared to its competitors. In the year 2006, Alliance and Leicester has introduced the â€Å"the first UK high street bank to offer user-to-site, site-to-user authentication for all of its online customers† (A&L Targets Small Businesses, p. 5, 2009). At the same time, â€Å"The solution, provided by Alliance and Leicester allows customers to log in to their online accounts in a simple and secure way† (A&L Targets Small Businesses, p. 7, 2009). Keeping these two points in mind, marketing experts and professionals have been hired in order to increase more than half million users in the next six months. The stakeholders of Alliance and Leicester include local networks, international networks, regular clients, etc. the present employees of Alliance and Leicester represent the entire organization and therefore it is essential to create awareness of its online banking services among its customers. The organization wishes to implement â€Å"risk based, behind the scenes authentication† (Bennett, 106, 2003) in order to ensure that the user becomes familiar with the entire process, when using his or her online banking account. At the same time, Alliance and Leicester is the first bank, which would assist the customers to identify it, when they use its online banking services (Cope, p. 22, 2006). The employees will ensure that the

The Case Of Speluncean Explorers Essay Example for Free

The Case Of Speluncean Explorers Essay FACTS A group of 5 including the 4 defendants and Roger Whetmore had entered into a limestone cavern. A landslide occurred and the boulders blocked the only entrance of the cave. When they discovered the problem, the 5 settled themselves on the obstructed entry until a rescue part could rescue them. Employers had left indicators at the headquarters of the society about where the cavern was. On the failure of their return, a rescue party was dispatched. The rescue task was really difficult. More men and machinery had to be conveyed to the remote area. A group of engineers, workmen, geologists and other experts were appointed. The work of removing the obstructions was frustrated by fresh landslides. Ten workmen were killed while clearing the entrance. All the treasury of the Speculean community was exhausted. Eight hundred thousand frevlars raised by legislative grants were all exhausted before the men were rescued. Success was finally achieved on the 32nd day of the rescue mission. It was known that the workers had carried very little provisions with them and that there were no animal or food matter in the cavern. On the 20th day of the rescue, it was discovered that the workers had carried with them a radio transmitter through which communication could be established. The workers asked the physicians and the experts how long it would take for them to be rescued, the physicians told them that it would take atleast 10 days and there was a little possibility for them to survive. Then they asked the physicians whether they could survive if they consumed one their coworkers. The physicians chairman replied reluctantly in affirmative. Roger Whetmore asked the physicians if they could do that by casting lots. There was no answer from their side. Then he asked if any party or a judge was willing to answer this question, there was no answer. He then asked if a priest could answer the question, unfortunately, even they could not. Thereafter, no more messages were received as the battery of the radio receiver had been exhausted. On the 23rd day of the rescue, Whetmore was killed and was eaten by his companions. Then it was known from the defendants that Whetmore had proposed this idea about whod be eaten by the throw of a dice. When it was Whetmores turn, the dice was thrown by a defendant and it turned out to be against Whetmore. He then was killed and eaten by his companions. VERDICT OF THE JUDGES CHIEF JUSTICE TRUEPENNY: He believed that the four defendants should be sentenced to death as he stated Whoever shall wilfully take the life of another shall be punished by death. He mentions that the above statute is not open to more than one interpretation ie it is unambiguous. He also suggested the idea of executive clemency adding that granting mercy would be in the hands of the executive. JUSTICE FOSTER He disagreed with the verdict of the Chief Justice. He thought that the defendants were innocent. He believed that the statute put forward by CJ Truepenny was not applicable  in this case as the law of nature was applied (defendants were in a state of nature at the time of the killing). He also said that if 10 workmens lives were sacrificed to save 5, why not kill 1 to save 4 lives. JUSTICE TATTING He felt sorry for the defendants but at the same time, also had a feeling of disgust at the act they committed. He strongly disagreed with Justice Fosters state of nature. He also thinks that self defence cant be applied to the case as it would raise difficulties. Ultimately, he is not able to decide the case. JUSTICE KEEN He took on the case from a morality point of view. He was in favour of the defendants not being given a death sentence. He criticized the other judges for failing to differentiate between the moral and legal aspects of the case. He also criticizes the courts self defence excuse. JUSTICE HANDY He uses a common-sense approach instead of using legal principles to solve the case. He had a philosophical point of view and was in favour of publics opinion on the case. MY VERDICT ON THE CASE This case has two sides ie the legal side and the moral side. If this case is seen from the legal side, then a death sentence is justified for the four defendants as the statute itself states that whoever shall wilfully take the life of another shall be punished by death. But I personally think that this case is special and it should be seen from the moral point of view. I dont believe that the defendants should be given a death sentence. I strongly disagree with CJ Truepennys verdict, with all due respect. The four defendants were in extremely unfavourable conditions and they had no choice but to kill one the companions and consume them, so that they could survive. The facts suggest that when Roger Whetmore asked the chairman of the physicians if they consume any one of the four companions, they would survive or not, the chairman also replied in affirmative even though he was reluctant. And the decision to kill Roger Whetmore was also justified as per the throw of dice. I agree with Justice Fosters views as well. First of all, the law of nature should be applied to this case as the defendants were in a state of nature at the time of killing. And as per the facts suggest, 10 workmen were killed to save the life of 5 people, then why not kill 1 person and save the life of 4 others? As far as granting executive clemency is concerned, I think that it should completely be in the hands of the executive, but I would be in favour of granting them with it.

The Torment of a Lifetime - Original Writing :: Papers

The Torment of a Lifetime - Original Writing The dining room door was left ajar; he could smell all the different aromas spilling through. He wasn't hungry, he settled for a cup of coffee. The coffee awoke his taste buds and realised that he could eat a breakfast. Unexpectedly he heard his name being called out over the tannoy, to go to the medical wing without delay. He thought it was just another routine medical examination, which all other staff dread. He stood before the door. He let out a loud sigh entered the room and marched his way to the grubby desk and announced himself. He was asked to sit down and wait for someone to call his name to proceed with his examination. The chairs were all stained and torn; they were in need of urgent replacement. His attention was fixated on a magazine about the Ancient Romans; he picked it up and began to read it. The noise suddenly ceased, leaving the tick-tocking of the clock not difficult to hear. He nervously waited, as he knew what was about to come. He began to hear faint footsteps gradually getting louder and closer being stomped in a rhythmic, ridiculed taunt. He felt like he was being harassed. This reminded him of a part in Jurassic Park. His eyes widened, a million and one thoughts running through his head. He knows what happens next. He has to get out. Within seconds the door that had a placard saying 'Medical Staff Only' burst open ricocheting off the adjacent wall. He flew back his chair in anticipation of what was about to happen, out emerged six examiners, accompanied by clipboards that were placed officiously against their chest. His nerves are at rock bottom, ticking away with each tick of the clock. The door slammed shut as he stumbled back through. Once strength and power surged throughout his veins, his body was completely drained, like air sucked out from a balloon. His body has encountered the extreme in the past but nothing to the torturing treatment that he had

The Grim Reaper Floats

The story Floating by Karen Brenna is about a woman who can miraculously float. She floats around the house day after day seeming to never leave. Her husband, however, seems completely unimpressed by her ability and sees her as a burden. A burden that he must feed and take care of. It Is not long Into the story before she finds a baby and brings it into her house. While this is happening another story is being told about a woman who meets Satan, and has a conversation with him in her house.The author intended for all of these events to relate to each other, and also to have some sort of deeper symbolism. The woman who aimlessly floats through the halls of her house does not have a choice, she Is trapped. Her and every one else In the story Is dead and stuck In Purgatory walling for their eternal fate to be decided. All of them experiencing death In a different way, the man bitter and mean, the woman and baby oblivious, and the story of the woman who spoke to Satan is already destined for hell.According to the hell depicted in both Dent's Inferno and The Divine Comedy before Landwards 2 you enter hell there Is a place called Purgatory. Purgatory is a place you go after death where you Walt for the decision on whether or not you go to the eternal resting place of heaven, or If your soul Is damned for the remainder of time In the pits of hell. Purgatory is where the majority of the story takes place. The woman does not know she is in Purgatory and that is why she is so amazed she can float. Floating is commonly a property given to the deceased, as in ghosts or spirits.The author also gave his character this ability as to hint to her death. She is trapped in her house, which Is a symbol for Purgatory and that Is why she feels she cannot leave. â€Å"l wish I could float at the supermarket or even outside beneath the stars, over the treetops which would be attractive from this angle. But I can only float through the rooms of my own house†(Brenna 303). In this passage the character is saying that outside is tantalizing and free, but she is bound only to the rooms and halls of the house.Because the house is a symbol for Purgatory, the outside world is an allusion to even, and that is why she wants nothing more than to leave the house and fly among the stars. Much Like someone would Like nothing more than to be allowed to be free of the bonds of Purgatory and frolic In the paradise of Heaven. Another hint in the text is when the author writes about the main character floating through the halls, and thinking back on her life as if it was a past event.She thinks about how Landwards 3 she arranged things on her coffee table trying to impress people, and have the silly objects reflect on who she is and realizes how foolish it was. A lot of people believe Tanat once you pass on Tanat you are enlightens Ana all earthly possessions Ana desires are realized foolish. This is what the author is referring to, because she is now dead she has been enli ghtened thus removing all of her earthly desires. The author also compared the main character to Chloral's bridal couple, which are newly wed ghosts floating across the canvas painted by the artist Mark Chalks.This could be yet another allusion to her being dead. â€Å"l float like Chloral's bridal couple alienates, past the huge oak mirror my grandmother bequeathed me where†¦ â€Å"(Brenna 303). Besides the bridal couple reference the author also mentions the main character's deceased grandmother bringing the thought of death into the reader's mind once again. All of these blatant messages of death shows that the author intended for the characters to be dead. The main character is not the only one who is dead in this story; there is also the husband and the baby.As we know, the husband of the main character of the story seems to always be aggravated and cranky, there is valid reasoning behind this. The wife and husband died at the same time, the husband knows that they are d ead while the wife is oblivious. This is why the Landwards 4 husband is so utterly unimpressed by his wife's ability to float. They can both do it, he is Just trying to protect her from the truth of their death. By not floating, the husband is letting his wife believe that they are still in the mortal world, that is why she can float and he is unimpressed.This would also explain why he seams so irritated all the time. Imagine if you knew you were dead, while you were trapped in Purgatory and you needed to pretend you weren't for the sake of the person you loved most in the world. This is an obvious reason as to why one would be mad. The baby in the story is also dead, The first layer of hell is Limbo and it is where all the uninhabited baby's go. The baby in the story died before it had a chance to be baptized, that is why they found it in Purgatory because it is also deceased.The reason it went to Purgatory is because the babies fate has not yet been decided. The rye of hell closes t to Purgatory is Limbo, Limbo is where all the uninhabited babies go and that is where this baby went, the back room where the baby is kept is Limbo. The punishment in Limbo is for all of the uninhabited babies to float through the river of Coacher for eternity, to feel sorrow and hopelessness forever. In the story the baby is put into a drawer lined with blue velvet, the blue symbolizes water, and the drawer stops the baby from wandering around as in Landwards 5 it traps the baby.Another part of the story mentions that the back room is where all he old photos are kept, all of the photos are souls trapped in a photographic tomb. The story also talks about how someone cracked the window with a pellet gun, so the window needed to be covered with a sheet. The window was a tantalizing view of heaven until it was covered leaving the room completely void of hope. The last story was of a woman who spoke with Satan and told him her life story this could also be interpreted in many ways. Th is last scenario of the story when the woman speaks to Satan in person is pretty straight forward.Whenever you hear of anyone speaking to the dark lord, you generally assume they are going to hell. The woman Lucifer spoke to was the main character of the story, but this event occurred in the past as foreshadowing to the point in time when she dies implying that the woman waiting in Purgatory is destined Tort Hell. All of this evidence points to the author writing a new and twisted version of The Divine Comedy. This twisted text makes you think that hell is everywhere and even if it isn't apparent you could be in Purgatory this instant waiting for your eternal damnation.

Private Equity

Acova Radiateurs Corporation Due Date: Â  Nov 11, 5pm. Please include the names of all group members at the top of the report. For Lead Group: case write-up should be no longer than six pages of text (double space, Font 11, 1 inch margin on all sides). You should also include any additional financial analysis (i. e. tables) that you would like to attach. The lead groups will also help with classroom discussion and answer questions. For Other Groups: the write-ups should be no longer than three pages of text each (double space, Font 11, 1 inch margin on all sides).You should also include any additional financial analysis (i. e. tables) that you would like to attach. The objective of the case is to introduce students to the world of leverage buyout. Baring Capital is a private equity specializes in buyout, it is now targeting a subsidiary of Aacova Radiateurs. The problem at hand is to determine an appropriate price for the company in an international setting. The report should cover, but not limited to, the following aspects of the valuation process: 1) Is Acova a good candidate for leverage buyout? ) Use the FCFE method to evaluate Acova and determine what it is worth. Feel free to supplement your analysis with other valuation method. 3) Like many buyout funds, BCI requires a very high hurdle rate, 30% to 35%, from its expected investment project. Is such requirement reasonable in Acova’s case? For lead groups, the valuation method for this case is relatively straightforward, so again I look forward to you to present the case. Please prepare a 10-15 minutes presentation to discuss the case. PowerPoint slide is recommended, and feel free to provide Tables/Slides/Graphs to aid your discussion.

The Economic impact of the winter olympic in Vancouver Essays

The Economic impact of the winter olympic in Vancouver Essays The Economic impact of the winter olympic in Vancouver Essay The Economic impact of the winter olympic in Vancouver Essay In order to increase whole elements of a countries’ or organization welfare, a country’s government might take various policies such as tight money policies, policies to increase full employment, policies that encourage the use of technological to drive more output, and many other policies. Concerning the many kinds of policies, the government might reduce income tax rates to include increasing take-home pay for all employees. In turn, the greater wages will drive the people to spend on leisure and encourage people to supply more labor (either work longer hours or enter the labor force). This situation is also similar to government’s plan in conducting events such as technology exhibition like CommunicAsia 2005 in Singapore or upcoming World Cup 2006 in Germany. The point is that such events will attract a huge number of foreign tourists and sport fans to see the events lively that in turn favor the hospitality industry of the organizing countries. In compliance with such events, in this paper, we would like to discuss the economic impact of 2010 Winter Games Olympic in Vancouver especially on the city’s hospitality industry. II. Aims and Objectives 1. This paper aims to present multiple account economic evaluation of conducting the 2010 Winter Olympic Games in Vancouver. The evaluation composes of three key implications: attractiveness, estimation, assessment of economic impacts 2. Using the appropriate research methodology to assess whether the 2010 Winter Olympic Games have significant economic impact on Vancouver 3. Using the relationship of research approach, deductive, quantitative to explore the relation between the 2010 Winter Olympic Games and economic growth in Vancouver, British Columbia. Using the non-participant observation method, collecting data and analyzing qualitative information from journal, books, magazine and other online materials to reach an understanding about the impact of the 2010 Winter Olympic Games on economy of Vancouver III. Research Question Amidst the attractive of being visited by a huge number of sports supporters from countries that take part in the Olympic Games that in turn increase demand for workers in the hospitality industry during the Games, we might explore whether becoming the host of Olympic Games is long-term solution or only one-night euphoria. The research statements or questions are therefore† as sport industry continuously shows their attractiveness, does the 2010 Winter Olympic Games will benefits the city’s hospitality industry in Vancouver economically that in turn support the positive economy growth? † IV. Focus on Investigation Hospitality as a discipline can be defined as the provisions of food, beverages and accommodation. The industry has been one of the most rapidly growing industries in the world. In the European Union alone, it is estimated that 1 of 9 people are working in the hospitality business. The United Kingdom is said to require 34,000 hospitality management personnel for the coming year only (â€Å"BA International†, 2005). The hospitality service started at the moment the guest arrives with all his/her expectations. The service’s reputation depends on how well the staffs and manager build and implements the quality standards. In this manner, we see that hospitality industry can create a huge demand for workers, thus reducing unemployment, and further perceived to speed the economy growth. Furthermore, in addition to projected income/benefits, we should consider another aspect of Winter Olympics. It is Government spending on developing facilities to support the Games. Since the assessment involves a broad range of subjects, the observations in this investigation will be designed to use appropriate materials in order to provide comprehensive conclusion on the impact of the 2010 Winter Olympic on Vancouver’s economy. The economy impact of 2010 Winter Olympic on Vancouver is generally related to the tourism business. Therefore, we see anything under the tourism industry race to enhance their product’s and services quality in order to take benefits of such a mega-event would. In this paper, we will focus on the discussion of the impact of such event in three elements in hospitality industry: revenue per available room, room supply, and hotel room demand.

Admiral Togo Heihachiro in the Russo-Japanese War

Admiral Togo Heihachiro in the Russo-Japanese War Early Life Career of Togo Heihachiro: The son of a samurai, Togo Heihachiro was born in Kagoshima, Japan on January 27, 1848. Raised in the citys Kachiyacho district, Togo had three brothers and was educated locally. After a relatively peaceful childhood, Togo first saw military service at age fifteen when he participated in the Anglo-Satsuma War. The result of the Namamugi Incident and the murder of Charles Lennox Richardson, the brief conflict saw ships of the British Royal Navy bombard Kagoshima in August 1863. In the wake of the attack, the daimyo (lord) of Satsuma established a navy in 1864. With the creation of a fleet, Togo and two of his brothers quickly enlisted in the new navy. In January 1868, Togo was assigned to the side-wheeler Kasuga as a gunner and third-class officer. That same month, the Boshin War between supporters of the emperor and the forces of the shogunate commenced. Siding with the Imperial cause, the Satsuma navy quickly became engaged and Togo first saw action at the Battle of Awa on January 28. Remaining aboard Kasuga, Togo also took part in naval battles at Miyako and Hakodate. Following the Imperial triumph in the war, Togo was selected to study naval matters in Britain. Togo Studies Abroad: Departing for Britain in 1871 with several other young Japanese officers, Togo arrived in London where he received English language training and instruction in European customs and decorum. Detailed as a cadet to the training ship HMS Worcester at the Thames Naval College in 1872, Togo proved a gifted student who frequently engaged in fisticuffs when called Johnny Chinaman by his classmates. Graduating second in his class, he embarked as an ordinary seaman on the training ship HMS Hampshire in 1875, and circumnavigated the globe. During the voyage, Togo fell ill and his eyesight began to fail. Subjecting himself to a variety of treatments, some painful, he impressed his shipmates with his endurance and lack of complaint. Returning to London, doctors were able to save his eyesight and he began a study of mathematics with Reverend A.S. Capel in Cambridge. After traveling to Portsmouth for further schooling he then entering the Royal Naval College at Greenwich. During the course of his studies he was able to watch firsthand the construction of several Japanese warships in British shipyards. Conflicts at Home: Away during the 1877 Satsuma Rebellion, he missed the turmoil that it brought to his home region. Promoted to lieutenant on May 22, 1878, Togo returned home aboard the armored corvette Hiei (17) which had recently been completed in a British yard. Arriving in Japan, he was given command of Daini Teibo. Moving to Amagi, he closely watched Admiral Amà ©dà ©e Courbets French fleet during the 1884-1885 Franco-Chinese War and went ashore to observe French ground forces on Formosa. After rising to the rank of captain, Togo again found himself on the front lines at the start of the First Sino-Japanese War in 1894. Commanding the cruiser Naniwa, Togo sank the British-owned, Chinese-chartered transport Kowshing at the Battle of Pungdo on July 25, 1894. While the sinking nearly caused a diplomatic incident with Britain, it was within the constraints of international law and showed Togo to be a master of understanding the difficult issues that could arise in the global arena. On September 17, he led Naniwa as part of the Japanese fleet at the Battle of the Yalu. The last ship in Admiral Tsuboi Kozos line of battle, Naniwa distinguished itself and Togo was promoted to rear admiral at the wars end in 1895. Togo in the Russo-Japanese War: With the conflicts end, Togos career began to slow and he moved through various appointments such as commandant of the Naval War College and commander of the Sasebo Naval College. In 1903, Navy Minister Yamamoto Gonnohyoe stunned the Imperial Navy by appointing Togo to the post of Commander-in-Chief of the Combined Fleet, making him the nations preeminent naval leader. This decision caught the attention of Emperor Meiji who questioned the ministers judgment. With the outbreak of the Russo-Japanese War in 1904, Togo took the fleet to sea and defeated a Russian force off Port Arthur on February 8. As Japanese ground forces laid siege to Port Arthur, Togo maintained a tight blockade offshore. With the citys fall in January 1905, Togos fleet conducted routine operations while awaiting the arrival of the Russian Baltic Fleet which was steaming to the war zone. Led by Admiral Zinovy Rozhestvensky, the Russians encountered Togos fleet near the Straits of Tsushima on May 27, 1905. In the resulting Battle of Tsushima, Togo utterly destroyed the Russian fleet and earned the nickname the Nelson of the East from the Western media. Later Life of Togo Heihachiro: With the wars conclusion in 1905, Togo was made a Member of the British Order of Merit by King Edward VII and acclaimed around the world. Departing his fleet command, he became Chief of the Naval General Staff and served on the Supreme War Council. In recognition of his achievements, Togo was elevated to hakushaku (count) in the Japanese peerage system. Given the honorific title of fleet admiral in 1913, he was appointed to oversee the education of Prince Hirohito the following year. Acting in this role for a decade, in 1926, Togo became the only non-royal to be given the Supreme Order of the Chrysanthemum. An ardent opponent of the 1930 London Naval Treaty, which saw Japanese naval power given a secondary role relative to the United States and Britain, Togo was further elevated to koshaku (marquis) by now-Emperor Hirohito on May 29, 1934. The following day Togo died at age 86. Internationally respected, Great Britain, the United States, the Netherlands, France, Italy, and China all sent warships to take part in a Tokyo Bay naval parade in the late admirals honor. Selected Sources Portraits of Modern Japanese Leaders: Togo HeihachiroTogos Report of the Battle of TsushimaTime: Togo of Tsushima

Chapter 7 Essay Example | Topics and Well Written Essays - 500 words

Chapter 7 - Essay Example while being ensured no negative consequences are to occur. Climate for excellence can be real or a superficial facade to hide the lack of innovation. Support for innovation means backing innovative ideas with practical help. Innovation is fostered and/or hindered by the organizational management and the attitude thereof. However, it is good to remember that vision, consistency and articulate argument makes even minority groups (work groups in huge organizations are minority groups) effect change. Minorities need to be (or at least appear to be) autonomous and not working in opposition to the group’s interest. It is good to remember that resistance would be faced, and should be expected. Characteristics of innovative teams, which are actually in the minority include: clear vision, everyone should have the same vision and goal; communication, it needs to be adequate and consistent as assumptions need to be cleared out too; flexibility, willing to listen to others outside the tea m as well, especially when the team’s own ideas are being presented to them; persistence, adaptability does not mean abandoning ideas; participation, include as many people in the team as possible.

Operation case (THE MONGOLIAN GRILL) Study Example | Topics and Well Written Essays - 750 words - 1

Operation (THE MONGOLIAN GRILL) - Case Study Example In addition, Mr. Butkus should ensure that all new staff understands the concept fully before commencing work. This includes thorough orientation and training to ensure new staff understands the four main features: entertaining and interactive environment, fresh and healthy food ingredients, unlimited food quantities, and customer involvement during food preparation. If Mr. Butkus chooses to move the cooking grill to the center in order to allow more space, he should also consider hiring additional staff immediately to work part time. The idea is to allow enough time for the new employees to train and understand the concept as well as to familiarize them to customers. Mr. Butkus, the owner of the Mongolian Grill restaurant in London Ontario considered a major design decision on whether to change the change the original design of the Waterloo location in order to increase the grill capacity and serve customer faster. The major decision for Mr. Butkus was whether to add a second area for food preparation or to move the cooking grill. i. Move the cooking grill from the corner to a central area in the restaurant in order to increase counter space. This strategic decision would create more space and allow the restaurant to accommodate more patrons, especially during the peak hours. ii. Immediately hire more cooks to work during busy periods in order to reduce workload to existing staff. The current staffs are overworked and may not perform as expected for the company to meet its operational objectives. Hiring additional staff would ensure that the restaurant does not neglect important aspects of operations including cleanliness and focus on fresh foods. Furthermore, tired staff may be detrimental to the restaurant. Therefore, this decision would ensure that staff focuses more on delivering the best service, a primary goal for the business. iii. Allow two cooks to work 30-minute intervals covering a single shift. Although this would increase the cost

The Opportunities and Challenges of Contemporary Public Health Policy Essay

The Opportunities and Challenges of Contemporary Public Health Policy for Specialist Community Public Health Nursing - Essay Example This paper is a critical review of the available literature on specialist community public health policy in England as applicable to health visiting. Some of the more recent position papers along with several research papers on the role of health visiting nurses, their qualifications and skills and the relevant policies will be reviewed. The advantages of health visiting to the target segment and the various challenges faced by health visitors as well the administration will also be discussed to understand the health visiting environment in England. Specialist community health policy in England Despite recognizing the importance of public health promotion and preventative strategies through community settings, public health issues concerning health visiting still remains a subject that attracts much attention. Health visiting may have evolved from simply being concerned with sanitation to addressing maternal and child welfare; it is now being touted as the most essential of services in the realm of public health. Today, health visiting in England and UK as in other countries is being given the importance that it demands. This concept of health visiting primarily focuses on generating awareness among individuals, families and communities as a whole of the importance of ensuring the wellness of both the child and the family (Carr et al, 2012). However, there is an increasing awareness among practitioners and policy makers alike of the need for effective policies and implementation strategies to cater to the demanding and more complex needs of the changing community settings which are more heading towards being multi-ethnic and diverse in nature. There is evidence of a multi-pronged approach to developing health visiting services in England. This can be seen from the initiative by National Health Services (NHS) in gathering evidence base for improving public health based on a three-tier structure that takes in to account the strategic directions set by a board of advisors in collecting the evidence base, dividing the work based on reference group and forming of user panels to establish a framework for evaluation of the evidence base (Bull et al, 2004). The Royal College of Nurisng (RCN), UK’s largest association of nurses, midwives, health visitors and other practitioners has published a position paper on health visiting (â€Å"Pillars of the Community: the RCN UK position on the development of the registered nursing workforce in the community†) which has since been instrumental in contributing to the decision of the Department of Health to endorse the coalition government’s pledge to increase the number of health visitors from 8000 to more than 12000 (an increase by 4200) and also the ‘Health Visitor implementation Plan’ set to guide and strengthen health visiting service in the country, as part of the â€Å"A Call to action: 2011’ publication that endorses a four tier model: Community; Universal; U niversal Plus and Universal Partnership Plus (Health Visiting Services & Public Health Nursing: a consultation document, 2012). Concerns have been raised on the role of health nurses in the community settings where it seemed to take on the role of surveillance more than support to the families of the different communities. However, specialist community

Waste Management And Remedial Measures Environmental Sciences Essay

Waste Management And Remedial Measures Environmental Sciences Essay Waste is being generated by the humankind from the beginning itself like that of the animals they hunted for, bones, wood from trees etc..Its just that as the time passed, the composition and the amount of waste generated has shown a drastic change. The progress of civilization resulted in the generation of more complex nature of waste. The increasing industrialisation and consumerism from the 19th century resulted in pollution of earth by the burgeoning generation of non-biodegradable waste. The increasing population, then increasing demands, then increasing industrialisation is the cycle which is continuously adding to the non-biodegradable waste in the environment. Classification of waste: According to the source of generation, the solid waste can classified as: Household waste or the municipal waste Industrial waste or the hazardous waste Biomedical waste or the infectious waste Municipal waste- The municipal waste includes the household waste, construction debris and waste from the streets. The municipal solid waste generated has grown from 6million tonnes (in 1947) to 48 million tonnes (in 1997)! Shockingly, more than 1/4th of this waste is not collected at all and more than half of the cities in India do not have the adequate capacity to transport it and also many available landfills are not managed well and are also not inclined to safeguard the soil and groundwater from contamination. Also, some of the household waste can be hazardous like old batteries, paint tins, old medicines, etc. A table showing the time taken by the waste to decompose: Type of waste Time taken to decompose (approx.) Organic waste (Fruits, vegetables, etc.) 1-2 weeks Paper 10-30 days Wood 10-15 years Woolen items 1 year Metals (aluminium, tin, etc.) 100-500 years Plastic bags 10,00,000 years! Glass bottles Not yet determined! Industrial waste- The industrial waste can be said to be hazardous since it can very often contain toxic substances. Such waste can be highly inflammable or explosive and can also react on exposure to certain things. Around 7 million tonnes of hazardous waste is generated in India mainly in the cities; Uttar Pradesh, Bihar, Andhra Pradesh and Tamil Nadu. The waste generated by industries is primarily metals, chemicals, paper, pesticides, dyes, etc. Hospital waste- It refers to the waste generated during the diagnosis, treatment of human-beings or animals or that generated during the research activities undertaken in the field. This type of waste can be highly infectious and can result in serious damages to mankind if not managed properly in a scientific manner. Such waste can be soiled waste, anatomical waste, sharps, chemical waste, discarded medicines, etc. The government has enforced Bio-medical Waste (Management and Handling) Rules,1998 for making the medical institutions to handle the waste properly. Regarding the project: Though the educational institutes do not burden the environment with waste as compared to the waste generated by other organisations, still they generate a significant amount of waste which can become difficult to manage without any expertise in the field. In fact, such waste can become even harmful if not handled properly. So, attention needs to be paid towards this and therefore we are undertaking this research project to find out the system of managing solid waste in SVC, to find the loopholes, problems or inefficiencies in the processes (if any) and to try to provide remedial solutions to such bottlenecks. One of the main idea which seems apparent and emphasises the importance of this project is that the educational institutes seem to be generating waste primarily which is biodegradable in nature. Biodegradable waste is the waste which is of plant or animal or natural origin and can be broken down into simple compounds by microorganisms. It can be decomposed by the microorganisms ultimately. So it gets back into nature unlike the non-biodegradable waste which stays in the environment for an indefinite period of time (like plastic). Methodology: Data Collection Primary Sources Secondary Sources Student interviews Personal observations Campus administrators interview We will be relying primarily on secondary source of data for this project since this source is likely to provide us a very precise and accurate information saving our time and cost of collecting primary first-hand information. We will also be observing the practices in the campus for some first-hand information and patterns on waste generation and we will also interview a sample of students from the campus to gather primary data. Our source of secondary information is Mr. AT Sutar, Campus Administrator of SVC. So we will collect information from Mr. AT Sutar through a personal interview and then collect data and analyse it to reach a specific conclusion about the state of waste management in the campus. Some of the questions posed to Mr. AT Sutar in the interview were: Q- What is the area of land occupied by the campus? Q- What kind of waste is generated in the campus? Q- How does the waste generated from different colleges differ in composition and volume? Q- What is the procedure of collection of waste? Q- How is the waste stored before it goes for its final treatment? Q- How is the waste disposed off ultimately? Q- Is there any waste which you think can be controlled? Q- Is there any problem presently being faced in waste management? Some important questions that we asked to the students were: Q- What is the waste that you throw in the college dustbins? Q- Is the waste generated by you constant or varies over time periods? Q- Are there any specific factors which you think results in unnecessary increase in waste generation in SVC? Q- What would be your views if the colleges take a decision to ban or restrict the use of non-biodegradable substances like polybags and thermocol in the campus (SVC)? Findings: By the interview with Mr. AT Sutar the students and our observation, we found the following information about the waste generated and its management procedure in SVC: Type of waste generated: Being an educational institute, the main type of waste generated is stationery which includes papers, pens, pencils etc. The quantity of such waste is the highest from Symbiosis Institute of Design (which is around 7-10 times the waste generated by any other institute) due to the nature of the subjects taught. Food waste is also generated in a significant quantity from the campus cafeteria, juice centre and mess. Further, the campus medical centre generates bio-medical waste which requires special treatment due to its harmful nature. Since the advanced medical treatments are not performed here, the bio-medical wastes composition is limited to sharps, bandages etc. which is relatively east to handle vis-Ã  -vis the waste of other medical institutions like hospitals. But the amount of sharps and related waste also increases tremendously during the health check-up of the students at the campus which requires attention. Other waste includes plastic, thermocole, glass, tin and also the decoration material and allied waste which is observed during the institutions fests and extra-curricular activities and competitions. Our interviews with the students revealed the following additional information: While eating in the mess, students initially take a good amount of food in their plates and sometimes a lot of this goes waste when they do not like its taste or when they become full. This results in food wastage. Students also said the reason for increase in non-biodegradable waste in campus during college fests can be due to the use of decoration materials like thermacole and upon questioning whether they would be able to substitute them with the biodegradable substances, their reply was in positive which implies that there was non-awareness among them about the issue and they can be able to reduce non-biodegradable during fests if motivated to do so. Sources of waste generation Colleges Eating outlets Medical centre Other general waste SID SCMS-UG SIMC SIS Mess Cafetaria Juice centres Stationery, glass, tin, thermacole etc. Food waste like unused food, leftover food, spoilt fruits and vegetables etc. Sharps, bandages etc. Campus cleaning, Xerox centre waste Type of waste generated Waste Collection: The waste is collected through 3 big dustbins kept at each floor of every institution in the campus. The cleaning staff has the responsibility of segregating the waste after it is collected in the dustbins. Then this waste is accumulated in the basement after segregation for sending it to its place of disposal or treatment. Waste Treatment: The biodegradable waste like food waste is sent to the biogas plant and the other waste which cannot be treated by the campus is sent with the PMC waste disposal truck which takes a round in Viman Nagar daily. The biogas plant was established in the campus in 2005 with a cost of around 10 lakhs and is currently being operated by 3 specialist employees. The capacity of the biogas plant is much more than is being utilised and the energy generated by the plant is being utilised for boiling the water which in turn is used for cleaning the utensils of the colleges mess and cafeteria. The pressure generated of the biogas is very less which further creates less power/electricity. This implies that the biogas plant in the campus is being underutilised. Problems identified: The problems identified by us are: Excessive wastage of food by the students. Significant increase in the generation of non-biodegradable waste during college fests extra-curricular activities. Underutilisation of biogas plants capacity. We also didnt recognize any recycling activity in the campus. Recommendations: The wastage of food by the students can be reduced by inducing them to take food in little amounts and to take it again if they want rather than putting it altogether in one go in their plates. Posters can also be put up regarding this in the colleges mess so that the students are reminded of it every time they are putting food in their plates. During the college fests, students can be encouraged to reduce the use of non-biodegradable substances as far as possible. Other substances like polybags and thermacole can be banned in the campus and fines can be imposed on any student found using them to strictly discourage their use. Also, the biogas plant in the campus is being underutilised to a great extent. The plant gets input (biodegradable waste) to its full capacity occasionally during the college fests when the amount of waste generated is 3-4 times the waste generated during the normal college days. So the plant has an idle capacity of about half its full capacity during the maximum period of the year. Further, we feel that the investment made in the plant is not yielding sufficient returns as the amount of power being generated is very less apparently due to the low capacity utilisation of the plant. So, for tackling this issue, it is required that the plant is made to operate on its full capacity. Now this cannot be done by asking students to unnecessarily generate more waste within the campus but it can be solved by tying up with PMC and getting the required biodegradable waste from the PMC garbage truck which further reduces PMCs waste processing load too. Once the biogas plant starts operating on its full capacity, it will result in the generation of more power which can further be used in the college and save funds on electricity bills. Further, to encourage recycling in the campus, students can be induced to form up clubs for the purpose of taking up the recycling activity (even if its on a small scale) and stimulating their creativity to generate the best creations out of the waste. Also, the three Rs ideology can be of great help in guiding the waste management in SVC. Reduce Recycle Reuse Improvement in waste management Amount of waste generated

The Impact of Technology on a Home Schooled Education Essay -- essays

The Impact of Technology on a Home Schooled Education The field of technology is constantly improving, expanding, and changing. Over the past decade, Internet use and web-based communication have sky rocketed, enabling businesses, families, schools, and students to communicate more efficiently. An abundance of information is now available, literally, at the â€Å"click of a button.† This decade-long expansion of technology has had a remarkable impact on the effectiveness of home schooling, making sources available in seconds and instilling valuable life skills in each student that are vital for a successful future in this world of technological growth. The purpose of this research paper is to illustrate the positive impact of emerging technologies on home-schooled children, to demonstrate how technology is improving the effectiveness of these learning environments, and to display the augmentation of educational possibilities for students. The impact of the Internet and the great quantity of its use in public and home schools has grown tremendously over the past decade. Now, many children have the luxury of logging onto an instant messenger program to chat with friends instantaneously or sign into their personal email accounts to check new messages. Years ago, the idea of email was unheard of and unknown of to most. Suddenly it seemed that practically overnight, everyone had a personal email account. With this came the words â€Å"You’ve got mail,† and there began a new era. Email gave home-schooled students the advantage of being able to connect with others students easily. It connected students who live next door to each other to students who live in a complete different country. Email has facilitated the process of ... ...ademic Search/EBSCO database. Eichenlaub, N. (1999, November 28). E-Home Schooling: The Impact of the Internet on Home Schooling. Retrieved March 10 from the World Wide Web: http://www.slais.ubc.ca/people/students/student-projects/N_Eichenlaub/500-WWW/references.htm Strauss, Howard. (1999). The Future of the Web, Intelligent Devices, and Education. Educom Review, Volume 34 Number 4. Retrieved April 15, 2003 from the EDUCAUSE database on the World Wide Web: http://www.educause.edu/ir/library/html/erm9944.html Shemitz, J. (2002, December 29). Jon's Home school Page. Retrieved April 10, 2003 from the World Wide Web: http://www.midnightbeach.com/hs/ Rutkowski, Kathleen. (1998, May/June). Home school Pioneers on the Web. Voices of the Web. Retrieved April 9,. 2003 from the World Wide Web: http://www.infotoday.com/MMSchools/may98/voic0598.htm