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