2/21/99 Essays - French People, Michelle De Bonneuil,

2/21/99 French/ Essay Elle a commenc? ?tre une soeur. de 5 fr?res! Qui a par le pass? form? Jackson 5. Un groupe noir c?l?bre de bruit quand elle ?tait toujours une dame tr?s jeune. Elle a voulu chanter comme son brothers..but son p?re qui ?tait le directer du didn de filles de chapeau de pens?e de Jackson 5, t appartiennent dans le monde du chant. Les hommes justes pourraient r?sister ? tous les mauvais temtation et losts durs d'emotionnal. Mais elle a chant? par ses propres. jusqu'? ce qu'elle atteignent l'?ge de 16, un producteur l'a surprise chanter. et a d?cid? d'avoir une entrevue avec elle. Elle a re?u immidiatly.. mais rencontrer secr?tement l'homme. Apr?s que l'entendant chantiez, ils singned immidiatly un enregistrement. Elle a commenc? avec des chansons d?j? ?crites bonnes de chansons. Alors qu'elle a commenc? ? writting ses propres personnes de ND de songs. A aid? son produit elles. La chose est elle ?tait une fille vraiment timide. Toujours se cachant. et toujours araid pour essayer de nouvelles choses. toutes ceci en raison de la situation de famille. L? o? des femelles doivent ?tre domin?es. ainsi quoiqu'elle ait ?t? le patron elle a agi comme si elle ?taient une ouvri?re. et pas responsable de n'importe quoi. C'est quand Paula Abdoul a intervenu. Elle a cr les choreagraphys les plus merveilleux pour ses videos et expositions. Et un jour. Janet a commenc? ? dire. aucun je n'aime pas que certain d?placez-. cependant moi aiment cet un. Et lentement elle a commenc? ? produire et inventer ses propres ?tapes et travaux de pied! Elle developped un amour-propre beaucoup plus ?lev?. Dans une entrevue avec le janet Jackson elle a indiqu? qu'elle a aim? ?tre sexy et r?troactive. Elle a toujours voulu ?tre c?l?bre. Et elle a r?alis? son seulement. singning r?veur! Maintenant elle est le monde la plupart d'artiste noir c?l?bre. Elle a soulev? plus d'argent que son propre fr?re Miceal Jackson qui est ?galement tr?s c?l?bre! ? la diff?rence de son fr?re. Janet persuing son carreer et veut toujours produire de nouveaux albums dans un avenir prochain! Elle dit que son carreer a juste pris un nouveau tour avec son dernier album. la Velours-corde avec est plus de R&B et plus de calme que ses derniers albums. Dans une entrevue avec le janet Jackson elle a indiqu? qu'elle a aim? ?tre sexy et r?troactive.

Bicycle thief essays

Bicycle thief essays Since the beginning of its existence as a country, Italy has faced enormous challenges in establishing itself as a unified political and social entity. The geographic, economic, and linguistic differences between its various regions and the artificial manner in which they were amalgamated created a legacy of internal divisions that continues to dominate the country's political climate to this day. Italy's numerous historical fiascoes, such as its disastrous involvement in the two World Wars and the rise of fascism, further escalated the domestic problems that had haunted it since the Risorgimento. At first, the anti-fascist Resistance movement, which dominated the end of World War II, seemed to bring Italy a ray of hope, promising a new era of freedom, reform, and democratic representation. However, this hope was quickly extinguished, as widespread poverty, government corruption, and deep divisions between regions and classes persisted and no true social reform was attained. These h arsh conditions were depicted by a group of Italian film directors whose neorealist works have since been celebrated as masterpieces of world cinema. One of the most prominent of these is Vittorio De Sica's The Bicycle Thief. This 1948 film discusses the prevalent themes dominating Italy's social and political history, within the context of the unsettlingly poor post-War urban proletariat. Among the most prominent motifs in Italian politics since the Risorgimento has been a tendency for quasi-action (inaction disguised as action), in the form of transformismo and attendismo. The first of these terms refers to the practice of "assuring the government of an adequate majority in parliament either by a preliminary deal with leaders of the opposition and by then absorbing them into the government as ministers, or by favours granted to deputies in return for support, or by combining both methods" (Procacci 1970: 337). Originally applied to the government of A...

International Comparison Program(2005) Essay Example | Topics and Well Written Essays - 1250 words

International Comparison Program(2005) - Essay Example Therefore one can think of investment in either India or China. I took India as the country to develop new product because cosmetic, especially 100% herbal and vegetarian Lipstick with variety of shades can be a new product that can be developed in an Indian Market. The increasing urbanization and a growth in the number of office workers have resulted in a strong focus on grooming in that country. 65% of the total population of India is below 35 years of age but only around 30% of the women use lipsticks in India, so there is a wide scope to flourish in India. The USP (unique selling proposition) of this product is its attribute of being 100% Herbal and Vegetarian as almost 40% of the total population in India is vegetarian and till now no other company has launched this type of product in the Indian Market. Cosmetics and toiletries have seen tremendous growth in 2007. Growth was partly due to high levels of inflation but volume sales also saw dynamic growth. Rising income levels resulted in lower-income groups being able to afford more cosmetics and toiletries and also saw many trading up from unpackaged to packaged products. Meanwhile, mid- and high-income consumers in urban areas began to seek out value-added mass brands and premium products. India can be taken as the country to sell the product as Indian females are considered an epitome of beauty and they are more and more becoming beauty and fashion conscious. The product that can be marketed is a wide range of cosmetics (100%Vegetarian) especially lipsticks and it can be launched in the Indian market by the name: Zebra For the beautiful Diva in you Indian Culture:- Culture is the manner in which things are performed within a society, community or nation. Culture is not a trait that comes with birth but it is learnt over a span of several years. The major things that can be observed amongst Indian culture are as follows:- The Terpstra and Sarathy Cultural Framework helps marketing managers to assess the cultural nature of an international market. The Eight categories are Language, Religion, Values and Attitudes, Education, Social Organizations, Technology and Material Culture, Law and Politics and Aesthetics. 1. Language: - There are as many as 22 official languages in India. The national language of the country is Hindi and most of the people in the country are quite well versed with English as well owning to the British rule in the country for around 200 years. 2. Religion: India is considered to be a land of unity in diversity. Many religions are practiced in the country including Hinduism, Jainism, Buddhism, Islamism, Sikhism, Christianity etc. The cow is considered sacred in Hinduism. She is the one who should be worshipped for the various graces She bestows on humanity. 40% of the total population is Vegetarian. 3. Values and Attitude:- Generally people in India have a high regard for their elders. Although traditional roles are changing, especially in urban areas, there are important values shared by most Indian families. Normally, Indians hold family progress, unity and support in high regard throughout their lives. Mostly people live in an extended family, in which every member has their own role, often determined by age and gender. There is typically a head of the family who takes the major decision with respect to the family and his decision is respected by everyone in the family. Elders are supposed to use their experience and wisdom to help guide

Changing Accounting Essay Example | Topics and Well Written Essays - 1500 words

Changing Accounting - Essay Example siness was usually owned by individuals through shareholding, in Germany businesses were mainly owned by families whose capital had been providing by financial institutions. These differences in ownership structures have been led to the development of accounting standards that are geared towards shareholders in Britain and towards creditors in Germany. This paper will look at some why the accounting standards are different in Germany and in the United kingdom, in addition, it will also discuss the reasons why the the 4th directive had minimal effects on German’s accounting standards and why the 7th directive had more impact. One of the differences between German and UK accounting standards is the format of the financial statements. While in the two countries it is mandatory for companies to prepare a balance sheet and profit and loss account, in Germany, these are supposed to be accompanied by a note to the accounts, which explain the details in those accounts. In preparing a balance sheet, the UK accounting standards have allowed for two formats; one is the vertical format where current assets are deducted from current liabilities to show net current assets, the other format is the two sided format where liabilities and assets are placed on opposite sides with the easily liquefiable at the end. According to German standards, balance sheets can only be prepared using the two-sided format with assets being divided into current and fixed assets. In preparation for profit and loss accounts, United Kingdom allows for four formats two of which are vertical and two of which are horizontal. In the vertical formats, one formats puts expenditure as a cost of sales, distribution or administrative cost therefore, giving the gross profits while the other vertical formats gives a more detailed view of expenditure. On the side of the horizontal formats, expenses are put on one side and income on the other side with one of the format giving more details about the expenses.

Incorrect causation from correlation Essay Example | Topics and Well Written Essays - 250 words

Incorrect causation from correlation - Essay Example There are numerous instances when the author incorrectly infers causation from correlation. The author’s intention is to sway the readers’ minds to believe that the wind energy is for the people’s benefit. When a random survey is done, it is evident that the wind energy project will receive greater support from people in different states in the United States. For example, some farmers from Ottawa Valley Farm Show have disapproved the move of putting up wind turbines (Koch, 2014). Many leaders have come up with issues that demand a halt for the project because of the issues behind it. Many people believe that it is a good idea but it still needs to be acceptable by everyone. Some have approved the project; others have remained neutral regarding the matter (Koch, 2014). The position of many people is never clear because they feel the project must enhance correlation with the citizens from specific states. Finally, the author of the article believes that wind energy is worthwhile and should be initiated in all the states. Nonetheless, the individuals from the states demand that a consensus be reached prior to initiating the program. Koch, W. (2014, April 14). U.S. wind industry slammed by tax uncertainity, fracking. USA TODAY. Retrieved April 16, 2014, from

Raising Attainment for Learning Difficulty Pupils

Raising Attainment for Learning Difficulty Pupils Discuss the key components of an  effective strategy for raising the  attainment of pupils with learning difficulties. Introduction The aspect of pupils with learning difficulties can take on many differing forms. From difficulty in communicating thoughts and ideas as well as a lack of verbal skills to not â€Å"†¦ being able to concentrate †¦Ã¢â‚¬  long enough to convert that thought into communication with others (NASA Occupational Health, 2006). There are varied forms of learning difficulties, ranging from problems in using language, math, and general understanding as well as the previously mentioned understanding and communication aspects (NASA Occupational Health, 2006). The identification of pupils with learning difficulties represents an area that parents as well as teachers need to be cognizant of, with early identification representing the more favorable approach to intervention (Deponio and Macintyre, 2003, p. 1). The preceding types of learning difficulties are termed â€Å"†¦ dyslexia, dysphasia, the attention deficit disorders (ADD), with the added hyperactivity (ADHD), Asperserâ₠¬â„¢s syndrome, specific language impairment (SLI), and the Scandinavian-named DAMP (deficit in attention, motor control and perception) (Deponio and Macintyre, 2003, p. 1). The United Kingdom’s Department for Education and Skills (2007) states that an â€Å"Initial and diagnostic assessment †¦Ã¢â‚¬  represents the â€Å"†¦ starting point, or baseline, for learning†. The identification of pupils with learning difficulties â€Å"†¦ can be subtle, multiple and difficult to pinpoint †¦Ã¢â‚¬  (Learning Disabilities Association of America, 2007). Keen (2001) advised that as a result of enhanced identification methods and understandings there has been an 80 percent increase in children identified with having a difficulty that hinders learning. The increased number of students identified with learning difficulties has stretched the demand on â€Å"†¦ physiotherapists, occupational therapists and psychologists †¦Ã¢â‚¬  to the point where in the United Kingdom they cannot cope, stretching waiting times and referrals to a unacceptable levels (Deponio and Macintyre, 2003, p. 1). Thus, â€Å"†¦ teachers are bei ng urged to make a comprehensive assessment of children’s difficulties †¦Ã¢â‚¬  and utilize strategies and learning materials and techniques to cope with pupils having this problem. This paper shall seek to identify the key components of an effective strategy for raising the attainment of pupils with learning difficulties. Learning Difficulties The context of learning disabilities can be dealt with either in special situation schools or mainstream educational facilities. As this examination indicates the effective components of an effective strategy to achieve a heightened level of attainment for pupils with learning disabilities, the strategy aspect identifies that the context is in mainstream educational facilities. One of the key facets of pupils with learning difficulties is that they require additional attention as well as monitoring of progress that is outside of the normative procedures for students not so affected (Deponio and Macintyre, 2003, p. 88). In the United Kingdom under the government initiative titled â€Å"Every Child Matters† (National Literacy Trust, 2007a) such has provided the framework for the development of a special agenda â€Å"Barriers to Achievement – Special Educational Needs† which sets forth the vision of the government to provide pupils with special needs â€Å"†¦ the opportunity to succeed† (National Literacy Trust, 2007b). The preceding also falls under ‘Special Educational Needs (SEN)’ provides â€Å"†¦ that schools and local authorities †¦Ã¢â‚¬  adopt practices that avoids â€Å"†¦ the need for schools to write and review Individual Education Plans† which is accompanied by guidance materials termed ‘The Disability Equality Duty’ (Teachernet, 2007a). The preceding guidance sets forth for schools, and their local authorities, â€Å"†¦ to take a more proactive approach to promoting disability equality †¦Ã¢â‚¬  which includes learning difficulties, to develop their own individual schemes â€Å"†¦ through a staged approach â€Å", and to â€Å"†¦ provide training and development activities †¦Ã¢â‚¬  (Teachernet (2007b). Central to the proceeding, and one of the cornerstones of the strategy for raising the attainment of pupils with learning difficulties is ‘inclusion’ (Deponio and Macintyre, 2003, p. 88). As the word, inclusion, within this context means differing things to different groups, authorities and agencies it is defined as â€Å"†¦ the process of increasing the participation of learners within and reducing their exclusion from, the mainstream curricula and communities† (Deponio and Macintyre, 2003, p. 88). This component of inclusion has become a significant component of the UK’s national educational framework, which also endorses â€Å"†¦ greater flexibility in planning a curriculum suited to the needs of those with learning difficulties† (Kelly and Norwich, 2004, p. 42). They continue that ‘inclusion’ â€Å"†¦ provides frameworks and materials to support schools in curriculum development †¦ (and that) †¦ it is aimed at a very diverse group of children and young people ranging from profound and multiple learning difficulties, through severe to moderate learning difficulties† (Kelly and Norwich, 2004, p. 42). The Qualification and Curriculum Authority (2001, p. 4) states that the guidelines represent support for â€Å"†¦ the planning, development and implementation of the curriculum for pupils with learning difficulties†. The guidelines represent a foundation that schools can utilize with their own materials along with the National Curriculum in conformity with the â€Å"†¦ statutory entitlement †¦Ã¢â‚¬  for learning for all students, and to â€Å"†¦ build on the principles of inclusion †¦Ã¢â‚¬  that are set forth under the National Curriculum (The Qualification and Curriculum Authority, 2001, p. 4). Furthermore, the guidelines represent a means via which to aid schools in this process through the setting of â€Å"†¦ suitable learning challenges†, â€Å"†¦ responding to pupil’s diverse learning needs† and via the inclusion of â€Å"†¦ all learners by overcoming potential barriers to learning and assessment† (Th e Qualification and Curriculum Authority, 2001, p. 4). The scheme also attempts to â€Å"†¦ integrate aspects of †¦ the full range of National Curriculum subjects †¦Ã¢â‚¬  as well as setting â€Å"†¦ the foundation stage for the early years of education †¦ preparation for adult life †¦ key skills framework †¦ thinking skills †¦ (and) †¦ personal priority needs in terms of therapies† (Kelly and Norwich, 2004, pp. 42-43). Lewis and Norwich (2000, pp. 6-8) state that even with the positive step in the direction of national inclusion and guidelines, their review found that there â€Å"†¦ has been no serious attempt to develop a curriculum or pedagogy †¦Ã¢â‚¬ , which is defined in this context as â€Å" †¦ the cluster of decisions and actions that aim to promote school learning (Lewis and Norwich, 2000, p. 7). The foregoing review set about to determine if â€Å"†¦ there were specific or district kinds of pedagogy for the different areas of learning difficulties† Kelly and Norwich, 2004, p. 43). Said examination was conducted under the assumption that there are three broad types of pedagogy needs that can be identified â€Å"†¦ needs common to all, needs specific to a defined group and needs unique to individuals† Kelly and Norwich, 2004, p. 43). The importance of the preceding is that there are distinct teaching differences and methodologies associated with the teaching of differing subject matter as well as the specific learning difficulties involved. Mastopieri et al (1997, pp. 199-211) found that in a study of pupils with learning difficulties that they did not respond as well as to science teaching that was based upon the use of inductive reasoning that represented a particular learning difficulty separate from those associated with low attainers or severe learning difficulties. Wishart (1993, pp. 380-403) stated that the preceding needs to explore the aspect for what he termed as differential teaching strategies that include error free versus trial and error learning, the use of visual as opposed to auditory presentations to aid in retention and comprehension, a consolidation of learning techniques and the monitoring of behaviours in off task routines. Bernstein (2002), in espouses that learning difficulties tend to appear when pupils â€Å"†¦ hit a brick wall they cannot climb with their particular set of competencies†¦Ã¢â‚¬  and in her belief, the preceding represents that a learning difficulty is connected with the failure to adapt to the learning environment. The preceding is an important observation in that children develop competencies at differing rates, thus schools need to consider the changes that could be made to the curriculum as well as the learning environment to provide more successful learning experiences (Bernstein, 2002). This tailoring of curriculum and learning environment with needs, in her view, represents matching the learning tasks to the learning needs as opposed to expectations that are pre-set (Bernstein, 2002). The preceding means that curriculums should represent flexible as well as responsive vehicles that aid pupils in attaining their maximum potentials, through understanding and recognizing diversity as part of the inclusion process. The Scottish Consultative Council on the Curriculum (2007) advises that differentiation represents an attitude as well as approach and structure which makes flexibility possible and that through the modification of teaching pace th at content level can thus be adapted to meet and suit the needs of particular students. Thus, in utilizing the ‘inclusion’ methodology it means that a reconsideration of the approach to teaching is thus required as well. Deponio and Macintyre (2003, p. 89) state that teachers must resist teaching to pupils in the manner in that they learn as â€Å"†¦ this may not suit the learning styles of children with specific learning difficulties†. Madsen and Olson (2005) endorse the preceding viewpoint in stating that the understanding of â€Å"†¦ how people learn is the foundation of informed teaching †¦Ã¢â‚¬ . Loucks-Horsley et al (1998, p. 32) advise that teachers in observing student behaviors as well as their records thus need to â€Å"†¦ apply knowledge about students, content, the curriculum, instruction, assessment, and the school and local communities†. Johnson (1993, pp. 507-535) refers to the preceding as representing a cognitively demanding act and thus newer teachers have a tendency to rely on fewer clues from which to make and base their decisions. Thus theory as well as experience and practical applications represent an important facet in identifying the courses of teaching action and methodologies to take in adapting the curriculum to deal with students with learning difficulties. Deponio and Macintyre (2003, pp. 89-90) point to a solution representing the use of individualized curriculums which are integrated into the planning process through a study of the pupils in classroom composition, their records and past comments and performances by other teachers. Such pre teaching planning provides the teacher with a guideline to develop strategies and alternative courses of action based upon this prior information and observation as opposed to adapting as they go (Deponio and Macintyre, 2003, p. 91). The Scottish Executive (2002, p. 5) advises that the preceding is an important aspect of improving instructional effectiveness and that too little consultation with parents and prior records is utilized in the development of educational plans on the part of teachers. The idea of ‘individualized education programmes is by no means new. Smith (1990) advises that this represents an established facet of Public Law, 94-142, and that individualized education programmes provide educational opportunities for children with learning difficulties in adapting the curriculum to enable them to participate and learn. It, individualized education programs, represent the combination of â€Å"†¦ team based decisions, parent involvement, data based goal planning and the presumption of access to the general education curriculum (Yell and Shriner, 1997, pp. 1-20). Deponio and Macintyre (2003, p. 91) advise that in order for individualized education programmes to be effective, they must  "†¦ be integrated into the planning process and not regarded as an add on for a particular child†. They add that individualized education programmes represent a method of â€Å"†¦ sharing information and understanding children’s strengths and difficulties †¦ (and that) †¦ agreed aims and targets should be shared so that the document becomes the whole school response to children’s learning† (Deponio and Macintyre, 2003, p. 91). Conclusion Effective strategies for raising the attainment of pupils with learning difficulties, as discussed herein, are represented by the processes of ‘Initial and diagnostic assessment’ (Department for Education and Skills, 2007), inclusion (Deponio and Macintyre, 2003, p. 88), and ‘individualized education programmes (Smith, 1990) representing key strategies in the process. The preceding are processes, theories and methodologies that have been developed over a long period of observation, and represent established practices. The facet of learning difficulties is no longer confined to what used to be thought of as a small group, but represents a larger sphere of pupils that includes ethnic diversities as well as those identified with having problems using language, math, general understanding and communication skills. The broad context of pupils that fall into the preceding means that the educational process needs to utilize the observation of teachers, the involvement of parents and the use of curriculum to design programmes that address the individualized learning processes that are present in differing students. The process does not intend to develop specialized programmes that isolate those pupils with learning difficulties, but rather to moderate the curriculum and teaching process to permit the teacher to instruct in a manner that is consistent with the students comprising their classroom. This approach represents a more comprehensive as well as challenging facet to teaching that requires the teacher to have a better understanding of the composition of student abilities and learning facets. Yell and Shriner (1997, pp. 1-20) summarize the foregoing by stating that such represents the utilization of â€Å"†¦ team based decisions, parent involvement, data based goal planning and the presu mption of access to the general education curriculum. Bibliography Bernstein, J. (2002) Assessing the developing child: a neurodevelopmental perspective. Paper presented at the British Psychological Society Paediatric Neuropsychology Training Day, Guy’s Hospital, London, United Kingdom Deponio, P., Macintyre, C. (2003) Identifying and Supporting Children with Specific Learning Difficulties: Looking beyond the Label to Assess the Whole Child. RoutledgeFalmer Johnson, K. (1993) Learning to teach: Instructional actions and decisions of preservice ESL teachers. Vol. 26. TESOL Quarterly Keen, D. (2001) Specific neurodevelopmental disorders. Paper presented at the Conference on the Needs of Children with Specific Developmental Difficulties, Bishop Auckland Kelly, N., Norwich, B. (2004) Moderate Learning Difficulties and the Future of Inclusion. RoutledgeFalmer Learning Disabilities Association of America (2007) What do Parents of Children with Learning Disabilities ADHD, and Related Disorders Deal With. Retrieved on 17 February 2007 from http://www.ldanatl.org/aboutld/parents/help/parents.asp Lewis, A., Norwich, B. (2000) Mapping a pedagogy for special educational needs. Vol. 69. BERA National Event Report Loucks-Horsley, S., Hewson, P., Love, N., Stiles, K. (1998) Designing professional development for teachers of science and mathematics. Corwin Press Madsen, A., Olsen, J. (2005) Student Teachers’ Use of Learning Theories to Diagnose Children’s Learning Difficulties. Vol. 17. Journal of Elementary Science Education Mastopieri, M., Scruggs, T., Butcher, K. (1997) How Effective is Inquiry for Students with Mild Disabilities. Vol. 31, Issue 2. Journal of Special Education NASA Occupational Health (2006) Effective Stress Management. Retrieved on 17 February 2007 from http://ohp.nasa.gov/cope/a_ld.htm National Literacy Trust (2007b) Barriers to Achievement – Special Educational Needs. Retrieved on 17 February 2007 from http://www.literacytrust.org.uk/Database/dysres.html National Literacy Trust (2007a) Special Educational Needs resources. Retrieved on 17 February 2007 from http://www.literacytrust.org.uk/Database/dysres.html Qualifications and Curriculum Authority (2001) Planning, teaching and assessing the curriculum for pupils with learning difficulties. Qualifications and Curriculum Authority Scottish Consultative Council on the Curriculum (2007) Assessment to support on learning. Retrieved on 18 February 2007 from www.itscotland.org.uk.CurriculumGuide/TestingAnd Assessment/AssessmentToSupportLearning7index.asp The Scottish Executive (2002) Raising the attainment of pupils with special educational needs. Vol. 67. Interchange Smith, S. (1990) Individualized Education Programs (IEPs) In Special Education – From Intent to Acquiescence. Vol. 57. Exceptional Children Teachernet (2007b) Promoting Disability Equality in Schools. Retrieved on 17 February 2007 from http://www.teachernet.gov.uk/wholeschool/sen/disabilityandthedda/guidancedisabilityequalityinschools/ Teachernet (2007a) Special educational needs and disability. Retrieved on 17 February 2007 from http://www.teachernet.gov.uk/wholeschool/sen/ Wishart, J. (1993) The development of learning difficulties in children with Down Syndrome. Vol. 37. Journal of Intellectual Disability Research Yell, M., Shriner, J. (1997) The IDEA Amendments of 1997: Implications for special and general education teachers, administrators, and teacher trainers. Vol. 30, Issue 1. Focus on Exceptional Children

The Truth about Cannibalism Essay -- Exploratory Essays Research Paper

The Truth about Cannibalism Typical Western thought directs people to examine the practices of cannibalism as savage and primitive. More often than not, this type of association exists because the people viewing the action are frightened and confused by that which they do not understand. In fact, some would even claim that, â€Å"cannibalism is merely a product of European imagination† (Barker, 2), thereby completely denying its existence. The belief that cannibalism goes against â€Å"human instinct†, as seen in many literary works including Tarzan, reduces those who practice it to being inhuman. (Barker, 1) However, scientific findings demonstrate that those who practice cannibalism are still human despite their difference in beliefs; therefore, not only can rationalization be extrapolated from those who practice the act of cannibalism, but also denying the fact of the participant’s very humanity has been undermined through scientific findings. The spectrum of logic behind cannibalism is wide in scope and varies in each tribe. In Africa there are a number of cannibalistic tribes, the two most notable being the Fang and Azande tribes. The Fang tribe occupied the Gabun district north of the Ogowh River in the French Congo. According to Mary Kingsley, â€Å"The Fang is not a cannibal for sacrificial motives† and is considered by many to be â€Å"morally superior to the Negro†. (encyclopedia.org) However, despite displaying higher moral standards, the Fang tribe has been purported to be â€Å"utterly indifferent to human life.† (encyclopedia.org) Yet, it was not indifference that served as the basis of practicing the acts of cannibalism but rather they simply found nothing wrong in doing so. In the Fang â€Å"a woman who bore ... ...that of his kind. In the Hua and Gimi tribes, there are much deeper meanings and rituals involved in the eating of human flesh. Whether Westerners view cannibalism as â€Å"primitive† does not undermine its presence. These tribes have maintained their salvation through cannibalism for centuries. In fact, some may even posit that without the existence of cannibalism, these tribes may cease to exist due to the lack of a strong underlying culture. Works Cited â€Å"Baker, John.† Online. Internet. WWW page. http://www.heretical.org/cannibal.baker1.html 5 Oct. 2002. Barker, Hulme, and Iverson. Cannibalism and the Colonial World. New York: Cambridge University Press, 1998. â€Å"Kingsley, Mary.† Online. Internet. WWW page. http://30.1911encyclopedia.org/F/FA/FANG.htm 5 Oct. 2002. Sanday, Peggy. Divine Hunger. New York: Cambridge University Press, 1986.

Dwi case with multiple fatalities Essay

Driving while being intoxicated is a serious crime. This becomes more serious when the charge is juxtaposed with multiple fatalities including DWI charges. These charges include underage driving, underage drinking, resisting against arrest and public damage. (Kar, 145) Such an incident took place in Middletown in 1999. This is a perfect example of the multiple fatalities while driving. Henry Bitchel was 15 when he crashed his 1966 Ford on a public telephone booth. The officer in charge booked the offence and tried to measure his blood alcohol level suspecting him being drunk. To this Henry resisted and thus offence was created against the law. However with the help of force the officer registered the blood alcohol level was placed in a much higher than the permissible level. (King, 126) Thus four major charges were lodged against Henry. The first was of underage driving without a valid license, the second charge was underage drinking as he was 15 years of age. The third was resisting arrest and it should be stated that Henry could have well done without this one. The last one was damage of public property in form of a telephone booth. The fifth and the main issue that was charged against Henry was the case of drinking while driving. (Lamb, 243-245) It should be noted that the law is enforced for the betterment of civic society and the good of the civilians. Therefore it is evident that the citizen should follow these rules. Otherwise, as in the case of Henry, there could be multiple fatalities including DWI charges and that is a must avoidable scenario. Works Cited: Kar, P; History of US Automobile Market (Kolkata: Dasgupta & Chatterjee 2005) pp 145 King, H; Civic Fitness Today (Dunedin: HBT & Brooks Ltd. 2005) pp 126 Lamb, Davis; Cult to Culture: The Development of Civilization on the Strategic Strata. (Wellington: National Book Trust. 2004) pp 243-245

10 Facts That Will Make Economics Dissertations More Interesting Even to Professors

10 Facts That Will Make Economics Dissertations More Interesting Even to Professors The world of economics is a young and not well-explored terra incognita. There is an abundance of thesis topics for economics among which the student can select the most appealing one. It is possible to conduct a full-fledged investigation with the high practical value. Economics dissertations are among the most required ones, and writing one will surely bring you a decent reputation regardless of its potential difficulty. Continue reading below to get acquainted with 10 fascinating facts from the world of economics. The practice of full-life hiring in Japan.  The system of full-life hiring in Japan, when the worker stays at the same company from the first day of hiring until the last was established starting with the last century when large economical conglomerates emerged out of small manufactures. Such a type of work became totally new, and there were no similar economical models neither in Europe nor in the US. The hiring became possible due to socio mental peculiarities of the nation and the philosophy of paternalism within the corporation that is adaptable to all spheres of Japanese society.Such model contributed greatly to the development of the country as the corporation does everything possible to satisfy the needs of the workers and the employees, in return, do everything for the prosperity of the company. Such methodology is beneficial for both company and state due to the economic growth of the country. Pigou taxation implementation.  In order to deal with the growing rate of environmental pollution, most economists offer to implement a so-called Pigou Tax on harmful emissions. The aim of this tax is to lower the negative factors from industrial activity of the companies. To avoid high taxes, companies from the entire world will develop more rational and cost-effective businesses.The companies have issued the limit for emissions quantity, and if the companies manage to fit into the limit, they can sell the remaining quota to other companies increasing their profit. However, the methodology of short-term implementation is currently in development but has a great potential. The Big Mac index.  The economic level of the world can be estimated in hamburger, and that is not a joke. London Economist journal in the 1980s has used the term The Big Mac index as the means of purchasing capability of the world currencies. The product served as perfect indexation means due to its universality and presence in almost any country in the world. Basically, in 2001, the price was 2.5USD, and in Switzerland, it cost 3.7USD, while in Malaysia the price was only 1.2USD. As a result, in Malaysia, you can buy more burgers per dollar than in previous two countries as the country has the lowest currency rate among all. Shock-therapy.  This is one of the numerous economic theories that is based on implementing the radical economic theories in order to take the country out of the crisis. The topic seems rather effective in terms of putting into practice as the government takes the leading part in this procedure. There is no equal position regarding its efficiency, and there are numerous groups of both opponents and supporters of the theory. The religion does matter.  It is surprising, yet true that economics is composed not only of numbers and formulas. In some cases, even a joke can undermine the state of affairs as it happened after caricature case in Denmark when a joking picture of Muhammad was published in the magazine.   The Muslim population disliked such a dishonorable treatment of the prophet so much that they started to ignore the Danish products. After half a year of such silent treatment, the gross export level of Denmark reduced by 15.5%. Until public excuses were made, the government has lost 134 million euros. The experts consider that losses were even greater as the potential investments and service sectors were not taken under thorough examination. The alternate labor shops existed.  In 1827, there was a first alternate labor shop established in Cincinnati by the anarchist Josiah Warren. It was possible to purchase goods with 7% markup, and that was much cheaper than buying from the competitors. The customers paid for goods not with money but with an equivalent of physical labor. The standard rate was 5 kg of grain per working hour. People could pay not only for goods but also for some special services in this manner. The US is the prison nation.  It is sad to admit, but 2.5 million of American citizens inhabit the prison cells. The number is greater than the population of Dallas, Philadelphia, and even New Mexico State. It has got 25% of the world’s imprisoned population. People have to pay the taxes for maintaining the lives of the criminals, and each of the incarcerates costs 60 thousand dollars for a year of captivity. That is the yearly salary of an average teacher. Being old is extremely expensive.  53% of the US population is afraid to retire as, by rough calculations, they will have to prepare quarter millions of dollars for medical expenses with all extra payments and prescriptions. People start to save money at a very early age of 40-45 years. Africa can become top grain producer of the world.  60% of African soil is not used for growing crops, and that is the greatest chance to invest in the horticulture sector. This approach will eliminate the unemployment as such a branch of industry will generate 8 million jobs until 2020. With proper reforms, the country can transform into the world agriculture leader. Beijing breaks all standards.  At the moment, China is the world leader in consumption of cement and iron ore – 53% and 48% of the world resources respectively. With such a tempo of growth, till the end of 2025, China will create near 50 thousand skyscrapers that are a rough equivalent of 10 New York Cities. The given information is only a peak of a giant iceberg that waits for the conquerors who will reveal all the secrets and bring them to the scientific society. References: Jokn V. Van Sickle Professor of Economics, Wabash College. ECONOMICS. D. Van Nostrand Company, Inc.  https://mises.org/sites/default/files/Introduction%20to%20Economics_5.pdf Kenichi Ohno. The Economic Development of Japan The Path Traveled by Japan as a Developing Country. National Graduate Institute for Policy Studies 7-22-1 Roppongi, Minato-ku, Tokyo 106-8677,  grips.ac.jp/forum/pdf06/EDJ.pdf Frederick Golooba-Mutebi. Africa Rising: The Rwanda Story. Perspectives. Issue 1 February 2014 20- https://www.boell.de/sites/default/files/2014_1_perspectives_africa.pdf Albert Keidel. China’s Economic Fluctuations Implications for Its Rural Economy. CARNEGIE ENDOWMENT FOR INTERNATIONAL PEACE  https://carnegieendowment.org/files/keidel_china_fluctuations_final.pdf San Vicente Portes, Luis Atal, Vidya. (2014). The Big Mac Index: A Shortcut To Inflation And Exchange Rate Dynamics? Price Tracking And Predictive Properties. International Business Economics Research Journal (IBER). 13. 751. 10.19030/iber.v13i4.8683.  https://www.researchgate.net/profile/Vidya_Atal/publication/297747002_The_Big_Mac_Index_A_Shortcut_To_Inflation_And_Exchange_Rate_Dynamics_Price_Tracking_And_Predictive_Properties/links/5728bc3f08ae2efbfdb7e321/The-Big-Mac-Index-A-Shortcut-To-Inflation-And-Exchange-Rate-Dynamics-Price-Tracking-And-Predictive-Properties.pdf?origin=publication_detail Davies, J.C.H. Kuipers, Giselinde Lewis, Paul Martin, Rod Oring, Elliott Raskin, Victor. (2008). The Muhammad cartoons and humor research: A collection of essays. Humor International Journal of Humor Research. 21. 10.1515/HUMOR.2008.001. http://dcpis.upf.edu/~ricard-zapata/~ricard-zapata/muhammad%20cartoons.pdf

Japenese Internment camps essays

Japenese Internment camps essays According to our history in 1942, approximately 110,000 Japanese-Americans were relocated to selected areas far from their homes. (The American Promise pg. 692) For fear the United States Government held against them. This fear was cause from Japan who had just bombed Pearl Harbor. (December 7th 1941) America was getting ready for another world war; in doing so they took actions in national security. Japanese-Americans inhabited many of the U.S. port areas on the West coast. The U.S. government provided a plan for both United States citizens and the Japanese-Americans, or so it was stated. However, when seeking the fine details of this incident, we see two sides of the story, the question is which is the truth and which is the fantasy. The Official Government documents drastically contrast the first-hand accounts of what it was like in those Communities. With each source the story of life behind the Japanese-American Internment camps change slightly. Can we believe what the government truly said after it becomes a part of the past? By looking at both the governmental and personal accounts of the interviews I conducted, only small similarities carry throughout. Whether born inside or outside of the United States, the U.S. Government attained Japanese men and women. They were not to change residences after 12:00 PM on April 30th 1942, and that all would be evacuated from there homes no later than May 7th, 1942. (History of Japanese-American Internment (timeline)) There were no reasons behind this evacuation, and there were no explanations as to what was going to happen after such an evacuation. Thorough plans for preparation were provided, such as the offering of assistance from the Civil Control Station to help sell or dispose of all personal or business property, and to provide temporary residence for all Japanese in family groups. The instructions on this evacuation were very precise, and did not allow for any compromise: Lieu...

Against school- by gatto, what's the purpose o education- form of Essay

Against school- by gatto, what's the purpose o education- form of letter - Essay Example Gatto refer to the American schooling system as a childish program where children are forced to go to school. He believes that he would introduce an education system where children would be given the chance to take risks and make decisions on going to schools. Gatto identifies with your situation in that; he believes that schooling can be boredom. The author believes that schooling can be a problem and a bog question to most children who are unhappy in schools. His pamphlet poses the question, â€Å"Do we really need Schooling?† To clarify his argument, Gatto affirms that having education is not the same to schooling. The author believes that a student can acquire knowledge at the comfort of his zone without having to go to school. Gatto considers schooling as a daily routine, which he refers to as childishness. He further asserts that schooling makes children not to grow up in their mindset. Gatto supports his arguments by enumerating prominent Americans who did not attend schooling but turned out to be successful and productive in the American society. A perfect example of such people is Abraham Lincoln who did not attend the schooling system. Gatto defines education as the process to equip children with knowledge and not to be schooled. As far as the author is concerned, the schooling system benefits the economy as parents are obliged to pay some amount. Gatto believes that the schooling system adds interests to the political, economic, and social economy. Nevertheless, children continue to be fed with u nnecessary and necessary information and this deprive them from thinking by themselves. After schooling, these children end up being consumers and employees and as a result, their capacities to be what they want to be are limited. Further, Gatto expresses how teachers and students are bored with the school system. In most

Orgnaizational Behavior Essay Example | Topics and Well Written Essays - 2500 words

Orgnaizational Behavior - Essay Example In general leadership refers to the use of non-coercive influence techniques. It is important to distinguish a leader from a dictator. Whereas dictators get others to do what they want by using physical coercion or by threats of physical force, leaders do not (Greenberg and Baron, 2003: pp 471). From the definition it is clear that leadership involves the exercise of influence for the purpose of attaining group or organisational goals. In other words, leaders focus on changing those actions or attitudes of their subordinates that are related to specific goals. They are far less concerned with altering followers' actions or attitudes that are irrelevant to such goals. (Greenberg and Baron, 2003: pp 471). Also, from the definition one can see that leadership requires followers that is leadership is a two way street. Although leaders do indeed influence subordinates in various ways, leader also are influenced by their subordinates. As a matter of fact one can say that leadership exists only in relation to followers. After all, one cannot lead without followers. (Greenberg and Baron, 2003: pp 471). Leadership style refers to the adoption of Authoritarian Management or a Democratic Management style by an individual in an organization, depending on which style is more comfortable to his or her personality. (Statt and David, 1999: pp 91). Leadership Styles Of Two Senior Member In My Organisation The leadership styles of two senior members in my organisation are as follows: The first senior member is primarily concerned with establishing good relations with subordinates and being looked by them. He/she engages in actions such as doing favours for subordinates, explaining things to them and taking steps to ensure their welfare. He is reluctant to act in a directive manner toward subordinates and often shy away from presenting them with negative feedback. The second Senior member on the other hand is concerned mainly with production and focuses primarily on getting the job done. The senior member engages in actions such as organising work, inducing subordinates to follow rules, setting goals, and making leader and subordinate rules explicit. The leadership styles discussed above can be linked as shown in the figure 2 below: Figure 2: Basic Dimensions of Leadership Behaviour. Taken from: (Greenberg and Baron, 2003: pp 471). From the figure above one can observe that though the leadership styles discussed earlier are far off from each other, these leadership styles often converge at times. For example, there are leaders who are both production oriented and at the same time person oriented. Some leaders can be 75% person oriented and 25% production oriented and vice versa. Also some leaders can score equal points for each of the two dimensions as well as some may not be found in any of the dimensions. That is they are neither person oriented nor production oriented. Likert's Four System approach. Following an extensive research at Michigan University, Rensis Likert came up with