The role of slavery the global economy today Essay

The role of slavery the global economy today - Essay Example ng labor at really low cost or free of service in some cases and incur little expenses simply in the form of food which is not even provided daily and in most cases provided to them only once in a day despite the excess work they are being forced to carry out. Slavery in the Middle East countries for example is in the form of domestic work at home. These individuals who are rich because of oil money mistreat these domestic workers by making them work unfairly long hours from early morning even before day break to late at night. They have extensive homes with very few workers to provide care for cleaning, washing, doing dishes, ironing, cooking and feeding their pets in addition to taking care of their children. Very many people live in one house and they are also very fond of entertaining guests. All this work which should in the real sense be provided by over six workers with the aid of machines is left for one individual and they are not given food. The usage of expense money for the masters is therefore reduced as they do not have to purchase the machines to make work easier or pay excessive electricity bills or provide monetary payment for the domestic worker (Pattisson, 2015). Forced labor is an eminent issue in some of the European nations such as France, Netherlands, Germany, Italy, Poland and Spain among others and the government has contributed greatly to it and is doing nothing to stop it. The tough immigration and labor laws have made many immigrants lack better employment opportunities making them become slaves through being forced into labor. They are exploited with little pay while the owners of the industries and factories where they work in (as that are where majority work), enjoys the increased productivity with minimal expenses of wages and salaries being incurred (Kelly, 2013). Many work also for long hours without any extra pay once their official shifts end which is illegal but the law does not take that into consideration. The fact that the

Public policy-making and analysis Essay Example | Topics and Well Written Essays - 2000 words

Public policy-making and analysis - Essay Example Michael Lipsky gave an argument that the implementation of policy, will in the end return to people who are responsible for implementing the policy (Lipsky, 1980). Michael Lipsky further argues that employees of the state, such as social workers, and the police are always regarded as part and parcel of a policy making community. These people are also regarded as implementers of political power. On this basis, Lipsky (1980) denotes that street level bureaucrats are people responsible for interacting with citizens on a daily basis, and they provide a force behind the laws and the given rules in their various areas of expertise. On this basis, this bureaucrat includes state officials who are always below the rank, and they have the opportunity of daily interacting with regular citizens. This paper gives an evaluation of the significance of these street level bureaucrats in the implementation of a government policy. Jones (2013) denotes that a policy is a set of protocols or principles responsible for guiding decisions regarding the methods to use for purposes of achieving a rational outcome. Jones (2013) denotes that one of the major significance of street level bureaucrats in the implementation of a policy is that they are accessible to the public, and citizens of the state. It is important to denote that street level bureaucrats consist of the police, health workers, social workers, and government officials who interact with citizens on a one to one basis. On this basis, these bureaucrats are able to make a representation of the frontline of the policy of the government. For example, scholar denotes that when a police officer carry’s out a security operation, with an aim of mopping out terrorism cells, then the officer under consideration only implements a government policy regarding fighting terrorism. Another example includes a situation whereby a school

Development of Education System

Development of Education System Education http://choices4learning.com/home/quick-stop-resources-2/articles-on-learning/school-subjects-list/ https://en.wikipedia.org/wiki/Education_in_Finland It is said that the future belongs to those who choose to stay pupils until the endthose who choose to learn out of every situation, from every man and with every possible chance. These are those who choose educationà ¢Ã¢â€š ¬Ã‚ ¦and they will lead the world to progress. The base of a prospering society is education. This consists not only in the development of intellectual skills but also in the development of the individual through the assignment of certain moral qualities. All these aspects play a crucial role in the construction of a nation because through education one becomes a competent person and a responsible citizen. Ada Kaleh will have a well-founded educational system in order to assure efficient future prospects for its society. As a model, we will have the Finnish educational system which in the year of 2012 has been considered the best system of the world. In 2016, this system kept its place in the top 10. The educational units of Ada Kaleh will be a nursery, a kindergarten, a school and a university which will enclose numerous specializations. The first three units will occupy a central position making them easily accessible to parents and their children. The colleges as a part of the space university will be placed in the extremes of the ship, being visited only by those who are interested. All the units offering educational services will be provided with cutting-edge technology in order to enhance the attractiveness of the lessons . Nevertheless, we do not want the presence of a teacher to be fully replaced by a robot. We do not wish to replace the traditional way with a completely digitalized teaching system, as we consider that education involves creative teaching techniques adapted to the own personality of the student. The transmitting of information requires a specific spontaneity and adjustment to the situation and the fact that the modern technology does not yet cope with these special situations is now widely known. The ideal manner of teaching is a combination between technology and specialized people who know how to use the provided technology. The education will be divided into levels as follows: Age Level 0-40 5-7 Foundation stage 7-11 Primary Education. 12-15 Secondary Education. 16-18 High-school 18+ University Notable is the fact that these categories of age are only indicative, children being able to start a level before or after growing to the necessary age. Individual skills and abilities are defining in this case not the established age. Education will play an essential role from the first years of a child. Level 0 consists of the education the child will get from the parents. To be well informed and to offer quality education parents will have the opportunity to attend organized courses where they could accumulate precious knowledge. In the incipient level, level 0, children will have the chance to take part in various activities which are meant to introduce them to the world and to create a foundation based on three values: Respect for others Tolerance Individual responsibility In our view, these three values are necessary to a citizen of the Ada Kaleh space ship in order to lead the society to evolution. How else can these values be assimilated, if we do not start from an early age? In the foundation stage, the next level, will be the children who have gained a particular awareness of the things and events which surround them. The unit which corresponds to this level is the kindergarten where, in groups of maximum 16 pupils the little ones will learn the letters and basic mathematical calculus. They will spend 4 hours here. The aim of this level is to help the children to accommodate with the idea of school. After that follows the school itself divided into three levels: L1-primary level- consists of 4 classes L2-secondary level: consists of 3 classes L3-High-school: consists of 2 classes Apart from the subjects which will be studied by pupils (scheme 2), they will also have a program of clubs, groups in which they can enroll in school to acquire deeper knowledge in certain passions or to develop them. These clubs will provide assistance to the teenagers in finding a future career. We strongly believe it is essential that pupils have the chance to search, practice and find a passion they can later transform into a job to bring benefits to the society. Occasionally, people of specialty from the station will be invited to hold lectures and to motivate the teenagers. Every pupil will have to be enrolled in minimum one such clubs. In the followings, we will present a list of the subjects and of the aforementioned circles. They will be taught in a way adapted to each level and some of them will be introduced only in the upper grades(L2+) School subjects: English Grammar English-Literature Mathematics Biology Physics Chemistry Astronomy History Geography Healthcare Economy Political science Informatics P.E. Social Studies Clubs Debate club: themes of contemporary significance will be discussed. The aim is to develop ones ability to express and sustain a point of view clearly by giving logical arguments. Leadership: pupils will learn to organize their time, to be strong and to have an entrepreneurial spirit. They will also develop team spirit and they will learn how to empathize with the others Foreign Languages: This club is destined to the maintaining of multiculturalism. Every student will have the chance to choose the language he/she wants to learn Music: pupils will have the opportunity to learn how to play any wanted instrument or to be a part of the choir. Their work will later be presented in cultural festivals on Ada Kaleh Arts: they will develop their artistic abilities, maintaining, therefore, their inclination to culture Public Speaking: the good speakers will be formed here Space Exploration: they will gain expanded knowledge for the new environment Theatre: where they will play important plays from the earth but also newly created ones Media Studies: for those who are interested in mass media. They will help at the media on the space ship. Write articles, present the daily news or make documentaries. Level L3, the High-school is destined to the specialization of the pupils on a certain study to prepare him for the university. Teenagers will have the opportunity to choose the subjects they wish to study. They will then sit an exam out of the chosen subjects. The university level is defined by the actual study at the university. The Ada Kaleh University will have the main unit with a central position and then, the other colleges will be located in the extremes of the station. Crucial are also the teachers training programs. Educators will have the occasion to specialize themselves on minimum two subjects and they will participate in training courses every two years. We share the view that it is extremely important that teachers are always up to date with the news from their own teaching subject but also with the development trends of the society. One of the essential values of the school system we are promoting on Ada Kaleh is teamwork. It is important that pupils learn from an early age to collaborate with the others in order to achieve collective success. One of the advantages this method has is that pupils will learn to accept many ideas and to combine them in a constructive way. So tolerance and flexibility in the attitude towards others are crucial. Moreover, they will be able to develop their communication skills, and open communication is essential in a prospering society. The competition also plays an important role in the personal development. Therefore, we will organize contests. This way, pupils will be put in the situation of relying on their own abilities and ideas and to be independent, to trust their own initiative. Not only will they learn how to win, but also how to lose. Through competition can the good ones be distinguished from the others. The ones that have great performances in different fields. By recognizing their potential, they could be guided to specific leading positions in our society. The education we will promote on Ada Kaleh will be free and accessible to each and every inhabitant regardless of his nation of origin, of race and religion, because education is after all a human right!

Act II in Death of a Salesman Essay -- essays research papers

Death of a salesman context essay The beginning of act two starts with music â€Å"gay and bright†. This has an optimistic feel and sets the mood for the following scene. Music is used by Miller many times to set the mood, the rural flute music that brings Willy home at the start, the optimistic music we see here and then at the end of act two the frenzied music â€Å"like an unbearable scream† when Willy kills himself. Music is used to introduce the flashbacks and also takes a symbolic role as we see the instrument that takes the lead is the flute. Willy- All I remember is a man with a big beard, and I was in mammas lap, sitting around a fire and some kind of high music. Ben- His flute. He played the flute. Willy- Sure the flute, that’s right It is the flute that introduces us to the play and Willy â€Å"A melody is heard, played upon a flute. It is small and fine telling of grass and trees and the horizon†. Portraying the dreamlike state of Willy’s mind. Then after the funeral in the requiem, after everyone has left Willy’s graveside â€Å"Only the music of the flute is left†. It lingers, like the remains of Willy’s dreams linger with Happy. The music reflects Willy and his dreams. It is also a subtle, sad reminder of Willy’s father and the type of man he was and the type of man Willy should be, if it weren’t for his dreams deluding him. The flute mourns him at his funeral, at the wasted life of a man who didn’t know who he was. As said, the following passage is one of optimism and hope. It is an upheaval from the heavy tone of the rest of the play. This respite proves the tragedy genre of the play that is much debated and fits in using the Seneca tragedy model. This involves a gradual degeneration in the hero until a point ... ...esembles a homeless boat. To conclude, the beginning of act 2 reflects a great deal of the rest of the play. It’s turn to optimistic and hopeful tone riddled with foreshadowing of death correlates it as a tragedy. It shows the all the connections of family we see in the rest of the play with Linda’s role and Biff’s effect as well as Happy’s lack of a role. The American Dream’s destructive feel is felt through Willy’s misfortunes i.e. long mortgage, short on cash and deceived by the corporate manufacturers. Miller’s techniques of language style are as clear here as everywhere else and the consistencies of the subtle in the passage back up what is vital to the rest of the play. As much as the inconsistency of the tone etc. in this passage helps to convey the causes of Willy’s madness, shown in the reverse for added force in their effect, and to fit the tragedy model

Horizon Foods Corporation Essay

1. What are the characteristics of the market served by the Horizon Foods Corporation? Poor Delivery, high cost of shipping crate, small quantity, high stocks, and high competition. Horizon’s product lines have focused on ethnic food specialties including salad dressings, sauces for Italian pasta, and condiments such as specialty pickles. Is a national company that provides food products. Customers in this market are in many places, diï ¬â‚¬erent points; they prepare meals for small retailers who are demanding customized products, customers’ demands small quantities. 2. What problems exist at the Horizon Foods Corporation? Horizon have problems with the distribution of products, the amount of inventory control problems in warehouses, the increasing demands of customers on products, services, the costs of transportation are high, coordinate issues within the company, also they need a better communication. Orders are generally small, amounting to five to six cases per order, or about 150 to 200 pounds at a time. 3. Why do you think the problems exist? Marketing and production departments are not lined. They need information on time. Inventory of products that require a special request of customers, the demands of the customers due to the fact that small amounts of 5-6, shipping crate increase the cost of 150-200 pounds, negotiated warehouse is not enough quality service as provided by other companies, the company’s determination of the amount of inventory in the structuring, planning and transport issues the contract warehouses intricacies of product quantities. The two plants: one in the Central Valley of California at Fresno and the other in Illinois about 60 miles south of Chicago, the transport between are expenses too. 4. What would you suggest the task force recommend in order to gain â€Å"control over this product movement process†? The changes required to gain control over the supply chain, Horizon need a better level of communication system. They need to keep an eye and to implement new systems that would help in these areas: Business administration, accounting systems.

My Academic Experience

Week 9: My Academic Experience Fatimah M. Myers US/101 April 13, 2013 University of Phoenix Instructor – Annette Kubalanza Outline – My Academic Experience 1. The Value of Completing a Degree in Higher Education 2. Plans for My Academic and Career Future 3. Reflections of Topics in Class A. Time and Stress Management B. University Resources C. Critical Thinking THE VALUE OF COMPLETING A DEGREE IN HIGHER EDUCATION American society values higher education. College provides many opportunities for developing a variety of social networks, both formal and informal.Obtaining a college degree will be such a valuable and rewarding accomplishment for me. It opens many new opportunities for me on a professional and personal level. Upon completion, I will be only the second person in my entire family to earn a degree. One of the most important personal values of obtaining my degree is allowing my children see me work hard for a better life, and a better salary. Growing up, I rememb er my mother struggle to take care of my sister and myself; Doing her best to make ends meet.My hope is my children will learn through me that a higher education will allow for a better life; making them the third and fourth college graduates in my family. PLANS FOR MY ACADEMIC AND CAREER FUTURE The demand for postsecondary education is higher than it has ever been. Higher education aids in an economic well-being. Earning my Associate’s Degree will allow me to become eligible for promotions. It will be a short-term goal accomplishment, allowing me one step closer to the career of my choice. However, it is not where I want my education to end.Continuing my education and earning my Bachelor’s Degree is the next goal in my academic future. My Associate’s Degree is in Healthcare Administration, and my Bachelor’s will be in Business Management. Obtaining a Bachelor’s in Business Management will allow me to branch out of the Healthcare field, or start my own Medical Billing Company if I choose. Having a Bachelor’s, in addition to my years of experience, makes me eligible to be promoted to an Operations Manager, or a Director at my current job. I can also be a Billing Manager at a hospital. All of which are careers I am interested in.The final plan in my academic future is to earn my Master’s Degree in Social Work. After completion of my Master’s, I can pursue the career of my dreams, a Hospice Social Worker. REFLECTIONS OF TOPICS IN CLASS I have learned so much in this class to prepare me for a successful college experience. There were some topics that caught my attention more than others. Such as, time and stress management, University resources, and critical thinking. Time and Stress Management How I manage time is a reflection of what I value. Managing my time corresponds to how successful I will be in college and throughout life.Knowing and setting priorities to meet goals, carrying out plans, taking contro l of time, and staying focused are some events that are involved with time management. For many of us, balancing school with work and family is the greatest challenge involved with prioritizing. Good advance planning will help in meeting these challenges. Staying focused is usually difficult, especially for first-year students. Staying focused entails remembering and dedicating to the most important purpose for being in college. Sacrificing unnecessary commitments and keeping my long-term goals in mind will help me to remain focused. University ResourcesAn online learning environment can be quite challenging. I am unable to raise my hand to ask a question, and receive an immediate answer. For this and several other reasons, the University Resources is such an important tool to the success of my college experience at the University of Phoenix. The University Resources are made up of many different resources. Such as, the University Library, Center for Writing Excellence, and the Plag iarism Review. Visiting the library is somewhere I should go whenever I have research that needs to be done. The library helps with research for a class, a job, or for anything personal.The University Library has websites that other help for students, while providing invaluable services to students and faculty members. The most useful resource available in a library is a librarian. They can be contacted in several ways, and will treat inquiries with respect. The Center for Writing Excellence, or CWE, is made up of resources to help develop written communication skills. One of the most important resources is the ability to submit a paper for Grammar and Plagiarism Review. All assignments should be submitted for review to avoid plagiarism. Plagiarism is a serious offense, and can lead to expulsion from the University.Critical Thinking Critical thinking is the thoughtful consideration of the information or ideas that we encounter. It involves having the ability to think for yourself. B eing able to responsibility make a decision that affects our lives involves critical thinking. The three steps of thinking critically are to ask questions, consider multiple points of views, and to draw conclusions. Applying critical thinking to my everyday decisions will help promote my career goals, and allow me to live a life filled with morals and ethical decisions. REFERENCES WEBLINK: www. wpcarey. asu. edu WEBLINK: www. chronicle. com/article/Ameicans-Value-Higher

Mole Relations in Balanced Equations Example Problems

Mole Relations in Balanced Equations Example Problems These are worked chemistry problems showing how to calculate the number of moles of reactants or products in a balanced chemical equation. Mole Relations Problem #1 Determine the number of moles of N2O4 needed to react completely with 3.62 mol of N2H4 for the reaction 2 N2H4(l) N2O4(l) → 3 N2(g) 4 H2O(l). How to Solve the Problem The first step is to check to see that the chemical equation is balanced. Make sure the number of atoms of each element are the same on both sides of the equation. Remember to multiply the coefficient by all atoms following it. The coefficient is the number in front of a chemical formula. Multiply each subscript only by the atom right before it. The subscripts are the lower numbers found immediately following an atom. Once you verify the equation is balanced, you can establish the relationship between the number of moles of reactants and products. Find the relation between moles of N2H4 and N2O4 by using the coefficients of the balanced equation: 2 mol N2H4 is proportional to 1 mol N2O4 Therefore, the conversion factor is 1 mol N2O4/2 mol N2H4: moles N2O4 3.62 mol N2H4 x 1 mol N2O4/2 mol N2H4 moles N2O4 1.81 mol N2O4 Answer 1.81 mol N2O4 Mole Relations Problem #2 Determine the number of moles of N2 produced for the reaction 2 N2H4(l) N2O4(l) → 3 N2(g) 4 H2O(l) when the reaction begins with 1.24 moles of N2H4. Solution This chemical equation is balanced, so the molar ratio of reactants and products may be used. Find the relation between moles of N2H4 and N2 by using the coefficients of the balanced equation: 2 mol N2H4 is proportional to 3 mol N2 In this case, we want to go from moles of N2H4 to moles of N2, so the conversion factor is 3 mol N2/2 mol N2H4: moles N2 1.24 mol N2H4 x 3 mol N2/2 mol N2H4 moles N2 1.86 mol N2O4 Answer 1.86 mol N2 Tips for Success The keys to getting the correct answer are: Make sure the chemical equation is balanced.Use the coefficients in front of compounds to get molar ratios.Check to make sure you use the appropriate number of significant figures for atomic masses and report mass using the correct number of figures.

Our Man in Havana

Our Man in Havana Thesis statement One of the foremost aspects of today’s living is the fact that, as time goes on; people in Western countries grow increasingly aware of the sheer out-datedness of the classical concept of nationhood. This could not be otherwise, because an ongoing process of Globalization effectively exposes people’s tendency to assess the surrounding reality through the lenses of their national affiliation, as such that substantially impedes their chances of a social advancement.Advertising We will write a custom critical writing sample on Our Man in Havana specifically for you for only $16.05 $11/page Learn More This is exactly the reason why, even though that as recently as during the course of the fifties, the idea that one should be willing to sacrifice its life for the sake of a ‘nation’ used to be considered fully legitimate, this is no longer being the case. After all, it nowadays becomes increasingly clear for more and mor e people in the West that, since they live only once and since there is no ‘afterlife’ to look forward to, it is specifically ensuring their personal well-being, which represents their foremost priority in life. Therefore, there is nothing too surprising about the fact that even today; Graham Greene’s 1958 novel Our Man in Havana continues to be referred to as such that represents an undermined discursive value. The reason for this is quite apparent – the themes and motifs, explored in this particular novel, appear discursively consistent with the post-industrial realities of the 21st century’s living, associated with the process of more and more people getting rid of socially upheld illusions, as to what accounts for the essence of their responsibilities in life. In my paper, I will aim to substantiate the validity of this suggestion at length. Main part Given the apparent straightforwardness of Green novel’s plot, the task of outlining its main twists does not represent much of a challenge. The novel’s protagonist James Wormold (who happened to be a British citizen), owns a vacuum cleaner shop in pre-revolutionary Havana, Cuba. Being a loving father of his teenage daughter Milly, Wormold finds it increasingly difficult to be able to support Milly’s extravagant lifestyle. In its turn, this prompts him to accept Henry Hawthorne’s (M16’s resident in the Caribbean region) proposition to become a British intelligence agent in Havana – in exchange for his willingness to work on behalf of M16, Wormold was placed on a payroll. Nevertheless, after having realized that would prove impossible to create the ring of informers in Cuba, as it was required of him, Wormold decides to simply invent them, while specifying the cost of maintaining each of these imaginary informers. As the plot unravels, Wormold becomes ever more preoccupied with supplying M16 with fictitious intelligence reports, which i n London are being regarded as such that represent a particularly high intelligence-value.Advertising Looking for critical writing on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More The novel’s comical sounding reaches its peak when Wormold sends the drawings of vacuum cleaners (intentionally made to look like some menacing military installations) to London, which causes a great deal of anxiety among M16’s top-officials, who never doubted the realness of the depicted ‘installations’ even for a second. In its turn, this causes Wormold’s superiors to decide to provide him with the ‘secretary’ Beatrice Severn and with the radio-operator Rudi – both working on behalf of British intelligence, as well. Nevertheless, as time goes on, Worlmold realizes that his imaginary intelligence-activities had effectively ceased being merely a game, as Havana’s newspape rs report the actual deaths of many of his imaginary ‘informers’. This, of course, causes Wormold to feel increasingly uneasy about the whole situation. After having been confronted with the death of his close friend Dr. Hasselbacher, who was pressured by captain Segura (Cuban police) to spy on Wormold, the novel’s main character decides to reveal his fraud to Beatrice. Consequently, he gets to be recalled back to London – presumably, to face the charge of betrayal. Yet, to Wormold’s amazement, it was not only that did not get to be punished, but he in fact ended up being offered a teaching job with M16 and awarded the Order of British Empire. Apparently, Wormold’s superiors refused to even consider the possibility of admitting to the government that ‘their man in Havana’ was nothing but a con artist, as it would expose British intelligence in a rather unsightly light. It is needless to mention, of course, that even a brief glanc e at the earlier provided outline of Green novel’s plot does not allow us to refer to Our Man in Havana as such that emanates the spirit of British patriotism, in the classical sense of this word. After all, with the probable exemption of the character of Beatrice, the individuals associated with the British government, featured in the novel, appear to have been deprived of even basic analytical abilities – quite contrary to the assumption that, in order for one to qualify for the job of a British spy, he or she must possess a supreme intelligence. Partially, the ‘unpatriotic’ sounding of Green’s novel can be explained by the particulars of the author’s religious affiliation. This is because, throughout the course of his adult life, Green never ceased to proclaim itself a devout Catholic. However, it does not represent much of a secret that, ever since the beginning of the 17th century, British Catholics have been finding themselves in an inc reasingly disadvantaged social position.Advertising We will write a custom critical writing sample on Our Man in Havana specifically for you for only $16.05 $11/page Learn More Even today, being a British Catholic implies being socially underprivileged to an extent. As Burgess noted, â€Å"The British State tolerates the Catholic Church, but the Catholic Church, being a supra-national body, has no representation in the establishment†¦ To honor the monarch is to acknowledge the hegemony of the Church of England† (94). Therefore, when assessed from a purely religious perspective, the lack of Green’s patriotic enthusiasm, clearly exhibited in Our Man in Havana, can be well thought of as having been reflective of the author’s deep-seated unconscious anxieties, related to his religious sense of self-identity. However, it was not only the societal implications of Green’s affiliation with Catholicism, which caused his novel’ s satire to attain a clearly defined political sounding, but also the theological and ideological ones. This is because Catholics always suspected Protestants to be deeply hypocritical in how they go about proclaiming their adherence to God. After all, as opposed to what it is being the case with Catholics; Protestants do not perceive God as their ultimate benefactor. Rather they think of him as some distant authority that simply lays down the rules of a religious morality but does not intervene in their lives actively. Apparently, Protestants have grown to realize a simple fact that material riches do not fall out of the sky and that one needs to work hard, in order to achieve a financial prosperity. In fact, it now became a commonplace practice among many Protestants to think that the amount of money they have in banks positively relates to the measure of God’s pleasure with them (Weber 60). Green, however, never ceased considering Protestants’ obsession with making money morally wrong, which explains the sarcastic sounding of the novel’s scenes in which American businesspersons elaborate on their vision of religion/spirituality. For example, there is a memorable scene in the novel, where the character of Dr. Braun comes up with a public speech, while praising the trade as the actual source of spirituality, â€Å"Trade was important because without trade there would be no spiritual links, or was it perhaps the other way round. He (Dr. Braun) spoke of American aid to distressed countries which would enable them to buy more goods and by buying more goods strengthen the spiritual links† (Green 91). This explains the subtle criticism of American (Western) concept of ‘democracy’, which can be found throughout the course of Green novel’s entirety.Advertising Looking for critical writing on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Apparently, the author was intellectually honest enough to admit to himself and to his readers that, by promoting the values of ‘democracy’ in the Third World, Western countries pursue their own geopolitical/economic agenda, which in turn is being concerned with assuming a unilateral control of the world’s natural/human resources – hence, the actual secret of Western countries’ economic prosperity. This suggestion and the clearly defined autobiographical undertones of the Green’s novel, help us to explain the innate motivation behind Wormold’s decision to accept money from the British secret service, without providing any real intelligence information in return. It appears that, while deceiving British intelligence, Worlmold (a literary embodiment of Green) was not merely concerned with ensuring an additional source of income but also with acting on behalf of justice – whatever ironic it may sound. Even though that the novelâ₠¬â„¢s main character initially doubted the moral appropriateness of his decision, in this respect, Dr. Hasselbacher was able to convince him in the opposite, â€Å"They (governmental officials) have no money except what they take from men like you and me† (29). Eventually, it had dawned upon Wormold that, by making the rich and powerful to share some of their riches with ordinary individuals like himself, even by the mean of deceiving the government, he in fact was serving a higher good. This again reveals an unmistakably Catholic mindset, in the part of the novel’s author, as the reading about how Wormold went about addressing life’s challenges does substantiate the validity of the idea that there is nothing wrong about combating evil with evil. And, as Green’s biographers are being well aware of, this idea never ceased to fascinate the author of Our Man in Havana,† Throughout his life†¦ Greene had a fascination with evil and a contempt for or dinary virtues. After his conversion to Catholicism, he defended this attitude on the ground that a close acquaintance with evil was no obstacle to the salvation of the soul. It might even be essential† (Gray 51). Hence, the thoroughly humanistic sounding of the Green’s novel, as such that promotes the idea that, despite their weaknesses, people are nevertheless are being capable of adopting a proper stance in life. Nevertheless, it would not be fully appropriate to assess the significance of the novel’s themes and motifs solely in regards to what used to be the particulars of Green’s religious affiliation. Had this been the case, these themes and motifs would not be considered discursively relevant today. Yet, as it was mentioned in the Introduction, there are indeed a number of good reasons to believe that the manner in which Wormold behaves in the novel is being fully consistent with the discourse of post-modernity, which nowadays causes more and more p eople to reassess the validity of many traditional assumptions, regarding what accounts for the purpose of one’s life, and regarding to the implications one’s national affiliation. For example, there is another memorable scene in the novel, where Hawthorne tries to recruit Wormold, while implying that being assumed a British patriot, his newly found would-be-spy simply had no option but to agree to the proposition, â€Å"You are English, arent you?.. And you refuse to serve your country?† (21). Apparently, it never occurred to Hawthorne that, as time goes on, the discursive significance of socio-political concepts, such as ‘nation’, continues to be qualitatively transformed, which often leads to these concepts becoming deprived of any meaning, whatsoever. Nowadays, the validity of this statement appears especially self-evident, because due to an ongoing process of Globalization, the national borders between formally independent countries have long a go assumed a purely symbolic value. In its turn, this causes many political observers to conclude that it is being only the matter of time, before the concept of ‘national sovereignty’ will be effectively disposed with, as thoroughly outdated. As Ohmae noted, â€Å"The global economy ignores barriers, but if they are not removed, they cause distortion. The traditional centralized nation-state is another cause of friction. It is ill equipped to play a meaningful role on the global stage† (Ohmae 25). Yet, even throughout the course of the late fifties, the discursive irrelevance of the concept of ‘nation’ was becoming apparent. The reason for this is simple – after the end of WW2, Western European countries (including Britain, which had lost all of its most important colonies) have been effectively deprived of their de facto independence – all due to these countries’ willingness to participate in the Marshall Plan and to join NATO. In essence, they became the America’s puppet-states. And yet, as it appears from the novel, the character of Hawthorne remained thoroughly ignorant of this fact, which explains why, while trying to convince Wormold to become M16’s agent, he continued to refer to Britain’s geopolitical challenges in essentially pre-WW2 terms. The legitimacy of this suggestion can be well illustrated in regards to Hawthorne’s strongly defined anti-German stance, â€Å"Not that it matters East or West, they (Germans) play the German game. Remember the Ribbentrop Pact. We (British) wont be caught that way again† (13). This explains why Wormold could not help but to accept Hawthorne’s offer – after having realized that Hawthorne was a perceptually inadequate individual, allowing him to walk away with money would constitute a ‘sin’. The discursive implication of this suggestion can be formulated as follows: unlike what it was the case with man y of the novel’s intellectually inflexible characters, such as Hawthorne, Wormold proved himself being quick enough to take advantage of moneymaking opportunities, presented by the realities of the Cold War era. Apparently, despite having been born well before the discourse of Globalization had attained a politically legitimate status, Wormold was psychologically attuned with what would constitute the secularized and deideologized realities of a post-industrial living. After all, nowadays it is specifically only not overly bright individuals who may be comfortable with the idea that the abstract cause of ‘patriotism’ is worthy of risking their lives. This is because, due to the revolutionary breakthroughs in the field of informational technologies (the rise of the Internet), this world is becoming ever more ‘informationally intense’. In its turn, this creates objective preconditions for people in Western countries to realize the simple fact that ther e is only one reason for the representatives of social elites to continue striving to endow ordinary citizens with the sense of ‘patriotism’ – it is so much easier to turn patriots into a ‘cannon meat’, willing to sacrifice for the rich and powerful on the battlefield, if circumstances require. Therefore, it will not be much of an exaggeration, on our part, to suggest that the appeal of Our Man in Havana is being partially concerned with the novel’s ‘visionary’ subtleties – today’s readers cannot help but to perceive the character of Wormold, as such was born well ahead of its time. This, of course, causes them to relate to this character emotionally – hence, the continual popularity of Our Man in Havana. Conclusion I believe that the line of argumentation, deployed throughout this paper, is being fully consistent with the initial thesis. It appears that, even as far back as during the course of the late fifti es, Green had a very good idea, as to what would be the nature of ‘things to come’ in the future. This explains why; whereas, the names of the author’s contemporaries, who used to criticize him on the account of his ‘lack of patriotism’, are now long forgotten, Green’s literary legacy continues being highly appreciated. Given the fact that, as time goes on, the process of intellectually liberating Globalization keeps on gaining a momentum; this will likely to remain the case in the future, as well. Burgess, Anthony. â€Å"Politics in the Novels of Graham Greene.† Journal of  Contemporary History 2.2 (1967): 93-99. Print. Gray, John. â€Å"A Touch of Evil.† New Statesman 13.633 (2000): 51-52. Print. Greene, Graham. Our Man in Havana. Penguin Classics. New York: Penguin Classics, 2007. Print. Ohmae, Kenichi. Next Global Stage: Challenges and Opportunities in Our  Borderless World. Upper Saddle River: Wharton School Publishing, 2005. Print. Weber, Max. The Protestant Ethic and the Spirit of Capitalism. New York: Courier Dover Publications, 2003. Print.

The Directory, Consulate End of the French Revolution

The Directory, Consulate End of the French Revolution The Constitution of Year III With the Terror over, the French Revolutionary wars once again going in Frances favor and the stranglehold of the Parisians on the revolution broken, the National Convention began to devise a new constitution. Chief in their aims was the need for stability. The resulting constitution was approved on April 22nd and was once again begun with a declaration of rights, but this time a list of duties was also added. All male taxpayers over 21 were citizens who could vote, but in practice, the deputies were chosen by assemblies in which only citizens who owned or rented property and who paid a set sum of tax each year could sit. The nation would thus be governed by those who had a stake in it. This created an electorate of roughly a million, of which 30,000 could sit in the resulting assemblies. Elections would take place yearly, returning a third of the required deputies each time. The legislature was bicameral, being comprised of two councils. The lower Council of Five Hundred proposed all legislation but did not vote, while the upper Council of Elders, which was composed of married or widowed men over forty, could only pass or reject legislation, not propose it. Executive power lay with five Directors, which were chosen by the Elders from a list provided by the 500. One retired each year by lot, and none could be chosen from the Councils. The aim here was a series of checks and balances on power. However, the Convention also decided that two-thirds of the first set of council deputies had to be members of the National Convention. The Vendà ©miaire Uprising The two-thirds law disappointed many, further fuelling a public displeasure at the Convention which had been growing as food once again became scarce. Only one section in Paris was in favor of the law and this led to the planning of an insurrection. The Convention responded by summoning troops to Paris, which further inflamed support for the insurrection as people feared that the constitution would be forced onto them by the army. On October 4th, 1795 seven sections declared themselves insurrectionary and ordered their units of National Guard to gather ready for action, and on the 5th over 20,000 insurgents marched on the Convention. They were stopped by 6000 troops guarding vital bridges, who had been placed there by a deputy called Barras and a General called Napoleon Bonaparte. A standoff developed but violence soon ensued and the insurgents, who had been very effectively disarmed in the preceding months, were forced to retreat with hundreds killed. This failure marked the last time Parisians attempted to take charge, a turning point in the Revolution. Royalists and Jacobins The Councils soon took their seats and the first five Directors was Barras, who had helped save the constitution, Carnot, a military organizer who had once been on the Committee of Public Safety, Reubell, Letourneur and La Revellià ©re-Là ©peaux. Over the next few years, the Directors maintained a policy of vacillating between Jacobin and Royalist sides to try and negate both. When Jacobins were in the ascendant the Directors closed their clubs and rounded up terrorists and when the royalists were rising their newspapers were curbed, Jacobins papers funded and sans-culottes released to cause trouble. The Jacobins still tried to force their ideas through by planning uprisings, while the monarchists looked to the elections to gain power. For their part, the new government grew increasingly dependent on the army to maintain itself. Meanwhile, sectional assemblies were abolished, to be replaced with a new, centrally controlled body. The sectionally controlled National Guard also went, replaced with a new and centrally controlled Parisian Guard. During this period a journalist called Babeuf began calling for the abolition of private property, common ownership and the equal distribution of goods; this is believed to the first instance of full communism being advocated. The Fructidor Coup The first elections to take place under the new regime occurred in year V of the revolutionary calendar. The people of France voted against the former Convention deputies (few were re-elected), against the Jacobins, (almost none were returned) and against the Directory, returning new men with no experience instead of those the Directors favored. 182 of the deputies were now royalist. Meanwhile, Letourneur left the Directory and Barthà ©lemy took his place. The results worried both the Directors and the nation’s generals, both concerned that the royalists were growing greatly in power. On the night of September 3-4th the ‘Triumvirs’, as Barras, Reubell and La Revellià ©re-Là ©peaux were increasingly known, ordered troops to seize Parisian strong points and surround the council rooms. They arrested Carnot, Barthà ©lemy and 53 council deputies, plus other prominent royalists. Propaganda was sent out stating that there had been a royalist plot. The Fructidor Coup against the monarchists was this swift and bloodless. Two new Directors were appointed, but the council positions were left vacant. The Directory From this point on the Second Directory rigged and annulled elections to keep their power, which they now began to use. They signed the peace of Campo Formio with Austria, leaving France at war with just Britain, against whom an invasion was planned before Napoleon Bonaparte led a force to invade Egypt and threaten British interests in Suez and India. Tax and debts were revamped, with a two-thirds bankruptcy and the reintroduction of indirect taxes on, among other things, tobacco and windows. Laws against à ©migrà ©s returned, as did refractory laws, with refusals being deported. The elections of 1797 were rigged at every level to minimize royalist gains and support the Directory. Only 47 out of 96 departmental results were not altered by a scrutinizing process. This was the coup of Florà ©al and it tightened the Directors grip over the councils. However, they were to weaken their support when their actions, and the behavior of France in international politics, led to a renewal of war and the return of conscription. The  Coup of Prairial By  the start of 1799, with war, conscription and action against refractory priests dividing the nation, confidence in the Directory to bring about the much-desired peace and stability was gone. Now Sieyà ¨s, who had turned down the chance to be one of the original Directors, replaced Reubell, convinced he could effect change. Once again it became obvious the Directory would rig the elections, but their grip on the councils was waning and on June 6th the Five Hundred summoned the Directory and subjected them to an attack over its poor war  record. Sieyà ¨s was new and without blame, but the other Directors didnt know how to respond. The Five Hundred declared a permanent session until the Directory replied; they also declared that one Director, Treilhard, had risen to the post illegally and ousted him. Gohier replaced Treilhard and immediately sided with Sieyà ¨s, as Barras, always the opportunist, also did. This was followed by the Coup of Prairial where the Five Hundred, continuing their attack on the Directory, forced the remaining two Directors out. The councils had, for the first time, purged the Directory, not the other way round, pushing three out of their jobs. The Coup of Brumaire and the End of the Directory The Coup of Prairial had been masterfully orchestrated by Sieyà ¨s, who was now able to dominate the Directory, concentrating power almost wholly in his hands. However, he was not satisfied and when a Jacobin resurgence had been put down and confidence in the military once again grew he decided to take advantage and force a change in the government by use of military power. His first choice of general, the tame Jourdan, had recently died. His second, the Director Moreau, wasnt keen. His third,  Napoleon Bonaparte, arrived back in Paris on October 16th. Bonaparte was greeted with crowds celebrating his success: he was their undefeated and triumphant general and he met with Sieyà ¨s soon after. Neither liked the other, but they agreed on an alliance to force constitutional change. On November 9th Lucien Bonaparte, Napoleon’s brother and president of the Five Hundred, managed to have the meeting place of the councils switched from Paris to the old royal palace at Saint-Cloud, under the pretext of freeing the councils from the – now absent – influence of Parisians. Napoleon was put in charge of the troops. The next stage occurred when the entire Directory, motivated by Sieyà ¨s, resigned, aiming to force the councils to create a provisional government. Things didn’t go quite as planned and the next day, Brumaire 18th, Napoleon’s demand to the council for constitutional change was greeted frostily; there were even calls to outlaw him. At one stage he was scratched, and the wound bled. Lucien announced to the troops outside that a Jacobin had tried to assassinate his brother, and they followed orders to clear the meeting halls of the council. Later that day a quorum was reassembled to vote, and now things did go as planned: the legislature was suspended for six weeks while a committee of deputies revised the constitution. The provisional government was to be three consuls: Ducos, Sieyà ©s, and Bonaparte. The era of the Directory was over. The Consulate The new constitution was hurriedly written under the eye of Napoleon. Citizens would now vote for a tenth of themselves to form a communal list, which in turn selected a tenth to form a departmental list. A further tenth was then chosen for a national list. From these a new institution, a senate whose powers were not defined, would choose the deputies. The legislature remained bicameral, with a lower hundred member Tribunate which discussed legislation and an upper three hundred member Legislative Body which could only vote. Draft laws now came from the government via a council of state, a throwback to the old monarchical system. Sieyà ©s had originally wanted a system with two consuls, one for internal and external matters, selected by a lifetime ‘Grand Elector’ with no other powers; he had wanted Bonaparte in this role. However Napoleon disagreed and the constitution reflected his wishes: three consuls, with the first having most authority. He was to be first consul. The constitution was finished on December 15th and voted in late December 1799 to early January 1800. It passed. Napoleon Bonapartes Rise to Power and the End of Revolution Bonaparte now turned his attention to the wars, beginning a campaign which ended with the defeat of the alliance ranged against him. The Treaty of Lunà ©ville was signed in France’s favor with Austria while Napoleon began creating satellite kingdoms. Even Britain came to the negotiating table for peace. Bonaparte thus brought the French Revolutionary Wars to a close with triumph for France. While this peace was not to last for long, by then the Revolution was over. Having at first sent out conciliatory signals to royalists he then declared his refusal to invite the king back, purged Jacobin  survivors and then began rebuilding the republic. He created a Bank of France to manage state debt and produced a balanced budget in 1802. Law and order were reinforced by the creations of special prefects in each department, the use of the army and special courts which cut into the crime epidemic in France. He also began the creation of a uniform series of laws, the Civil Code which although not finished until 1804 were around in a draft format in 1801. Having finished the wars which had divided so much of France he also ended the schism with the Catholic Church by re-establishing the Church of France and signing a concordat with the Pope. In 1802 Bonaparte purged – bloodlessly - the Tribunate and other bodies after they and the senate and its president – Sieyà ¨s – had begun to criticize him and refuse to pass laws. Public support for him was now overwhelming and with his position secure he made more reforms, including making himself consul for life. Within two years he would crown himself Emperor of France. The Revolution was over and empire would soon begin

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Managing Preformance - Essay Example The important aspect in managing performance is the leadership skills that can be enhanced alongside attitudes, interpersonal skills and behaviours.(Abbey,2007). It helps to retain and maintain people who embody the basic human capital of the organizations as they are the one responsible for the execution of the strategic plans of the business. (Abbey,2007). This essay includes the analysis of the issues in managing performance by citing cases in an organization that involves performance management. The views and opinions of several organizations about the affectivity of the management are cited. The disadvantage and advantages of the performance management are enumerated to further support the importance of such management. Based on the studies that will be presented in this essay effective performance management will result in an increase in sales and greater profitability. Managing performance involves the evaluation of the employee and an appropriate compensation for the job. Companies and managers have conflicting ideas about this. In the study done by Harris (2001), it involves two phases. It is about the argument that the importance of managerial values and assumptions about rewarding individual performance has been an overlooked and underestimated dimension in the design and application of individual performance-related pay processes (IPRP). ... ' perspective on the effectiveness of performance-related pay processes in terms of encouraging the types of behaviours employers stated they were seeking from their employees. The study done by Harris (2001) wants to prove that a well compensated employee will result in a well done job and thus increases the output and the profitability of the company. It is the responsibility of the managers to fill in the gap between the missing links of aspirations and results, by motivating their employees, through management of their performance.(Abbey,2007). The organizations are aware that the success of the strategy is dependent on the effort and capabilities of their employees to implement the strategy that makes all the difference to their flourishing business.(Abbey,2007). In the study done by Harris (2001), 78 percent of respondents identified a non publicized objective which is to increase employee commitment and improve individual motivation through a fairer reward system more focused on business objectives. This was referred to by the study as an official agenda. Another objective identified as an hidden agenda was concerned with the control aspects of performance management system, which changing the culture, making managers manage, dealing with issues of under-performance, reducing staffing levels and costs while increasing workloads. Another important objective is to increase the potential of an organization, in order to achieve its strategy; it is important that organization develops and creates the capabilities of its employees. Effective people management is the only key to improve the businesses performance. The most important purpose of Performance Management is to increase the effectiveness of the employees. This should be done, in order to improve the

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Organisational Analysis - The impact of leadership styles on Assignment

Organisational Analysis - The impact of leadership styles on organizational effectiveness - Assignment Example Transactional leadership and transformational leadership are closely related units of leadership; however, they are distinct dimensions. Jack Welch, former CEO of General Electric, had traits that made him an effective leader and he combined transformational and transactional leadership styles, which helped him, turn GE into a success story. Leadership is the ability to impact a group towards the attainment of goals (Kiger 2010, 25). General Electric is a corporation, whose main objective is to generate profits, which will be pleasing to the shareholders (Brady 2010, 26). Jack Welch influenced his team to achieve this goal, which was evident in the increased market share, profits and revenues. In 1981, the company had a market value of 13 billion USD when Welch became the CEO. However, this grew to more than 400 billion USD when Welch retired. Welch possessed some traits that ensured his success as a leader. According to the Trait Theory, there are six traits, which are frequently associated with leadership. These traits are: desire to lead; energy and ambition; integrity and honesty; intelligence; self-confidence and job-relevant knowledge. Welch is a competitor; hence, full of ambitions. These ambitions are translated into ideas, and then decisions, which are eventually, implemented that saw the turnaround of GE. Jack Welch believed in energizing his followers in working hard to increase the performance of the company. Being full of energy, he seldom ran out of the excitated energy that was necessary to push his employees to reach their potential. The self-confidence of Welch enabled him to take risks, which even meant the falling of the company. He restructured the hierarchical systems, regrouping the business units and introducing an informal system of carrying out business in the company. Furthermore, Welch had an extraordinary passion, which he used to motivate and empower his employees to attain the goals of the company (Slater 2004, 19). Bass and Riggio (2006, 10) acknowledge that transformational leadership is made up of four fundamental elements, which they called the â€Å"4 I’s.† A transformatio nal leader has the capability to achieve superior performance through: inspirational motivation; idealized influence; individualized consideration and intellectual stimulation (Judge & Piccolo, 2004, 755). In order to effectively turn around General Electric, transformational leadership had to be an important element in Jack Welch’s leadership style. One of the critical decisions that Welch had to make as the Chief Executive Officer was to create and implement a strategy and a vision, which suited all the businesses in the company. The intention of this decision was to unify all the businesses under a similar and distinct banner (Abetti 2006, 78). Jack Welch developed a three circle model, whose function was to ensure that all the businesses within the company fitted in one of the categories. These categories were: the main business, which the Power Generation production was part of, differentiated by restrained investments and returns was carefully selected; the high-tech bu sinesses, which had a high growth, comprising of Medical Systems or Plastics, more often than not had negative cash flows and demanded heavy investments; services, which incorporated General Electric Capital and other businesses, which were typified by high returns for

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Business Ethics (Part A) - Essay Example Often times our myopic approach does not allow us to see the long term possibilities of an ethical action, thus we up taking the shortest and easiest way to fulfil our immediate needs. Ethical dilemmas are prevalent in every aspect of our lifestyle, starting from social groups to work place environment. Velasquez et al (2010) mentioned that ethics cannot be defined by any single definition, as it is dependent on a person’s mentality. Some people define ethics as following their feelings, while other may believe that ethical practices are synonymous to religious customs. However, on closer inspection it has been identified that our feelings often deviate from ethical practices and although several religious customs dictate ethical practices, it may vary across different religions (Bucaro, 2007). Moreover, ethics applies to a theist and atheist alike. An ethical practice also does not fall under legal criteria, because an activity although legal may be unethical. Ethics can be d escribed as developing one’s behaviour based on certain standards which dictates him to do the right thing in a societal context, which will eventually yield a long term achievement or success (BBC, 2014). Running a business operation involves following a set of rules and regulations, which defines the governance of the company. The rules are set in such a way that the company can achieve its financial goals, while meeting the stakeholder’s interest at the same time (Rafner, 2014). Due to highly competitive marketplace, some companies create a competitive work environment, where the employees and workers are given steep targets to achieve. In such a competitive environment the employees often adopt certain unethical practices to achieve their target. In jobs involving direct sales, employees often fabricate and manipulate product related information to the

As a Mass Communication Student Essay Example for Free

As a Mass Communication Student Essay Mass Communication is a very interesting course. Like what John Phelan said, most of the students want to be in this field because the skills and talents they have fit to this course. It’s more fun and adventurous. You’ll encounter lots of people, ordinary, celebrities, politics. Go to different places. Enjoy foods and new things. And learn cultures of others. But I still can’t figure out what’s gotten into my mind in choosing Mass Communication. I even don’t want to be a public figure. As we all know, public figures doesn’t have privacy anymore. And sometimes they’re into trouble because part of their job is to criticize and give opinion on a certain issue. But that’s the consequence. Even if I work behind the camera, still my name will appear as part of the show or whatever it is that I’m into. Sometimes, to make others realize that what they do is not good anymore we must take actions for them to behave in the way we want and other people wants. And as Media personnel, being responsible is what we must also possess because the audience that we have has no age limit. Kids and youth can see us. We can be part of their growing process and we don’t want to be a bad influence to them. Instead, we want them to learn good things from us. Also for the old ones especially that they depend on us for the service of giving them the right information’s that they want to hear or to see. In return, we can feel the fulfilment that we are an effective Media Personnel. They say that in this field, you can have lots of money. Yes, if you are disciplined, hardworking and determined. But money is not important. What’s important for me now is to gain experience and to learn new things to prepare myself for the future. Those things that Phelan and Schramm said inspired and taught me a lesson not only about the things happening in Media but also about the life that later on we Mass Communication students will have.

Peasants Relationship With The Pharaoh History Essay

Peasants Relationship With The Pharaoh History Essay The great story of ancient Egypt has existed from thousands of years; it took place around 7000 B.C- 30 B.C. At first Egypt was divided into two kingdoms, and had different ruler. These two kingdoms developed along the Nile River. The first one was in Upper Egypt, which known as the White Crown; while the second one was in Lower Egypt, which known as Red Crown. Then, in about 3200 B.C the Pharaoh of the north captured the south and united these two into one. The name of pharaoh was King Narmer or Menes. As we already knew, Ancient Egypt was one of the superlative civilizations in the past period because of its geographical condition, social system, and educational system. Egypt is located in the Northeast corner of Africa. It is the great position; also there is the longest river in the world, the Nile River, flows through the country into the Mediterranean Sea. In the history of ancient Egypt, Egyptians people divided their owned country into two areas. The first one was called Deshret (Red land) because that area is full of deserts and surrounded Kemet (Black Land), moreover these deserts prevented ancient Egypt from invading armies and separated ancient Egypt from neighboring countries. The second one was called Kemet (Black Land) because the Nile floods were so flexible. Since the Nile River flooded every year between June and September, Nile reached rich soil from central Africa and left it on the banks of its valley, and its areas of low flat land in Mediterranean. All of these stuffs produced such an excellent alluvium that gave a priority to the ancient Egypt on their agriculture and their life as well. The Nile River was the giver of life bec ause Nile not only provided water, food, and transportation to stabilize the Egypts lives, but also provided fertile land, which facilitated them to grow their crop and raise their animals as well. The people in Egypt society were structured in a hierarchical system like a pyramid that pharaoh stood at the top, then the ruling class and the middle class, and the bottom one was peasants and slaves. The majority of Egyptians were peasants. This term paper is going to describe more about peasants lives in ancient Egypt. What did they do? How did they survive in the ancient time? What was their relationship with the Pharaohs? And what were their religions and beliefs? Peasants Daily Lives in Ancient Egypt Working Condition Like the rest of the ancient world , the Egyptian people lived an agricultural life . Such a life seemed so far removed from the common stories heard about Egypt the glory of its treasures and pyramids Egypt s glorious past connotes an image of ancient Egyptians living more advanced , luxurious lives , as if all they do was to gather treasures and eat in abundance well , in some sense they are true , but only for their rulers , noble families , and priests . The rest of the Egyptian population of long ago , especially before the 1800 s , were poor peasants who have to rely on the predictability of the Nile flooding to plant and harvest crops . The peasants (fellahin ) however , were very much connected to the glories of Egypt for it was their constant , persevering unacknowledged , often despised , and always ill-rewarded toil as tiller of the land that made possible all the achievements of Egypt ensuring for it a leading position among the nations of preclassical antiquity Needless to say , it was the sweat of the fellahin that produced the great pyramids , jewelry and treasures to Egypt , that provided the luxurious living of their Pharaoh and ruling families and that made possible all of Egypt s military conquest , commercial expansion and influence and prestige abroad Peasants also played an important role to build Pyramids for Pharaoh. While the flooding season was coming, the Nile River flooded the ground and made the filed more fertilized. This was the time for the peasants help to build the Pyramids. On the other hand, peasants had no right to own the land even they were the one who plant the crop to supply for everyones need. They had to pay tax to the government and this made more complicated for them to release from the poverty. Livelihoods In ancient Egypt, peasants were considered as the lowest level in social classes. Peasants lived in mud brick houses with a bad condition. The house of an Egyptian peasant was well designed to stay cool. The main point of the house was the kitchen, which contained an oven to bake bread and a mill to grind flour. The stoves did not have chimneys and instead the smoke vented directly through an opening in the roof. The inside of the house was simply decorated but did not lack of comfort; the floors were usually covered with reed mats; the walls were painted and sometimes were also covered with colored linen. The furniture was made of wood and most houses had wooden stools, tables and raised beds. The ancient Egyptians gave great importance to hygiene and appearance. They bathed frequently in the Nile and used soap pastes based on animal fat and chalk. Sometime because of famine, they were forced to eat papyrus while the upper class live with a better condition, with enough food to eat and a comfortable lifestyle. Marriage was consensual and usually between one man and one woman, although polygamy was not forbidden. Males usually married at the age of 18 to 20 while females married between the ages of 15 and 18. Egyptians usually married cousins or other family members. Pharaohs were known to marry their sisters, but this was not common practice among the peasant class. Marriage to non-relatives was discouraged. The sage Scribe Ani, wrote during the New Kingdom: Beware of a woman who would is unknown in your city. Do not look at her as is she were better than the others, do not know her physically: she is like a very deep water which we do not know the currents. The ideal of Egyptian family life was for a man and a woman to settle down together and make a home and have children. Most Egyptians wished to have at least one boy. Leisure Activities In spite of their activities on agriculture and building temples for the pharaoh, peasants also had their leisure activities. Most of the activities were outdoor activities such as hunting, fishing, and playing river games. Peasants hunted water birds, desert animal, etc. They caught some animals such as gazelle, oxen, hares and ostriches (Leisure Time in Ancient Egypt, 2001). The weapons that they used for hunting were bows and arrows, lassos, and throwing sticks. Moreover, peasants enjoyed fishing during their free time. Due to their location nearby the Nile River, the canals and the lakes, peasants liked to go there after they finished their works. They went fishing in the Nile River, where it was rich of fish, chatted with their people, and collected fish for their family. Besides, the river games were also their leisure activity. For instance, boat racing, there were boats that started in the same direction and there were two or three men for each boat with poles. After they had won, they knocked all the men off a boat, and then they would turn it over. This was one of the most interesting games played in ancient Egypt. Furthermore, the Egyptians also enjoyed music. There were many religious celebrations and secular festivals that provided entertainment and relief from work throughout the year. Music and dance were a part of daily life, with the flute and the harp being commonly used. Later the trumpet and the oboe were also introduced to Egypt, and the Egyptians also adopted the cymbals, tambourines and drum, as well as the Asian lute. Peasants Relationship with the Pharaoh The relationship of the Fellahin to the Pharaoh / government was more of a dictatorship a religious, physical and intellectual enslavement that was carried on for almost three historic centuries. Like other early civilizations, Egypt had its own specific class system. At the top of the class stood Pharaoh and his royal family, then directly next to him were the priests and priestess, and then below them were the nobles who fought Pharaoh s war. A small percentage of merchants, artisans and scribes made up the next rank. Then occupying the bottom of the ladder is the majority of the population It was very hard for them sometimes. We were slaves to Pharaoh in Egypt. We were slaves to Pharaoh. Of course, the relationship is a personal relationship tough. Religions and Beliefs The beliefs of gods and life after death were the center aspect of life in ancient Egypt. Egyptians were polytheistic They worshiped a lot of gods, except during the reign of Akenaton. The ancient Egyptians had many different gods and goddesses; totally there were around 2000 gods and goddesses. Gods and Goddesses Besides worshiping pharaohs as their god, peasants also worshiped other gods and goddesses. They believed those gods had a lot of impacts on their birth, daily life, and death. Each god or goddess had his/her own role to provide peace and harmony or harmfulness to every single life of Egyptians. Some of the gods and goddesses in ancient Egypt are Anubis, Amun, Thoth, Hathor, Bes, Isis, Khnum, Horus, Ptah, Osiris, Sebek and Ra. However, the three most important Amun-Re was regarded as one of the most well-known and important gods in ancient Egypt. He was known as the symbol of the sun, king of the gods, life creator, and the bringer of light. Amun-Re came form the combination of two gods Amun, god of air or hidden, and Re, god of the sun. Osiris was worshipped as the god of living and vegetation among the peasants. The majority of peasants in ancient Egypt were farmers that depended on growing crops near the Nile River in ancient Egypt, moreover; He was regarded as the one that controlled the annual flooding of the Nile River that fertilized the land, where peasants grew crops. However, Osiris was also known as the god of afterlife and the dead. Rituals and Ceremonies Egyptians concerned about life after death. When a person died, they always practiced burial ritual in order for the person to be happy and harmonious afterlife. One of the most important ceremonies was the opening the mouth ceremony that was leaded by a priest. At the entrance of the grave, the mummy was lifted to on upright position. The priest utters the words of ritual, touch the mummy; and moreover, he puts water and incense in the coffin. Meanwhile, a daze (a tool used for smoothing rough-cut wood) was lifted to the lip of mummys face. The daze was raised in this twice. This ceremony is very essential because it makes the mummy could breathe and speak in the next life. In addition, the priest could utter the words to reanimate the mummys legs, arm and the other part of the body. One ritual that can preserve the dead body is Mummification. In this process, the internal organs of the dead body were removed. Then they fill the body hollow with fragrant spices and perfume. After 70 days, the body was wrapped in bandages. Furthermore, they decorate the body with gold and jewels that cover around the head and shoulder of the mummy. Besides these rituals, other rituals were performed to help prepare for the kings final journey. The kings mummy was kept inside the Pyramid with enormous amount of food, drink, furniture, clothes and jewelry, which were to be used in the afterlife. After the kings funeral, the king becomes god. Conclusion

An Unsuccessful India :: essays research papers

India is one of the worlds oldest and richest civilizations, the treasure chest of the Far East, and the desire of all the great powers of Europe. After years of battle it ended up under the control of Britain, making it "the most precious jewel in the crown of the Empire". Yet for India, the rule of the British did not bring promises of rebuilding a nation. Rather, it brought new dilemmas to face the Indian people. The British constantly exploited the nation for its prime resources and yet India had no gain from them. As the British Empire expanded, the wealth, resources and power of India attenuated. Slowly the suffering of the people of India grew. Meanwhile, Britain concentrated on increasing profits for its share-holders and officials, neglecting the suffering people of India and not to mention draining the wealth out of a great nation. Furthermore, new British laws destroyed the Indian industries that the British actually helped create in the first place. Their new British laws were also responsible for an enormous unemployment rate. Finally, India was ruled by a country that knew nothing about them and could not sympathize with them or rule them properly. India, at the time, had previously supported the Roman Empire under its rule with jewelry, spices and even clothing. It also was one of the oldest, and at the same time, richest places in the world. A huge number of people lived in India making it one of the biggest colonies in the world. After being dominated by the Roman Empire, India was ruled by the Portuguese. However, the Portuguese were only interested in India's trade so they monopolized on it. Europeans' began to see the true value of India. The Dutch then attacked the Portuguese in India and took over the country. Soon the Dutch were defeated by the French and, finally, in 1757 the British defeated the French decisively and then conquered India by using the method of "divide and rule". Before the British victory over France, in the sixteenth century, India was conquered by the Moslems from the north. In India the majority of the people supported the Hindu religion and the Moslems were supporters of the prophet Mohammed. This caused great tension between the Hindu people and Moslem leaders which contributed to the downfall of the Moslem Empire. Shortly after the crash of the empire, local rulers began to fight amongst themselves for land and power.

Free Hamlet Essays: Complex Hamlet :: GCSE English Literature Coursework

Complex Hamlet There are many factors that lead Hamlet into putting himself in a difficult position. There are many incidents where it’s not Hamlet’s poor attitude that gets him in trouble, but his great ambition to uncover the truth. Once Hamlet discovers that Rosencrantz and Guildenstern are spying on him, he never lets them out of his sight. Hamlet suspects that his mother, Gertrude, was an accomplice for the murder of his father. Polonius was slain by Hamlet who had mistaken him for Claudius. His pretense of madness drove Ophelia to her death. All of these incidents show that its Hamlet’s great ambition to uncover the truth that gets himself in difficult positions. Hamlet would not show mercy even when confronted by his best friends from his childhood. Rosencrantz and Guildenstern were sent by the King and Queen to spy on Hamlet to discover the reason for his disturbing behavior. Hamlet isn’t fooled by their sudden arrival and gives them a chance to show their loyalty to him by admitting they were sent by the king. "That you must teach me. But let me conjure you by the.... be even and direct with me whether you were sent for or no." (II-ii.274-278) Hamlet is aware of Rosencrantz and Guildenstern’s alliance with the king. He sends them to England, replacing the letter that they carried with a forgery of the king’s seal stating that the bearers of the letter should be killed. He felt no guilt or remorse for the sudden loss of his two best friends. "They are not near my conscience; their defeat does by their own insinuation grow." (V-ii.58-59) Hamlet’s curiosity caused him to not only suspect his mother, but also kill poor Polonius. He believed Gertrude was an accomplice in the murder of his father.Hamlet has violent outbursts towards his mother. His anger increased as Gertrude misinterpreted the situation. She believed that she was in danger of being assaulted and therefore cries out for help. Hamlet, who was full of rage, runs his dagger through the arras and kills Polonius, mistaking him for Claudius. "O me, what hast tho done/Nay, I know not. Is it the king?" (III-iv.27-28) Hamlet's passion was furiously aroused, and his words to his mother grew increasingly bitter and sharp. His words acted like daggers that shattered Gertrude's peace of mind. "Nay, but to live in the rank sweat of an enseamed bed, stewed in corruption, honeying and making love over the nasty sty.

Bad Grades Equals No Driver’s License Essay

Imagine if you were in high school and you weren’t the brightest student, which resulted in bad grades, and then there was a policy made where you couldn’t even get your driver’s license until your grades got up and stayed up. This is a policy that is being debated on by some legislators who think it’s a good policy and some who don’t think it’s such a good policy. I would be siding with the legislators who don’t think it’s a good policy. It’s not a good policy because I feel like it’s not really the legislators place. Also, students would be getting good grades for the wrong reasons. Lastly, someone’s academic in school doesn’t have anything to do with the ability to drive. Legislators trying to make a policy, that teenagers should be required to maintain a â€Å"C† average in school before receiving a driver’s license is a bad idea. I feel that it isn’t really the legislators place to decide that only kids with good grades get their driver’s license. It’s only the parents/ guardians place to decide if their own child should get their driver’s license or not. It would almost be taking some freedom away, because parents/guardians can raise their children however they want, that isn’t illegal of course, but if legislators pass this policy, that’s something parents don’t have a say in when raising their children. Some parents may want their teen to have their driver’s license even if the teen doesn’t have good grades. Some may not, but it’s the parents’ choice. An example is if the parent needed the teen to be able to drive around and do errands for them because the parent is too busy but their grades aren’t to the policy’s requirements, then the teen wouldn’t be able to help their parents out because there’s a policy against teens getting their license while having bad grades. Also, if the parent had become temporarily or even permanently disabled and couldn’t drive but needed to be chauffeured places by their teen who is old enough to have a license but isn’t allowed to because of his grades. Situations like the examples are reasons why the policy is a bad idea. Parents should have a right to make the decision not the legislators. If this policy were to be passed students would be getting good grades for the wrong reasons. Teens wouldn’t be trying to get good grades for their future; they’ll be doing it because they want to be able to receive the driver’s license. They’d forget all about what good grades does for them in their career life, because they’d be so focused on maintaining their grades for the driving privileges. Also, it’s almost similar to bribing teens into getting good grades, instead of encouraging them to so they’ll have a brighter future. Once they get out of high school they’ll have the instinct to only get things done if they get something in return. That isn’t the best instinct to live by because it’ll cause them to not do certain not-so-pleasant things when they get to college or the real world like go grocery shopping, paying their student loans, or even doing their work in college because they’ll be expecting something material in return, all because they grew accustomed to only doing the things you need to when you’re getting something in return. Someone that is for this policy would most likely argue that a student with good grades would lead to better drivers on the road. If the student is truly trying to get good grades then they are getting smarter and when they’re ready to drive they’ll make smarter decisions on the road. Statistics show that, †In 2005, 46% of U.S. 12th-grade students scored â€Å"below basic† on the NAEP (National Assessment of Educational Progress) National science scale 18% scored â€Å"proficient† or above, and 2% scored â€Å"advanced†Ã¢â‚¬ ( Agus, Jessica.). This statistic proves how not many students are doing as good, considering the majority of them scored â€Å"below basics†. However, if we were to pass the policy then the score would most likely rise because students would be working harder in school and doing what they need to do. It could possibly give the student a better comprehension level and decision making level, so when they do begin dr iving the people around them along with themselves will be safer. However, their argument would be invalid considering that students’ grades/ intelligence level and their driving skills don’t have anything to do with the other. If students are getting good grades in school it doesn’t necessarily mean that their driving skills are going to be equal with the intelligence level. Besides, in an article it reads that, â€Å"The mean grade point average for female high school graduates was 3.10 in 2009, .33 higher than the average GPA for young women in 1990. The average GPA for male high school graduates over the same period rose .31 points to 2.90.† and that, â€Å"Some say this means American high schools are churning out smarter, harder-working students.†( U.S. News). This evidence proves that the policy that students should have good grades before they can receive their license is unnecessary because students are already doing better grade wise. I can’t say myself for a fact that teens driving skills are bet ter, but I can say in an opinion that it probably hasn’t changed. I believe that the policy isn’t needed for teens to do better in school because students are doing it themselves without the bribing. Legislators’ deciding to make a policy, that teenagers should be required to have a â€Å"C† grade average in school before being able to receive a driver’s license isn’t a bright idea. It isn’t the legislators place to decide that only kids with good grades get their driver’s license. Also, if a policy like this were to be passed students would be getting good grades for the wrong reasons. They should get good grades to have a better career future not to have a driver’s license. Lastly, students’ grades/ intelligence level and driving skills don’t have anything to do with the other. I believe that a policy like this could probably mess up a students’ future, therefore, legislators should give up the policy before they give students the wrong idea of success. U.S. News Staff. â€Å"Average High School GPAs Increased since 1990.† US News. U.S.News & World Report, 19 Apr. 2011. Web. 23 Sept. 2013. . Agus, Jessica. â€Å"High School Student Achievement.† High Schools in the United States. National High School Center at AIR, Dec. 2010. Web. 25 Sept. 2013. .