This Whole System is wrong Case Study Example | Topics and Well Written Essays - 250 words

This Whole System isn't right - Case Study Example Any businesses or associations that abuse those measures are in danger of being rebuffed seriously through the forcing of assents and other corrective measures. These authorizations may prompt the blacklist of our items and subsequently a decrease in productivity. Aside from the danger presented by sanctions, you know that our organization has constructed a decent name for itself as a result of its quality items and great advertising. The issue of poor working conditions in our manufacturing plants in China may very well wreckage up our notoriety and put us at loggerheads with governments and clients. I accept this is a value that would be unreasonably high for the organization to pay, considering we can establish changes in those industrial facilities and improve it for laborers there. Simultaneously, I might want to request a second glance at the periods of a portion of the laborers in those processing plants. Youngster work is unlawful, and the work of underage laborers might be hindering to our desires for development and long haul plans. I trust in your capacity to make the correct call since you have substantiated yourself as a capable, visionary and even minded pioneer. Let us attempt to offset our aspirations with our techniques, in light of the fact that occasionally the end doesn't for the most part legitimize the

arab nationalism essays

Middle Easterner patriotism articles HARVEY: The worldwide walk against youngster work was conceived in a discussion that I had with Kailash Satyarthi the very alluring pioneer of the transition to bring kids out of reinforced work in India the leader of the South Asian KAILASH: We have sufficient evidence that the youngsters are being utilized as slaves. They are purchased and sold. They are tormented. They are kept to work environment. They are definitely not HARVEY: These are kids working in block ovens, working in ranches as a piece of fortified homestead work, working in stone quarries; kids in sexual servitude, or being dealt over national or state limits for sexual purposes. Those are the sorts of children that this worldwide walk is a push to HARVEY: So we concluded that the worldwide walk was a way by which we could carry worldwide strain to nation This was not only a straightforward dissent. En route, coordinators met with local gatherings like this one to attempt to interface nearby worries with the Marchs more extensive objectives, which resound with individuals in Thailand. Theyre as yet reeling from the breakdown of their cash. SULAK: Economic development must take human nobility, human rights, natural equalization, into thought. In the wake of Thailands monetary emergency, Buddhist Researcher Sulok Sivaraksa, in the same way as other activists, sees developing neediness in human rights terms. SULAK: We have a greater number of whores than priests. We have kid workers. We pulverize our condition. The individuals in Bangkok itself, 20% live in ghettos. What's more, numerous individuals dont indeed, even live in the ghettos, they live under the extensions, etc etc. But individuals feel these are not human rights The Global March is only one new cross-outskirt tactican outline of how globalization from above prompts a globalized obstruction from beneath. KAILASH: But on account of kids, on account of poor individuals, they have no figurings of ... <!

The MIT Spring Concert

The MIT Spring Concert Today is the official beginning of Spring Weekend at MIT. The highlights include the always-popular International Fair (I-Fair), the colorful Holi festival, AXO LipSync, and the Fierce Forever drag show. But above all else, for most students, Spring Weekend means the Spring Concert. Every year, MIT brings to campus a national act to headline a big concert on campus. This years Spring Concert features Third Eye Blind and Howie Day. Over the years, many awesome bands have played MITs Spring Concert. Here are some of the highlights from past years. In parentheses are the bands most popular song (according to iTunes) and my favorite song from the band (if different). For some of these bands, choosing a favorite song was really hard; sometimes, it was a near coin toss. 1966: The Beach Boys (Kokomo / Wouldnt It Be Nice) 1968: Jefferson Airplane (White Rabbit / Somebody to Love) 1969: Janis Joplin (Piece of My Heart / Mercedes Benz) 1971/1969: Chuck Berry (Johnny B. Goode) 1974: Aerosmith (Dream On) 1976: Don McLean (American Pie) 1982: The Ramones (I Wanna Be Sedated / Sheena is a Punk Rocker) 1984: Cheap Trick (Surrender / I Want You to Want Me) 1985: R.E.M. (Supernatural Superserious / entire album: Lifes Rich Pageant) 1987: Squeeze (Tempted / Black Coffee in Bed) 1989/1984: ‘til tuesday (Voices Carry) 1990: Psychedelic Furs (Love My Way / Heartbreak Beat) 1991: Jesus Jones (Right Here Right Now) 1992: Violent Femmes (Blister in the Sun) 1993/2000: They Might Be Giants (Istanbul (Not Constantinople) / Birdhouse in Your Soul) 1994: Belly (Feed the Tree) 1995: Sonic Youth (Superstar / Kool Thing) 1996: Soul Coughing (Super Bon Bon / Screenwriters Blues) 1999: Busta Rhymes (Touch It / Woo Hah!! Got You All In Check) 2001: The Roots (The Seed (2.0)) 2002: Sugar Ray (Fly / Every Morning) 2003: OK Go (Here It Goes Again / Get Over It) 2004: Live (Lightning Crashes / Selling the Drama) 2005: Fabolous (Make Me Better / Cant Deny It) 2006: CAKE (The Distance / Short Skirt/Long Jacket) Here is a somewhat complete list of the history of MIT Spring Concerts: 2008: Third Eye Blind / Howie Day 2007: Ying Yang Twins / Ozomatli 2006: CAKE / matt pond PA. 2005: Fabolous / Lloyd Banks 2004: Live/ Slick Rick 2003: Jurassic 5 / OK Go 2002: Sugar Ray / Spin Doctors 2001: The Roots / Blues Traveller 2000: They Might Be Giants / Reel Big Fish 1999: Busta Rhymes 1998: Maceo Parker / Fishbone / Five Fingers of Funk 1997: Battle of the Bands (no headliner) 1996: Soul Coughing 1995: Sonic Youth 1994: Belly 1993: They Might Be Giants 1992: Violent Femmes 1991: Jesus Jones 1990: Psychedelic Furs 1989: ‘til tuesday 1987: Squeeze 1986: Ministry / Face to Face 1985: R.E.M. 1984: Cheap Trick / til tuesday 1983: The Tubes 1982: The Ramones 1977: Aztec Two-Step 1976: Don McLean 1974: Aerosmith 1973: Sha-Na-Na 1971: Chuck Berry 1969: Janis Joplin / Dave van Ronk / Chuck Berry / Julie Driscoll 1968: Jefferson Airplane 1967: The Brothers Four 1966: The Beach Boys 1962: Dakota Staton 1962: The Four Preps Which Spring Concert do you most wish you couldve attended? The MIT Spring Concert Every year, MIT brings to campus a national act to headline a big concert on campus. This years Spring Concert features Jason Derulo and Janelle Monae. Over the years, many awesome bands have played MITs Spring Concert. Here is a somewhat complete list of the history of MIT Spring Concerts: MIT Spring Concerts 2011: Jason Derülo / Janelle Monáe 2010: N.E.R.D. / Super Mash Bros. 2009: Ben Folds / Sara Bareilles 2008: Third Eye Blind / Howie Day 2007: Ying Yang Twins / Ozomatli 2006: CAKE / matt pond PA. 2005: Fabolous / Lloyd Banks 2004: Live / Slick Rick 2003: Jurassic 5 / OK Go 2002: Sugar Ray / Spin Doctors 2001: The Roots / Blues Traveller 2000: They Might Be Giants / Reel Big Fish 1999: Busta Rhymes 1998: Maceo Parker / Fishbone / Five Fingers of Funk 1997: Battle of the Bands (no headliner) 1996: Soul Coughing 1995: Sonic Youth 1994: Belly 1993: They Might Be Giants 1992: Violent Femmes 1991: Jesus Jones 1990: Psychedelic Furs 1989: ‘til tuesday 1987: Squeeze 1986: Ministry / Face to Face 1985: R.E.M. 1984: Cheap Trick / til tuesday 1983: The Tubes 1982: The Ramones 1980: Battle of the Bands (no headliner) 1977: Aztec Two-Step 1976: Don McLean 1975: The James Montgomery Blues Band 1974: Aerosmith 1973: Sha-Na-Na 1971: Chuck Berry 1970: The Grateful Dead 1969: Janis Joplin / Dave van Ronk / Chuck Berry / Julie Driscoll 1968: Jefferson Airplane 1967: The Brothers Four 1966: The Beach Boys 1965: The Rooftop Singers 1964: Maynard Ferguson 1962: Dakota Staton 1962: The Four Preps There are two concerts at MIT (one listed above) that are particularly impressive, each deserving their own section: Nirvana Played MIT. Perhaps MITs most (in)famous party is Steer Roast. Each spring for nearly half a century, the residents of MITs Senior Haus dormitory throw a big party; dorm alumni from decades past return for the event. [Previous blog entries about Steer Roast: Jessie 07 | Keri 10 ] Sometimes described as an extreme barbecue or a 3-day bacchanal, Steer Roast is a celebration of mud, meat, and music. Mud, because of the mud wrestling pit and matches. Meat well, thats obvious from the name of the party, Steer Roast. And music: because (IMHO) Senior Haus residents tend to have the best taste in music on campus, they tend to get the best bands. Perhaps the best example of Senior Haus being ahead of the (music) curve is Steer Roast 1990. That year, for a mere $1,000, they brought an up-and-coming three-member indie band from Seattle to play. Nirvana played Steer Roast in 1990. Heres the contract: One report says that during the show, Krist [Novoselic, the bassist] ripped one or two bones off the wall from a sign spelling out Sport Death (a Senior House motto) and used one to play half of a song on his bass. Apparently, the concert happened in the dorm basement, as rain prevented the band from using the outdoor stage that had been built for the performance. Anybody have audio or pictures of this concert? Would love to hear it / see it The Grateful Dead Played MIT. On May 6th and 7th, 1970, the Grateful Dead played at MIT. Somehow, I had missed this. Luckily, my MIT contemporary, Joel 99, dropped me an email to let me know about this glaring omission. Heres the story, as I have come to understand it: The Grateful Dead were scheduled to play MITs Spring Concert on Thursday, May 6th. Heres the promotional poster: Note the Great Dome in the background. The small text at the bottom reads: LSC Presents The Grateful Dead in concert May 7 1970 MIT Armory 8:00 p.m. $3.00 $3.50 at the door LSC is the Lecture Series Committee, an MIT student group. The MIT Armory is now called duPont Athletic Gymnasium (W31). And yes, that really does say a ticket is just $3! (Even considering inflation, ~$16 is still quite a bargain!) Recall that during the 1969-70 academic year, student unrest about the Vietnam War was at a peak. Just three days before the scheduled MIT Spring Concert, the Kent State massacre occurred. On the same day, according to The Tech, Well over 1500 members of the MIT community, most of them students, voted overwhelmingly to strike in solidarity with the national university strike.' The next day, the faculty met to affirm the communitys desire for a strike. The ~700 professors at the faculty meeting voted (again) overwhelmingly to cancel classes. Wednesday, May 6th was the first day of canceled classes the strike at MIT. With the Grateful Dead already in Boston, they came to MIT a day early to perform a free outdoor concert, joining in the student protest (although, cheekily, the schedule of events listing in that days special issue of The Tech said: 2 pm There will not be a free concert by the Grateful Dead today.). The band set up on the Student Center steps, with the crowd all across Kresge Oval: There is even an audio recording of the concert, from MITs radio station (via archive.org), which was able to patch directly into the bands amps: The Grateful Dead returned to MIT the following night to perform the Spring Concert. Once again, the MIT radio station was able to patch in (and archive.org has the audio): Would you have rather been at the Nirvana show or the Grateful Dead show? Which Spring Concert do you most wish you couldve attended?

The Different Types of Plagiarism Essay - 967 Words

Plagiarism is very frequently talked about in all types of settings. Plagiarism is considered a fraud or a scam in most cases. Plagiarism is most commonly heard about and mentioned in a school environment. Since plagiarism is pretty must defined as copying somebody else’s words or ideas as their own without giving credit to the proper author or writer, it makes this issue more commonly widespread than rare in all school settings. The demand of paper work and writing assignments can be overwhelming, especially when more than one has to be written for the same week or day. Let’s face it, not everyone has the given talent to choose words with ease or can write papers without getting writers block. It can be a frustrating struggle, which†¦show more content†¦Sometimes unintentional plagiarism can be projected by changing the format of a sentence or paragraph, but using the same words or by vise-aversely changing the words within the same sentence structure. Another frequent unintentional form of plagiarism is when a student does not provide quotations around the whole quoted sentence or does not incorporate valid citations, in which are being used. It is common for students to obtain certain amount of information from different resources and then once all accumulated forget where the information was found. It is vital to take good notes highlighting where the information was gathered to properly cite and quote phrases that don’t correspond to you. Then there are those students that intentionally exhibit plagiarism. It’s unethical and immorally wrong to intentionally plagiarize what one is writing. Copy and pasting exact sentences, paragraphs, or even pages word for word is an extreme form of plagiarizing with all aims of intentions. Even if the copying and pasting are from several web sources and plugged in together to complete an assignment or paper, it’s still considered plagiarism, because credit is not bei ng documented from each web source as needed. Substituting a pre-written paper from the internet, using somebody else’s previously written paper, or having someone else write the paper for you as your own are other forms of plagiarism toShow MoreRelatedAcademic Plagiarism Types Factors And Plagiarism Detection Software1145 Words   |  5 PagesAcademic Plagiarism types factors and Plagiarism detection Software Introduction Cheating in school and colleges has always been a major concern for the teachers and educational professionals. Cheating or copying someone else’s work or idea is called plagiarism or â€Å"the theft of intellectual property has been around as long as human has produced work of art and research† [1]. Plagiarism is a serious crime because it is an academic dishonesty that is giving away false information or misguiding someoneRead MoreEssay on Plagiarism1301 Words   |  6 Pagescode of conduct at Clarion University plagiarism is â€Å"the use of anothers words without attribution and without enclosing the words in quotation marks. Plagiarism may also be defined as the act of taking the ideas or expressions of ideas of another person and representing them as ones own--even if the original paper has been paraphrased or otherwise modified.† (â€Å"Department of Nursing† ) A lot of people, including myself have been confused of what plagiarism really means. Through my research I foundRead MorePlagiarism And Academic Integrity999 Words   |  4 Pagesand persistence are all behaviors that interpret personal and professional attributes of Academic integrity (Missouri, 2017). Plagiarism plays a very detrimental part in violation these principles which can lead to serious consequences academically. Plagiarism have different meanings base upon understanding and knowledge of what plagiarism really means. Plagiarism is taking someone else’s text or statement and claim it to be your own and not giving credit to the original author (Sue ThompsonRead MoreEssay On Plagiarism1381 Words   |  6 Pagesyour eighth grade lesson on plagiarism and now you have no idea what it is or anything about it. On top of everything else, you now need to create a bibliography for a paper that if plagiarized, could cost you your entire grade for the class. Luckily for you, this paper will provide you with the definition of plagiarism, why you should document your sources, and information and differences between two citation formats, MLA and APA. What is plagiarism?, you ask. Plagiarism is an act of fraud. It involvesRead MorePlagiarism Essay887 Words   |  4 PagesIntroduction Plagiarism is copying another persons ideas, words or writing and pretending that they are ones and one’s own work. Whenever another persons work is copied and republished without an appropriate reference it is considered plagiarism. Because it is so easy to copy and paste digital information, plagiarism in the information age has become a serious problem. The best way to avoid plagiarism is to avoid reading anything written by somebody else. In simple words plagiarism is kidnappingRead MorePlagiarism : Academic Dishonesty And Unethical Behavior1490 Words   |  6 PagesPlagiarism has always been a problem in several academic institutions. Also, plagiarism has promoted academic dishonesty and unethical behavior to students in the past years. It is therefore a shared responsibility of instructors, schools and even the students to eliminate this practice and continually strengthen the standards of education. During the marking of assignments using the software turnitin.com, plagiarism was detected from the assignment submitted by a student as compared from anotherRead MorePlagiarism And The Consequences Of Plagiarism1379 Words   |  6 Pages In this paper we will cover plagiarism. We will cover a brief history of plagiarism and look at the different types of plagiarism, as well as compare and contrast the different types. We will also look at who is most prone to plagiarize and why. We will also discuss the role plagiarism plays in academia and the consequences to plagiarizing. Webster’s online Dictionary defines plagiarism as â€Å"to steal and pass off (the ideas or words of another) as one s own: use (another s production) withoutRead MorePlagiarism: These Words Are Not Yours. Eddie N Hudson,1341 Words   |  6 Pages Plagiarism: These Words Are Not Yours Eddie N Hudson, Jr. Augusta University Abstract Plagiarism is a word that is introduced as early as elementary school. Students are encouraged when writing research papers to use their own words. The rough draft is marked with the stains of red ink and a comment saying â€Å"these words are not yours.† This paper will give you a definition and different types of plagiarism. You will also be provided with steps to prevent plagiarism. CitationsRead MorePlagiarism : What Is Plagiarism?1583 Words   |  7 PagesWhat is Plagiarism? Plagiarism is using someone else’s work, words, production, researches and ideas without the approval or the acknowledgment of the writer or producer, and claiming the credit for himself. Many reasons and factors are attributed for the use of plagiarism and could be cultural, historical, linguistic, environmental and educational background. Plagiarism is a form of an academic dishonesty, academic misconduct, and a digital cheating. It is declared to be an unacceptable legal actRead MoreUnderstanding Plagiarism Essay1244 Words   |  5 Pageswhile the instructor is reviewing the final report is plagiarism. In regards to plagiarism there are six topics that I would like to cover on the topic. What is plagiarism? Why do students plagiarize? What is the difference between intentional and unintentional plagiarism? What is the importance of citing? What is citing, direct quoting, and paraphrasing? What is common knowledge? By understanding these areas in the context of plag iarism we as students can ensure that we will not be guilty

Muhammad Alis research topic - Free Essay Example

Sample details Pages: 3 Words: 835 Downloads: 10 Date added: 2019/08/02 Category People Essay Level High school Topics: Muhammad Ali Essay Did you like this example? After overcoming prejudice, Muhammad Ali could make a change no matter the cost, but using hard work and determination, Ali was proven to have the archetype of a hero. Body Paragraph 1: Pushing out negativity can change your life. Don’t waste time! Our writers will create an original "Muhammad Alis research topic" essay for you Create order Cassius Marcellus Clay Jr. who renamed himself as Muhammad Ali, has faced others treating him badly, but that didn’t stop him from doing his best and striving to be a good person and boxer. Growing up in Kentucky, Muhammad faced segregation throughout boxing. Many whites were wanting this heavyweight champion to lose his matches. In the article, â€Å"My Hero†, it claims, â€Å"During segregation in America, African Americans were constantly oppressed. Whenever one would accomplish or attempt to do something, the media would frown down upon them. It would always be them versus the world.† Muhammad was living a rough life, but he didn’t choose to quit fighting because of what others thought, he kept striving to be the best he can be. Ali knew that he was destined to do great things. In the text it says, â€Å"He visited a store in the downtown area, expecting praise for his newly acquired gold medal. Instead of praise, they refused him service and forced him to leave.†. Ali was born as a muslim, and people disliked him because of his race. He maturly dealt with the situation by speaking out and letting others hear what he has to say. It was a risk speaking about this topic to the world, but he needed to be heard. Not all people are going to welcome you after coming back with outstanding achievements. Body Paragraph 2: Later on, nothing has changed during the next few years, and people like Muhammad Ali were not treated right, so he was encouraged to be the one to change that, and prove that we are all important in this world. Muhammad suddenly attempted to make his mark in history. During the 1960’s, Muhammad spoke against against others in the Civil Rights Movement to prove that we are all equal. In between this time frame, the Vietnam War occurred, and Ali was told he had to be drafted into the war. People were pro-war and wanted Ali to do it, but after refusing, he got backlash from many. Because of refusing the draft, he was sentenced to 5 years in Jail and told he couldn’t fight anymore. All of his titles and achievements were taken away from him because of his rejection of the draft. His last words were, â€Å"I will not go 10,000 miles to help murder poor people, simply to continue the domination of white slave masters over the darker people of the earth.† (Ali 1967). Even though 5 years seemed like 50 in Jail, Muhammad didn’t quit on his life, and planned on what he would do for the world after. Inspired by people including Martin Luther King Jr., he kept fighting for what he believed in, and later ended up winning this 5 year case. Locking a good hearted person up won’t get you to change them, it makes them stronger and better as a whole. After Muhammad Ali’s Jail time, he was brave enough to speak up against the tyranny- the rude and oppressive government, and their segregation. Analysis/Concluding: Over the years, Ali has improved as a person. He has chosen to stand up for others rights and his own, because it was the right thing to do. Body Paragraph 3: Muhammad Ali and his people still weren’t treated right, so he made a point to prove that we are all important in this world. Ali helped out others himself, because speaking out wasn’t enough to help the situation that the world was into. From Indonesia to Chicago, Ali flew around the world to help those in need by going to hospitals and volunteering in soup kitchens. He took part in helping â€Å"The Cradle†, the â€Å"Make a Wish Foundation†, and the â€Å"Special Olympics Organization Best Buddies†, which is a system that helps special needs kids and a summercamp to help kids/adults who have been infected with AIDS. He advocated important laws to help and to protect the children of the society, and through his own book, â€Å"The Healing†, Ali broke a record for raising a lot money for charities worldwide. Ali proves that there are no limits to the human being. Other than helping out many charities, through 2000-2005 he earned the â€Å"Lifetime Achievement Award†, the â€Å"United Nations Messenger of Peace†, the â€Å"Mr. International Friendship†, the â€Å"International Ambassador of Jubilee 2000†, and the Presidential Medal of Freedom. In the article alicenter, Ali has proven that it is worth being nice to everyone in the world. By helping those in need and setting foot to help others, he is proven to be a hero and is a figure to many people. 2. Ali was proven to be perseverant during his time C- Muhammad has proven that we are all important in this world, by doing something bigger than what people would have imagined.

Is There Nowhere Else Where We Can Meet Free Essays

?This short story, by Nadine Gordimer, overall, speaks on the deep-seethed racial tension that influenced the individuals in this story. In essence it is about a presumably white woman being mugged by an equally presumable black male (Gordimer is from South Africa and frequently wrote about racial tension). The tension in this story is so saturating that it even manages to conquer the language, imagery, and actions of the two people involved. We will write a custom essay sample on Is There Nowhere Else Where We Can Meet or any similar topic only for you Order Now The first paragraph reads, â€Å"It was a cool grey morning and the air was like smoke. In that reversal of the elements that sometimes takes place, the grey, soft, muffled sky moved like the sea on a silent day. † In the very first sentence it is established that there is a smoggy, perhaps suffocating quality in the air. Smoke is a hazardous, cancer causing gas that is also an agent of concealment; these attributes can also apply to the effects of apartheid. Like cancer, racial tension spread rampantly through South Africa and concealed a person’s character by his skin color. Even in the morning the â€Å"air was like smoke† as if to almost say, no matter how early you wake up racial tension is prevalent. In the very next sentence, it is stated that a reversal of elements has taken place which foreshadows a reversal of sorts in the later part of the story in which the woman becomes a victim. As she walks by the man her concentration is directed towards the scent of pine needles that were formerly held in her hand. A thudding is heard and the man appears unexpectedly panting in her face. This sequence of events inspires another theme in the story—fear. A fear of the unknown is evident early in the story, if only subtly, and evolves into an overwhelming sense of dread. As the woman first notices the red-capped figure in the distance, she inexplicably switches her â€Å"bag and parcel from one arm to the other†. This is a common defense mechanism for women fearing a mugging from a perceived source or to simply add a sense of security. Later, as she nears the figure on the path, she grabs â€Å"a little sheath of pine needles†¦and as she walked she ran them against her thumb. † An innocuous action that seems to hold her attention until the visage of the man steals it away. After passing the now weary, raggedy man, she realizes that the pine needles were no longer in her hand (she doesn’t know when this happened which would lead to the conclusion that she was transfixed on the man when the needles were dropped). The woman then decides to sniff her hand in order to remember what the needles smelled like in order to compare them to a similar scent from her childhood. The pine needles, which leave a residue on her fingers, leaves the woman with a need to wash them for, â€Å"Unless her hands were quite clean, she could not lose consciousness of them, they obtruded upon her.† By being keen on washing her hands, she would no longer be wary of the figure in which she passed and therefore relinquish her caution. This sets up the next scene as just when the woman decides to let her mind linger on her hands, the man makes his move. â€Å"†¦and then he was there in front of her, so startling, so utterly unexpected, panting right into her face. He stood dead still and she stood dead still. Every vestige of control, of sense, of thought, went out of her as a room plunges into dark at the failure of power and she found herself whimpering like an idiot or a child. Animal sounds came out of her throat. She gibbered. For a moment it was Fear itself that had her by the arms, the legs, the throat; not fear of the man, of any single menace he might present, but Fear, absolute, abstract. If the earth had opened up in fire at her feet, if a wild beast had opened its terrible mouth to receive her, she could not have been reduced to less than she was now. † It is expressly stated that she did not fear the man, so why does Fear present itself only when he bounds to her? Such terror is realized when preconceived notions of class barriers are shattered unexpectedly and what’s to come next remains a mystery. The language changes to reflect the horror that the woman experiences in this moment. She does not simply stand still but dead still, a simile is used to express the fleeting feelings of control, and animal (inhuman) sounds are produced from her throat. Fear also becomes personified by being made a proper noun and entangling her in its grip. Throughout the story the man is made to seem opposite of the woman. As the woman in the story is traveling along a path, she spots a figure (a â€Å"native†) with a red cap. Upon reaching the man, by following the path, it is expressed that his trouser leg is torn off, revealing â€Å"the peculiarly dead, powdery black of cold† (the effects of the weather on his cracked skin); his eyes are also red and he smells of sweat. When the confrontation occurs, his depiction of something different from her becomes more pronounced. His foot is stated to be â€Å"†¦cracked from exposure until it looked like broken wood†¦Ã¢â‚¬ , his face is sullen, voice is deep and hoarse, and he has a pink injury on his skin. Such a distinct contrast with the woman is made to emphasize the cause of the tension. After the woman escapes, she desperately runs from the scene in order to get back on the road. The language that follows gives a sense of one escaping a foreign world, â€Å"And she was out. She was on the road†¦. She could hear a faint hum, as of life†¦Ã¢â‚¬  Her once encompassing fear has now eased slightly and the cause seems to be her flight from the velds and brush. The setting of where the â€Å"native† resided and where the woman wants to go are also contrasts that make-up the difference between the two and only add to the foreignness of the encounter. The last two paragraphs of the story are most interesting in that after the tussle, the woman decides, after some deliberation, that she would not tell anyone of what just happened. â€Å"Why did I fight, she thought suddenly. What did I fight for? Why didn’t I give him the money and let him go? † Perhaps she felt pity for the man? He was obviously poor and tired with severe exposure to the elements â€Å"His red eyes, and the smell and those cracks in his feet, fissures, erosion.† Perhaps her story would appear shady to the people she told, â€Å"She thought of the woman coming to the door, of the explanations, of the woman’s face, and the police. † It is evident from her previous behavior that a mugging was in the realm of possibility, and from the man’s appearance it was also evident that such an action was not beneath him. The woman doesn’t tell anyone of her encounter because of the social difference between the two. At the end of the day, the woman can most likely replenish her lost items but, from the description of the man, his survival could have been at stake if he didn’t acquire assets or funds. The is described walking down the road, â€Å"like an invalid†, because she was robbed and such an occurrence leaves a hollow feeling but she realizes that she must move on, signified by her picking the â€Å"blackjacks from her stockings. † â€Å"Is There Nowhere Else Where We Can Meet? † is a unique title, firstly in its use of ‘nowhere’ instead of ‘anywhere’ and secondly, that the meeting between the two characters in the story is an undesirable one because of the racial tension in South Africa. Had these two people met in a different country things might have been different. How to cite Is There Nowhere Else Where We Can Meet, Papers

Art History modernism paper Essay Example For Students

Art History modernism paper Essay Garbage! Absolute Garbage! That would have been my response and opinion of John Balderdashs work if the field trip to the Museum of Contemporary Art San Diego in La Jolly was held in the first week or second week of this Art History course. Admittedly, I had to make a concerted effort not to raise that shield of indifference that I normally bring up when exposed to modern or contemporary art. Prior to the museum visit I did not do much research on Balladeers other than lightly glancing through his Wisped page on the Internet. My first assumption was that he was robbery some kooky old fart that was way out there if he was making contemporary art at eighty-one years old. Considering myself a neophyte in the world or art, I did not recognize many of Balderdashs pieces to be interesting or even eye catching save for a few of his more recent works. The ones that did catch my eye in particular was the Foot and Stocking line of screen prints as they were the the easiest to interpret and allowed me to ever so slightly gain a better understanding of some of his earlier works. The Foot and Stocking line of photos consists of six different works depicting a lack-sock covered foot set up against a background with a combination of three different colors. In each one the big toe sticks out off hole in the sock. All six of these works Juxtapose the black sock and big toe with the trip-colored background. Another observation on the art work is that the pattern of the background is the same for all photos where there is one color filling the upper two-thirds and another filling the bottom third with a white border between on the right side of the foot between the two colors. One noted difference is that the color combination is reversed between three groups of photos. For example, one would have purple occupying the upper portion and orange the bottom portion and the art work next to it would use the same colors but in reversed position. The other two groups used different colors but followed the flipped pattern. In all the aforementioned works Balladeers forces the onlooker to look at the big toe. It is one part of the body that is rarely seen but the large size of the photos makes it very difficult to focus on anything else but the big toe. The flesh color starkly contrasts with the black sock so it draws your attention. The next thing I noticed was the black sock as it occupies a rage amount of canvas space so it is difficult not to notice it. Another pattern that I noticed was the use of warm/warm-cool complimentary two-color combinations between the differing patterns (Bear). Blue-Violet with yellow-orange, yellow-green with red-violet, and blue-green with red-orange (Settling and Gilbert, Living with Art 89). The colors had the effect of putting me at ease combined with the non- threatening mystery cast by the black color of the sock. One could almost say that Balladeers injected a little humor into these six artworks even though he dispels that notion (Hanley). Overall, I think Balladeers made good use of the colors and does a pretty good Job of catching a viewers attention with the big toe. It seems that Balladeers decided to do the complete opposite of what he did in his previous works. A lot of his works older works consisted of him removing and replacing the heads of various photographs and replacing them with primary-color circles. The main reasoning behind that was to force the viewer to focus on other parts of the picture besides the tact as stated in Saran Kirk Handles coverage o t Balderdashs work in the Art:21 blob. Whether he was bored or Just wanted to do things differently he finitely achieved the opposite look with the Foot and Stocking. Instead of focusing on the rest of the picture I ended up staring at that big toe which was the complete opposite of the other works like Hedges Cellar line of pictures. .u88423ec97014e774aec9f58fc89881ab , .u88423ec97014e774aec9f58fc89881ab .postImageUrl , .u88423ec97014e774aec9f58fc89881ab .centered-text-area { min-height: 80px; position: relative; } .u88423ec97014e774aec9f58fc89881ab , .u88423ec97014e774aec9f58fc89881ab:hover , .u88423ec97014e774aec9f58fc89881ab:visited , .u88423ec97014e774aec9f58fc89881ab:active { border:0!important; } .u88423ec97014e774aec9f58fc89881ab .clearfix:after { content: ""; display: table; clear: both; } .u88423ec97014e774aec9f58fc89881ab { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u88423ec97014e774aec9f58fc89881ab:active , .u88423ec97014e774aec9f58fc89881ab:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u88423ec97014e774aec9f58fc89881ab .centered-text-area { width: 100%; position: relative ; } .u88423ec97014e774aec9f58fc89881ab .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u88423ec97014e774aec9f58fc89881ab .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u88423ec97014e774aec9f58fc89881ab .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u88423ec97014e774aec9f58fc89881ab:hover .ctaButton { background-color: #34495E!important; } .u88423ec97014e774aec9f58fc89881ab .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u88423ec97014e774aec9f58fc89881ab .u88423ec97014e774aec9f58fc89881ab-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u88423ec97014e774aec9f58fc89881ab:after { content: ""; display: block; clear: both; } READ: An Outline Of American History EssayIn those my attention was drawn to everywhere else outside of the two primary-color circles. All of them had something going on in the background which was a direct contrast in Foot and Stocking where there was nothing in the background except for solid colors so there was not that much else to stare at besides the big toes and black sock. I liked Foot and Stocking and very much enjoyed it. The black socks and big toes definitely drew my attention but the warm complimenting colors also made the work feel inviting to look at even with the distractions. The first memories that popped into my mind was of my first deployment to Kuwait in 2001 where my unit (F-18 squadron) was sent to help enforce the Southern No-Fly Zone in Iraq. I was there during the summer months and remembered wearing thin-layer cotton socks due to the insanely hot temperature (OFF+) on the flight line. I was one of the Junior Marines in the shop so I ended up running around with my head cut off doing a lot of the manual labor. I also had this habit of not clipping my big toe nails, consequently, I went through many socks where my big toe would wear a hole. Several times during that deployment I remembered sitting in my bunk and staring at my big toe poking out of my sock and it looked exactly the same as the pictures, with the exception that my big toe nails were a little bit longer. I was also rewarded for my hard work in that deployment. My supervisor assigned me to the last group of our unit to leave Kuwait. As luck would have it that transport plane experienced some engine trouble and had to divert to Thailand for three days. Needless to say, what goes on in Thailand stays in Thailand These pieces did not move me emotionally in any major way but I did experience some very fond memories which certainly helped when looking at the other pieces of art by Balladeers. When I sat down with my advisor and started picking out classes a year ago I told her that I did not want to take any art classes whatsoever to fulfill my general education requirement. Being a Computer Science major I felt that it would be a waste of time to take any art class. Prior to this course I had either a hostile or indifferent attitude towards modern/contemporary art pending on my mood.

Tomb Effigy Of Jaquelin DeFerriere Essays - Architectural Styles

Tomb Effigy of Jaquelin deFerriere The Tomb Effigy of Jaquelin deFerriere (Limestone, North French, late 13th century) is unusual in style for the time and place in which it was created. In the 13th century, Gothic art in France consisted of more three dimensional sculpture and more of a variety in the poses of the figures than in the Romanesque period which preceded it. The Tomb Effigy of Jaquelin deFerriere falls into the transition period between the Romanesque (11th- 12th century) and Gothic time-frames (12th- 15th century), which may contribute to its flat, simple, linear appearance. Its appearance is not exactly Romanesque or Gothic, though it contains features from each period. The Tomb Effigy has the Romanesque features of being flat and rectangular with much empty space. The stiff pose of the figure is also Romanesque in style. The Tomb Effigy also has some Gothic features, such as the strong outline, which makes up each section of the image. This feature is reminiscent of French stained glass from around the same time period. The large, plain rectangular shape of the Tomb Effigy is like the boxy and geometric appearance of architecture from the Romanesque period. Buildings from the Romanesque period were generally plainer than in the Gothic period, with little decoration. They seemed to be sectioned in large rectangular shapes and had a boxy appearance. Saint Etienne, a church built in the Romanesque period in France, shows this geometric rectangular style (fig.2). The style is flat and does not feature many sculptural adornments, if any at all. As in the Tomb Effigy, the blank rectangle is interrupted only by the figure carving of Jaquelin deFerriere. This plain adornment carved into a large rectangle of Limestone is like the style displayed in the facades of Romanesque

Dumping essays

Dumping essays The World Trade Organization Agreement on dumping defines it broadly as a company exporting a product at a price lower than the price it normally charges on its home market for a like product. When goods are imported at a price below the domestic producers price, cries of unfair competition and dumping are often heard. Pressure is exerted among the countries government to do something to protect their market against the imported products. The government may impose duties to the imported product under three WTO agreements. The Anti-dumping Agreement and The Agreement on Subsidies and Countervailing Measures take action against those importers who are importing at unfair import prices. The third agreement, The Safeguard Agreement, takes action when the import price is fair but the imports are seriously damaging domestic production. Domestic companies can request safeguard action if the market share of imports would otherwise substantially increase. This usually involves the obli gation of quantitative restrictions on imports, though these cannot be targeted at a specific country. Anti-dumping provisions, on the other hand, allow nations to retaliate against specific trading partners who are exporting goods at prices lower than those that thrive in their domestic markets. This retaliation generally involves charging a compensatory duty to bring the price of a specific good from a specific country back to a "normal" price. Finally, countervailing tariffs are measures designed to reduce the effect of foreign subsidy programs. All are intended to be short-term actions that resolve the issues quickly. However as seen in many dumping cases worldwide that is often not the case. When a country believes that goods are being dumped into their country, the first step they can take is to file a formal complaint against the importer. The domestic government, based on detailed requirem ...

Compare and contrast the economic mobilization during the World Wars I Essay

Compare and contrast the economic mobilization during the World Wars I and II ( in the United States of America) - Essay Example The Axis powers mainly comprised of the countries like Germany, Italy, and Japan. Other countries were also included in the Axis powers such as Finland, Slovenia, Hungary, Romania and the others. Before 1861, United States of America was recognized as one the most powerful shipbuilding nations in the world. But threats gradually came when the European navy started focusing on the new techniques of shipbuilding by substituting wood with iron, introduction of steam driven sea vessels which substituted the primitive sails and awkward paddle wheel were replaced with screw propeller. In August 1914, the United States was almost fatigued by fighting the guerillas and disease in Cuba and Philippines in the Spanish-American wars and Philippine insurrections. USA after a long driven fighting was ready for peace. The president of the United States Wilson Woodrow also showed disinterest in war. On the other hand the Germans were very much alert about the position of the Americans in the water w ays. The Germans believed that they have to curb down the American power through the water way which will provide them easy communication with the allied power countries. On May 7, 1915 the German submarine U-20 sunk down the ocean liner Lusitania where 124 Americans lost their lives. This was a major blow to USA and in 6th April, 1917 war against Germany was declared by a joint resolution by the Congress in USA1 World War II and USA In the history of mankind World War II can be regarded as the largest and the most violent conflicts with the use of modern lethal weapons.2 The World War II was even more dangerous and violent than World War I. In September 1939, Britain declared war against Poland but America did not involve them in this conflict. But when on 7th December Japan attacked Pearl Harbor, America entered into a complete war with the Pacific and Europe. By 1944 US fighter planes carried on severe bombings starting from bombings of Dresden in Germany and then Japan and sixty three other countries and finally the atomic explosion in Hiroshima, Japan on 6th August 1945.3 Having an idea of the backdrop of involvement of USA in both the wars the paper focuses to highlight the economic mobilization of USA in both these wars and how it emerged as a superpower in the world. Economic mobilization of USA in World War I The United States of America declared war against Germany in April 1917. But the main problem which the US army faced was the availability of necessary resources in order to carry on the war. Apart from that US did not also had the plans in mind and was not also acquainted with the character and magnitude of wartime needs as well as specifications for several kinds of equipments.4 Mobilization of the force of army After the declaration of the war with Germany in 1917, there were no immediate reserve force of army in America for the combating the war. However there were high expectation from the Britain and France and they believed that a huge for ce of army would be infiltrating immediately in France. But their expectations were wrong. Only a small army of soldiers under General Pershing was sent to France.5 The problem of manpower issue was solved in May 1917 when President Woodrow Wilson approved a draft law which was formulated in order to prepare a solid army base for

Natural Catastrophes Caused by Plate Tectonics Essay

Natural Catastrophes Caused by Plate Tectonics - Essay Example Another proof of the theory is that coal deposits usually associated with tropical areas are also found near the North Pole, and that signs of glaciations are evident in the plains of Africa. A third proof is the presence of fossils of exactly the same species during the prehistoric times are located on the earth in the spots where one would find them if the Continental Drift Theory were true. (Sant, 2010) Wegener’s explanation for the Continental Drift Theory is the â€Å"centrifugal force caused by the rotation of the earth† and â€Å"the ‘tidal argument’ based on the tidal attraction of the sun and the moon† (Sant, 2010). In short, Wegener hypothesized that either or both the rotation of the earth and the pull of the tides caused the continents to drift. However, he did not have any explanation for how exactly the continents were able to move. He met with opposition from fellow scientists who said that the centrifugal and tidal forces were too wea k to to move continents (â€Å"Alfred Wegener,† 2011). However, the reasons for the opposition were perhaps because there was a great anti-German bias in the 1910’s and that his work was discredited because his training was more on astronomy and not geology. (Sant, 2010) Theory of Plate Tectonics (Theory, Evidence) The Plate Tectonics Theory originated in 1915 as an answer to the weaknesses of the Continental Drift Theory (Glasscoe, 1998). However, by the 1960’s, the theory has been widely accepted by scientists. The one principle on which the Plate Tectonics Theory lies is that â€Å"both continents and ocean floor form solid plates, which ‘float’ on the asthenosphere [and thus move]† (â€Å"Alfred Wegener,† 2011). The asthenosphere is the molten, viscous liquid rock on which the plates move and is the one causing all the movements of both seafloor and continent. (â€Å"Alfred Wegener,† 2011) Evidence for the Plate Tectonics Th eory include fossils of similar species found in continents that have now separated as well as evidence provided by paleoclimate studies which reveal signs of glacier formation in parts of the world that are now geographically separated (Glasscoe, 1998). Another evidence is the age of the crust. In Plate Tectonics Theory, â€Å"the farther away you travel from a ridge, the older the crust is, and the older the sediments on top of the crust are† (â€Å"Alfred Wegener,† 2011). This is one fact that the Continental Drift Theory was not able to account for. If all land masses separated from Pangaea, then the land must be as old as each other, but how come the ages of these land masses are different from each other? (â€Å"Tectonic Plates,† 2011). Thus, the Plate Tectonics Theory is more plausible than the Continental Drift Theory. Characteristics of Tectonic Plate Boundaries (Divergent Boundaries, Convergent, Transform Fault Boundaries, Earthquakes, Volcanoes, Mount ain Building) Based on the Plate Tectonics Theory, plates are created through â€Å"rifting† or the separation of a continental crust leading to the formation of a â€Å"diverging plate boundary.† The formation of the divergent plate boundary occurs in four steps. First, the rift valley begins to expand from the pressure coming from the asthenosphere. Second, two continental plates result from the continuous expansion of the rift valley with the molten rock continually pushing the crust apart. Third, water collects in the middle forming a sea. Fourth, the

State Of Nature Would Be State Of War

State Of Nature Would Be State Of War Thomas Hobbes set out to account for political authority with the use of the State of Nature. He illustrated what life outside of society without any overall authority keeping anyone in check would be like. Hobbes identified the State of Nature with a State of War but used war in an extended sense, to include not just armed hostilities but any situation where there is no reasonable expectation that hostilities will not erupt. He argued that the known readiness to engage in acts of aggression amounts in itself to a State of War. Specifically there are three principal causes of quarrel (lev) which throw people into hostilities. These causes are competition, diffidence and glory (Lev p. 88) and together they ensure that the State of Nature is a State of War. The State of Nature put simply is a situation in which human beings have no government, no political institutions and the feelings that they engender and no executive forces such as a police force or army in other words, it is a condition of anarchy. The State of Nature is an idealisation, a model. (Engaging P.19) Hobbes uses the State of Nature to justify political authority, or as Hobbes calls it, the commonwealth. He does not describe literally everything that would be the case in the absence of political arrangements, but only those things that matter for explaining political authority. What Hobbes did, was to identify features of human nature and the human condition that are universal, that in no way depend upon political authority relations, and that are relevant to explaining political authority causally. The State of Nature can be considered as a condition from which people are to escape if political authority is to be justified. So the sole alternative to political authorit y is the State of Nature, however according to Hobbes, the State of Nature is unbearably nasty as what is crucial to the state of natures justificatory role is the fact that life in it is pretty grim. Therefore the sole alternative to political authority is unbearably nasty, hence imposing political authority is justified. Hobbes attempted to illustrate that subjection to authority is vastly preferable to anarchy the State of War; he held the view that if we had reasons to believe that political authority is much better than the State of Nature, then imposing political authority is justified. Hobbes attempted to demonstrate that the State of Nature is a State of War in order to justify political authority. He depicted the State of War as a place full of insecurity and uncertainty in order to further substantiate his claim. The State does not necessarily consist in actual fighting, but a known disposition thereto, during which there is no assurance to the contrary. (page 86 Leviathan). Hobbes depicted the State of War as a condition in which civilisation and its benefits are absent. Only through the organisation of society and the establishment of the commonwealth can civilisation be attained. One thing that Hobbes recognised about the natural condition of mankind was the relative equality of individuals within it. When Hobbes spoke of equality he did not mean equality in a moralised sense, but more the distribution of physical and mental endowments. Nature has made men so equal that, although some humans are manifestly stronger in body or of quicker mind, these endowments are distributed in such a way that even the weakest, slowest and dumbest among them can kill the strongest, fastest and smartest. Hobbes claimed that when all is reckoned together, the difference between man and man is not so considerable, all human beings are, in other words, vulnerable to assault at the hands of all others. Equality, for Hobbes, is based upon the equal ability to kill or conquer others so inevitably equality leads to conflict, a State of Nature will be a war of all against all.(leviathan p. Vii) In the State of Nature, there are three causes of conflict: competition, distrust and the desire for glory. Competition leads to fighting for grain, diffidence to fighting to keep what has been gained and glory to fighting for reputation. These sources of conflict arise from what Hobbes calls the equality of ability (lev) in men. This natural equality of men is not equality of rights or of worth but an equality of ability, which leads to equality of hope in attaining ones ends and so to competition. The right of each to all things invites serious conflict, especially if there is competition for resources, as goods -are in relatively short supply in the State of Nature.(Stamford) So if any two men want a single thing which cannot be attained by both, they will become enemies (page 84 Leviathan) Conflict can occur for example when someone has come to possess a better piece of land. If an invader would have nothing to fear but that one mans individual power, then it is more than likely that someone will choose to invade this estate and attempt to deprive the owner of his possessions. But then the successful invader will then be in similar danger from someone else. It is an endless cycle of conflict in the State of Nature, which inevitably creates hostile conditions. However, Hobbes claim that all men are equal is false. The very young, the very old and the infirm generally pose no mortal threat to able bodied persons in the prime of life and therefore there would be no competition in some circumstances. Whilst it was not Hobbess aim to describe what is literally the case, this does demonstrate that not all of his reasons were convincing when explaining why the State of Nature would be a State of War. Hobbes further illustrated a State of as a State of War as it is a place where nobody feels secure, each person has a reason to attack any other person, for fear of being attacked first; this is what Hobbes referred to as diffidence. Because of this distrust amongst men, the most reasonable way for anyone to make themselves safe is to strike first, so attack can be seen as the best form of defence in a State of War. And, because each person has roughly equal killing power, everybody is both a potential killer and a potential victim. The fact that each of them is liable to aggression from others means that each person has to treat every other person as an enemy. People dont just regard everyone as possible enemies, in the State of War everyone is an enemy. Hence diffidence makes people invade one another for safety. Hobbes quite rightly held that the State of Nature would be a State of War therefore as people would fear that others may invade them, and may rationally plan to strike fi rst as an anticipatory defense, a natural human instinct to preserve their own safety. Hobbes also said that The State of War arises from the nature of some people, mainly those who want others to value them as highly as they values themselves. Glory drives people to attack others to raise their value in the eyes of others. Glory is therefore a source of unwarranted aggression and when there is no common power to keep people at peace, conflict will occur which Hobbes quite rightly said. Hobbes had a particularly good reason for believing that the State of Nature would be one of war as morality has no place in this pre-political world that Hobbes created. Everyone has an interest in killing everyone else pre-emptively, whenever possible, and this is acceptable as nothing holds any individuals back from committing any immoral acts, humans would merely act as their interests dictate. In a State of Nature, by definition there are no rules, not even unenforceable ones that might deter some from committing such acts. Therefore even moral restrictions to do or withhold from doing certain things for example, not to kill have no effect in a State of Nature. Hobbess view was that in the natural State of War there are no objective moral distinctions. In this State of War of every man against every man nothing can be unjust. The notions of right and wrong, justice and injustice, have n place. Where there is no common power, there is no law, where no law, no injustice. Hobbes assumed that the state of nature would be a state of war as taking people as they actually are, if you were to remove all political institutions, the natural proclivities that would ensue would lead to a state of war. Notably, without political institutions, the natural impulses to self-preservation are doomed to failure. In the state of nature, that is our unhappy predicament. Natural right of self-preservation (ch. 14): the liberty each one has to use her/his own power for self-preservation. A central claim of Hobbes: It is rational to give up ones right to self-governance to a sovereign, if everyone else agrees to do the same. (See chapter 17, section 13) The natural state of war, therefore, is the state of affairs in which the individual is dependent for his security on his own strength and his own wits. In such conditions there is no place for hard work, because there is no assurance that it will yield results; and consequently no cultivation of the earth, no navigation or use of materials that can be imported by sea, no construction of large buildings, no machines for moving things that require much force, no knowledge of the face of the earth, no account of time, no practical skills, no literature or scholarship, no society; and-worst of all-continual fear and danger of violent death, and the life of man solitary, poor, nasty, brutish, and short. Perhaps we would imagine that people might fare best in such a state, where each decides for herself how to act, and is judge, jury and executioner in her own case whenever disputes arise-and that at any rate, this state is the appropriate baseline against which to judge the justifiability of political arrangements.

Home vs. Alone Lfe

The college years are a time of growing independence for every college student. Freshman’s have to make decisions that will change the person they are now and mold them to be the person that they will become after college. During college, students learn to manage their time and practice different methods that make their lives easier. They realize that their decisions can make them suffer because of limitations. This is why some college students have a difficult time deciding whether they want to stay at home with parents or alone.Most students choose to move out so that they can develop their independence and responsibility by being alone in an apartment. Other students select to stay home because the cost of living at home is less expensive for them than the cost of staying alone renting an apartment. Therefore it may seem like staying alone in an apartment has more benefits at first, but in the long run, living at home can have more advantages. The most common reason for stu dents choosing to stay at home is that the cost of living in an apartment is too expensive to handle for someone who has a job that cannot cover the rent.Staying at home gives the student a better opportunity to save more money because a student that stays at home during college has less financial responsibilities. The most major responsibility students in apartments deal with is rent when conversely students that stay at home do not have to pay rent unless their parents ask for it. Even if the students’ parents ask for rent, there is a high chance that the amount that the parents ask for is cheaper than what the student would spend renting their own apartment.Not having to pay a high amount for rent can take a burden off of the student because some students that live alone in an apartment struggle to pay rent. Some students that choose stay in the apartments may first have to pay an expensive security deposit to acquire the apartment. After paying for the security deposit, r ent, and utilities, the student also might also have to pay for cable and Internet access because apartment living does not afford these same luxuries.Students are in charge when they live at their own apartment so they have to be responsible when paying these new bills in their apartment because these bills can help or hurt the student’s credit. For example, when students do not pay their rent and utility bills on time, they can suffer from penalty charges or eviction. Each time the student pays bills on time, they build credit which over time gives them a strong credit rating that can help them to get approved for an auto loan, a house or another purchase they may want to make.Unless the student has bills placed in their name, they do not build credit as much when they live with their parents. Additionally, students generally must sign a lease with their landlord before they rent an apartment. Not only must they pay rent by a certain date, they must also adhere to other ite ms outlined in the lease agreement. For example, if they have a pet, the student is responsible for cleaning up after the pet and ensuring it does not disturb neighbors.Students that live at home also have responsibilities but if they do not complete them due to illness or time constraints, another family member might complete them for the student. For example, if that student is responsible for mowing the lawn and they get ill with the influenza; their parents might mow the lawn for them. When they live in an apartment, they must complete their responsibilities regardless of how they feel or have to work out an alternate arrangement with your landlord.Students living in a house with their parents stress less about food, clothes, and toiletries because the parents may provide these necessities with shelter. Students that stay in apartments most likely have to run errands such as buying clothes, groceries and toiletries for themselves. The student at home also has the benefit of avoi ding the expense of buying furniture, linens and other household items. It is also easier for stay-at-home students to save more when it comes to laundry because students that live in an apartment may have to pay laundry fees to use washing machines and dryers.Unlike stay at home students that have a washer and dryer at home, the students in the apartment may have to travel to a laundry mat every week spending more money just to keep their clothes clean. Students staying at home can save more money also because these students generally do not have to worry about these expenses. Even if the parents do not provide these needs for the student staying with them, there is a better chance that they will help because the student is closer.Living alone may teach students to be more responsible but living at home gives students a better support network from their parents. When living at home the family ensures that the student’s basic need for shelter and security is met. Living alone means that you have more freedom but also that you will have to deal with troubles more by yourself. For example, after a long exhausting day of working, a student can come back home and realize all most everything in their apartment is gone because of forgetting to lock the door.This is horrible thought but this could have been prevented more if the student stayed home. This is less likely to happen for students living with their family because the students’ parents are actually going to be there to remember the student to lock the door or lock the door for them. Living at home with parents, the rule the student lives by is â€Å"As long as you live under my roof, you follow my rules†, so is the advantage of security but disadvantages of less freedom and more rules. When it comes to living at home the student might not get to put their own design style in every room.For instance, over the years, one or more of the parents have probably picked out furniture, carpet an d other decor to suit their tastes. Although the student might have gotten a chance to offer input when it came to choosing a new living room or bedroom suite, their parents likely had the final say. Apartment living allows the student to decorate their living space with furniture that appeals to them. Some apartments also let renters paint so living in their own apartment gives the student the chance to get creative and express themselves in their home.Having their own apartment, the rule the student lives by is â€Å"You pay the cost to be the boss†, so the student can come and go as they please because they make the rules of the house. There is generally no one to tell the student what time to go to bed, get up in the morning or when to clean your home. Their friends can stay over late and the students can choose the forms of entertainment they engage in. For example, they can go out overnight and enjoy pleasant time with companions when they stay alone and that seems to b e tough when living with family.If they were living at home, they would have to ask their parents if friends can come over and stay late. Depending on the parents, the student also might have to arrive home at a certain time of the evening. . Even though living at home with parents mitigates the benefits, such as more independence and responsibilities that students receive when staying alone, it is more beneficial because it helps them transition from high school to college more easy. It is easier for the student to concentrate on our lessons if they are at home because their parents motivate them more.Imagine how the student is disturbed by a group of friends while trying focusing on studies at their own department. It would take a lot more time to have a talk with these friends then the student has to spend hours on concentrating again. The consequence of learning will descend gradually if the student is distracted. In conclusion, besides similarities such as being a stable place to stay, there are thousands of considerable discrepancies between the boundaries of living alone and living with family.I have distinguished which one satisfies the student most in certain periods of time. The choice the student picks will affect every detail of their life, right down to the way you talk, the foods you eat, and how much money you can spend. It will also determine how often the students’ friends visit and how much freedom the student will have. For example, while living under the rule of the parents, the student will have to leave the house in order to socialize and the communication will be short periods of time. Living alone, however, yields much more room for fun because of freedom.

The main aim is not to be afraid of yourself

Several months ago I participated at training â€Å"Effective communication†. Actually, I didn’t think it will be useful for me, because I wasn’t a shy person, who doesn’t know what he wants from life.I didn’t have some special problems in personal relationships and in communications with my friends/teachers/family/etc. Still, my friend invited me to visit this training and I agreed. Let it be, – I thought, – maybe I’ll find something interesting there, – who knows. To tell the truth, it was very useful for me and I’ve learned a lot of interesting things about myself which helped me to communicate with other people more effective.After that training I understood that if I remain myself (if I’m not changing myself) I’ll be happy and I’ll always be able to find way out from any difficult situation.The main aim is not to be afraid of yourself, to love and to accept yourself as you are. Unexpectedl y for me I found out that I always was unsure in my actions, I was self-confident but only to some extent and very often after I took some decision; I tried to think over, what could happen if I acted in another way.I mean that I learned to look at my problems in simpler way, and then after I realized that actually I don’t have any problems. I understood that when the person is â€Å"opened†, people like him and they strive after him. You don’t need to be afraid and to hide your feelings, and then people start to understand you. Some of my fears from childhood disappeared; now in many cases I can control my aggression towards the other people.I was able to determine aim in my life, my internal state of mind changed into more vivid and confident. Communication with other people became more opened; I started to control my feelings. I learned that everything in my life depends on me, not on somebody else. That there are a lot of great possibilities, I only have to open my eyes and to reach them. Before I was loosing confidence in stress situations, and now I’m able to control my feelings.We made different kinds of tests and I understood that I like to clash with my friends and that I don’t show to people, who are close to me, feelings expressing my good attitude to them. I received practical knowledge in the field of understanding of human emotions and problems; I learned a lot of facts about myself with help of self-analysis and from opinions of other people. It was the unique experience for me and it helped me greatly in my life.   

The Use and Abuse of Power by the Female Protagonists in...

Miss Julie by Strindberg and Medea by Euripides explore the theme of power struggle. Julie, the Count’s daughter, was raised by a mother who hated men; Strindberg hence presents a confused character who struggles with her sexual desire for men juxtaposing with her need to dominate them. She feels compelled to use her social status when dealing with Jean. Medea, on the other hand, is presented as a brave, unpredictable, almost barbaric woman of extremes; she has committed several crimes on her husband’s behalf. Medea is constantly associated with images of extreme passion be it love, hatred or rage, and it is through the expression of these extremes that the audience becomes familiar with her persona. When she learns of her husband s†¦show more content†¦This fluctuation of her need for and rejection of Jean may be indicative of insecurity and loss resulting from her traumatic upbringing and again, having been rejected by one of her social class; this could acco unt for her need to regain power. Medea’s irrational behaviour is also due to her loss of power and control caused by her husband, Jason, who abandoned her and married Glauce, princess of Corinth. The Nurse explains this in her opening speech; â€Å"Medea rages at her loss of honour†[6]. Medea declares that Jason’s betrayal comes at the expense of her social status, home, dignity, and security; she claims to be â€Å"alone†¦stateless, dishonored by (my) husband† [7]Medea s fury knows no limit as evidenced when she mentions, â€Å"Cursed boys, I wish you dead, your father too†3 in line 103; she is determined to seek revenge whatever the cost, and revenge is the murder her and Jason’s sons. Because they are precious to Jason, she will deprive him of them and resultantly destroy and triumph over him. She has all the means to carry out her hideous crime â€Å"with such deadly poisons†[8]. Medea despises Jason’s ingratitude that seems to have forgotten that she murdered her brother and was involved in the murder of Pelias for Jason s benefit.