Thursday, November 28, 2019

Starwars1 Essay Example For Students

Starwars1 Essay As I sat in the huge theater awaiting the movie that I had been awaiting so long to see, seen so many trailers before just about every other movie released this year. The previews before this movie seemed ten times more boring than they usually were, then like a thunderous cloud on the horizon the opening scroll began to fly up screen and the traditional Star Wars theme began to play, my mind was racing a mile a minuet awaitingthe action and special affects that I saw on the previews, and also being a huge Star Wars fan anyway, I was even more eager to hear what a wonderful story line George Lucas had come up with this time, little did I know that in comparison to the original Star Wars trilogy this movie was truly bantha fodder. the biggest flaws in this movie in my eyes are 1) the fast pase in witch it flows doesn’t alloy for people seeing this and having itthere first Star wars experience to catch most of the humor and important background information. The opening scene wit h Obi-wan Kenobi and Qui-Gon Jin talking in the Federation Space Ships meeting room is a perfect example of that. Obi-Wan make a remark about â€Å"having a bad feeling† and if you have never seen a Star Wars movie before this is nothing but a bunch of cheep acting to create a sense of fear and uncertainty thatyou already knew you were going to have pushed on you in a few moments when the two heroes are gassed and shot at by battle droids. This point is also clear in the choice of Ian Macdermid as Senator Palpatine, and also as the sinister Darth Sidious. IF you have never seen the Emperor from Return of the Jedi wearing his long black cloaks and talking in almost perfect English how could you piece together the clues left behind pinning the 2)Most of the major action and massive special effects were already viewed in either the movie trailers viewed in theaters everywhere or on the previews seen on TV I was at a loss when I already knew what the outcome of every major scene in the movie would be. The underwater beasts of the great oceans of Adda Gunga where in extremelylife like, but it lost affect when I had already seen them four time already. Possibly thegreatest part of this movie, the fighting scenes between Darth Maul(Ray Park) and the JediGui-Gon jin and Obi wan Kenobi (Liam Neison and Ewan McGregor), was shown almostin its entirety during the movie previews! This movie was however not all that bad to a die hard Star Wars fan like myself. Igot lost in the plot twists and foreshadowing that only a true die hard fan would trulyunderstand. The fast pace of this movie does not allow you to get bored, and it did notbog me down with lots of back information about the other movies, but instead it seemedto be like an independent film at the beginning of what could be a great series of movies tocome. That one fact is in my eyes what saved this movie, George Lucas did a great job atmaking a movie that must in a sense â€Å" set the stage† for the o ther great Star Wars moviesafter the fact that they have already had astronomical sucess almost a decade beforeepisode one was even a dream in Lucas’ mind. We will write a custom essay on Starwars1 specifically for you for only $16.38 $13.9/page Order now When looking from an over all view I would give Star Wars: episode 1-ThePhantom Menace- a B+, but looking from a true fan’s perspective I give it a definite solidA. I guess it all get down to if you haven’t seen this movie yet, even after all the mediahype and merchandise sales preceding its release then I recommend you do, you will notbe sorry, and who knows for all you people out there who have the opinion â€Å" Star warssucks† this movie may change your minds. .u71e8de67d5ad1a04a7c98593f9c09375 , .u71e8de67d5ad1a04a7c98593f9c09375 .postImageUrl , .u71e8de67d5ad1a04a7c98593f9c09375 .centered-text-area { min-height: 80px; position: relative; } .u71e8de67d5ad1a04a7c98593f9c09375 , .u71e8de67d5ad1a04a7c98593f9c09375:hover , .u71e8de67d5ad1a04a7c98593f9c09375:visited , .u71e8de67d5ad1a04a7c98593f9c09375:active { border:0!important; } .u71e8de67d5ad1a04a7c98593f9c09375 .clearfix:after { content: ""; display: table; clear: both; } .u71e8de67d5ad1a04a7c98593f9c09375 { 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; } .u71e8de67d5ad1a04a7c98593f9c09375:active , .u71e8de67d5ad1a04a7c98593f9c09375:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u71e8de67d5ad1a04a7c98593f9c09375 .centered-text-area { width: 100%; position: relative ; } .u71e8de67d5ad1a04a7c98593f9c09375 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u71e8de67d5ad1a04a7c98593f9c09375 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u71e8de67d5ad1a04a7c98593f9c09375 .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; } .u71e8de67d5ad1a04a7c98593f9c09375:hover .ctaButton { background-color: #34495E!important; } .u71e8de67d5ad1a04a7c98593f9c09375 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u71e8de67d5ad1a04a7c98593f9c09375 .u71e8de67d5ad1a04a7c98593f9c09375-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u71e8de67d5ad1a04a7c98593f9c09375:after { content: ""; display: block; clear: both; } READ: INTERNAL-COMBUSTION ENGINE EssayBibliography:

Sunday, November 24, 2019

Critique of Global Warming Research Paper Example

Critique of Global Warming Research Paper Example Critique of Global Warming Paper Critique of Global Warming Paper Essay Topic: Global Warming It is true that too cold climate can provoke downfalls of civilization, but whether human can handle the slow upward trends in temperature is also questionable. Due to the tiny increase n temperature, there may be more frequent and intense weather events, such as hurricanes, tornados, tsunamis, blizzards and so on, which cause huge loss each year or even injuries and deaths. Actually, human do not have any effective way to prevent such kind of disasters till now. Secondly, in the writers point Of view, one reason for global warming or greenhouse effect is good is that it keeps our earth warm. And the example of moon is given to show the importance of atmosphere. True, it is common knowledge that atmosphere keeps the earth warm; however, it has nothing to do with global warming. Generally, global warming only refers to temperature rising caused by human activities during a period of time, so the writers definition for global warming here is too broad. Thirdly, the writer argues that shifting of people caused by inundation is a continuing feature of history. And hence rise of sea level, caused by global warming is normal and not that bad. I do not think we can just regard shifting as a continuing feature of history. More importantly, it is also disasters for people who are shifting. And inundation is just part of effects of global warming; other effects such as climate change ND spread of pestilence are dangerous as well. Lastly, the author think some regions of our planet may need to be abandoned, while new zones habitability will become available as planet Earth warms slightly. Indeed, some regions may need to be abandoned, but the regions to be abandoned are not determined by human, instead, everything is controlled by global warming, which is not the situation human expect. Also, new zones habitability may not appear. As we all know, rise of sea level is caused by melting of polar ice and it just swallows terrine and leaves nothing but sea water.

Thursday, November 21, 2019

Criminal justice Assignment Example | Topics and Well Written Essays - 1000 words

Criminal justice - Assignment Example In 1934, the Supreme Court was given the authority to draft rules of federal procedures. The Judiciary Act also had a provision for the establishment of circuit and districts. The circuit courts were later abolished in 1911 (Schmalleger, 243). Congress later established a District Court for each state that had jurisdiction over maritime and admiralty cases along with minor criminal and civil cases. The president was given the power to appoint an Attorney General for each district and for other new states that were to be established. A dual court system is whereby the judicial system is administratively divided into two systems independent of the legislature and executive. The two systems are the federal court system and the state court system. The reason for this judicial system is that it was expensive and time consuming for federal courts to listen to individual cases that affected only a few people. The state courts were created so that these case are heard and judged on quickly and efficiently. The federal and the state court systems are divided into the following layers. Special jurisdiction courts which handle only specific kind of cases like the tax and bankruptcy courts and the family courts. The other layers of the judicial system include the Trial Court, the Appellate Court and the Supreme Court. There exists a number difference between the state court and the federal court systems. One is that state courts are established by the state while the federal courts are created by the federal government. On jurisdiction, state courts have a wider jurisdiction over the cases that they could hear, unlike the federal courts which are limited to specific cases listed in the constitution or provided by Congress. State courts handle criminal cases for crimes committed within the borders of the state while crimes committed across state borders are dealt

Wednesday, November 20, 2019

SWOT analysis report on youth justice system and its links to multi Essay

SWOT analysis report on youth justice system and its links to multi agency working practices - Essay Example This essay will present the strength, weaknesses, opportunity and threat (SWOT) analysis of the system. The essay will include the link of the system to multi agency working practices. The youth justice system main aim is â€Å"the prevention of offending by children and young people.† The youth justice system believes that one of the best and most cost-effective ways to reduce youth crime is to prevent young people from committing it. They should be able to identify the cause of such act which maybe because of lack education, poor family relationships, having family members or peers who have offended, and misuse of substance. At the end of the essay we will be able to examine the multi-agency approaches to working in a political social and policy context. The key drivers of changes in public service will be examined. We will be able to analyse the various barriers to multi agency partnerships. The essay will be able us to understand the role of the organization within a multi agency context. And at the end we will understand the importance of partnership in a multi agency approach to achieve justice sector goals. The youth justice system in England Wales includes the process and procedure used in prosecuting, convicting and punishing persons under 18 years of age who commit criminal acts. The youth justice system are being govern by the youth justice board who ensure that the custody of the young offender is safe, secure, and addresses the causes of their offending behaviour. The youth justice system is effective in its purpose to treat the young offenders on the way that they should be treated. This is one of the strength that the justice system had. The system follows a process in handling situations on young offenders. When a young person commits a first or second minor offense a system of reprimands and final warning can be given by the police officer. A reprimand is a verbal warning given by police officer to young person who admits

Monday, November 18, 2019

We 8 CRJ 520II Research Paper Example | Topics and Well Written Essays - 1250 words

We 8 CRJ 520II - Research Paper Example The move towards evaluation of program outcomes has moved from the intent of activities to the actual occurrence of the intended change. The most important stage in program implementation is to determine whether the achievements are taking place in the adopted activities. This is to determine whether there were other factors that contributed towards the occurrence of the change (Hatry, Newcomer & Wholey, 2013). This methodology of assessing whether there were other extra factors contributing to a program’s change is known as SROI (Social Return on Investment). SROI is an evaluation framework that assesses the outcomes of a practice or a program. In order to achieve the intended goals, there are four factors that need to be evaluated. These factors include deadweight, attribution, displacement, and drop off. Deadweight-this is the changes that people expected to take place anyway. Deadweight accounts for any part of change that would happen due to either internal motivations or environmental factors. For instance, the objectives of a certain community program may be to increase job opportunities for the residents. However, a portion of those employed may also get may also get employed due to changes of the labor market. The portion of those counted to could have found a job due to factors other than the activities of the program should not be included when evaluating the program (Royse, Thyer & Padgett, 2010). Displacement- this factor focuses on whether the achieved change resulted in some sort of displacement or unintended costs. For instance, a crime prevention program may be implemented to reduce criminal activities in a certain neighborhood and not displacing such criminal activities in the neighborhood community (Hatry, Newcomer & Wholey, 2013). The value of reducing criminal activities in the intended region would be

Friday, November 15, 2019

Virtual University System Limitations

Virtual University System Limitations Virtual University:  Literature Review Technology today allows us to record, analyze, and evaluate the physical world to an unprecedented degree. Enterprises in the new millennium are increasingly relying on technology to ensure that they meet their mission requirements. It is important to note here that, â€Å"Educational organizations have been referred to as complex and arcane enterprises† (Massy, 1999). For educational institutions, this reliance on technology will require new mission statements, revised catalogs and other materials, different learning environments and methods of instruction, and, perhaps most significantly, new standards for measuring success. To achieve these objectives, several initiatives in the form of web based systems, simulations, games etcetera are being developed and tested. Among these approaches, simulations and games are found to be the most effective ones (Massy, 1999). The author will review one such initiative, namely ‘Virtual U’ also known as Virtual University (Vi rtual U Project, 2003). The author will begin with a brief review of the use of simulation and gaming approaches in educational institutions. In the last decade, behaviorist approach has given way to constructivist approach in the field of instructional design. Behaviorist approach is an instructor led approach in which formal concepts and systems can be transmitted to students by giving them formal descriptions in combination with the presentation of examples (Leemkuil et al., 2000). On the other hand, Constructivist approach is a student led approach in which the students learn through activity or social interaction such as games, simulations, and case studies (Jacques, 1995). Gaming is considered to produce a wide range of learning benefits like, improvement of practical reasoning skills, higher levels of continuing motivation, and reduction of training time and instructor load (Jacobs Dempsey, 1993). Games are effective communication tools because they are fun and engaging (Conte, 2003). Simulations are also very close to games. Simulations resemble games in that both contain a model of some kind of system and learners can provide both with input and observe the consequences of their actions (Leemkuil et al., 2000). Virtual U was conceived and designed by William F. Massy, a professor and university administrator and the president of the Jackson Hole Higher Education Group (PR Newswire, 2000). The project was funded by $1 million from the Alfred P. Sloan Foundation in New York. Data were provided by the Institute for Research on Higher Education at the University of Pennsylvania (Waters and Toft, 2001). In designing the game, Massy and Ausubel (Program Director, The Alfred P. Sloan Foundation) included detailed data from 1,200 U.S. academic institutions, as well as information culled from government sources (Schevitz, 2000). The first version of Virtual U which was released in the year 2000 was produced by Enlight Software of Hong Kong and was sold commercially for about $129 (Goldie, 2000). The Virtual University system was developed along the lines of the popular game known as, ‘SimCity’. The primary objective of the Virtual U game was to develop the skills of the players for managing an educational institution. According to Moore and Williams (2002) ‘Virtual U will let you test your skill, judgment, and decisions’, while managing an educational institution. This game based environment has been designed specifically to enable any person to tackle various scenarios and problems that are usually encountered in an educational institution. â€Å"The game is driven by a powerful simulation engine that uses a combination of micro-analytic and system dynamics methods and draws on an extensive compilation of data on the U.S. higher education system† (Massey, 1999). Technically the system was developed using C++ in a windows based environment. Virtual U in its current state does not run on the ‘Macintosh’ based systems due to the us age of proprietary windows based graphics. However, it is envisaged by the authors that a version for Macintosh users will be developed in the near future. The Virtual U game employs several strategies and allows the user or the player as per his/her requirements (Rainwater et al., 2003). In general the player is appointed as the University president and allowed to manage the University as a whole. In this role the player is concerned about institution level policies, budget etcetera. Then there are scenario based strategies like improving teaching or research performance in a particular faculty, where the player assumes the role of a faculty head (Rainwater et al., 2003). Lastly there are a possible 18 chance cards. Chance cards are emergency situations that arise during the game play and require immediate attention. Overall, Virtual University not only allows players to explore secondary and tertiary effects of a couple of years worth of actions they might take as academic administrators but they can also customize it by adjusting everything from the size of the faculty and student body to the cost of maintaining campus roads and buil dings (Conte, 2003). Moore and Williams (2002) identify a few limitations in the Virtual university system. 1. One needs to have extensive administrative knowledge or experience to play Virtual U effectively. The amount of prior knowledge required may prohibit some of the audiences to use the system. 2. Second limitation is pertaining to performance indicators. There is lack of assessment-informed decision making in the game. The â€Å"teach better† goal is one of the game scenarios, yet there is nowhere a link between the teacher quality and the student learning. 3. Educational quality and prestige indicators are the two performance indicators the developer advises the player to pay close attention to. Within the educational quality framework, one has access to quantitative inputs and outputs (for example, number of degrees granted) rather than measures of quality. Also there are a limited number of variables which a player can chose or adjust (course mix, number of students shut out of courses, level of faculty teaching talent, class size, faculty morale, and faculty time devoted to teaching activities). The prestige indicator is even more limited. 4. A final Virtual U limitation identified by Moore and Williams (2002) is its lack of flexibility in the area of faculty management. While a player may reallocate departmental resources, teaching loads, and priorities in hiring new faculty, he cannot actually fire or remove faculty. The developers acknowledge on several occasions that the game is fairly complex and is not easy for beginners to start with (Massey, 1999). The author of this review believes that learning a complex game will be fairly difficult and time consuming for the users (administrative) who are already on a tight time schedule. Even postgraduate research students seldom get time or would like to play games if not related to their own research. Younger students would be easily attracted to such complex games and learn them quickly even though it might not be of much use for them in the short term. In addition to these factors the availability of a windows only version of the system will restrict an ever growing community of ‘Macintosh’ users in the United States educational institutions. Despite the above mentioned limitations, Virtual U is a useful and laudable effort (Moore and Williams, 2002). On the whole the Virtual U is a good introduction to those that wish to get a feel fo r the day to day operation of a university (Waters and Toft, 2001). References Conte, C. (2003). Honey, I shrunk the deficit! Retrieved February 17, 2006, from http://proquest.umi.com/pqdweb?did=77042147Fmt=7clientId=8189RQT=309VName=PQD Ellington, H.I. Earl, S. (1998). Using games, simulations and interactive case studies: a practical guide for tertiary-level teachers. Birmingham: SEDA Publications. Leemkuil, H., Jong, T. d., Ootes, S. (2000). Review Of Educational Use Of Games And Simulations. Retrieved February 17, 2006, from http://kits.edte.utwente.nl/documents/D1.pdf Goldie, B. (2000). A computer game lets you manage the university. The Chronicle of Higher Education Retrieved February 17, 2006, fromhttp://proquest.umi.com/pqdweb?did=47712857Fmt=7clientId=8189RQT=309VName=PQD Jacobs, J.W. Dempsey, J.V. (1993). Simulation and gaming: Fidelity, feedback and motivation. In: Leemkuil, H., Jong, T. d., Ootes, S. (2000). Review Of Educational Use Of Games And Simulations. Retrieved February 17, 2006, from http://kits.edte.utwente.nl/documents/D1.pdf Jacques, D. (1995). Games, simulations and case studies a review. In: Leemkuil, H., Jong, T. d., Ootes, S. (2000). Review of Educational Use Of Games And Simulations. Retrieved February 17, 2006, from http://kits.edte.utwente.nl/documents/D1.pdf Leemkuil, H., Jong, T. d., Ootes, S. (2000). Review Of Educational Use Of Games And Simulations. Retrieved February 17, 2006, from http://kits.edte.utwente.nl/documents/D1.pdf Massy, W. F. (1999). Virtual U: The University Simulation Game. Retrieved February 17, 2006, from http://www.virtual-u.org/documentation/educause.asp Moore, D. L., Williams, K. (2002). Virtual U. Assessment Update Retrieved February 17, 2006, from http://search.epnet.com/login.aspx?direct=truedb=aphan=10350107loginpage=Login.aspsite=ehost PR Newswire, (2000). Virtual U Released; University Management Goes High Tech Computer Simulation Tackles the Management Challenges of Higher Education. February 17, 2006, from http://proquest.umi.com/pqdweb?did=55540413Fmt=7clientId=8189RQT=309VName=PQD Rainwater, T., Salkind, N., Sawyer, B., Massy, W. (2003). Virtual U 1.0 Strategy Guide. Retrieved February 17, 2006, from http://www.virtual-u.org/downloads/vu-strategy-guide.pdf Schevitz, T. (2000). University Game Plan / Professor emeritus computer simulation lets players test skills as college administrators. San Francisco Chronicle, February 17, 2006, from http://proquest.umi.com/pqdweb?did=47957859Fmt=7clientId=8189RQT=309VName=PQD Virtual U Project. (2003). Virtual U. Retrieved February 17, 2006, from http://www.virtual-u.org Waters, B., Toft, I. (2001, October) Virtual U: A University Systems Simulation. Conflict Management in Higher Education Report Retrieved February 17, 2006, from http://www.campus-adr.org/CMHER/ReportResources/Edition2_1/VirtualU2_1.html

Wednesday, November 13, 2019

Death of a Modernist Salesman Essay -- Death Salesman essays

Death of a Modernist Salesman      Ã‚  Ã‚  Ã‚   The modernist movement in writing was characterized by a lack of faith in the traditional ways of explaining life and its meaning.   Religion, nationalism, and family were no longer seen as being infallible.   For the modernist writers, a sense of security could no longer be found.   They could not find any meaning or order in the old ways.   Despair was a common reaction for them.   The dilemma they ran into was what to do with this knowledge.   Poet Robert Frost phrased their question best in his poem â€Å"The Oven Bird.†Ã‚   Frost’s narrator and the bird about which he is speaking both are wondering â€Å"what to make of a diminished thing† (Baym 1103).   The modernist writers attempted to mirror this despair and tried to superimpose meaning on it or find meaning in it.   The old frames of reference were no longer meaningful.   Newer ones had to be sought.   This belief gave them license to create new points of reference, which at least held some meaning for them, or to comment on the remains of the old.   These writers referred often to shattered illusions, feelings of alienation, and the fragmentation of the remains of tradition.   Although society was making technological advances, many of these writers felt that it was declining in other ways.   They saw this progression as being made at the expense of individuality and the individual’s sense of true self-worth. Arthur Miller’s writings are characteristic of this movement.   Miller is a playwright whose works reflect the major themes of modernism.   Death of a Salesman, which is perhaps his best-known piece, is a perfect example of this.   In it, he addresses the common modernist themes of alienation and loneliness through both his portrayal of society an... ...l.       Works Cited Baym, Franklin, Gottesman, Holland, et al., eds.   The Norton Anthology of American Literature.   4th ed.   New York: Norton, 1994. Corrigan, Robert W., ed. Arthur Miller.   Englewood Cliffs, NJ: Prentice-Hall, 1969. Costello, Donald P. â€Å"Arthur Miller’s Circles of Responsibility: A View From a Bridge and Beyond.† Modern Drama. 36 (1993): 443-453. Florio, Thomas A., ed. â€Å"Miller’s Tales.† The New Yorker.   70 (1994): 35-36. Hayashi, Tetsumaro.   Arthur Miller Criticism.   Metuchen, NJ: Scarecrow Press, 1969. Martin, Robert A., ed. Arthur Miller.   Englewood Cliffs, NJ: Prentice-Hall, 1982. Miller, Arthur.   The Archbishop’s Ceiling/The American Clock. New York: Grove Press,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1989. ---.   Death of a Salesman.   New York: Viking, 1965. ---.   Eight Plays.   New York:   Nelson Doubleday, 1981.      

Sunday, November 10, 2019

Unit 4 P5

Life Stages I will be explaining the physical and psychological changes which may be associated with ageing. Physical changes – skin, bones and joints * Skin becomes more wrinkled, thinner and less elastic. * Bones are less dense and are more likely to suffer from minor or serve injuries. * Joints stiffen and can be more painful as the bones thin out. * Muscles become weakened and loosen. * The spine may round which leads to hunched backs and other spine conditions. Senses: * Vision is not as good as it use to be, sometimes with ageing comes an eye condition known as cataracts. Deteriorating may occur within the senses of taste and smell. * Sense of hearing will deteriorate becoming more difficult to hear low pitch sounds. * Balance senses become poor. Organs: * Organ muscles become weaker in which could create risks of constipation. * Blood pressure increases. * Breathing starts to change. * Nutrients from foods don’t often get taken in as well as before when younger. Respiratory System: When blood is not being pumped around the body properly, breathlessness will result. Common disorders in the respiratory system which will occur include common diseases such as Bronchitis.Chest muscles could reduce with ageing and lungs could deteriorate. Hearing: Most individuals over the age of 60+ suffer from hearing impairment. Most elderly people by the time they have reached 70+have lost their hearing. This could happen due to the sensitivity of the nerve cells decreasing. Learning: It takes longer for an older person to learn something than it once was for them when they were younger; this is to do with the functioning of the brain, as you get older your brain functions slower. Memory Loss: Aging has a substantial affect on the brain. The brain stores all the information that was once learnt in their life.Short-term memories are not usually affected by aging but your recent memory will be affected. Older people generally tend to forget names or their own n ames. This is a normal change within the body. Confusion: Confusion is a common problem in individuals over 65 years old. Confusion may occur fast or slowly over time, depending on the cause. Sometimes confusion can be temporary. Reactions Time: As we get older we tend to process information at a slower pace. This means it can take longer to figure out what is going on and what to do about it. This is usually due to the changes in the nervous system over time.

Friday, November 8, 2019

Do you agree with the view that Britains involvement in the Crimean War was a total waste of time and life Essays

Do you agree with the view that Britains involvement in the Crimean War was a total waste of time and life Essays Do you agree with the view that Britains involvement in the Crimean War was a total waste of time and life Essay Do you agree with the view that Britains involvement in the Crimean War was a total waste of time and life Essay Britains involvement in the Crimean War arose from the belief that British interests in India were directly threatened by the Russias army advance through Afghanistan and that their route to India would be threatened by the prospect of Russian control over the eastern Mediterranean, particularly the area around the Black Sea. Therefore, it can be argued that Britains involvement in the Crimean War was a worthwhile success, as the Peace of Paris stated that the Black Sea was to be neutralised. However, there are outcomes of the war that suggest the war was a total waste of time and life, such as the many deaths caused by poor health care.Source A supports this, as it argues through gangrene, fever, cholera, dysentery, rhmatism, the British army was reduced to 11,000 effectives with 23,000 sick. I can infer that this means the Crimean war was a waste of life, as not only did soldiers therefore die, but many were unable to fight, as they were ill. Furthermore, it could be argued that the war was a waste of time, because while men should have fought, as there were few battle casualities, they were in hospitals. However, Source A was written by a Lieutenant, which means he didnt have personal experience of being a soldier in the war and could also mean he was biased, as he may not have wanted to criticise other men in high positions in the army.For example, when he admits to the problems of food, he explains that there were many supplies that couldnt reach the soldiers due to no labourers, no tools to repair the track, instead of blaming aristocracy imcompetence. Also the exact date is unknown, so we cant be sure if this was a problem at the start of the war or towards the end. On the other hand, he is being honest when he explains the problems, which I know from my own knowledge. Also he has written it to go home and as it is going to be read by his family, he is unlikely to be biased.However, Source B suggests that Britains involvement in t he war was essential, as it explains that the war was due to the desire of seeing Europe saved from the arrogant and dangerous Russia. As Russia had been defeated at the end of the war, it can be argued that the war was worthwhile, especially as England had achieved what they wanted to at the start of the war through the Peace of Paris. However, Source B is biased, as it was written by Queen Victoria to the King of Belgium and therefore would potray Russia as being barbarous, while claiming England is unselfish. However, it is quite useful, as it is a primary source and has the exact date written, so therefore we know it was written at the end of the war. Also it demonstrates that Britains involvement was useful, as it mentions the peace negotiations, which demonstrate that the war wasnt a total waste of time and life. Source C also explains that there was a purpose for the war. The Crimean War did involve British interests. It also states that Russia threatens British trade routes. However, the Source then explains that despite the win, it did not go well.This is due to the consequences of the years of neglect suffered by the British army since 1915. From my own knowledge, I know that the British army suffered due to the incompotence of the aristocracy with supplies, such as Lord Raglan who had ordered only a small number of medical assistants (around four per hundred men), as he believed the space on ships should be given to troops. Also this was made worse by the captain of one of the two originally designated hospital ships off- loading all the medical supplies on board to make room for more troops. Therefore, I can infer that Britians involvement was a waste of time and life, because many soldiers lost their lives due to lack of medical provisions. Source C then explains that the Charge of the Light Brigade resulted from a woefully misinterpreted order. As the light brigade were sent up the wrong valley against the wrong guns, this is true as it was due t o confusion between the commanders.This source explains that it was richly ironic, that this wrong order was one of the most celebrated actions of the war. Due to the bravery of the light brigade, they advanced to the Russians, although 409 died. The source continues at the end to say that it was a total waste of time and life. However, this is a secondary source, so may be less useful, as it isnt a personal account at the time. Simultaneously though, as it was written by a historian, it is likely he would have collected information from a range of useful primary sources to write Source C. As it is from the book The Making of Modern Britain he will have written it for a purpose to entertain and may have tried to give a different opinion from most historians to sell more books. However, he is less likely to be biased as a historian.Although Source C agrees with the view that Britains involvement in the Crimean war was a total waste of time and life, it does include Tennysons poem abo ut the light brigade Theirs not to reason why, which conveys the idea of military inefficiency, as the commanders gave the soldiers the wrong path, but bravery from the light brigade. However, Tennyson had written the poem due to Williams Russells earlier report on the charge of the light brigade written in the Times.This changed public opinion, as it showed that many British soldiers died as a result. Russells reports showed contrasting ideas to the jingoistic heroic idea of conflict. This undermined the government and destroyed the reputation of the army commander in chief, Lord Raglan. This led to the Cardwell army reforms 1870-71, which improved military effeciency such as: various military departments being combined under one roof, the country dividing into local regimental districts with single battalion regiments being merged into two battalion regiments (one battalion would serve overseas while one at home for training,) the length of overseas service was reduced from 12 to 6 years, the purchase of commissions was abolished, the commander in chief was to answer to the Secretary for War and therefore Parliament, flogging of ordinary soldiers in peacetime was forbidden and soldiers could choose to spend time in the reserves rather than regular service.The abolishing of purchasing commissions was particularly useful, as it allowed more qualified men to have a high position, as it was replaced by a system of promotion through merit. Also civil service reform resulted, as in 1870 entry into the civil service came from undertaking examinations rather than traditional methods of patronage. This improved the efficiency and intelligance of he upper ranks. Despite this though, even by 1873, the Foreign office was excempt from this new method and the majority of high positions were held by Oxford and Cambridge graduates. Also the new army reserves were inadequate, as they were only a force of 35,000 compared to Prussias million.In conclusion, it can be argued tha t the view that Britains involvement in the Crimean War was a total waste of time, because it reduced the British army through death. This was mainly due to poor hygeine in hospitals, as only 1,761 of 18,058 were killed in battle rather than wounds or disease. For example, the main form of treatment was the amputation of shattered limbs, which carried a 25% chance of death from shock or infection. Lack of washing facilities caused lice infestation and increased the risk of typhus and typhoid. Also the lack of sanitation led to dysentery and cholera. Also as mid June 1854 the Russian forces were in retreat and by mid July they were safely back over the River Pruth, the war could have ended then, as Russia was no longer a threat to the Turkish Empire. However, the allied governments had convinced themselves that the Russian naval base of Sebastopol had to be taken.Therefore, the war does seem a total waste of time and life, because capturing Sebastopol was not a British aim at the sta rt of the war. However, sanitation and clean water problems reflected the state of hospitals in Britain. Also whether it arose from Florence Nightingale or not, sanitation did improve. Also the Crimean War caused the Nightingale fund which created the Nightingale Training school for nurses at St Thomas Hospital in London in 1860.This improved the standard of female nursing and caused more middle class women to see nursing as a respectable job. Also due to Russells war reporting, the Crimean War caused the British public to view soldiers as brave rather than as dangerous or as very low class. The Victoria Cross was a medal that awarded bravery and was made available to all ranks, showing that the war did cause better respect for ordinary soldiers. Furthermore, despite public outrage that Sebastopol was given back to the Russians, this hadnt been the reason for War. Therefore, as Britain had stopped Russia being a threat to them and due to the health and military reforms, Britains inv olvement in the Crimean War wasnt a total waste of time and life.

Wednesday, November 6, 2019

Personal Troubles and Public Issues in Persepolis Essay Essays

Personal Troubles and Public Issues in Persepolis Essay Essays Personal Troubles and Public Issues in Persepolis Essay Paper Personal Troubles and Public Issues in Persepolis Essay Paper Marjane Satrapi’s novel Persepolis is an in depth expression at Marjane’s kid goon in Iran. Throughout the fresh Marji faces many public issues which straight relate to her personal problems. While Marji was turning up she witnessed the relinquishing of the Shah’s government. The Islamic revolution and the Iraq V Iran war. Her fresh screens an eight twelvemonth span. from the ages six to fourteen. Even though the novel begins when Marji is merely six old ages old she was more politically cognizant so most modern twenty-four hours striplings. Marji was highly immature during bulk of the events throughout the novel but her age did non halt public issues from straight impacting herself and others around her. While reading Persepolis I was able to acquire an in depth expression at how Iran non merely was in war with environing States but besides at war within its ain boundary lines. When Persepolis foremost began Marji attended a coed not spiritual school. This was normal for Iran until the Cultural Revolution. The Persian authorities ordered that bilingual schools be closed down because they were a mark of capitalisation and Westernization. This caused great convulsion among the people of Iran. Half of the adult females were against have oning the head covering and the other half were extremely spiritual and believed that the head covering must be worn as mark of regard to their faith and besides their state. This public issue straight affected Marji because her female parent was among the adult females who believed the head covering wasn’t necessary. Sing as Marji’s female parent was strongly against being forced to have on the head covering she frequently participated in presentations. one clip while she was showing her exposure was taken. Marji’s ma had to travel into concealing she was forced to dye her hair and conceal her face in public out of the fright that person would acknowledge her. This public issue became really personal for Marji because she thought of herself as strongly spiritual and even wanted to be a prophesier but she wasn’t certain if the head covering was a necessary accoutrement at all times. â€Å"I truly didn’t cognize what to believe about the head covering deep down I was really spiritual but as a household we were really modern and daring. † ( Persepolis page 7 ) Another public issue that profoundly affected Marji was the chapter of Persepolis entitled The Letter ( page 34 ) . Marji’s had a amah named Mehri who Marji considered her older sister. Mehri fell in love with their neighbour Hossein and he began composing her letters but because Mehri was a peasant she couldn’t read or compose. Marji began reading the letters to Mehri and composing responses since Mehri was non capable of making so. This went on for six months until the intelligence got back to Marji’s pa. Since Marji’s parents were Marxist they strongly believed in societal categories. That meant they was no manner Mehri and Hossein could be together because she was a provincial and she was non. Social category is a public issue that rapidly turned into a personal problem because Marji didn’t agree with her parents beliefs and besides because she couldn’t stand seeing Mehri so emotionally overwrought. â€Å"But is it her mistake she was bo rn where she was born? † ( Persepolis page 37 ) Marji’s male parent had a brother that she had neer met. his name was Anoosh. He was a hero in Marji’s eyes because he had been the secretary of Azerbaijan which was an independent Persian Province. Anoosh told Marji everything about his yesteryear from the rise and autumn of Azerbaijan to the barbarous anguish he endured during his nine old ages in prison. Marji was so enraptured to hold such a historical hero in her household. Anoosh stayed with Marji’s household until he was arrested merely for being a former revolutionist. Former revolutionists were the pledged enemies of the democracy ; they were being arrested or murdered often. Marji was the last individual to see Anoosh before he was executed because he was believed to be a Russian Spy. The public issue that the democracy was against revolutionists turned into a personal problem because Marji’s favourite uncle was murdered and besides because after the decease of her uncle Marji became disquieted with her friend ( God ) . â€Å"What seems to be the job? Shut up. You! Get out of my life! ! ! ! I neer want to see you once more! Get OUT! † ( Persepolis page 70 ) Persepolis provided me with illustrations of how a child’s society can impact them personally. Turning up in the Persian society effected Marji both negatively and positively. She was taught about her authoritiess flaws alternatively of shielded from them. she was raised to stand up for her ain personal beliefs. and she experienced decease felicity and the hurting of world. Marjane’s novel besides helped me understand the convulsion that goes on in Iran that I had neer noticed before. Personally I believe America is similar to Iran but here alternatively of being ridiculed because of non have oning your head covering. you are ridiculed because of your tegument tone.

Monday, November 4, 2019

Abramski vs. United States Research Paper Example | Topics and Well Written Essays - 750 words

Abramski vs. United States - Research Paper Example It should be noted that it is at this gun store at Pennsylvania that the gun was transferred to the uncle after he (the uncle) successfully passed the federal background check for the firearm position. Neither the two were prohibited by the law to possess a firearm (Abramski v. United States, 2013). In fact, before Abramski bought the gun, he inquired the legality of the process he intended to follow to purchase the gun for his uncle three federally licensed dealers who ascertain for him that the intended sale was legal. However, since Abramski bought the firearm from a dealer licensed by the federal government, he had to fill a formed indicated that he was the â€Å"actual buyer.† Nonetheless, the ATF claimed that his uncle was the â€Å"actual buyer† and to this effect, Abramski made a false statement by filling out the firearm purchase form; hence, Abramski was convicted of felony. From the facts above, it is evident that neither Abramski nor his uncle was prohibited from buying a firearm for another legible user or possessing a gun. Additionally, the transfer of the firearm in question between the two followed a due procedure; therefore, Abramski was unduly convicted for the purchase and transfer of the gun to his uncle. Therefore, following the conviction, the following concerns need to be addressed. 1. Is a gun buyer’s intent to sell the firearm to another buyer a â€Å"material fact† under 18 U.S.C.  § 922(a) (b), a firearm disclosure statute? 2. Is a federally licensed firearms dealer required to keep information regarding a purchaser’s intent to sell a firearm to another person? Reactions to the above concerns in the order of listing It is worth noting that the federal law illegalizes a person buying of a gun from a federally licensed dealer â€Å"knowingly to make any false or fictitious oral or written statement †¦ intended or likely to deceive †¦ with respect to any fact material to the lawfulness of the sale †¦.† 18 U.S.C.  § 922(a) (6). Notably, this is the provision of the federal government that it uses to prosecute the â€Å"straw purchases†. This provision prohibits an individual (the â€Å"straw purchaser†) from buying a firearm on behave of another person (the â€Å"actual buyer†). According to the government, this process may be a maneuver that may be used actual buyer to obtain a firearm even if the actual buyer is legally deterred from buying the same. It should be noted that the treatment of the final owner of the firearm as the actual buyer and purchaser as a â€Å"straw man† are doctrine created by the court. According to the court, a buyer’s intent is to resell the gun to another user who cannot purchase the same legally and this contributes to a fact â€Å"material to lawfulness of the sale.† However, the fourth and sixth as well as the eleventh circuit are separated from the fifth and ninth circuits that try to determine whether ultimate owner of the firearm can legally buy a gun. Notably, the law court concluded this case that the actual buyer’s identity is material regardless of legality of a person who can buy the gun or note. In other words, under  § 922(a) (6), the identity of firearm purchaser is usually constant or is material reg ardless of the lawfulness of the actual purchaser of the firearm. Combining the effects or understanding of these provisions, the laws therefore dictates that the terms of sales may change depending on the purchases identity; hence, the purchaser remaining material to the lawfulness with firearm sale does not exist in this case. The above

Friday, November 1, 2019

Human Resource Economics Term Paper Example | Topics and Well Written Essays - 5000 words

Human Resource Economics - Term Paper Example The competition is of two kind; internal and external.   In the internal competition employees compete against each others to get promoted or rewarded. This factor was studied and explained by Lazear and Rosen (1981) in their Tournament Theory. As in any tournament here, an employee wins the reward or gets promoted because his performance is better than others in their current level. Tournament theory is one of the approaches to the payments made toe, executives. There are several factors of which impacts the payments to the employees.   These are the supply of the skilled or required workforce in the market, the demand of the workforce, average industry pay package, industrial growth, monetary policies, business cycle, organization growth, and many other micros and macroeconomic factors. In any given scenario, two executives struggle and work for better compensation and rewards for their works. This difference in distribution, according to Feinberg, is based on the five factors of equality, need, merit and achievement, contribution or â€Å"due return†, and effort.   As in a tournament marginal difference, of efforts changes the rewards one gets in the business environment people at same rank often face a similar situation. Even if a company pays same to the employees to justify the raise or promotion one has to work hard for that. In the tournament model performance and payment are directly promotional to each other. It explains the motivation and productivity of workers along with the payment or growth perspective. As in the case of any sport or race where the marginal difference in the performance of an athlete can turn the silver to gold or bronze to no medal at all. The same thing is applicable in the case of people working in any organisation. The promotions or raise in the salaries are linked with the performance. In a broad framework tournament model it does not include certain important points like performance of new employee, performance of people at the optimum level of the organisation.   Ã‚  Ã‚