International Trade and International Logistics

International trade and international Logistics The rapid expansion of trade liberalization and the growth of global capital markets and integration, information technology and the progressive development of communication technology, making the original messy market countries and regions gradually evolved into a unified global market.Worldwide production and management of multinational corporations or foreign trade enterprises in order to achieve competitive advantage, increase their profits, so they must adding their power within the scope of the global co-ordination of resources to arrange the logistics of its production activities. However, due to the consumers around the world have different needs, coupled with the longer distance of transportation and supply chain operations to expand making the world become increasingly complex logistically activating.So how to solve the contradiction between the global market growth and global diversity and global logistics supply and marketin g channels, this complexly problem has become an international trading activities of every company to force in solving it. The relationships between international logistics and international trade International logistics development together with the development of international trade; there is a very close relationship between them.To achieve international trade, the completion of goods from one country to another country and to the customer’s designated locations, these are the reason why we have to achieve international logistics Therefore, international logistics is not only to ensure the international trade, but also the supply of commodities cross the borders the borders to the needs of States. it is a physical flow process in space, in time, and entities The entire process of international logistics, including the exporting country's export goods leave the country, it has been entered into the importing country's border (Douglas C. Long 2003, P. 230).Before explaining the relationship between them, first we note by the definition, what is the international trade and modern logistics: International trade is technical exchange of goods and services between countries or regions, including both imports and exports, from a national point of view, this exchange activity is called the country's foreign trade, from the international frame of reference , The world's total foreign trade plus together constituted the international trade; About the logistics, according to the definition of Logistics Association American, logistics is a network of interconnected businesses involved in the ultimate provision of product and service packages required by end customers, spans all movement and storage of raw materials, work-in-process inventory, and finished goods from point of origin to point of consumption.The following will specifically analyze the relationship between them. 1)International trade promotes the development of modern logistics It is basic prerequis ite of survival for modern logistics, also promote its international. And the International trade and modern logistics are two indispensable aspects of the world's development, international trade make the ownership of goods exchanged, and modern logistics are embodied in goods between countries or entities in the transfer of its domestic. They Promote each other, interdependence and mutual restraint each? Modern logistics is developing based on the modern international trade, Efficient operation of modern logistics also promoting the development of international trade, in this case, the international logistics have emerged, which has brought the logistics industryDevelopment opportunities and challenges 2) International Logistics is a necessary condition for international trade Worldwide community large-scale producing would inevitably lead to the different international division of labor, because of the increasing of the international division of labor getting refinement and speci alization, there must be a kind of international cooperation and exchange between countries, thus requires the conduction of international trade to adapted with international logistics, to deliver whatever overseas customers Need, transfers the goods to the destination according to the quality and quantity timely and by appropriate manner at low cost, by this way to improve their customers products in the international market even more competitiveness and expand the foreign trade,While also imported into the country needed equipment, supplies and other goods timely, efficient at low cost, to satisfied the people's livelihood, production, construction, science and technology and economic development needs in domestic 3)International Trade also promoting the Logistics to International Transnational business and international trade development, promoting the goods and information extensively exchange of a large number of flows in worldwide, international logistics became an Inevitable trend way of develop the international trade and world economic. On another hand, international trade is a prerequisite and infrastructure for the survival of international logistics, the Development of international trade determine the speed and scale of the development of international logistics, and now day’s international logistics became more scientific and reasonable, it’s also a beneficial protection of international trade development. International Trade brings new demands on logistics:With the rapid development of world economy and the performance of some new trends and characteristics in international trade, such big steps made the newer and higher demands on logistics. Quality requirements: The structure of international trade is undergoing some tremendous changes, Traditional primary products and raw materials and other trade goods gradually giving way to those high-value and precision machining products. Due to the high value-added, high-precision flow of goods increased, At the same time the diversity of demand in international trade, resulting in the logistics getting more variety, small batch, which requires international logistics developing To even more quality services and diversification. Efficiency requirementsThe concentrated expression of the international trade is entered into the contract and to perform it, but the Performance of international trade contract is to complete by the international logistics activities, Therefore it requested the logistics to carry out the contract more efficiency, Hence the management of logistics need to be more strengthen, According to international trade in different commodities, by Corresponding the giant cargo ship? Berths and large professional machinery transport equipment to Improving logistics more efficiency Safety requirements As the international division of labor and professional development of social production, Most of the goods are distributed and produced around worldwide, f or example, the U. S. brand Ford, a car production needs its raw materials, Spare parts in more than 30 manufacturers in 20 countries, products are sold to more than l00 countries and regions.The logistics involved in lot of countries, vast territory and in a long time transit, and also Great impact of climate conditions? Geographical conditions and other natural factors and also Politics, the workers strike events? war and other social, political or economic factors. therefore,we must pay a lot of attention to the climate conditions, geographical conditions even political situation, economic conditions, when organizing and selecting the transport routes and the mode of transport to passing through different regions in international logistics, To prevent the loss of goods caused by human factors and the irresistible forces of nature Economic requirementsThe characteristics of international trade, Determined the international logistics have lot of procedures and long period for Prepa ration and transportation. In the field of international logistics lower the transport and vehicle select costs is the best cost control solution for those international logistics companies. Improve the logistics economy, reduce logistics costs and guarantee the service quality, is an effective way to enhance competitiveness The efficiency and reliability of international logistics Logistics involved in a wide field, including material management in production areas, transportation, and the distribution and consumer services in Circulation areas.Rapid economic development in today's world is getting faster and faster, the developed countries are all constructing the new world economic structure by using the strategy of â€Å"economic globalization†, â€Å"information highway† and â€Å"international logistics network, † The growth rate of international trade even higher than the rate of world economy growth. Through the development of international trade, intern ational logistics could continuous improving and developing. Truth has proved that international logistics as a tool of international trade, countries must maximize broken down the geographical and national boundaries, in order to maximize the reduction of the cost of international logistics.On the other hand, international trade is a prerequisite for the survival of international logistics and infrastructure, international trade determine the speed and scale of the development of international logistics development, and the international logistics getting scientific and reasonable development is beneficial to secure the international trade? Logistics on the international role in promoting economic development on the expansion of multinational companies have to verify already. there are About 45,000 global multinational companies currently, their production and trade value has about 50% of world trade value, the tentacles They stretch to the global market is logistics industry. just in-time and zero inventory Became the corporate goal forever, the U. S. ogistics industry had establish an efficient supply chain already, some companies, such as Dell, the order from company confirmation to make the shipment of goods only 2-3 day,As the depth of modern logistics services, process length, the increasing breadth of coverage, to improve the production, supply, marketing, overall economic benefits of transport and promote the development of world economy and the role of trade is immeasurable, the Development of modern logistics brings three advantages to the International trade; That reduce the overall cost of international trade? Improve its competitiveness on the core business? Reduce investment in trade activities. conclusion he free trade, except brings benefits to both parties of the trade, also brings additionally positive impact on the existence of multiple Technological innovations of their own,As mankind enters the era of knowledge economy and trade liberaliz ation in the mainstream situation, in a static sense, the level of technological innovation in developing countries will affect their trade pattern, size and interests; in the dynamic sense, international trade will affect the overall technological level and economic growth, In fact, only from the terms of the relationship between international trade and technological innovation, they are interacting each other; but for most developing countries, International Trade and the impact of its technical innovation should be more specific and profound, Because of international trade-related technical innovation in developing countries shows the way and play its â€Å"advantages of late launch â€Å" Strategy and also a important means of bring them into the growth and take-off stage of economic. ? References: http://www. trade. gov/exportamerica/TechnicalAdvice/ta_tradelogist101. pdf TRADE LOGISTICS 101’[PDF], By William Corley. August 2002 EXPORT AMERICA http://en. wikipedia. org /wiki/Logistics. ‘International logistics ‘second edition 2006 By Donald F. Wood, ISBN: 0-8144-0666-1 Pg. 126 to Pg. 169. ‘International logistics: global supply chain management’ 2003  By Douglas C. Long 2003058808 Pg. 225 to Pg. 231

Explore Anita Desais intensely evocative, descriptive style in Studies in the Park Essay

Anita Desai is a world renowned, Indian novelist and short-story writer. ‘Studies in the Park’ is merely one of her vast collection of short-stories, however, it is one of the most expressive stories, and it also conveys Anita Desai’s immensely communicative style of writing. ‘Studies in the Park’ is set in the late 1970’s, in contemporary India. It talks about a young boy, Suno, who is determined to do well in his exams that are a few months away. He is frequently pressurised by his parents, to study hard, and do well. However he is constantly disturbed by the repeated noise, and cannot study. He decides to go to a nearby park, which turns out to be an ideal location for him to study. The pressure that is mounted on him slowly starts to rise as the exams approach, this in turn, results in him becoming a workaholic: eventually his whole life revolves around his studies. He then sees a life changing vision that completely transforms his perspect ive of life. ‘Studies in the Park’ contains various descriptions, and images that enables the true message of the story to be brought out. The story begins with the line â€Å"-Turn it off, turn it off†¦What next, my god† this line evidently depicts the irritability that Suno is experiencing. This example is a perfect case in which Desai uses a very evocative stream of consciousness to illustrate emotion. This story is written in first person, and because of this Anita Desai is able to express true emotion and sentiment, as shown in the example above. In the line â€Å"So I raced out of my room†, Anita Desai indicates that Suno, the protagonist, is annoyed and cannot bear his surroundings anymore. This example is a typical instance where Anita Desai utilises first person, to portray an emotion. Diction is an essential component of Anita Desai’s style of writing, she uses a diverse collection of words to indicate the precise feeling that the protagonist is experiencing. For example, in the line â€Å"†¦rest of them standing and peering in†¦Ã¢â‚¬  the word â€Å"peering† is accurate as it portrays the â€Å"curiosity† and the â€Å"nosiness† of the brothers and sisters. Another example is in the line â€Å"†¦ snarled at him†¦Ã¢â‚¬  The word â€Å"snarled†, in this context, implies that Suno is very irritable and ill-tempered at this moment. The word is precise, and specific, and thus, it makes the line more communicative and expressive. Anita Desai uses imagery as well, at many occasions, in an attempt to invoke vividness and clarity in the story. For example, in the line â€Å"Bag-like women in grey and fawn saris †¦ with their sackcloth backs to the rails† This description of the park is very clear and vivid, it is a description of one instant in the park: it talks about the children falling, the women screaming and the madmen prancing. The description allows the reader to infer many details about the park such as: it is very active, there many people present there, etc. These sorts of descriptions are present all over the story, hence it makes the story more understandable and suggestive. Desai also uses imagery to elaborate on one point, for example, the description â€Å"The afternoons would be quiet†¦bazaars and slums† This paragraph talks about the serenity and tranquillity present in the park in the afternoons, and early evenings. Anita Desai stresses on this point with help of various images. The use of imagery and diction has been used extensively in the story. However it is most effective, when the protagonist experiences the vision, in which he realises the importance of the aspects of life. The line â€Å"Just then she lifted her veil†¦Divine, I felt, or insane† indicates a new revelation that takes place in Suno’s mind, and with the use of imagery Anita Desai is able to depict this more vividly. During this phase, Desai uses many similes to describe the lady in the epiphany, and hence depict the new revelation. For example, in the line â€Å"†¦her borkha, like a flower†¦Ã¢â‚¬  This line compares the lady’s face to a â€Å"wax-white†, lifeless flower that shows importance of health in life. ‘Studies in the Park’ is very communicative and expressive; there are various descriptions and accurate diction that are essential components in the story. These have made the story more understandable and comprehensible, thus the central theme and message of the story has been portrayed competently. Anita Desai’s descriptive writing style is extremely graphic and illustrative: it focuses mainly on descriptions, images and precise diction to portray a particular point. Thus she has been able to depict the importance of everything in life: health, religion, family and love.

BORDER DISPUTES BETWEEN NICARAGUA AND COSTA RICA

BORDER DISPUTES BETWEEN NICARAGUA AND COSTA RICA Disclaimer: This work has been submitted by a student. This is not an example of the work produced by our Law Essay Writing Service . You can view samples of our professional work here . BORDER DISPUTES BETWEEN NICARAGUA AND COSTA RICA The case deals with boundary disputes, it is therefore essential to list treaties which deal with boundary disputes and it is also important for the court to interpret the provisions of a treaty in the present case and this can only be done in terms of customary international law on the subject matter as reflected in Articles 31 and 32 of the 1969 Vienna Convention on the Law of Treaties because it has various means of developing peaceful cooperation among nations regardless of their constitutional and social systems. Article 2(1) of the Vienna Convention[1969] established the definition of a treaty; it went ahead to state that â€Å"treaty† means an international agreement concluded between States in written form and governed by international law, whether embodied in a single instrument or in two or more related instruments and whatever its particular designation; LIST OF TREATIES ON BOUNDARY DISPUTES Boundary Waters Treaty   [ 1 ]   (Treaty Between the United States and Great Britain Relating to Boundary Waters between the United States and Canada; 36 Stat. 2448; T.S. 548) — The treaty was signed in Washington, D.C.on January 11, 1909, The purpose of this treaty is to prevent disputes regarding the use of boundary waters and settle all questions pending or that may arise between the United States and Canada involving the rights, obligations, and interests of both nations along their common frontier. The treaty establishes the International Joint Commission, with three members appointed by each country, to review and make recommendations on disputes and other issues involving U.S./Canada boundary waters. The Treaty of Asurar   [ 2 ]   Ali- This treaty was signed on February of 1639 between the Mughal commander Allah Yar Khan and the Ahom commander Momai Tamuli Borbarua, According to the treaty, the boundary between the Mughals and Ahoms was fixed on the Barnadi River in the northern bank [ utarkul] of the Brahmaputra River and the Asurar Ali [Ali is causeway in Assamese] in the southern bank [dakhinkul]. The Ahom king recognized the supremacy of the Mughals in Kamrup, and the Mughal fauzdar agreed not to interfere in the Ahom kingdom. Trade and commerce between the two regions was permitted afterwards. The Treaty of Tartu   [ 3 ]   -This treaty was made between Finland and Soviet Russia was signed on 14 October 1920 after negotiations that lasted for four months. The treaty confirmed the border between Finland and Soviet Russia after the Finnish civil war and Finnish volunteer expeditions in Russian East Karelia. Ratifications of the treaty were exchanged in Moscow on December 31, 1920. The treaty was registered in the League of Nations Treaty Series on March 5, 1921. HISTORY PROCEEDINGS ON THE CASE CANAZ TREATY(1858) The border between the Costa Ricans and Nicaraguans is defined by the course of the San Juan River which flows to the east and the Caribbean. The bo rder was established in 1858 by the Canas-Jerez Treaty, negotiated between Costa Rica and Nicaragua at the conclusion of a military conflict which finally ended the possibility of a trade route between the Atlantic and Pacific Oceans in this region of Central America. According to the terms of the treaty the south bank represents the start of Costa Rican territory; however Nicaragua maintains sovereignty over the river itself. Costa Rica has the right to navigation for commerce.

Human Rights Research Paper Example | Topics and Well Written Essays - 4500 words

Human Rights - Research Paper Example The constitutional right of liberty as an executive power in the UK carries the foundation of offering security and protection of freedom. This is expressed through The National Council for Civil Liberties, specifically which promotes human rights while creating better understanding of the liberties that are required in the UK. The committee that has been created in the UK is based on the Public Bodies Bill, which states that there is a fundamental right of every citizen to have liberty and protection of this liberty. The Bill that has been passed combines this with the fundamental right of every individual to have liberty and equal rights in any given circumstance, specifically which is supposed to comply with human rights standards that are within the UK . The protection of liberty that is now rising in the UK is one which questions the executive powers and the expectations of the new problems within society. The opposing viewpoints which are arising with the Constitutional right, expectations of basic human standards and the creation of the Public Bodies Bill has also created questions of what the limitations of power should be . The main conflict is based on the differences between security and liberty as well as liberty that oppose equality. The security measures which arise often create a sense of protection of human rights that comes from avoiding conflict and creating security measures for better monitoring of different public areas. However, there are many that believe this takes away freedom and liberty, specifically pertaining to privacy and the ability for individuals to have a sense of freedom while in society. The ideology of security is then one which arises because of the belief that executive powers to watch others takes away the sense of liberty and freedom3. The ideology of limited protection because of security and equality within the UK is followed by executive powers which show how protection of liberty becomes conflicting. Currently, the UK has a separation of powers by the powers of the Constitution, executive office forces, executive tools and agreements, legislation which supports different changes and marginalized actions of the legislative and judicial branches of the government. These five separations of powers also create conflicts with the main provisions of liberty and what this means when dividing the power among different sources. The question of balancing power with the different definitions of liberty, combined with the new needs in society, then combine with a sense of imbalance for the protection of liberty4. Even though there are divisions of power and expectations with security and human rights, there are still ways in which the protection of liberty works against the executi ve powers as a general constitutional right in the UK. The Constitutional culture is one of the aspects which continue to protect rights. If there is a high amount of security or different powers that create a different definition of liberty, then one can guarantee Constitutional rights toward the right of liberty5. The main values and principles which are associated with liberty can then be applied. A conflict which arises is based on the

The Meaning of Genotype and Phenotype and the Effect of the Coursework

The Meaning of Genotype and Phenotype and the Effect of the Environment on the Phenotype of an Organism - Coursework Example    The CFTR gene which for encodes a protein that transports chloride ions across cell membranes has two genes. The dominant gene (A), which is the normal version of the gene. The recessive gene (a), which is the mutated version of the gene. Those with cystic fibrosis receive both the recessive alleles. The genotype of individuals is then (a, a). While the phenotype of the recessive genotype, is the absence of protein that transports chloride ions, and so, cystic fibrosis. The phenotype is not only expressed by the effects of the phenotype alone. The environmental condition also affects the expression of phenotype. The effect of the environment on the phenotype of an organism is best understood through an experiment. Taking two samples of the colors plant, both samples originate from the same plant. The samples are grown in two separate chambers. The environmental condition varied is the amount of light delivered. All other factors are kept constant in both samples. Though both sam ples have similar genotypes, the growth of both samples varies. The sample that receives higher proportion of light compared to the other grows faster and thrives. While the sample that receives lesser light compared to the other, has stunted growth and is weak. The environmental condition has affected the phenotype irrespective of the genotype being common to both samples. Explain how DNA replicates itself. (200 words) DNA replication is based on the model presented by Watson and Crick. The model suggests semi-conservative replication of DNA strands. This replication is called so, because a half of the strand is conserved while the other half is newly formed. DNA replication occurs in the nucleolus of the nucleolus.DNA replication takes place in the interphase of the cell cycle. In order for DNA replication to take place, the DNA strands must first be separated. The DNA strands are separated by the enzymatic action of an enzyme. The enzyme breaks the hydrogen bonds present between the complementary base pairs. The two DNA strands are separated. The four bases involved in DNA replication are adenine, thymine, cytosine and guanine. Nucleotides when paired with an additional phosphate become activated nucleotides. The activated nucleotides are capable of pairing up with their complementary base pairs with the help of enzyme DNA polymerase. The activated nucleotides form bonds with their complementary base pairs. DNA polymerase links the sugar and innermost phosphate groups of adjacent nucleotides together. The extra phosphate ions are released. This marks the replication of DNA from a single DNA molecule; both new DNA molecules conserve a single strand of the old DNA molecule. Explain the type of mutation that resulted in the sickle cell anaemia. (200 words) Mutation is the change in genetic material of an organism as results of base deletion, base substitution or base addition. The change in genetic material causes a different allele of a gene to be expressed, which in turn causes different phenotypic characteristic. Sickle cell anaemia is an inherited blood disorder that causes a change in haemoglobin characteristic. Haemoglobin is composed of four polypeptide chains. That is two alpha chains and two beta chains. The normal coding for haemoglobin in the beta chains is; Val-His-Leu-Thr-Pro-Glu-Glu-Lys-. These coding codes for normal hemoglobin. However, a base substitution, causes the normal base sequence CTT to be expressed as CAT.  

Analysis of qualitative research article Essay Example | Topics and Well Written Essays - 2000 words

Analysis of qualitative research article - Essay Example Inappropriate assessment of patients by nurses may result in high incidences of suicide. Both qualitative and quantitative assessment methods are available for use and the method used may be depend on the setting. Purpose The purpose of the research was to understand how nurses conceptualize suicide among patients in addition to the strategies they use in the process of assessment. Due to the emerging trends in suicide assessment inappropriate assessment might fail to pick potential suicide patients. Research design and research tradition The traditional phenomenography which analyses the different ways in which people experience, conceptualize, identify, and familiarize themselves with various aspects of phenomena in the world around them was used in this study. This method is frequently used in health care research and was utilized in an inductive, qualitative and descriptive approach to help understand the conceptualizations of suicide by psychiatric nurses and the strategies that psychiatric nurses utilize when conducting a suicide evaluation. Sampling A convenience/snowball sampling method was utilized in the study to recruit six psychiatric-mental health nurse participants for the ten months study period. The participants were obtained from two advanced practice nurses agencies in different psychiatric settings and different Northeastern states with the help of nurse managers. One of the settings chosen was a psychiatric hospital's emergency assessment unit while the other was an inpatient psychiatric unit of a general hospital. Five of the six participating nurses were females with four of them having more than 15 years experience while the fifth had nine months experience as a psychiatric mental health nurse and more than five years experience as a mental health worker. The sixth participant was a male nurse with more than 15 years experience. All the participants were white with one having a master’s degree in nursing, three with bachelorâ€℠¢s degree and two with associate degrees in nursing. Data collection The research methods used for data collection were approved by the University of Rhode Island’s Institutional Review Board. Before data collection began consent was sought from both the participating nurses and the patients. The inclusion criteria for the patients included more than 18 years of age, ability to understand and speak English in addition to giving informed consent. The patients were also informed that their participation or non participation in the research would not affect the care they received from the institution. The data in this study was mainly obtained through interviews with the psychiatric nurses after suicide assessment of adult patients. The assessment sessions varied from between 15 minutes to one and a half hours among different patients. The interviews with the psychiatric nurses were recorded in a private room and were guided by a few questions. The nurses were however allowed to express their perceptions, in a clear and systematic manner, of how they conceptualize suicide and the strategies they use in the suicide assessment process. In a bid to obtain as much information and as possible the participating nurses were encouraged to think out aloud, deliberate, and even to pause before answering the questions if they need to. All the participating

Baroque Art Essay Example | Topics and Well Written Essays - 750 words

Baroque Art - Essay Example Whereas it is sometimes the case that a sculpture or is also skilled with the use of oil and canvas, this was especially true with regards to Geon Lorenzo Bernini. Tying in with the discussion and analysis of the means by which many of the Baroque artists were sponsored and promoted by the Catholic Church, Bernini is an especially good example of this. Rising rapidly among the ranks of the many artists of the time, Bernini soon attracted the attention of the papacy who commissioned him to perform several works of art. Blown away by his skill and prowess, both on canvas and with marble, Bernini became something of an artist of court for several successive popes. With such a notion in mind, it is easier to analyze the implied meaning and means by which bring me the expressed strong overt and subliminal religious tones within â€Å"The Ecstasy of St. Theresa† (Wilkin 31). Many scholars have considered this particular sculpture to be the beginning of high Roman Baroque art. In eff ect, even the casual observer can note the means by which the sculpture approach rates how the divine is interacting with the earthly via a theatrical mechanism. This in truth and into the affairs of men create something of a sensual, some even say orgasmic, juxtaposition of both the divine and human. However, rather than understanding the sculpture in too much of a temporal mindset, it was doubtless Bernini’s intention to express the pure joy and bliss that mankind could achieve when in communion with the divine. Although thematic elements between Bernini and Michelangelo Merisi da Caravaggio, represented within his artwork entitled â€Å"The Crucifixion of St. Peter†, are quite disparate, the reality of the matter is that the ideas represented and discussed are both highly spiritual in nature. At first glance, the reader can note the fact that a painstakingly detailed and imaginative oil painting of the crucifixion of St. Peter is displayed. Beyond the fact that St. Peter is obviously the only face within the portrait that can be seen, beyond the fact that St. Peter’s body, although supposedly aged at the time it is crucifixion, is unbelievably toned muscular, the viewer is also illustrated with the subliminal understanding that the weight of this crucifixion, both physical and mental, ways most heavily upon the perpetrators. As can be noted from an examination of the painting, it requires three strong young men to carry the body of an agent St. Peter to his final crucifixion (Marcussen 75). Each and every one of them are weighed down event under the heft of both

Argument Synthesis paper Essay Example | Topics and Well Written Essays - 1000 words

Argument Synthesis paper - Essay Example They are also able to take care for both children and adults. With well-programmed algorithms, robots are able to time elder people under medication. The robots have connected the gap for homebound students who would wish to be in school. Robots in the military scope are spies in war prone area. In my view, robots have filled the gap left by human beings in performing certain tasks. For example, if the VGo was nonexistent, the parents of the child would pay the expenses of employing tutors or else the child would never get educated. Provision of better health care services and nursing is achieved by using timed robots to medicate the elderly in the community. This paper analyses the critical argument as to whether robots benefit or damage the moral fiber and character of the human race. An analysis of robots to ascertain the role robots play in providing accessible education for homebound children. Special needs students in the past have faced difficulties in acquiring education. Parents of special needs children incurred heavy costs in hiring tutors. With the advent of robots, students are able to take part in class though they might not be physically present. The VGo robot has a two-way stream mode where a student with special needs views class activities. On the other hand, the teacher sees the student via its screen. Such aspects ensure personal contribution to the children who are hospitalized or homebound. It enables the student to socially interact with other colleagues. Thus, boosting their esteem and still kills the loneliness experienced by the student (Brown, 2013). The robot has different color lights to attract the attention of the teacher in case the student wishes to answer or respond to a question. In addition, robots give relaxation to children dur ing breaks through acting as a toy. This helps the students have fun and get ready for the next lecture. Robots entertain children while the

Implementation of Cold Ironing in the Port of Southampton, UK Dissertation

Implementation of Cold Ironing in the Port of Southampton, UK - Dissertation Example To carry out these processes, most ships switch off their main engines but leave their auxiliary engines running. Some even leave their main engines running throughout. The term is generally thought to originate from the era when steamships were powered by coal, with ‘cold ironing’ referring to the fact that when the ships were in port, the fires feeding the boilers were no longer fed with coal, and so the iron engines eventually went cold. Today, cold ironing refers to the increasing trend for ships to be powered when in port by being connected to an electricity supply on the shore. This is mostly seen as a way to reduce harmful gas emissions from the ships’ engines when they are in port. In recent decades, global trade has increased considerably year on year. In line with this, emissions from ocean-going ships have also increased, given that shipping is the main and most cost-effective way on transporting bulk goods internationally. Most ocean-going vessels aflo at today use bunker oil, or heavy furnace oil – a diesel fuel which is responsible for a considerable proportion of global greenhouse gas emissions. However, it is not just conventional greenhouse gases that are emitted. Some research, as will be discussed below, has suggested that particulate matter (PM), released in large quantities by the burning of bunker fuel, leads directly to health complications and premature death. Burning bunker fuel also produces nitrous oxides (NOx) and sulphur dioxide (SOx), both of them toxic. Talley (2009) states that the bunker fuel used in some ships has a sulphur content of 27,000 parts per million, compared to 15 parts per million in the fuel used by cars, and that oceangoing vessels contribute 5-30% of the SOx in coastal areas (p.164). Therefore, in order to reduce the risks to people living close to large ports, the feasibility of cold ironin

Media Essay Example | Topics and Well Written Essays - 750 words - 4

Media - Essay Example Winchell became a national institution in the 1920s, with a daily column and a weekly radio broadcast. These Medias helped him to reach million of Americans. "the way to become famous fast is to throw a brick at someone who is famous" claimed Winchell. Ironically, this statement perfectly matches the character. Winchell spent his entire career gossiping on the lives of Broadway and Hollywood stars. Nevertheless, Winchell can not be summed up only as a gossip journalist. He was the first one to attack Hitler and American pro-fascists and pro-Nazis during the Second World War. In that point of view, Winchell remains an example as - even nowadays - journalists do not usually take sides for or against one movement. Naturally, they express an opinion, opinion which can be seen as expressing a unbiased vision, but Winchell did more than that. He was the first journalist to shout what others whispered. In that prospect, Winchell is one of a kind and until now, no other journalists can be co mpared to him in his manner and his style. On the other, the fact that Winchell took sides and was publicly involved in politics may have caused his decline. In the 1950s ha supported Senator Joseph McCarthy during his hunt of the communists in institutions, politics, and entertainment. Winchell's decline started with McCarthy failure and unpopularity. In the 1960s Winchell's home paper, the New York Daily Mirror closed, he was left jobless and the public began to forget about him. It seems like his popularity faded like a Hollywood star who would have shot a series of bad movies, insisted that they were master pieces and kept doing all the inappropriate moves to be noticed. However, it is difficult to say that Winchell is unique, as he created a new movement in journalism. Today, there are a lot of journalists who are doing what Winchell did in that time. But, the fact is that Winchell exposing private lives of Broadway and Hollywood stars can not be seen today as something extraordinary as the press is filled with that type of journalists. Some channels are entirely dedicated to gossip - we could only give the example of E! Entertainment television to name only one. In a way, the press is full of Walter Winchell but nobody can ever be like him. As if journalists have learned from Winchell's errors and decided to remain journalists and not to be part of the political scene or any whatsoever. Are they making a mistake The history of Walter Winchell is not only filled with outrageous scandals. He was also a subtle journalist making inside "gossips". For instance, his long time ghost writer Herman Klurfeld recalls an item from the 1930s about Joe Kennedy.: "I had learned that one of his mistresses was a gangster's widow. Now, we never linked a married man with another woman. What I wrote was 'one of FDR's aides has (a gangster's) widow as his keptive.' K-E-P-T-I-V-E -- that's all. The only one who knew who we were referring to was Joe Kennedy." Naturally, he was not this tender with all the artists. One of today's best-read gossip columnist Liz Smith remembers that once Winchell reported that Bette Davis had cancer of the jaw, some press agent said "Well, I don't know whether she has it or not, but if she doesn't have it, she'd better get it!". This was exactly the kind of reaction that Winchell expected while writing or animating his show on the radio. Finally, one

Interaction of Ethnic, National or Cultural Influences Essay Example for Free

Interaction of Ethnic, National or Cultural Influences Essay All around the world people are organised in societies differentiated ethnically, nationally and culturally. In our mind under the interethnic relations are traditionally understood subjectively experienced relations between people of different nationalities, between ethnic communities, which are manifested in attitudes and orientations of interethnic contacts in various areas of cooperation, national stereotypes, attitudes and behavior, and the actions of people of specific ethnic communities. It is in this area in the first place are projected economic, social and political issues. They acquire an ethnic form and deliver a lot of trouble to society, leading to inter-ethnic tensions, local ethnic conflicts, the growth of ethnic migrations. Ethnic tensions, the state of hostility, distrust, mutual complaints and dissatisfaction arises or may arise from time to time between any nations that are permanently or temporarily in contact with each other. Ethnic tensions depend on several factors: 1) The history of international relations, the historical memory of the nature of relations between the peoples at different stages (often these relationships take the form of ongoing ethnic tension); 2) the level of economic development of the parties, among representatives of different nations’ place in the system of production and property (industrial specialization, predominance of members of certain nationalities in professional and social groups, the dominance of different forms of ownership, quality of life, etc.); 3) the structure of the cultural development of the nation the predominance of rural or urban population, the level of education and professional qualifications. There are allocated the following phenomena and processes that significantly affect the formation and strengthening of interethnic tension: 1) the lack of a consistent policy of condemnation and suppression of national manifestations of violence; 2) the possibility of negative attitudes towards representatives of the people associated in the eyes of other nations with the administrative-command apparatus; 3) the position of people who have been persecuted and mass deported during the repression, particularly those that have not been returned to their places of origin; 4) a sense of national enmity against those nationalities that, in terms of population in many regions, live better than we do. These representations are caused by a variety of reasons, including the identification of the people with the most frequently identified by its representatives. According to M. Walzer, positive ethnic identity is a balance of tolerance for their own and other ethnic groups, which allows us to consider it, on the one hand, as a condition of an independent and stable existence of an ethnic group, on the other as a condition of peaceful intercultural multi-ethnic world, interactions, excluding ethnic phobias and confrontation. According to N. M. Lebedeva on ethnic tolerance, defined as the adoption of ethno-cultural differences, and the exclusion of ethnophobia and ethnic confrontations have effects such socio-psychological factors as: 1) the degree of ethnic and cultural competence; 2) psychological readiness for intercultural dialogue; 3) The experience and skills of intercultural understanding and cooperation. All these parameters are amenable to the formation and development and in need of professional development by education and socio-psychological training of intercultural interaction. Violation of a positive image of their own group tends to reduce ethnic tolerance (YA Gayurova, TG Stefanenko, AN Tatarko, FM Malhozova). 9/11 After Twins being attacked Americans stopped helping Irish Republican Army (IRA Nationalist violent group in Northenr Ireland) when they understood what the terrorism is and what the causes and result are. After the terrorist attacks marked a surge of crimes against people from the Middle East, and other people who looked similar. Suffered even some Sikhs who wear turbans, traditionally associated with Muslims. Reported insults,attacks on mosques and other religious buildings (including the burning of a Hindu temple), and attacks on people, including one murder, September 15, was mortally wounded by Balbir Singh Sodhi, a Sikh who was mistaken for a Muslim. [130] Rating of President Bush after the attacks rose to 86%. [131] September 20, 2001 the President spoke to the nation and a joint session of Congress, regarding the events of 11 September, following the rescue and recovery operations, as well as the response of the U. S. governments intentions. In addition, the important role played by New York City Mayor Rudy Giuliani, who deserved the appreciation of the public, both in New York and at the national level. Deportations 1941 in USSR. After the publication of the Decree of the Presidium of the Supreme Soviet of the USSR On the resettlement of Germans living in the Volga region of 28 August 1941 has been eliminated Autonomous Republic of the Volga Germans and produced total deportation of Germans from ASSR. For this purpose, in advance on the territory of the Autonomous Republic of NP were introduced NKVD troops. Germans were ordered within 24 hours to prepare for resettlement and a limited number of its assets to arrive at the collection points. German inhabitants of the republic were taken to remote areas of Siberia, Kazakhstan and Central Asia. According to this decree in September and October 1941 were deported 446,480 Soviet Germans (according to other sources 438 280). In September 1941, many military service persons of German nationality were sent from the front to the rear. In subsequent months, the deportation has touched almost the entire German population living in European Russia and the Caucasus that were not occupied by the Wehrmacht. The resettlement of Germans made gradually and was completed by May 1942. Totally during the war were moved up to 950 thousand Germans. 367,000 Germans were deported to the east: the republic of Komi, in the Urals, Kazakhstan, Siberia and the Altai. Babi Yar Estimate between 100 and 150 thousands jewish people were killed during WW 2 in Babi yar. There were a lot of interactions in different influences during many different events and specific situation that caused a lot of deaths of innocent people. Sometimes many cultures, nations and ethnoses are discriminated or even eliminated because of misunderstanding. It will happen untill people do not understand that there are more other non-violent ways of solving problems.

Explore the presentation of revenge in Hamlet Essay Example for Free

Explore the presentation of revenge in Hamlet Essay Revenge is a key theme in Hamlet. It is not only essential to understanding Hamlets character, it forms the structure for the whole play, supporting and overlapping other important themes that arise. Though it is Hamlets revenge that forms the basis for the story, tied into this is the vengeance of Laertes and Fortinbras, whose situations in many ways mirror Hamlets own. By juxtaposing these avengers, Shakespeare draws attention to their different approaches to the problem of revenge and how they resolve these. see more:theme of revenge in hamlet The idea of revenge is first introduced by the appearance of the ghost in act 1 Scene 5, and linked to this is the theme of hell and the afterlife. At the end of this scene, Hamlet is irreversibly bound to revenge for the duration of the play, speak, I am bound to hear So art thou to revenge. The ghost appears with the sole aim of using his son to obtain revenge on his brother, and so every word he speaks is designed to enrage Hamlet and stir in him a desire for vengeance. He uses very emotive language to exaggerate the enormity of the crime, and he concentrates Hamlets attention on the treachery of Claudius. His description of the murder itself demonises Claudius and contains many references to original sin, the serpent that did sting thy fathers life now wears his crown. Hamlet, who has been brought up with absolute notions of good and evil, is susceptible to these religious references, o all you host of heaven! O earth! And shall I couple hell? It is ironic that the ghost refers to his own torment, trapped in purgatory, in order to demonstrate to Hamlet the injustice of the situation, yet this serves only to warn Hamlet of the possible consequences of revenge. Instead of enraging him, Hamlet is now wary of acting rashly or without proof as it could place him in a similar situation to his father. The other revengers in the play do not have this wariness, they act immediately without considering the spiritual consequences and it is unclear whether Hamlet would have had a similar attitude had he not been inadvertently alerted to this danger by old Hamlets ghost. Though Hamlets immediate reaction to news of his fathers murder is one of anger and a desire for action, by the end of the scene his desire for revenge is already blunted, for a number of reasons. Unlike Laertes and Fortinbras, Hamlet receives the information of his fathers murder from a secret and unreliable source, which means that not only is he unsure of the truth, he is forced to act out his revenge in secret. Throughout the play, Hamlet frustrates the audience with his lack of action, especially as all around him his contemporaries are visibly taking their own revenge. Fortinbras is in a similar situation to Hamlet, as his father had been murdered by old Hamlet and his land taken. The land itself is worthless and Fortinbras stands to lose more than he can gain; yet like Hamlet it is a matter of honour. Both are exacting revenge for something that nobody else cares for or remembers; a dead king for whom nobody grieves and a patch of worthless land. Part of Hamlets dilemma is the moral question of whether his desire for revenge is worth disrupting and endangering the lives of all those around him, whether tis nobler in the mind to suffer the slings and arrows of outrageous fortune, or take arms against a sea of troubles and by opposing end them However, unlike Hamlet Fortinbras does not pause to contemplate the idea of revenge; he acts on it, sharked up a list of lawless resolutes and marched on Denmark. The difference in their characters is obvious; Fortinbras character matches his name, strong in arm. He is a man of action, not of words, he has a strong presence and a commanding attitude which demands obedience, Go captain, from me greet the Danish king I will dot my lord. Fortinbras situation is infinitely less complex than Hamlets own; the boundaries between good and evil, personal and public, right and wrong, are for him, clearly defined. He is able to act openly, uninfluenced by friends and family. Hamlet on the other hand is surrounded by people who have obligations to both himself and the king, and is therefore unsure of whom to trust. Hamlets dilemma is founded on this; that any action he takes carries with it risks and possible consequences which could destroy the foundation of his very existence, so he hesitates and does nothing, all the while hating himself for his inaction, makes us rather bear those ills we have than fly to others that we know not of. The problem for Hamlet is that the murder is too close to home, so he is unable to define the boundaries between personal and public. He cannot publicly confront Claudius without proof because he risks losing his claim to the thrown, alienating his friends and family and being exiled from Denmark, as it would be seen as an attempt by the prince to regain the throne, rather than a son avenging his fathers murder. On top of this Hamlet hopes to avoid jeopardising his relationship with his mother, but at the same time he wants revenge on her for her betrayal. In order to fully understand Hamlets psyche and therefore the reasoning behind his actions, it is important to understand how religion affected all aspects of life in Elizabethan times. It was believed that a person who was able to confess his sins before death would be absolved and therefore go to heaven, but if a person were unable to do this their soul would be condemned to purgatory until they were able to confess and repent. Old Hamlets soul is in purgatory and Hamlet wants Claudius to suffer the same fate, a villain kills my father and for that, I his sole son do this same villain send to heaven. Why, this is hire and salary not revenge. For this reason Hamlet has to wait for the opportune moment to kill Claudius, when he is drunk asleep, or in his rage, at game, a-swearing or about some act that has no relish of salvation in it. However, the other problem which religion creates is that of Hamlets own afterlife. If murder for revenge is wrong then by killing Claudius, Hamlet condemns his own soul along with that of Claudius. On the other hand, Hamlet is honour bound to exact revenge for his fathers murder, and the consequences of not doing so could be even more drastic. Even suicide offers no solution, as the dread of something after death, the undiscovered country from whose bourn no traveller returns, puzzles the will, and makes us rather bear those ills we have than fly to others we know not of. Hamlets indecisiveness is not just a result of his uncertainty about the consequences his actions will have. He is in emotional turmoil at this point in the play, and is feeling betrayed and rejected by those whom he had relied on so far in his life. His anger and frustration at his mothers behaviour is amplified by her lack of grief, and his desire for revenge at the start of the play is mainly fuelled by his own grief and a sense of injustice. His anger towards Claudius diminishes, as he is distracted form revenge by more immediate concerns, such as his relationships with Ophelia and with his mother. Part of Hamlets feelings of isolation stem from what he sees as betrayal by his friends, Rosencrantz and Guildenstern, and his lover Ophelia. Hamlets critical relationship with Claudius forces all three to take sides, and decide to whom they owe the strongest allegiance. Ophelias father Polonious, Claudius right hand man, instructs her to shun Hamlet and, as his dependant she is forced to obey him. Women were viewed as property during Shakespearian times, and without a male protector her future prospects were slim. Also, the emphasis placed on family duty and loyalty was far greater, so to disobey her father would be tantamount to treason. Rosencrantz and Guildenstern were given a direct order from their king, so to disobey would actually have been treason. Added to this was their ignorance of Hamlets situation due to both Hamlet and Claudius deceit, which meant that they were unsympathetic with Hamlets mental instability and obsession with old Hamlets death. Hamlet refuses to recognise the impossible situation his friends were placed in, and resents them for abandoning him when he needs them most, even though it is his feud with Claudius that has forced them to into it. Feeling betrayed, he has no compunctions in using them to further his own gains. All three are, ultimately, fatalities of Hamlets vendetta against Claudius, as Hamlet brings about the deaths of Rosencrantz and Guildenstern and drives Ophelia to madness and suicide. Ophelia especially is very much a victim, as in obeying her father she loses Hamlet, and when Hamlet kills Polonious she loses him as well. With Laertes away, she has no-one left to protect her and is very much alone. In many ways, Hamlet himself is a victim of revenge, as he used as a tool by his father, to instigate revenge against old Hamlets killer. By placing this obligation on Hamlet, on top of all his emotional instability, Old Hamlet effectively pushes his son over the edge and renders him incapable of decisiveness. It is unsurprising that Hamlet is unable to take revenge or in fact make any significant decisions, as he is under considerable emotional and mental strain. Laertes is in a similar situation, as Hamlet his friend has murdered his father and driven his sister to madness. His vulnerable state of mind makes it easy for Claudius to use him as a tool against Hamlet, so the two friends become instruments in the power struggle between the two brothers, a struggle which crosses the divide between life and death. Laertes situation resembles Hamlet in other ways. They are joined by their love for Ophelia, Hamlet as a lover and Laertes as a brother. When Laertes returns to find his father murdered, he faces the same dilemma that Hamlet originally had in that, as far as he knew, the king of Denmark had murdered his father. Unlike Hamlet who promptly chose to employ deceit in order to combat Claudiuss deceit, when Laertes discovers this he immediately confronts Claudius. By doing this he achieves his revenge far sooner than Hamlet, but consequently becomes a tool for Claudius against Hamlet. These two revengers differ in their approach to revenge, but ultimately they come to the same end. They both fall victim to the corruption that surrounds the court of Denmark, with Claudius at the centre. Claudius use of deceit throughout the play hides the truth under a veil of dishonesty. Claudius uses other people as tools to achieve his aims, so if they fail he escapes the brunt. He uses Polonious, he uses the king of Norway against Fortinbras, and finally he uses Laertes against Hamlet himself. His corrupting influence means that nobody in Denmarck knows the truth, and Hamlets only attempt to break this veil of deceit causes the death of Polonious instead of Claudius. In act 3 scene 3, Shakespeare uses the curtain concealing Polonious as a metaphor for the corruption surrounding Denmark, making it impossible for Hamlet to take revenge as he is unaware of the truth. Though Hamlet tries to cut through the curtain, he fails and ends up killing the wrong man. This shows him that it is no good trying to confront the problem, he must remove the cloak of deceit and reveal Claudius for what he truly is before he can take his revenge. Though Hamlet tries to get around this problem by being deceitful himself, and Laertes tries to confront the problem face on, both end up being used as weapons in a fight that kills them both. The ending of the play is very satisfying despite, or perhaps because of, the deaths of nearly all the characters. For a neat ending, it was necessary that all the characters achieve their revenge, and as there were so many intertwining strands of revenge, it was inevitable that a large proportion of characters would be killed. The play ends with a new beginning, as the corruption at the heart of Denmark dies with Claudius and Hamlet. Hamlet succeeded in taking revenge on Claudius and revealing the truth about his character, and Laertes succeeded in killing Hamlet but died in the process. All this clears the way for Fortinbras, who we see is far more suited to leadership than the indecisive Hamlet. Fortinbras was more successful in his revenge than Hamlet and Laertes for a number of reasons. He is not held back by the dilemma that freezes Hamlet; of having to choose between betraying his fathers trust or losing the throne and alienating everyone he loves. Hamlet is held back by his proximity to Claudius and the situation, whereas Fortinbras is free to act uninfluenced by the people around him. Another factor in Fortinbras favour is that, unlike both Hamlet and Laertes, Fortinbras made the decision to take revenge alone, so it was entirely his responsibility. Revenge has to be nurtured in Hamlet and Laertes, and both are used as tools in the ongoing feud between the two brothers. Fortinbras is a man of action, and doesnt waste time pondering the philosophy behind the revenge mentality, as Hamlet does. And unlike Laertes, he plans and organises his revenge, he doesnt rush straight into confrontation unprepared. In fact, he represents the best qualities of both of them, so it is fitting that it is he who emerges with not only his life, but the throne of Denmark to go with it.

An Overview Of Violence In Stadiums

An Overview Of Violence In Stadiums As mentioned before, there is a long history with violence inside football and inside football stadiums. The first reports of violence go back to 1660, where the there where the first attempts to control the sport in England and Scotland, where largely ineffective and bans were issued (Dunning 1986). Throughout the seventeenth-century we find reports of several hundred football players and fans destroying drainage and causing mayhem in the town and by the eighteenth-century, the game took on a more overt political significance (Marples 1954). But the first reports of real ‘hooliganism came from the 1960s where 25 incidents of disorderly behaviour by spectators per season where reported to the FA (Football Association England). According to the Chester report of 1966, incidences of football violence doubled in the first five years of the 1960s compared to the previous 25 years (Carnibella 1996). So from then supporter violence became a large problem, yet it escalated during the 80s. They began to form organized groups that became the hooligans of that club. Members of such groups e.g. of the self-styled Inter City Firm at West Ham, the Service Crew at Leeds, and the comparable groups at clubs like Newcastle United and Chelsea often support extreme right wing, racist organizations such as the British Movement and the National Front. They have also developed quite sophisticated forms of organization and become nationally known. One of their main distinguishing marks is the fact that they do not travel to matches on football specials and official coaches but tend, instead, to use regular rail and coach services or cars and hired vans. They also eschew the forms of dress the scarves and favours (and also the club banners) that still tend to be widely associated with football hooliganism in popular opinion. One of their main objectives in attending matches is to confront and fight opposing fans and to take their end (Dunning 2009). They tried to prevent and counter this problem by increasing the measures inside the stadium. The visiting (or ‘away) fans were invariably herded into grounds via separate turnstiles and into areas where they were segregated from the home support. These isolationist operations were often emphasised by a line of police officers separating the home and away fans in a sort of â€Å"no mans land† and by the high metal fences which surrounded these fan pens, an attempt to prevent fans from spilling onto the football pitch itself. The police have also been commonly used at the turnstile. Traditionally, this has been a law-enforcement role, with the emphasis on preventing illegal entry into the ground, enforcing exclusion orders and searching supporters for weapons and other prohibited articles. (P. Harrison, 1974) Unfortunately this didnt prevent all the violence. The most notoriously violence initiated by English football hooligans was in Heysel stadium in Belgium in 1985 resulted in chaos and death of 39 persons. But it was not only with English football supporters. A lot of countries had these serious crowd violence and also in Argentina (1986, 74 death), Brazil(1982, 3 death) , Colombia(1982, 22 death), Peru (1964, 278 death), and USSR (1982, 69 death) where this large violence escalations (Williams et al. 1989). These are just a few examples of the big violence problems in football that leaded to death. It is really only after 1985 (after the Heysel Stadium tragedy) that a concerted effort has been made to establish cross-border cooperation in Europe between both police forces and football authorities to combat football hooliganism. The impact of the Heysel Stadium tragedy was such that three major European bodies addressed the issue of football violence. Firstly, the Council of Europe adopted the European Convention on Spectator Violence and misbehaviour at Sports Events, which proposed that measures should be taken to prevent and punish violent behaviour in sport. Secondly, the European Council called on all member countries to deal with violence in and around sports stadia and, finally, The European Parliament proposed a number of different measures to combat football hooliganism (Carnibella 1996). The final report was published in January 1990 and included praise from Lord Taylor regarding the response of clubs to the recommendations contained within the Interim report. The report emphasised the lack of communication between the fans and the football authorities, criticising, in particular, the lack of facilities for supporters at football grounds and the poor condition of football grounds. In total, the final report contained seventy-six recommendations, of which the main ones were: These measures that were taken by the governments let to a decrease of violence inside the stadiums. In Italy the incidents related to league matches in Serie A and B decreased from 73 incidents in 686 matches (10,6%) in 1990-91 to 23 incidents in 686 matches (3,6%) in 1997-98 (Stadio/Corriere dello Sport). But did these decreases in violence in stadium and related to the football matches lead to a decrease in football hooliganism? The decreases in the number of incidents in Italy lead to the questions whether the hooliganism in football was declining. But Roversi noted that the real fall in violent incidents should not lead us to underestimate a shift of the incidents towards the minor football divisions and the high amount of violence occurring in stadiums in South Italy. Most importantly, we must not undervalue what appears as a brand new element in these last years, namely the very large number of incidents involving ultras (Italian hooligans) and police. The reference is not to episodes where the police intervene in order to prevent the fight between two rival factions, but to the direct fights between ultras and the police. Between February 1995 and the present day, there have been 28 such incidents out of a total of 82 recorded for the two top divisions alone. In other words, relations between ultras and police have notably worsened over the last few years (Roversi 2000). These shift to lower league games was not the only shift that occurred in Italy. A significant increase in violence outside the stadium, including pitched battles between rival groups of fans in the streets; .ambushes. at railway stations, in car parks and bus-terminals; acts of petty theft and vandalism and frequent clashes with the police (Carnibella,1996). But not only in Italy has this shift of the incidents seemed to occur. Also in England there was is a large problem with violence in other places. The measures from the FA (English Football Association) and the governments apparatuses of social control have contributed greatly to a fundamental spatial realignment of football hooliganism as the phenomenon has gradually moved from the central, core place (the football ground) towards more peripheral settings. In its most instrumental manifestation, fan violence may be relocated to the purely functional, ‘non-places of our supermodern societies, that have no symbolic relationship to the specific football games or the teams that contest them (Auge 1997).

Supernatural in Shakespeares Macbeth - The Supernatural is only Natural :: GCSE English Literature Coursework

Supernatural in Macbeth In the play Macbeth, there were many interesting sections that could be further analyzed due to the suspense and the involvement of the supernatural. The use of the supernatural in the witches, the visions, the ghost, and the apparitions is a key element in making the concept (What concept?   State it or you may confuse your reader.) of the play work and in making the play interesting. By examining the play, it is noticed that the supernatural is definitely a major factor on the play's style. The use of the supernatural occurs immediately at the beginning of the play with three witches predicting the fate of Macbeth. The predictions of the witches gives the audience a clue to Macbeth’s future.   When the second witch said, "When the battles lost and won" (Act I, Scene I, l.4), she meant that one side loses every battle and another side wins. Macbeth's fate is that he will win the battle, but he will also lose his time of victory for the battle of his soul. After the prophecies of the witches revealed the fate of Macbeth, the plan in which to gain power of the throne is brought up. (Reword.   Unclear.)   The two ways to gain the power of the throne was for Macbeth to either inherit the throne or to murder and succeed King Duncan. Murdering the king was the easiest plan since the motivation in Macbeth’s dreams urged him on. Lady Macbeth also relied on the supernatural by her soliloquy, calling upon the evil spirits to give her the power to plot the murder of Duncan without any remorse or conscience (Act I, Scene V, ll.42-57).   The three sisters are capable of leading people into danger resulting in death, such as the sailor who never slept (Act I, Scene III, ll.1-37).   (Double-check citations.) Lady Macbeth convinced her husband Macbeth to murder King Duncan.   On the night they planned to kill Duncan, Macbeth waited for Lady Macbeth to ring the signal bell to go up the stairs to Duncan's chamber. He sees the vision of a floating dagger. The interest of the dagger is that it leads Macbeth towards the chamber by the presence of evil of the dagger being covered with blood. (Reword to make more sense.   Avoid the passive voice and saying â€Å"of the† so frequently.

exposition :: essays research papers

Exposition: How Dating is Like Playing a Board Game   Ã‚  Ã‚  Ã‚  Ã‚  Dating can be looked upon as a game, a game that requires each player assume a role. By assuming roles they must stick to their role without rearing off. Each role must be played carefully. The role of the man must be giving to the woman, and the role of the woman is to be patient with the man. All this must be followed like a board game, step by step. When you follow the game and listen carefully it will build a strong relationship. First, the man rolls the dice to see exactly what topic he must discuss with the woman. Then he must ask a question that pretends to that topic. For example if he lands on the topic of future, he must ask all the questions, like what do you see your future to be? He must do this without offending her or he must go back to step one. As he goes through the whole game board he is trying to remember as much information as he can for the second part of the game.   Ã‚  Ã‚  Ã‚  Ã‚  Second, the woman rolls to see exactly what topic she must discuss with the man. Then she must ask questions to about the topic. For example, if she lands on sports she must ask all the questions, like what teams do you like and what are your favorite teams? She must also memorize all the team colors. She must do this without falling asleep or she must start from step one. As she goes through the whole game she is trying to remember, as much information as she can for the second part of the game.   Ã‚  Ã‚  Ã‚  Ã‚  Finally, the second part of the game arrives in which they both must remember all the information from part one. First the man remembers exactly what she wants to do in the future, without missing a single thing. Then she must remember all the facts about sports without forgetting a thing. If he or she forgets one thing the game is over.

The Mapuche: People of the Earth Essay -- Papers

The Mapuche: People of the Earth The Mapuche, also known as the Araucano, were said to be the first people in the region south of Chile's Biobio River. Archaeological excavations show evidence of their culture dating back to 12,000 years. They were indigenous people that were inhabited originally in the southern portion of Chile in and around Region IX. They had well developed societies, impressive art, and the people were accomplished warriors. The leader what they call toqui was the Maximum Chief in war, and his power was symbolized by an engraved stone hatchet. The Spanish never successfully conquered the Mapuche. They were the only Hispano American nation hat was never vanquished. The Spanish captain won many battles before dying in the battle against the Mapuche. Although the Spanish had better weapons, the Mapuche observed the Spanish style of fighting, and took from it and were able to use what they gathered to help them win. However The Chileans defeated them after 30 years of constant war. In 1883 Chile beg an deposing Mapuches of land, eventually ceding 428,000 hectares, ...

Euthyphro & Classics of Philosophy Essay

In its simplest term, the divine command theory holds that given that god exists; an act is good only because God commands it. In other words, anything that is not approved of by God cannot be considered to be good. A major problem associated with this view is raised in Euthyphro. The Euthyphro argues that the gods command things because they are good rather than that they are good because they command it. Seen from another angle, the goodness of things precedes God’s command. However, considering the polytheistic nature of the society that Socrates and Euthyphro lived in, the conception that what is good is only good because gods command it may be challenged by holing that the gods may have differences in opinion especially with regard to issues of morality. As such, what may be dear to one god may not necessarily be dear to another. As such, one action may be both pious and impious. The divine command theorists hold that the source of all moral value is the will of God (Hall et al). Whatever is willed by God is morally good or obligatory and whatever he forbids is morally evil. With this regard, murder, theft and adultery are morally wrong because, and only because they are forbidden by God. On the other hand, justice and mercy are morally good only because they are approved by God. The majority of divine command theorists hold that there is no intrinsic Good. Whatever is done and willed by God is good and whatever opposes the will of God is bad. As such, the good has its foundation and existence solely in God’s will. Indeed, it can be conceived that God can alter his mind and command murder. This is especially seen in the scriptures when he commanded Abraham to kill his son. He can also forbid acts of clemency. Simply by an act of will, God can change virtue into vice and vice into virtue. The divine command theory is first broached as a philosophical theory in Euthyphro. Euthyphro and Socrates are attempting to define holiness with Euthyphro proposing a definition that holiness is whatever is loved by the gods. According to Socrates, this definition is ambiguous in the sense that it does not offer any clear comprehension of whether something is holy simply because it is loved by the gods or whether its loved by the gods because it is already holy. By making a generalization from the case of holiness, it can be said that either something is morally good or right because God commands it to be so or that God commands it because it is morally good or right to begin with (Pojman, 2002). In other words, either moral value depends on the will of god or the will of god depends on moral value. In Euthyphro, the two options are dramatically presented. That is, either the source of value depends on the divine will or elsewhere. Both Socrates and Euthyphro agree that it lies elsewhere and therefore reject the divine command theory. They however do not explain where it rests. Plato’s view is right considering his god-independent Form of the Good. However, the argument in Euthyphro can be hardly applied to the Christian God. Plato’s argument, as taken by Leibniz and other philosophers may be seen in the following context; that â€Å"honoring one’s parents is good because God has commanded it† implies the counterfactual that if God commanded other things, those other things would be good. God, by the theory, could have commanded those other things considering how powerful He is. According to the divine command theory, therefore, if God had commanded that one should dishonor his parents, then dishonoring parents would be obligatory instead of forbidden (Wilkens, 1995). This is however absurd. The divine command theory is thus committed to counterfactuals about what would have been good that are patently false. The implication is that, even though God commanded the good, this is only so because it is good and not that it is good because He commanded it. The dilemma in the question of whether what is holy is holy because the gods approve of it, or approve of it because it is holy can only be clearer if the polytheistic assumptions are eliminated and the term â€Å"holy† is replaced with â€Å"right†. If the question is restructured, it will appear as follows: does God command us to do what is right because it is right or something is right because God commands it? The question presents two possibilities. First, God’s commands can be conceived of to be right-indicating or pointing towards rightness. Second, it can be conceived of to be right-making or creating rightness. This question is whether God is viewed as a Supreme Court justice or a legislator. The justice comprehends the statutes and can therefore suggest what should be done for one to stay within the boundaries of the law. However, the law itself is independent of the justice. The legislator on the other hand does not just interpret but also creates law. Until the lawmaker legislates, the law is not in existence. The question thus is; which gives a better conception of God? Voluntarists see God as a legislator since they emphasize on His freedom, will and sovereignty. As such, God is not bounded to the dictates of some standard that He did not create. Instead, right is right because God legislates it. The declaration of God that particular actions are good is right making. This view of God as a legislator evades restricting His freedom and power. However, this may create another problem. If God is so radically free and powerful, could he create a world in which torture is good? If His saying so makes it right and there are no limitations on God, could he decide that rape is virtuous? Affirming this option is frightening since there is a natural inclination to believe that a command that we ought to rape would be morally repugnant, even if it emanated from God (Ross & Stratton-Lake 2002). However, there is need to notice its implication. It assumes a standard of goodness that is independent of God. Otherwise we would not have at our disposal anything by which to measure the commands of God. With this regard, a conclusion can be derived that the gods approve of holy (right or goodness) because it is holy (right or good). Holiness is an objective feature of the world and as such, the moral order is just as a fundamental nature of the universe as the spatial or numeric structure of the universe. Our moral attitudes do not make actions good or right. Rather, they are responses to rightness or goodness. What makes our belief that something is good is the property or objective characteristic of being good that it possess. If one defines holiness as meaning what is approved by the gods, one is putting forward a naturalistic definition. If one however defines it as such that it ought to be desired, one is putting forward a non-naturalistic definition. However, both the definitions show that what is good is intrinsic as opposed to what the divine command theorists attempt to postulate. Holiness, goodness or rightness refer to a property or a quality of something and thus, this quality or property cannot be decided by the goods but rather exist independently of the will of the gods. However, there comes a challenge when they refer to a relational property rather than the intrinsic property of the things of which it is predicated. This is the major challenge not only to the divine command theorists but also to Euthyphro. References Plato, Euthyphro Pojman, L. (2002). Classics of Philosophy. Oxford University Press Ross, W. & Stratton-Lake, P. (2002). The Right and the Good. Oxford University Press Wilkens, S. (1995). Beyond bumper sticker ethics: an introduction to theories of right & wrong. InterVarsity Press

Education For All In Cambodia Education Essay

In nowadays universe matter, the provinces are seeking to vie the power with each other non merely by the military capableness like in the past clip, but they are most likely to vie in the economic development. Meanwhile the economic development of a state is chiefly contributed by many factors such as human resources, capital resources, engineering, and the authorities policyaˆÂ ¦etc. Human resources is the of import standards in the development of a state since engineering and authorities policy come from the human resourcea†Ã‹â€  educated people. Therefore, it means that instruction is really indispensable for the state development. Anyways, for a freshly become developing state such as Cambodia, better instruction is a critical sector for the authorities to accomplish in order to bring forth human resources for develop the state. The organisations such as, UNICEF, UNESCO, and the MDG has a strong relationship with the instruction for all in Cambodia. Before explicating the relation between those organisations and the instruction in Cambodia, we should hold a glimpse on the history of instruction. The traditional instruction in Cambodia was derived from local Wat ( pagoda ) that pupils were taught by bonzes. All pupils were male childs while misss were non allow traveling to Wat School. Many Wat Schools was besides called Pali schools that provided three old ages of simple instruction that pupils could take entryway into the Buddhist lycees and go on to Buddhist University in Phnom Penh. Many topics such as Pali of Buddhist and Khmer philosophy, Kampuchean history, geographics, scientific discipline, civics, , hygiene, mathematics and agribusiness were taught in the school ( instruction in Cambodia ) . Until 1863, when Gallic forced to protectorate Cambodia, owed to the fiscal and managerial grounds made French paid less attending to the reforming of instruction system in Cambodia while the program was made without any actions wer e taken. Under the Gallic associated state, Khmers were compelled to analyze in neighbouring states or in France, but in 1944 there was still merely one Khmer applied scientist in whole state. In add-on to that, because of the revenue enhancement policy made the people preferred their kids to remain at place and gain money to provide for their household populating instead than allowed their kids to travel to school to acquire cognition. On contrary, the station independency period was a aureate epoch of instruction development in Cambodia ; meanwhile, the instruction system was spread widely. King Sihanouk raised the profile of instruction by doing attending compulsory for the immature and actuating parents to direct their older kids to school every bit good. Furthermore, the King besides started a procedure of ‘Cambodianisation ‘ of the educational system that changed the linguistic communication of direction, the construction of classs and school text editions ( Berkvens, 2009 ) . In 1970, Cambodia universities have about 9,000 pupils that the Royal University of Phnom Penh hold the largest figure of studentsa†Ã‹â€  4,570 male and more than 730 female pupils in eight sections such as: scientific discipline and engineering, commercial scientific discipline, jurisprudence and economic sciences, letters and humanistic disciplines, pharmaceutics, medical specialty, teacher preparation, and higher ins tructor preparation ( instruction in Cambodia ) . Because of the spread of instruction, more people graduated, take to new job which is unemployment since the calibrated people are more than the needed occupation ( Berkvens, 2009 ) . Unfortunately, after the coming of the Khmer Rouge government on April 17th, 1975 Pol Pot wholly changed the instruction system in Cambodia that they abandoned the schoolroom, books, and most of the educated people were killed. One Khmer Rouge cell said: â€Å" Under our system, we do n't necessitate to direct our immature people to school. The farm is our school. The land is our paper. The Big Dipper is our pen. We will compose by plowing † ( Berkvens, 2009 ) . After Pol Pot government there are merely 5000 of 20000 instructors ( instruction in Cambodia ) . After Pol Pot government collapsed, there was another dark age of Cambodia under the Vietnamese business. In the early 1980s ; nevertheless, the instruction system in Cambodia improved somewhat that primary and secondary instruction plans were re-opened, but merely to pupils those who can afford to the school fee while the lesson was taught in veitnamese ( Sheldon ) . After 30 old ages of reforming the state, the Kampuchean authorities has been seeking to give the population higher instruction system as we can see below about the changing in the instruction system, the consequence of reforming, and the farther reforming instruction policy. First, harmonizing to the UNESCO study, the instruction system in Cambodia is divided into 5 stages: pre-primary instruction, primary instruction ( grade 1-6 ) , lower secondary instruction ( grade7-9 ) , upper secondary instruction ( grade 10-12 ) , and higher instruction. Six old ages of primary instruction and three old ages of lower secondary instruction make up the state ‘s basic instruction proviso. After finishing upper secondary instruction, pupils can either enter vocational preparation ( which lasts for one to three old ages depending on the programmes ) or universities ( which offer biennial associate grade programmes, four-year unmarried man ‘s degree programmes, and seven-year medical pr ogrammes ) . The Non-formal Education plan plays an of import function in supplying literacy and life accomplishment programmes, every bit good as short-run vocational preparation to school dropouts and grownups ( Haddad, 2008 ) . Second, the Education Strategic Plan ( ESP ) and the Education Sector Support Program ( ESSP ) 2006-2010 of the Ministry of Education Youth and Sport have been developed to react to the rectangular scheme of the authorities to accomplish the ends of the national program for Education for All ( EFA ) and Kampuchean Millennium Development Goals ( CMDG ) . After pattern the program, there has been an increased entree to instruction services with equity in all instruction establishments and all school degrees. The pupils ‘ registration in primary schools is stable while there has been a singular addition in secondary school degree ( Moeys, 2009 ) . Furthermore, the wide reform in instruction has increased primary school with the registration of rural fem ale pupils, handicapped people, and autochthonal people. In add-on to that, the instructor public presentation has besides increased with many non-formal plans were introduced. Furthermore, the quality of instruction has besides improved by new learning accomplishments, trial system, and the criterion of schools ( moeys ) . Third, even though there is the development in the instruction system compare to the yesteryear, the instruction in Cambodia has non fulfilled the demand to develop the state yet ; hence, the Ministry of Education Youth and Sport did present to strategic program in reforming the instruction in Cambodia which is Education for all National Plan 2003-2015. The National Plan of Education for All spells out comprehensive proficient and fiscal programs concentrating on ( 1 ) gender antiphonal schemes, ( 2 ) early childhood attention and development, ( 3 ) formal basic instruction, and ( 4 ) non-formal instruction and grownup literacy. The program focuses on both quanti ty enlargement and quality/relevance of the programmes ( Lah, 2002 ) . Furthermore, the schemes include scholarship strategies for the rural hapless to increase the transitional rate from primary to take down secondary ; capacity-building of both learning and non-teaching staff through pre-service and in-service preparation, and monitoring of larning results ( Haddad, 2008 ) . Unlike many other developing states in Southeast Asia, Cambodia has been through many epochs and governments that make the state experienced the prosperity and decline in the instruction systema†Ã‹â€  the loss of human resources ( chet, 2006 ) . However, through the period of reforming and developing the state after recovered from the war, societal and political instability, Cambodia now is traveling toward the higher instruction system every bit good as the economic development. On the other manus, the wholly self-reforming for the state that has merely recovered from war as Cambodia is impossible since there is the deficiency of human resources, fiscal support every bit good as scheme. Therefore, in term of developing the state, Cambodia needs the aid from other people. As a consequence, there are besides 3 noteworthy histrions who involved in reforming the instruction system such as: UNESCO, UNICEF, and the MDGs. First of all, UNESCO ( United Nations Educational, Scientific and Cultural Organization ) was established on 16 November 1945. It stated the aims to advance peace and security through international cooperation on instruction, scientific discipline, and civilization in order to foster cosmopolitan regard for justness, the regulation of jurisprudence, and the human rights along with cardinal freedoms proclaimed in the UN Charter. In term of instruction, UNESCO seeks to â€Å" supply educational chances and offer proficient aids to give the opportunity of having the equal instruction for all people ; furthermore, UNESCO besides help the member more easy to accomplish the ends by supervising the advancement through the submitting of one-year Global Monitoring Report which show the accomplishments of states and the international community towards the six Educations for All ends † ( UNESCO ) . The UNESCO has being played really of import for Cambodia since 1951 when Cambodia joined this organisation. Particularly, in instruction, UNESCO has provided comprehensive coordination and proficient aid to the MoEYS for the constitution of six relevant EFA proficient working groups. UNESCO has besides assisted MoEYS in the preparation and constitution of the national instruction policy and scheme to make out to broader populations at all degrees. And a figure of instruction policies were created such as: the National EFA Action Plan, the National Non-Formal Education Policy 2002, the National Plan of Action for Non-Formal Education 2008 and the Policy on Non-Formal Education Equivalency Programme 2008aˆÂ ¦etc. Furthermore, UNESCO assisted the MoEYS in explicating and circulating the Teacher Development Plan to instructors, instructor associations, and teacher preparation establishments, and recommending for the rights of instructors by supplying proficient aid and the information for learning. More, UNESCO has assisted with the Equivalency Programme Policy prepara tion and CLC enlargement and operation by bring forthing and circulating a Khmer version of CLC direction enchiridion to NFE policymakers and practicians, and besides by back uping Cambodians in assorted regional preparation workshops ( UNESCO, 2010 ) . Second, UNICEF ( United Nation International Children ‘s Emergency Fund ) besides helps in determining the instruction quality in Cambodia. UNICEF was created on December 11, 1946 in order to provide exigency nutrient and health care to kids in states that had affected by World War II. UNICEF besides seeks for the security and development for kids and female parents in developing states. Particularly, UNICEF ‘s plans emphasize developing community-level services to better the kids good being. Therefore, UNICEF was awarded the Nobel Peace Prize in 1965 and the Prince of Asturias Award of Concord in 2006. For instruction, UNICEF ‘s plant is to â€Å" accomplish equal chance for every kids around the universe to acquire the instruction, distribute of the Essential Learning Package, set the criterions of instruction system, empower adult females through misss ‘ instruction and gender equality, supply exigencies and post-crisis instruction that measure rapidly adv ance better instruction by offer the self-learning plan, grant critical equipments and supplies for the basic needs to seek instruction, and enhance quality in primary and secondary instruction to assist better the school substructure every bit good as the instruction properity † ( UNICEF ) . Refering on the instruction in Cambodia, UNICEF started to collaborate the Ministry of Education, Youth and Sport ( MoEYs ) since the late eightiess with the common aim to give the right of all Kampuchean kids for acquiring quality basic instruction. UNICEF has besides participated in puting national policies, constructing up Ministry capacities, bettering quality of primary instruction system, and easing instruction service to six of Cambodia ‘s 24 states. In add-on to that, UNICEF has accompanied with the MoEYs to lend to the instruction system in Cambodia through many factors such as, increased the outgo for develop the instruction system every bit good as the ministry capablenes s to better the quality of instruction. Furthermore, the UNESCO has besides helped to reenforce MoEYS ability to self-reform the system under SWAp ( the rules of a sector-wide attack ) by increasing assurance of internal staffs. The Ministry has implementing the ESP/ESSP 2006-2010 without external aids and with small proficient support from the givers. In add-on to that, the cooperation has win in addition the entree to primary school with narrow the gender spread that have increased the figure of registration of female pupil more than half in 2002. Furthermore, Education Law was drafted in 2003 by the MOEYs under the influence of the UNSECO. What is more, primary instruction quality has besides up surged both pupils and instructors ‘ quality through decentralized planning, direction and monitoring procedure ( Moeys, 2010 ) . Third, the last organisation that has meaning function in developing Cambodia instruction is UNDP under the Millennium Development Goals ( MDGs ) . The MDGs ‘ end is to cut down universe poorness by half by 2015. Many people can profit from the economic system development and some other people life can be saved from the harmful of the poorness. The MDGs are â€Å" time-bound and targeted end that has a set a limited for the ends to accomplish by covering with the utmost poorness such as: hungriness, income poorness, unequal shelter, disease and exclusion ; furthermore, it was created to promote instruction, gender equality and environmental sustainability base on the rights of every people to have wellness protection, shelter instruction, and security as guaranteed in the Universal Declaration of Human Rights and the UN Millennium Declaration † ( UNDP ) . Furthermore, the MDGs attempt to advance the gender quality of primary and secondary educational system by 2005 and a t all degree by 2015 ( wikipedia ) . MDG has besides put a batch of attempt in developing instruction system in Cambodia as it has set many plans for the reforming instruction in the rural communities such as ; Highland Children ‘s Education Undertaking that established school in rural country by the communities human resources, Bending Bamboo with supplying the instruction for out of school misss and the bilingual linguistic communications category with the local instructor, Child Friendly Secondary Schools is a plan that the town pupils help the rural pupil for their surveies, and Provide proficient aid to the Provincial Office of Education in the three states that are retroflexing the theoretical account of bilingual instruction. Supply proficient advice to the Ministry of Education, Youth and Sport ( UNDP policy, 2010 ) . Consequently, UNESCO, UNICEF, and the MDGs have done a batch of occupation in reforming and developing the instruction in Cambodia. As a consequence, Kampuchean new coevals have enjoyed the better instruction than in the yesteryear that most of kids have the opportunity to travel to school and seek for the cognition without the favoritism of the gender in both urban and rural country. And the developed in instruction system has besides contributed to the economic development, human wellbeing, and the better instruction as the ends of the UNESCO, UNICEF, every bit good as the MDGs. Likewise, we can cognize that all these organisations are the bureaus of the United Nations who plays the of import function in the administration of the planetary matter. The UN is the chief histrion in work outing the jobs in international matter such as human-centered, peace maintaining, peace edifice, developmentaˆÂ ¦etc. In term of Cambodia, after the war period the United Nations has sent its bur eau, for illustration: UNTAC, for peace maintaining in Cambodia. Besides, after guaranting the peace in the state the UN started to direct other bureaus such as ; UNESCO, UNICEF, and UNDP to make the development in the state that first precedence is reforming the instruction system. The function of the UN ‘s bureaus in Cambodia has shown the duty in one of the state in the universe as the action of the planetary administration for the development. In add-on to that, the actions are non merely taken in Cambodia as it is besides done in other portion of the universe such as: other states in Asia, Africa where the aid is needed. Therefore, the planetary administration mission is the complex and hard occupation to make since it required covering with all the job in planetary matter, and in Cambodia development is needed the aid from the UN ‘s bureaus such as: UNESCO, UNICEF, and MDGs for constructing the human resource by foremost better the instruction for all.

Albert Einstein’s vs. Newton: General Theory of Relativity

Albert Einstein, most famously known as a physicist, was a contributor to the scientific world with his many known researches and humanitarian work. As a Nobel Prize Winner in 1921, his chronicled and more important works include Special Theory of Relativity (1905), Relativity (English Translation, 1920 and 1950), General Theory of Relativity (1916), Investigations on Theory of Brownian Movement (1926), and The Evolution of Physics (1938). (Nobel Prize Foundation, 1921) In all his important works, Einstein’s Theory of Relativity has lead the way for how science currently views time, space, energy, and gravity. Relativity, which all motion must be defined relative to a frame of reference and that space and time are relative, rather than absolute concepts, consists of two principal parts: The theory dealing with uniform motion, or the Special Theory of Relativity (1905) and the theory dealing with gravity, or the General Theory of Relativity (1916). (dictionary. com, pars. 2) Einstein’s Special Theory of Relativity is the physical theory of measurement in inertial frames of reference. Although Einstein’s Special Theory of Relativity was â€Å"special† because it dealt only with inertial reference frames; his General Theory of Relativity accounts not only for these, but also for bodies that accelerate and are based on the postulate that the local effects of a gravitational field and of acceleration of an inertial system are identical. (dictionary. com, pars. 2) An example of Einstein’s Special Relativity: One of the peculiar aspects of Einstein's theory of special relativity is that the length of objects moving at relativistic speeds undergo a contraction along the dimension of motion. An observer at rest (relative to the moving object) would observe the moving object to be shorter in length. General relativity or the general theory of relativity (GR) in whole is the geometric theory of gravitation. It is what we currently define as gravity in modern physics. GR integrates with special relativity in relatively, but GR consists of Newton’s law of universal gravitation and describes gravity as a property of the geometry of space and time. Even though special relativity intertwines a lot with general relativity, these two viewpoints are really what GR is about and relate greatly to each other. In the first viewpoint of GR, it is a theory of the behavior of space and time. Before the 20th century, all physics theorists assumed space and time to be absolutes, or separated from each other. Now called spacetime, together space and time formed a background within which matter moved. (Felder, pars. 4-5) In Einstein’s theory of GR, this physical theory was to describe how different kinds of matter would interact with each other and predict their motions. The theories of space and time greatly changed after the development of the Special Relativity Theory and shortly later the General Relativity Theory by Einstein. This results that space and time came to be viewed as the important variables in physics, which are capable of being changed by the mater within them and in turn changing the way that matter behaves. (Felder, pars. 5) Spacetime is an important factor in GR. In Newton’s world and before the 20th century, physics space and time again were viewed completely separately. In relativity theory, time is the fourth dimension our world has instead of the three one would think there is. It is hard to picture a 4D world, so to make things simpler let’s picture a 2D world. As shown in diagram 1, we can view spacetime as a 2D surface where the horizontal direction is space and the vertical direction is time. The diagram below shows the world line of an object in a one-dimensional space (Felder, pars. 7): (Diagram 1) A spacetime diagram like this is very critical to help in understanding relativity. It answers questions like: What’s the world line of a particle at rest? What the world line of a particle moving with constant speed in one direction? How would you describe the motion of a particle with the world line shown below? Viewing spacetime this way allows us to formulate physics in new ways. It is a similar way in getting Newton’s first law of motion, which states that an object with no force acting on it will move in a straight line at a constant and we can just say that the world line of a free object (one with no forces on it) is a straight line. speed (Harrison, pars. 6) Comparing to Newton’s laws, spacetime are considered two separate things, while in relativity, both in special and general theory, it is necessary to view spacetime as one. In GR this team of spacetime is curved by the effects of gravity. Now in GR, curved space often refers to a spatial geometry, which is not â€Å"flat. † Spacetime becomes curved in the response to the effects of matter and there is no gravitational force deflecting objects from their natural, straight paths. This puts gravity to correspond to changes in the properties of space and time, which in turn changes the straightest-possible paths that objects will naturally follow. So the act of curving is caused by the energy-momentum of matter and affects matters behaviors. In Newton’s first law of motion, it states that, where an object at rest tends to stay at rest and an object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force. In a curved spacetime what used to be straight lines are now twisted and bent, and particles with no forces acting on them are seen to move along curved paths. (Physics Classroom, pars. 1) John Archibald Wheeler, an American theoretical physicist, paraphrases, â€Å"Spacetime tells matter how to move; matter tells spacetime how to curve. † (Britannica Encyclopedia, pars. ) To explain curved space in an example, suppose there are two people. Each person stands two feet apart from each other facing the same direction and begins walking straight. Even though one might think the two people are walking in parallel lines (since they are walking only in a straight line), is one will stand behind them in between them, he/she will notice that those two people will start to drift apart. In awhile the two people will become four feet apart instead of the 2 feet that they started on and both are not pointed in exactly the same direction as they started on. One might assume it’s because one is not going in a â€Å"straight† line. (Picture of Geodesics) Although, what is a â€Å"straight† line? One assumes that a straight line means being parallel or that a straight line is the shortest distance between two points. But in curved space path that stay parallel to each other are not paths of minimal distance and vice-versa, there is no path in space that fits a â€Å"straight† line being parallel or the shortest distance. In space, a straight line is curved and the shortest path between two points is called a geodesic. The second viewpoint of general relativity is described as a theory of gravity. In Newton’s second law of motion, that states that the acceleration of an object is dependent upon two variables – the net force acting upon the object and the mass of the object. (Physics classroom, pars. 2) In other words, getting two massive bodies like the Earth and Newton’s â€Å"famous† apple are going to pull each other because of the law of gravity. To explain further, if an apple started out at rest and when it just breaks off from a tree, gravity would make it move towards the Earth until it collided with it. Newton’s curiosity of a fallen apple not only explains his law of gravity and the falling of apples, but also the orbit of the moon about the Earth, the motions or the planets about the sun, and much more. Einstein’s theory of GR relates to this because it explains all of Newton’s laws, but in a very different way. In GR, a massive body like the sun causes the spacetime around it to curve and this act of curving in turn affects the motion of the planets, causing them to orbit around the sun. In Newton’s second law of motion, these objects (i. e. the earth and the apple) will have a gravitational attraction, causing them to accelerate towards each other until they eventually collide. In GR, the same effect will happen, but the description is different because gravity is not a force in GR. Objects neither exert nor feel any-non-gravitational forces, so basically the objects should act like free particles moving alone geodesics. (Felder, pars. 5) In a flat spacetime, which has no gravity, the geodesics would be in straight lines. Since objects started out at rest, their world lines would be vertical lines, this means that they would always stay the same distance from each other. However, in the effects of gravity, we know that the objects will have spacetime around it. In a curved space, parallel lines do not always stay parallel. The geodesics in this curved spacetime start out parallel but over time it doesn’t. This results in the objects colliding. Einstein shows that although Newton’s theory of two objects colliding is predicted, the underlying description of the curved space is different. To show an example about gravity and curved space with a couple of geodesics, here is another graph (Felder, pars. 14): To explain the graph in more detail, the yellow rectangle is the sun (and the space around the sun is really three-dimensional), the spatial axis is â€Å"r† (radius) instead of x, and â€Å"t† (time) instead of y. The geodesic lines (red ; blue, respectively) are the particles moving directly towards or away from the sun. The red geodesic shows that an object initially at rest will curve towards the sun. Even an object moving away from the sun could fall back in if it were moving slowly. While the blue geodesics, is for the particle starting out at the same place but with an initial outward velocity large enough that I will never fall back, objects that have an escape velocity. Explaining the basis of GR helps form a stepping stone to Einstein’s more complicated theories and consequences, along with some knowledge of the General Theory of Relativity. In this very complicated version by Einstein of Newton’s laws of motion, it in fact shows not that Einstein just complicated Newton’s theories, but showed that results are not the same. The result in fact that objects collide are there and come out slightly the same, but the behavior is different. Spacetime is therefore â€Å"curved† as a straight line. The theory of GR has brought the science world to a dramatic position of understanding the universe. Space and time, in which were two separate things are now explained as one union with each other. In GR gravity is not only viewed as a force but now as a description of the geometry of the universe. This helps scientists envision the universe in a more dramatic and insightful way. As Albert Einstein was forced to summarize the general theory of relativity in one sentence, he quoted: â€Å"Time and space and gravitation have no separate existence from matter. † Works Cited â€Å"Albert Einstein† Pac Bell. ; http://home. pacbell. net/kidwell5/aebio. html; â€Å"Albert Einstein†, Colliers Encyclopedia, (MacMillan, 1985) Volume 8, pg. 684-685 â€Å"Albert Einstein†, World Book, (World Book Inc. , 1999) Volume 6, pg. 146-147 â€Å"Albert Einstein†, Encyclopedia Britanica, ( Encyclopedia Britanica Inc. , 1997) Volume 4, pg. 403 â€Å"Albert Einstein†, Current Biography Who's News and Why, (H. W. Wilson Co. , 1953) Volume 1953, pg. 178-180 â€Å"Albert Einstein†, Current Biography Who's News and Why, (H. W. Wilson Co. , 1955) Volume 1955, pg. 177-178 â€Å"Albert Einstein†, The Biographical Dictionary of Scientists, (Oxford University Press, 1994) Second Edition, pg. 206-208 Felder, Gary. North Carolina State – Math and Physic Help. 2003. ;http://www4. ncsu. edu/unity/lockers/users/f/felder/public/kenny/papers/gr1. html; â€Å"general relativity. † Dictionary. com Unabridged (v 1. 1). Random House, Inc. 05 Feb. 2009. ;Dictionary. com http://dictionary. reference. com/browse/general relativity;. General Relativity† Albert Einstein Biography, Spark Notes. 05 Feb 2009 ;http://www. sparknotes. com/biography/einstein/section7. rhtml; Geroch, Robert. General Relativity from A to B. Chicago: University of Chicago Press, 1978. Harrison, David M. Homepage. 18 August 2007 ;http://www. upscale. utoronto. ca/GeneralInterest/Harrison/GenRel/GenRel. html; Leaving Certificate Physics Homepage. â€Å"Einstein’s Theory of Special Relativity. † ;http://www. teachnet. ie/torourke/Physicswebsite/Relativistic%20Length%20Co traction. htm; â€Å"Newton’s Laws. † The Physics Classroom. 1996-2009. ;http://www. physicsclassroom. com/Class/newtlaws/u2l1a. cfm; Nobel Prize Foundation. Nobel Lectures, Phys ics: Albert Einstein. 1901-1921. ; http://nobelprize. org/nobel_prizes/physics/laureates/1921/einstein-bio. html; Truth ; Reality. â€Å"Einstein Relativity. † 1997-2009. ; http://www. spaceandmotion. com/albert- einsteins-theory-of-general-relativity. htm; Wald, Robert M. General Relativity. Chicago: University of Chicago Press, 1984.