Persuasive Letter Draft for Business Operations- myassignmenthelp

Question: Talk about thePersuasive Letter Draft for Business Operations. Answer: To the Professor, It is to bring to your notification that I have gone to classes particle the semester. I had taken up your classes on the Business activities and the executives and I was loaded up with youir addresses and the modules which helped me in gaining impressive ground in my bearer building. In spite of the fact that, I found the subjects very testing and inventive, it was through the steady exertion that I could exceed expectations in my appraisals and clear the potential difficulties. The most fascinating part was, the manner by which you conveyed your talks. It helped a ton in understanding the subject and holding over the necessities. I would not be taking quite a bit of your time sir, since I realize you are a bustling man. The letter ios to look for your assistance into an issue concerning my bearer. I am searching for an occupation in an organization for the post of colleague administrator. The sole motivation behind this mil is to make you mindful that I require a letter of proposal so as to make myself acquainted with the comapny and consequently utilize the suggestion as a positive effect on the selecting group. I have been requeting my prisoners about the proposal consequently I thought of asking one from you so as to ensure that I get myself a solid suggestion which will help me in getting utilized calm. The most significant thought that is being attempted by me all together toi utilize the suggestions depend on the necessities of the associations. The association where I am looking fprward to get utilized requires a solid suggestion. I thought you are most likely the best paerson to get suggested from. In this manner, I am composing this letter to you requesting the kindness. I demand you to prescribe me to the organization, despite the fact that the most significant piece of the conversation depends on the choice you take with respect to the proposal. The choice you take will be last in this way in the event that you donot feel good to keep in touch with me a suggestion please donot feel committed. I comprehend the issues and along these lines commitment at your part isn't required. I thank you for setting aside the effort to think about my solicitation. Earnestly, (Name of the sender) ( Date: )

Kant and Locke Essay Example | Topics and Well Written Essays - 1000 words

Kant and Locke - Essay Example The two are worried about the individual, yet in addition the way wherein the individual associates inside a gathering, and the resulting strains that may happen out of these collaborations. This paper endeavors to investigate the way in which both Locke and Kant address the idea of human opportunity. Opportunity, or the way wherein people are in a situation to follow up on their own agreement, is a significant philosophical contention in the contemporary world. History demonstrates that Kant bolstered worldwide associations and the republican government. He had a solid confidence in the all inclusiveness of mankind. Nonetheless, Kant contended that the normal end that everyone looks to achieve is close to home joy (Kant 98). In any case, the idea that individuals showcase their own understanding doesn't impart all that Kant implied. As indicated by Kant (6), nothing on the planet can be viewed as acceptable without adequate reasons. Kant contends that as people, we can't demonstrate that opportunity is something genuine inside ourselves and in the human instinct. In Kant's reasoning, human deduction spins around a circle. Individuals will in general expect that they are free so they think the ethical law as are intended for them and therefore, they should obey them. To Kant, opportunity is an emotional condition of the psyche, an idea of reason, which might be hard to understand as a general rule. In this manner to Kant, human opportunity is installed in the term edification which to him is a procedure through which individuals free themselves from adolescence condition of which they themselves assume the liability. Locke accepted that each individual can administer himself and that every individual is equivalent to each other individual. He alludes to this as condition of nature where he says each man has all out freedom to go about as he wills, liberated from impedance by some other individual. To Locke, in the condition of nature, the happiness regarding op portunity is unsure in light of the fact that it is attacked by other people who go about as they wish; making delight in property an individual has in this state perilous. This normal state in the long run comes into a condition of war where men betray each other. At the point when men are confronted with this condition, they quit the condition of nature which is loaded with perils and put themselves in government for the assurance of their property surrendering their opportunity to do as they wish. To this degree, it’s consistent with bring up that everyman is normally free and that nothing subjects him to any power or authority without his assent. Subsequently, human opportunity in an assented government is the place the individuals exchange off their freedom and force entrusting them to the administration they structure in return of insurance of their property harmony and security. The issue of the relationship of the ideas of common rights understanding, and opportunity and uniformity is at the focal point of conversation today as it was numerous hundreds of years back. Though Kant’s idea of opportunity and equity and the perspectives on Locke’s characteristic rights are commonly acknowledged as the encapsulation of progressivism, the fairness idea corresponding to freedom despite everything stays a topic of conversation. Kant sees singular opportunity with regards to approach open door for all. He asserts that an individual has one regular right in particular, that is opportunity - the state where one is really autonomous from being affected or obliged by another person’s decision. In light of this privilege an individual may not be constrained self-assertively, and not due to property right that covers self-proprietorship. Moreover, Kant proposes that the interest for correspondence is legal when there is no impedance with the pleasure in singular self-rule. Kant holds that fairness and opportunity is where an individual appr eciates freedom without essentially meddling with another person’

Community Safety in Problem Solutions Essay Topics

Community Safety in Problem Solutions Essay TopicsOne of the best ways to score well on a college or university writing test is to focus on community safety in problem solutions essay topics. This will help you demonstrate that you are interested in the concerns of people in your community and have taken steps to make their lives better. It also helps you create a vision for the future of your community.The next step is to examine the problems faced by those who live in your community. This can include health, education, money, relationships, crime, or anything else that might be a problem. Whatever the problems are, write about them as if they were personal to you felt personally responsible for solving them.A good way to go about this is to use a 'tell' scenario. For example, you could envision yourself playing a game of bingo with a friend and the game has gone awry. Write a story that represents the problem.Next, present a scenario in which the problem has been solved in a way th at is realistic but imaginative and easy to relate to with real life examples. Include some details about what happened and the result. Then conclude with some guidelines for change. You can use a wish list or outline as a guide for how to solve the problem and how to implement changes for good.Use anecdotes from personal experience to illustrate how different solutions or improvements may have been implemented. Explain how you, as a community member, responded to the problem and what you did. Finally, suggest a variety of other solutions for future concerns.Avoid using abstract ideas in the essay. Rather, make your subject matter as specific as possible so that it feels more real. Also, refrain from using direct quotes from other people.When writing your essay, avoid sending up all the wrongs in the world and then pretending that these problems are already being solved. In a real sense, these problems are not solved because they exist at all. Instead, consider your community as a u nit to get its most pressing problems taken care of and help it solve its problems for the good.When writing a problem solving essay, put yourself in the shoes of a person facing the problem in a clear and understandable way. Try to relate the problem to you personally as an individual rather than as part of a larger society. For this reason, avoid using abstract or general words.

The Impacts of Homophobia - Free Essay Example

Sample details Pages: 10 Words: 2868 Downloads: 2 Date added: 2019/07/29 Category Psychology Essay Level High school Topics: Phobia Essay Did you like this example? Heterosexism and homophobia in the school environment. In the United States, the Gay, Lesbian, and Straight Education Network (GLSEN) publishes the results of the National School Climate Survey every two years on the school experiences of lesbian, gay, bisexual and transgender (LGBT) students. It shows that the manifestations of homophobia in schools are plural and take sometimes the appearance of a physical violence (jostling, blows, unwanted sexual touching), sometimes those of a less direct denigration (rumors, setting to the gap, cyberbullying). Don’t waste time! Our writers will create an original "The Impacts of Homophobia" essay for you Create order 40.1% of 7261 students surveyed in the 2009 school year reported having been physically abused because of their sexual orientation, and 27.2% because of gender non-compliance3 (Kosciw et al. , 2010). Respondents also report the popularity of insults and homosexual remarks in school to minimize an individual, a thing or an event (thats so gay). Canadian studies at the local, provincial or national level confirm these findings. Non-heterosexual students in the greater Montreal area report living in a homophobic school environment that is intolerant of sexual diversity (?†°mond and Bastien-Charlebois, 2007). According to the BC Adolescent Health Survey, LGB adolescents are more likely than heterosexuals of the same age to report being victimized, excluded from school activities, or physically attacked at school in the year preceding the survey (Saewyc et al., 2007). The First National Climate Survey on Homophobia in Canadian Schools outlines the importance of the role that gender nonconformity can play in school-based discrimination. More than half of LGBTQ4 students (57%) and one-quarter (25.5%) of heterosexual students report having been verbally harassed at school because of their gender nonconformity. For example, a heterosexual adolescent may be subject to homophobic violence because his overly feminine appearance u nites him in spite of sexual diversity (Taylor and Peter, 2011). The construction of sexual norms and that of the masculine and feminine genres are closely related processes. Studies have shown that homophobic intolerance is also applicable to any individual whose characteristics or behavior diverge from models of masculinity and femininity, regardless of their sexual orientation (Chamberland et al., 2007 ). For several authors(Thiers-Vidal, 2010, Bastien-Charlebois, 2011, Calasanti, 2003), homophobia is a means of imposing hegemonic masculinity within the group of men.Hegemonic masculinity refers to the dominant type of masculinity in the cultural representations of a given society.Homophobia can also play a role in the construction of female identity. In fact, whether they target men or women, homophobic practices are rooted in the same socio-political system that produces the differentiated positions of men and women in the social relations of sex. Homophobia directed against men can be used to punish those who jeopardize what the privileged po sition of men and the subordinate position of women rest. According to Hamilton (2007), women who adopt homophobic behaviors against other women can do so to assert in their own eyes and those of others a female identity that receives the approval of men. Homophobic practices, which can be described as lesbophobic when directed towards women, are intended to reassign lesbians and women who adopt attitudes that do not conform to normative expectations related to their gender, the womens category (Chamberland and Lebreton, 2012). THE IMPACTS OF HOMOPHOBIA The documented impacts of episodes of homophobia are numerous and affect both academic achievement and the mental health of youth who are victims (Saewyc, 2011, Goodenow et al., 2006). According to a review of the effects of bullying, many of the immediate consequences of victimization (insomnia, isolation, nervousness, etc.) can have a major impact on the performance of victimized students and on their ability to continue their academic progress (or perseverance). (Warwick et al., 2004). For LGBTQ students, anxiety about negotiating their visibility or anticipating peer taunts would also have a negative impact on their sense of safety and belonging to the school (Taylor and Peter, 2011). According to GLSEN data, a significant proportion of these students report not feeling safe at school. Many would miss classes or absent for a full day for this reason (Kosciw et al., 2010). They are also more likely than their heterosexual peers not to want to finish high school or not to go to uni versity. These data were collected from young people attending school and do not include those who have already left the ranks. School pathways are influenced by several psychosocial, family, institutional, socio-economic and cultural variables, the effects of which are twisted and grow over time. However, absenteeism, perceived insecurity, a low sense of belonging to the school and limited educational aspirations are all indicators of increased risk of dropping out of school, or of less academic perseverance (DeBlois and Lamothe , 2005). The impacts of homophobia in schools differ little from those of other types of peer discrimination (Murdock Bolch, 2005). However, we know little about the potential disparities in the effects of homophobia on school perseverance based on the self-identification of the students who are victims of homophobia, or the way in which these effects decline according to the frequency of victimization episodes. Three research questions will mark this article. How can homophobic violence reported in high school vary according to the profile of the students who are victimized (particularly with respect to sex and self-reported sexual orientation)? Are the impacts of homophobia on school perseverance the same for heterosexual or non-heterosexual students? Do these impacts worsen when victimization is more frequent? Methodology As part of the research The Impact of Homophobia and Homophobic Violence on Student Persistence and Success (Chamberland et al., 2010), 2,747 students in the 3rd and Secondary 56 of 30 public schools, spread across Quebec, completed a self-administered questionnaire between February and June 2009.7 Sampling was done in two stages: first by selecting institutions, taking into account their size, location and language of instruction (French or English), then by selecting classes where all students were invited to respond. The response rate obtained was high, considering that 90% of the number of questionnaires initially targeted were actually completed. Our survey is therefore representative of Quebec as a whole, which contributes to the durability and reliability of the data and facilitates more detailed statistical analyzes, while respecting the criteria for their application Socio-demographic, 47.4% (n = 1301) of respondents are male and 52.6% (n = 1444) are female. Almost all of them are between the ages of 14 and 17 inclusive (95.7%, n = 2612) and for the entire sample, the average age is 15.8 years. Respondents come from schools spread geographically across Quebec. Finally92.0% (n = 2453) self-identified as heterosexual, while 8.0% of respondents (n = 213) identified themselves as gay or lesbian, bisexual, queer or questioning their sexual orientation (now LGBT). Measures of homophobic victimization and school perseverance. The questionnaire focused on perceptions of school climate related to sexual diversity and homophobia, and the possible impacts of homophobic victimized heterosexuals, non-victimized LGBTs and victimized LGBTs. This variable was named Class of Students. Finally, a Victimization Score was created by adding the victimized heterosexuals, non-victimized LGBQs and victimized LGBTs. This variable was values †¹Ã¢â‚¬ ¹obtained to estimate the frequency of victimization. So, a student who has never lived whoever would have all experienced them several times a week would get a score of 36 (9 X 4). whereas a student exclusion of non-victimized students after one or the other of the proposed types of incidents obtains a victimization score of 0,. This score whoever would have all experienced them several times a week would get a score of 36 (9 X 4). After measures the frequency of incidents, not their severity. So,weak OR WELL h e or she got hustled, hit, kicked less than once, a score of 4 may mean that a student has been insulted, teasing badly many times by times a week and has been the subject of gossip in order to damage his reputation . School perseverance was measured using four variables. The first, absenteeism start of this school year, have you ever missed school days because you did not want to due to a feeling of insecurity in school? The second variable, having changed or wanted to change schools, start of this school year, have you ever missed school days because you did not feel well? Have you ever changed OR wanted to change high school because you not safe? The third, referring to achieve.ment. The responses were divided between the stated desire to pursue educational aspirations : What is the highest level of education that you expect to achieve? The fourth variable, Composed of sense of belonging to the school environment, was assessed through the Psychological Sense of 18 items, it hel ps determine how much the students feel personally School Membership (Goodenow, 1993), a standardized psychometric scale. Composed of accepted, respected, understood and supported by others (students, teachers) in their school. The 18 items, it helps determine how much the students feel personally The pupils were asked to indicate their level of agreement on a five-point Likert-type scale, ranging from accepted, respected, understood and supported by others (students, teachers) in their school. The 1 (Strongly disagree) to 5 (Totally agree). By adding the answers for each to indicate their level of agreement on a five-point Likert scale ation on school perseverance. To measure homophobic victimization, we asked the following question followed by a list of nine types of incidents: Since the beginning of the school year, how often have you personally experienced the following situations because you think that you are gay, lesbian or bisexual OR because you are gay, lesbian or bisexual ? 9 A numerical value has been assigned to each answer: 0 = never; 1 = less than once a month; 2 = less than once a week; 3 = about once a week; 4 = several times a week. Subsequently, we divided our participants into four distinct groups based on sexual orientation and whether or not they had at least one homophobic incident: non-victimized heterosexuals. Statistical analyzes Our statistical analyzes are presented in two stages, starting with the data on the student identification (heterosexual versus LGBT) and gender. Then we meet the prevalence of victimization for the nine types of homophobic incidents, according to the each of our variables to assess school perseverance with the variables Category student identification (heterosexual versus LGBT) and gender. Then we meet students and Victimization Score . The Chi-square statistical test allows us, in most each of our variables to assess school perseverance with the variables Category cases, to decide whether the differences observed are significant (maximum error risk retained: 5%). students and Victimization Score .in cases where averages are involved, either for the sense of belonging to the middle modalities of the same variable, we compare their mean score using the ANOVA test. Eta is the association measure presented and the maximum unrealized risk which remains 5%. Analyzing and discussing Compared to our first objective of comparing the prevalence of homophobic incidents according to the student profile, our most interesting result is certainly the fact that students self-identifying as heterosexuals also report being victims of homophobia by their peers.Just over a third of them report having experienced such an incident at least once during the last 6 to 8 months. This can be explained by the fact that they may be the target, while as much as their LGBT peers, of violence penalizing gender nonconformity, or denigrating a person by associating it with the opposite sex. Frequent use of insults or referring expressions pejorative to homosexuality in school is probably not unrelated to this result. In any case, this tends to reinforce the idea that the derogation from the expectations standards assigned to each gender can be sanctioned by peers, for example boys who have a gesture or activities that are considered feminine (musical tastes, hobbies, style clothing) (Pasc oe, 2007, Bastien-Charlebois, 2011). These results corroborate those obtained by Taylor and Peter (2011), particularly in terms of verbal harassment. If studies on school climate and homophobia are leaning usually on the experiences of LGBT students, they would be better off including those of students heterosexuals. Non-compliance with dominant gender models seems to make young people all sexual orientations vulnerable to homophobic victimization. It is important to keep in mind that proportionally speaking, LGBT students are almost twice as likely to live homophobic incidents (69.0%) than those identifying as heterosexual (35.4%) With regard to sex differences, in general, among young people heterosexual, boys are more often victims than girls of verbal abuse (insults, taunts) and physical (shoving, threats). This difference is not observed statistically at LGBT youth. Girls of all sexual orientations undergo more sexual advances insistent and unwanted touching. Among young heterosexuals, girls report more serious sexual incidents than boys, while this gap is fading among LGBs. These observations raise the question of the nature of peer pressure for sanctions for breaches of sexual and gender norms, depending on whether they are by boys or girls and, more broadly, the gendered nature of the processes inculcation of these standards (Hamilton, 2007). Finally, girls in general are more often victims cyberbullying, a finding that joins the results of a survey of education in Quebec (Allaire, 2011). These results are to be interpreted with caution given limited enrollment on the LGBT youth side. As for the impact of homophobia on school perseverance, we wondered if varied by sexual orientation of students, both victimized and non-victimized, and increased with the frequency of homophobic incidents. We can say that LGBT students victims, proportionally, are the most likely to have been absent from school because of insecurity, followed by victimized heterosexuals and non-victimized LGBQs. These results suggest that school absenteeism due to perceived insecurity would not be so much a function of sexual orientation as of victimization homophobic. Moreover, as much for LGBT students as for heterosexual students, indicates a significant increase in absenteeism as victimization frequency. We can also confirm that homophobia is associated with having already changed or wanted to change school. Nearly half of victimized LGBT respondents said that this is / has already been the case because of the bullying and harassment experienced. The proportions are similar for victimized heterosexuals and non-victimized LGBTs, about 20%. This last data can indicate a perceived discomfort with the LGBT school environment, even in the absence of victimization, or to refer to older victimization experiences, the wording of the question does not specify a temporal reference. Anyway, the higher the victimization Homophobic is common, the proportion of students who have changed or wished to change schools is high. This is true for victimized heterosexual students, and even more so for students LGBT victimized. LGBT students, victimized or not, more likely to report academic aspirations limited to secondary level. In addition, regardless of student self-identification, obtaining a high score of victimization clearly has an impact on educational aspirations. Finally, by the sense of belonging to the school community, victimized LGBTs show the lowest score on the Goodenow scale, while non-victimized heterosexual students display the highest score. Victimized heterosexual students and non-victimized LGBT students get a similar average score. Again, students who experience very frequent victimization (especially LGBTs) have the lowest score on the membership scale. In sum, the consequences of homophobia are more marked among LGBQ students than among students heterosexuals. Moreover, there is a worsening of these consequences as the Homophobic victimization is more common. Compared to differences by sex, the only ones observed are absenteeism more marked in heterosexual girls victimized, as well as expressed or realized desire to change school, more common among victimized girls of all sexual orientations. In students non-victimized heterosexuals but not in other groups, girls show stronger sense of belonging to the school and are proportionally more numerous than boys to aspire to higher education. These data refer to the differences already observed between boys and girls in terms of perseverance in high school, notwithstanding any victimization. Tracks explanations for such differences relate, on the one hand, to social and family background, on the other hand to the relationship between academic achievement and adherence to gender stereotypes, including girls would be more free, hence their better academic performance and an increase in their aspirations (MELS 2005, Bouchard and St-Amant 1996). Our results indicate that victimization seems to have the effect of nullifying this benefit, which benefits girls and calls for more the complex relationship to school culture that takes into account gender, class social orientation, sexual orientation and victimization experiences. Conclusion Homophobia episodes at school target self-identifying students LGBT, but also those who claim to be heterosexual, suggesting that it is not the homosexual or bisexual orientation that these episodes punish, but the derogation any one of the implicit norms of masculinity or femininity. Moreover, it seems that equal victimization, the effects on school perseverance are more pronounced among students LGBT only among their heterosexual peers. It can be concluded that LGBT youth more likely to internalize the negative perceptions of homosexuality conveyed by their peers and less able to distance themselves cognitively. Also, we can assume that they are less likely than victimized heterosexuals to be able to rely on the support of their friends or family members, to the extent that denouncing homophobia could bring them to disclose their orientation in spite of themselves. These results inform several lines of intervention to counter homophobia in schools and to minimize the impact on the perseverance of young people who are victims. Firstly, they raise the need to put an end to the trivialization of certain forms of homophobia to encourage a global concerted and coherent intervention led by all the actors in the field school. These actions should be based on an explicit policy against. Homophobia in school. In addition, our results support the importance for schools of set up parallel support measures for LGBT students who are victims of homophobia school.

Social Media And Social Networking - 875 Words

While it is true Facebook allows us to see and comment on the happenings of an acquaintance’s life, we really do not maintain a deep relationship with that person. Facebook and other social networks give us the ability to interact and keep up to date on the daily lives of our close friends and acquaintances. Fisher comments on this phenomenon: â€Å"Today, our number of weak-tie acquaintances has exploded via online social networking. ‘You couldn t maintain all of those weak ties on your own,’ says Jennifer Golbeck at the University of Maryland in College Park, who studies our use of social media. ‘Facebook gives you a way of cataloguing.’† This asserts that because of the development of social networks we can easily maintain a variety of contacts with whom we are not deeply connected or dependent upon for emotional support. Seeing a status update about their lives, or commenting on the Youtube video they share, does not automatically make peo ple close friends, even on the Internet. Just like relationships in real life, Internet relationships require one-on-one interaction, usually in the form of personal messages between users. However, the Internet allows people to carry on multiple one-on-one conversations at a time, something impossible in real life, and further divides one‘s attention. In â€Å"Are Social Networks Messing With Your Head?,† David Disalvo speaks of the difficulties of balancing the online world with the real world and the dangers of letting interactions thatShow MoreRelatedSocial Media And Social Networking1431 Words   |  6 Pages105 Analysis 3 11-28-16 The meaning of social media is the utilization of electronic and portable advances to transform correspondence into an intuitive discourse. Social networking, then again, is a social structure with individuals who are joined by a typical intrigue. Obviously, now, the meaning of social media appears like a misrepresentation. 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Social networking is used in a way where students’ education is second from their list next to staying updated in friends, family, and even strangers’ life. With these habits developed, they bring it into their jobs like McdonaldsRead MoreSocial Media And Social Networking Essay1437 Words   |  6 PagesNovember 2015 Social Media and Social Networking Social networking site creates a way for people to pass information and communicate with each other. People share photos, video, and so many other things. It is a very easy way to connect with others, although there are a certain risk and dangerous crimes that come with it. It also causes isolation which affects people psychologically. Some people have to understand that people still live their life in the past even if there was no social network. According

Charlotte Brontes Jane Eyre - A Romantic Ending In An...

Jane Eyre - A Romantic Ending In An Anti-Romantic Novel This paper discusses the ending of Jane Eyre, discussing whether it is a â€Å"good† ending. The paper draws on three criticisms of both the novel and Romantic literature in general to conclude that, yes, it is indeed a good ending because it both fits the prevailing realism of the main character’s worldview, and conforms to the predominant literary trends of the period. The climate in which Charlotte Bronte wrote her magnum opus was one that had almost fully recovered from the rationalist excesses of the Enlightenment. The existing climate had replaced ‘scientific’ realism with Romanticism of the Byronic sort, drawing on the ancient ideals of chivalry and the†¦show more content†¦This stoicism is also an indicator of control – as stoics are in complete control of their emotions, so too is Jane in complete control of her life at the end of the novel. The survival instincts of both Jane and Rochester serve mainly to provide a contrast to the bald melodrama that typifies their declarations of love to each other. Feminist criticism of Jane Eyre concentrates on this aspect of control and the shifting power dynamic between Jane and Rochester throughout the book. What starts out as a retelling of the Electra story ends as an assertion of feminist agency over the domestic fate of both Rochester and Jane. By acquiring an inheritance and overcoming her lowly past as a governess, Jane is able to get the upper hand in her relationship with Rochester, who is not only male, but landed nobility, and thus controls Jane’s health, happiness, and future to a great extent. By the end of the novel, emotion has made the two equals, and rather than Rochester taking Jane to the moon and feeding her manna, making her dependent on him for all her needs (Bronte, 1987:234). Jane states â€Å"Reader, I married him,† in an active declaration of possession out of character for any Romantic heroine (Bronte, 1987: 387). This is absolutely in tune with the rest of her character; Jane has an un-Roma ntic attachment to truth, and a Romantic loathing of hypocrisy that makes her as strong as any Byronic hero. Bronte’s recounting ofShow MoreRelatedJane Eyre : A True Love Story1875 Words   |  8 Pagesand Charlotte Bronte agitated their pieces of work during different times and come from two different backgrounds. Although these things set these two women apart, their use of symbolism can be closely compared to one another. Wide Sargasso Sea, the prelude to Jane Eyre, paints a picture of how accounts and understandings differ from each novel, creating a sense of characters pasts being unavoidable. The Wide Sargasso Sea is an imaginative and innovative rejoinder to Charlotte Bronte’s Jane EyreRead MoreJane Eyre s `` Bad Feminist? Essay1755 Words   |  8 PagesJane â€Å"Bad Feminist?† Eyre Often misconceived as group of females who hate men, spit on the stereotypical feminine archetype (wife, mother, etc.) and toss away social beauty norms (the color pink, dresses, hairless below the eyes), the term â€Å"feminist† seems to be a word that calls for a mouthful of soap. So is not the case for all or any, as the base of feminism is located in equality between sexes, not outer appearance or the way in which one carries him/her/their self. Yet, even in the feministRead MoreEssay on Wuthering Heights, Jane Eyre and Pride and Prejudice1903 Words   |  8 PagesWuthering Heights, Jane Eyre and Pride and Prejudice Wuthering Heights presents the theme of love within and outside of marriage. This book has a major female character whose marriage conflicts in some way with her ideal of love. Catherines first love is Heathcliff. She falls in love with him as both grow up together. Yet she finds a different kind of love with Edgar Linton. Catherine decides to marry Edgar, who can satisfy her civilized side. When Heathcliff returnsRead More Essay on Social Conventions in Jane Eyre and Hedda Gabler2188 Words   |  9 PagesSocial Conventions in Jane Eyre and Hedda Gabler   Ã‚  Ã‚   Charlotte Brontes novel Jane Eyre and Henrik Ibsens play Hedda Gabler were written within fifty years of each other in the late 1800s. Both Jane and Hedda exist within the same social contexts. They are women of the middle class in European cultures. The fact Jane is penniless through much of the novel does not exclude her from the middle class. Jane and Heddas experiences, education and values all belong to the middle class. Therefore

Military Endeavor in Bosnia free essay sample

Calls for comprehensive reforms were growing, especially from the constituent republics Slovenia and Croatia and the central government became incapable of acting. More and more power was given up to the constituent republics. At the beginning of 1990 the Yugoslavian unity party SKJ (Savez Komunista Jugoslavije) has fallen and majority party elections were established in Slovenia, Croatia and Bosnia and Herzegovina. Political Parties were established that functioned mainly in the interest of their ethnical background. Hence the rivalry between the parties for more power developed into an ethno-political rivalry. On June 25 in 1991 Croatia and Slovenia declared their independence. Directly after, armed conflicts started between groups which defended their territorial and the Yugoslav Peoples Army (JNA), the last institution of the SFR Yugoslavia. More and more constituent republics were involved and soon a war started that we will remember as the Yugoslav war that later reached Bosnia, where most of the fighting took place. It was a bloody civil war between neighbors in South Eastern Europe in the late 20 century that was ended too late. Many victims would be alive if the international audience would have been more concerned about its importance of involvement. The United States, as one of the countries, acted too late at the expense of human life. The Bosnian war was a failed humanitarian intervention of the UN, a weak NATO presence and a US policy that planned [†¦] to pursue a U. S. ommitment to Bosnia-Herzegovina that is short-sighted in vision and transparent in end state The ‘symbolic’ presence of the UNO and the early stage of the war In 1991 The United States just ended the Gulf War and hence the majority of the American population didn’t see the point in involving themselves into another war. It was an ongoing dispute of whose responsibility was to intervene in the Bosnian War. George Bush’s policy indicated to use diplomatic initiatives rather than the usage of A merican military force. After being involved in World War I and II the United States saw their mission in Europe completed. There was no more a Soviet threat and the European Community (EC) should be ready to deal with its problems by themselves which was also accomplished by the Maastricht treaty in 1992. The countries in the EC should be stable enough to ensure democracy and peace in Europe. However, the actions that have been initialized by the EC failed. The countries couldn’t find a consensus of working together and using a strategy that would end the war. The Yugoslavian conflict parties arranged, with the initiative of the EC, a plan on June 29th in 1991. The plan provided 3 points which was 1) ceasefire between Slovenia and Croatia and the withdrawal of their armies 2) Slovenia and Croatia should pause with their declaration of independence for 3 month 3) Serbia should give up his resistance towards the new elected Croatian President Mesic Beside the 3rd point all the other attempts to end this war failed. Another failure of the EC was to rush into recognizing Slovenia’s and Croatia’s independence. Bosnia was even rushed to motion its independence between the times of December 16th until December 23rd 1991. A week that was given to consider establishing a country which history is very diverse and complicated. In the late summer of 1991 the Moslem politician Izetbegovic asked the UNO to send observers and a peacekeeping force because he knew what a war would cause in Bosnia. The attempt failed due to the UN principles to intervene when all intern actions failed to prevent a civil war. After the war broke out the UN decided to send 100 and a few month later in June 1992 1. 000 peacekeepers to Bosnia. The modest aim was to ensure a complete defeat of the Moslem population with a minimum of UN forces. NATO In early May 1992 the UN sanctioned Yugoslavia or the parts that still remained Yugoslavia (Serbia and Montenegro) and a few days later the UN Security Council placed an economic embargo on Yugoslavia. NATO warships were sent to the Adriatic Sea to enforce the internationally established embargo. In October 1992 the UN Security Council decided to forbid any military flights of the warring parties. However, there have been various violations against the flying ban. Therefore NATO decided to start their direct combat mission in the air in April 1994. It didn’t stop the Serbs to take UN peacekeepers and other observant as hostage. Thus the NATO’s first air attacks did not have a great effect for stopping the war. The establishment of ‘UN protected zones’ and the case of Srebrenica The UN protected zones were established mainly for the Muslim population that was surrounded by either Croatian or Serb territory. Building protected zones was another attempt to secure civilians even though they were fairly against the UN principles of impartiality and agreement of all warring parties. The history has shown us that the UN peacekeepers were tricked by the Serbs and the ‘protected zone’ was used to facilitate covert genocide that we know today by the name of The Srebrenica Massacre in July 1995. End of the war After violating the protected zones in Srebrenica and Zepa, NATO decided for massive air attacks on military and logistical targets of the Serbs. Until this moment there have been ten NATO air attacks during the war. It was obvious that this was not enough to end the war. Through another UN Resolution, that was formally not necessary, the UN and NATO decided to intensify their air attacks by almost 2000 attacks in a couple of days. The war ended but it was a very long way for the US to decide the various kinds of intervention. Opinions went from not getting involved at all because the EC should deal with it by themselves to deploying US troops, first for humanitarian or peacekeeping efforts then for United Nations (UN) or NATO military actions, including rescuing UN peacekeepers. According to several polls at the beginning of the war, the Americans would support any of the humanitarian interventions and multilateral agreements. ‘Bosnia reveals that the ‘‘post-Vietnam syndrome’’ was still apparent in the preference of most Americans to stay out of foreign entanglements since the Reagan-era involvements in Central America’. Nevertheless, most Americans were sure that Bosnia won’t be the next Vietnam. Polls also show that interventions should be used if there is a case of genocide. However, it was a long way for the US government to fulfill the peoples will. It was talked too much around and the media used terms such as ‘civil war’ or ‘ethnic war’ to undermine the need of stronger interventions at the beginning of the war. A Presidential term was coming up and the need of actions was put aside regardless of moral principles. In a democratic country that is based on a will of people with representatives elected by the people, a public opinion is a crucial right. If a poll shows that most of the Americans agree with military humanitarian intervention before 1995 why did a hegemonic power, as the US back then, didn’t interfere earlier with more pressure on the International community to act stronger and precisely. A diplomatic intervention in 1992 had a great impact on the course of the war until 1995. The United States has supported the UN resolution of preventing genocide, as it was before declared to be a crime under international law. Sadly neither Bush senior nor Clinton have made efforts to prevent genocide in Bosnia. Samantha Power wrote ‘it is in the realm of domestic politics that the battle to stop genocide is lost. American political leaders interpret society-wide silence as an indicator of public indifference. ’ Not until Srebrenica did the domestic and international politics pushed Clinton into action of interfering with massive military forces which at the end brought the war into an end. ‘Clinton rode into the White House rallying against Bush’s non-interventionist policy and favoring commitments to stop genocide. Facing a re-election year, a time when an administration’s promises are measured against their actual accomplishments, Clinton was particularly sensitive to challenges to his earlier pledges. Dole’s role augmented an explosion of a united media campaign, increasing international pressure for intervention, and the embarrassing fall of a U. S. -backed ‘safe zone,’ aggravating Clinton’s original commitments to put an end to the Bosnian genocide and made the political costs of non-intervention too high for the Clinton Administration to withstand. Because of this conglomeration of pressures, Clinton could follow his own moral convictions and stop the genocide. ’ In conclusion: The US intervention in Bosnia has three significant phases. The first phase included a diplomatic interference at the beginning of the war. It was an European problem. Thus Europeans should deal with it. The second phase was a very modest humanitarian-military intervention (UN and NATO) by the US, in an area where such ‘experiments’ are fatal in the course of the war. The UN ‘peacekeeping master plan’ failed completely for one good reason. No one can heal a huge wound with a simple band aid. After 3 years of a bloody fight and a never ending war what could the hegemonic power US do? Either withdraw its troops and run away and be an audience of a war that might have murdered a whole ethnic group or reinforce and fight. The third phase, which finally ended the war, it was crucial that the US as well as the EC, NATO and the UN realize the importance of a strong military interference which is based on a common consensus. The European Community failed completely to solve its Balkan problem due to self-interests, premature decisions and a lack of a consensus. However not being involved in the war, as some US elites suggested at the beginning of the war because it is an European issue, would have been against the principles of human rights and would have created a humanitarian disaster similar.