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.

Quality and Environmental Management

Appropriate management systems ensure quality and safer structures. The purpose of this report is to evaluate Domhus UK Ltd, a manufacturer of high specification prefabricated houses, various aspects regarding its operations.Advertising We will write a custom report sample on Quality and Environmental Management specifically for you for only $16.05 $11/page Learn More By analysing various construction management books, journals, and websites, the report discusses the company’s significant environmental aspects, suitable objectives, targets and environmental management programmes, and the relevant auditing arrangements for the integrated management system. Company’s significant environmental aspects The fact that the company manufactures most of its components in a controlled environment reduces the waste of materials and lessens environmental impacts on land and the society. The company can integrate wastes into the construction process rat her than being lost on-site and discarded as landfill. The materials, which are mostly organic, have low embodies energy compared to the materials mined from the earth’s crust (Birkeland 2008, p.104). The reuse of components serves to keep the environment clean with the organic materials, which contain fewer petrochemicals, enhancing a healthier environment especially concerning air pollution (BragancÃŒ §a 2007, p.105). Since onsite construction is minimised, various forms of pollutants that might have been introduced into the environment are avoided. In this regard, health and safety are maintained while at the same time avoiding dirt, which could inconvenience local residents. Furthermore, these practices ensure the protection of the habitats, waterways, and other natural features (Howarth Watson 2009, p.35). The minimisation of the consumption of energy during the construction phase is also beneficial. Suitable environmental programmes The design process should involve a detailed assessment of the construction process to eliminate any problematic health and safety issues within the design (Lowton 1997, p.67). The organising and controlling of the work on site should ensure the observance of environmental safety.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More By observing site-specific retrofitting, prefabricated buildings can considerably contribute to reduced land coverage resource flaws (Schaur 2005, p. 78). Furthermore, constructing prefabricated structures in combination with greenhouse aspects of heating, cooling, and ventilation can be beneficial. High concentrations of the interior environment contaminants can be minimised. Adopting more sustainable principles in the materials and production systems will facilitate more environmentally friendly structures. The prefabricated houses can be designed to achieve high-energy efficiency and thus minimise the consumption of non-renewable resources and ensure appropriate management of the renewable and local resources (Mehta et al. 2008, p.32). Such include the minimisation of the extensive use of air-conditioning. The buildings should be energy efficient and utilise energy from renewable sources by specifying recycled materials (Hawkes Forster 2002, p. 197) Materials such as sandwich-structured composite are appropriate in thermal improvement, sound insulation, and air tightness. The company should avoid the use of prefabrication materials that might have adverse effects on the environment. Concerning the external suppliers, the company should undertake consultations in seeking their input for a safer environment and undertake process of identifying, assessing, and controlling the impacts of its activities (Fryer et al. 2004, p. 81). This relationship should deliver high quality products and services that are environmental friendly (Feld Carper 1997, p. 103). It is appropriate to a dopt a continuous improvement scheme that promotes health and safety and maintain an environmental management system that is relevant to environmental conservation (Chitkara, 1998, p. 93). The company should educate and train its staff in matters of environmental preservation. Moreover, the company should comply with all the relevant legislation and regulations that relate to environmental health and safety and any other industry codes of practice in this regard. This entails the improvement of all the aspects of design, manufacture, hire, installation, and service (Smith 1999, p.48). A regular review of the quality objectives and the management system through self-analysis, customer feedback, and third party verification is vital.Advertising We will write a custom report sample on Quality and Environmental Management specifically for you for only $16.05 $11/page Learn More Auditing arrangements Prefabrication requires significantly diverse capital requ irements, logistic skills, and specialized labour. The capital costs include the costs of importing the prefabricated building segments or the costs of erecting an industrial plant to fabricate the building segments (Harris et al. 2006, p. 64). The logistics involve transporting large prefabricated building segments to the construction site. The logistics become more complex with disperse construction sites, considerably large building segments, and poor road networks and transport systems. With poor planning, the complexity involved in prefabricated construction may cause increased costs that exceed the savings expected from reduced time, labour, and materials (Goodchild 2008, p. 82). A company must cater for alternatives to address any disruptions in the supply of materials and fittings. It must also cater for unexpected problems during the construction process. Proper inspection measures will ensure that faults are avoided as the use of specialized components increases the mainte nance costs and delays any remedial work due to difficulties associated with sourcing. Financial allowance is essential for all residual risk items. The frequency of the auditing process should emphasise on the crucial sections of the company such as the production process (Hughes Ferrett, 2011). A well-structured auditing programme in this regard will give a clear picture of the effectiveness of the production process. Thus, the company can control the risks associated with defective products by making informed decisions. Regarding joint venture examinations, the auditing process should consider the unique issues regarding operation of the joint ventures. Each party should be viewed independently. A proper auditing process should facilitated value management so that the company meets the client business needs in matters concerning time, cost, quality and risk constrains. It should also ensure sustainable construction in terms of social, economic, and environmental aspects (Kay et al. 1989, p.53). Conclusion Appropriate management systems facilitate the realization of a company’s objectives. Both its onsite and offsite operations should address environmental preservation in terms of pollution and energy conservation.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Birkeland, J. (2008). Positive development: from vicious circles to virtuous cycles through built environment design. Earthscan: London. BragancÃŒ §a, L. (2007). Portugal SB07 sustainable construction, materials and practices : challenge of the industry for the new millenium. Delft University Press: Amsterdam, Netherlands. Chitkara, K. K. (1998). Construction project management: planning, scheduling and controlling.Tata McGraw-Hill Pub: New Delhi, India. Feld, J., Carper, K. L. (1997). Construction failure (2nd ed.). Wiley: New York. Fryer, B. G., Fryer, M., Egbu, C. O., Ellis, R., Gorse, C. A. (2004). The practice of construction management: people and business performance (4th ed.). Blackwell Pub: Oxford, U.K. Goodchild, B. (2008). Homes, cities and neighbourhoods: planning and the residential landscapes of modern Britain. Aldershot, England: Ashgate. Harris, F., McCaffer, R., Fotwe, F. (2006). Modern construction management (6th ed.). Blackwell: Oxford. Hawkes, D., Forster, W. (2002). Energy efficient buildings: architecture, engineering, and environment. W.W. Norton Co; New York. Howarth, T., Watson, P. (2009). Construction safety management. Wiley-Blackwell: Chichester, U.K. Hughes, P., Ferrett, E. (2011). Introduction to health and safety in construction: the handbook for the NEBOSH construction certificate (4th ed.). Routledge: London. Kay, R. S., Searfoss, D. G., Minter, F. C. (1989). Handbook of accounting and auditing (2nd ed.). Warren, Gorham Lamont: Boston. Lowton, R. M. (1997). Construction and the natural environment. Butterworth-Heinemann: Oxford. Mehta, M., Scarborough, W., Armpriest, D. (2008). Building construction: principles, materials, and systems. Upper Saddle River, N.J.: Pearson/Prentice Hall. Schaur, C. (2005). Improvement of Buildings’ Structural Quality by New Technologies: Outcome of the Cooperative Activities : Final Report, September 2004. A. A. Balkema: London. Smith, N. J. (1999). Managing risk in con struction projects. Blackwell Science: Oxford. This report on Quality and Environmental Management was written and submitted by user Emery Yang to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

A Dolls House essays

A Doll's House essays Henrik Ibsens, A Doll House, is a realistic play written in the mindset of realism. Throughout the play, lines of mockery and emphasis are present, giving the audience the feeling of fakeness and showing them a particular depiction of women in the 19th century. It is apparent that Ibsen set out to give a specific character, Nora, a role to play as the stereotypical 19th century woman, continually showing her need for individuality and lack of dependency. This is the main theme in A Doll House. From the first lines of the show, it is clear how Ibsen wants the audience to portray the role of women and continues to use this theme throughout the remainder of the show. As the show progresses, we see a parallel progression in the character of Nora. She has been babied her entire life, not only by her father but now by her husband, Torvald, whom only treats her as a pet, not as a wife. Her main struggle through the play is to find her independency and freedom as an individual. This is difficult for her, however, for she has never had to strain to get anything. Shes always had things handed to her and has always lived an over-comfortable lifestyle. Even through her dialogue, its easy to sense that all of her happiness is fake because she feels like a trapped animal, just living life as its given to her, instead of her taking the initiative to do things for herself. As a result of this upbringing, Nora is materialistic and impulsive. Over the duration of the play, however, the development of Noras character shows the audience that her ways are only a cover for the emptiness she feels each day. In the play, we find out that she secretly negoti ates a loan with Nils Krogstad, in order to pay for a trip to Italy for her husbands illness and recovery. Everyone thinks that Noras father funded the trip, but the audience finds, to their surprise, that it was she who actually paid for it. This...

The Missionary Journeys of Paul the Apostle Term Paper

The Missionary Journeys of Paul the Apostle - Term Paper Example His conversion contributed considerably to the renaissance of Christ. Throughout his missionary journeys, he transformed religious beliefs and philosophy and founded churches all around the Mediterranean world. According to the Biblical background, it is viewed that there were three missionary journeys of Paul, approximately during 48-60 AD. Many Christian scholars believe that Paul walked on foot during his journeys through the city of Israel, Cyprus, Turkey, Syria, Greece and Italy. Paul’s missionary journeys cover northwest and the west of Jerusalem and the Mediterranean world of the Roman Empire1. The discussion henceforth reflects the strategies and methods used by Paul in his missionary journeys. Therefore, the discussion focuses on Paul’s three missionary journeys. Furthermore, the discussion also intends to present a brief understanding of the historical, religious and social contexts of his three journeys. Paul’s Missionary Methods and Strategies Paul pr acticed various strategies to spread the Christian faith to places he visited during his missionary journeys. According to Langston, Paul implemented a plan to evangelize the Roman world of Mediterranean, confirming three most significant centers for Judaism as Palestine, Alexandria and Babylon2. Therefore, it can be observed that moving towards the western region, Paul the Apostle strategically evangelized the then less populated areas. Furthermore, for the effective completion of the establishment of early churches, Paul relied on a few number of devotees, on whom he could bestow his complete faith to accomplish the job of evangelism. This group of devotees involved Luke, Timothy, Epaphroditus, Titus and Silas3. Paul the Apostle further established churches under the supervision of ‘older and abler men’, who could conserve the spiritual belief in Christ along with expanding it. Paul’s primary objectives were to create ‘indigenous’ churches with com plete spiritual authority under his own ministry. Paul’s work always highlighted the spiritual bond of union in Jesus Christ. Being the ‘spiritual father’, Paul took the responsibility to supervise these churches, making periodic personal visits. The morality of Apostle Paul can be learnt from the various episodes of his missionary journeys. For instance, to accumulate the necessary finance required for his missionary journey, Paul employed himself during the day as a ‘tentmaker’, avoiding any assistance from his followers and devotees. In every city which Paul visited, he recognized a Jewish ‘synagogue’, which is the prayer house used for the Jews, to develop it as an early church. He also sought out particular Jews whom he identified as ‘God-fearing Gentiles’ who did not want to submit to the Jewish ritualistic requirements and bestowed on them the responsibility of following the rules of the church and spreading the teach ings of Christ which He preached during His ministry all around the region4. Paul’s Missionary Journeys First Journey (48-49 AD) From March of 48 AD to September of 49 AD, Paul initiated his journey along the route of Antioch in Pisidia, Paphos and Salamis in Cyprus, Antioch in Syria, Perga in Asia Minor, Iconium, Lystra, Derbe, and back to Lystra. His first missionary journey began in Antioch of Syria, where he had to spend a considerable time for the

Financial Management case study 1 Essay Example | Topics and Well Written Essays - 500 words

Financial Management case study 1 - Essay Example The inflation component preserves the purchasing power of money (Ross, Westerfield, & Jaffe, 2005). Based on economic reports, a 2.5% inflation rate over the next 5 years would sufficiently account for inflation. The second component of the interest rate is the credit risk. The interest rate offered to customers with poor credit worthiness is higher to compensate for the higher risk of lending to them (Weston, Besley, & Brigham, 1996). Based on the credit rate range established by the credit department, the best customer would be assigned a 1% credit rate. The last component of the interest rate is the profit component. This component is the profit from financing activities of XYZ. Since Shanghai Winters is one of the best customers, this component is not applicable to it. Notice that this interest rate is higher than the 8.0% going rate on a $70,000 five-year note receivable. The higher rate is to compensate for the credit risk of extending credit to such a customer. Also built inside the 8.0% is the profit component, which has not been charged to the best customers.

Romeo and Juliet Essay Essay Example for Free

Romeo and Juliet Essay Essay Two ancient enemies now united through a sole cause   Foes for an age, maybe longer. Antediluvian hatred stemming from an unknown, long-forgotten beginning. All this envy, all this revulsion, building and boiling, amassing and gathering for a thousand eras ended in the setting of four suns.  So, are these not happy times in which we now reside? Are the peoples of fair Verona joyous and liberal under the united houses of Montague and Capulet? I say not. Instead of a peace filled with elation and euphoria, there is a darker, solemn peace which hangs over the city like a cloud of smoke, encapsulating every citizen, engulfing them with sorrow and mourning; for the dusty veils of the local tombs are freshly lifted, and inside lay the youthful bodies of five untimely slain teens.   But now as the people of Verona weep for their lost citizens, so do the Heavens, as if in mourning for those who have since left us. But falling upon the citys clay roofs are not just tears of sorrow, but tears of rejuvenation. Tears that are set to wash away the troubled times that have stained the air of the streets for generations too long, leaving the clean, freshness of a city being reborn under united powers. I, Friar Lawrence, was sworn into the Franciscan Order nearly a generation before that fateful day. On that day I pledged to aid and protect those who are haunted by the ghosts of their sins, and the phantoms of their indecisions. For many annums I have done that very things which I swore to, from the rising till the setting of Gods sun on every date, did I serve Him, and abet His loyal followers in any way I could.  So whatever did I do to anger Him? Why did He, on this day of any, choose to make my decisions so ill, and let me bring an end to the days of so many, who have had so few? Why did He, after all my fidelity and allegiance, not intervene, and stop Fate laying his demoralizing hand on the shoulders of my Romeo, his only love, and those so close to them both?  O Lord, please forgive my folly thoughts. Never for any moment of any eternity would I question your ways, perplexing as they may be. Maybe those chosen few were too good for this place, and as shall those star-crossed lovers be in the city centre of Fair Verona, sculpted in Gold, for all to witness and perceive, you too have immortalised them with you, their Heavenly Father. Even if that is not so, you, ruler of all the worlds, should not have to intercede with your creation of man every time he leaves his clumsy, feeble arms open to the embrace of Fate, and Death. It is for us, as people, to shelter ourselves against the chill of ill-being and the frosts of inanity. And it is my post, as priest, to spread this knowledge to the innocence and naivety of the Veronian people. So it is I who has failed. Failed myself, failed you, my Lord, and failed those who are now at your side. And for it I should pay. Never once would I complain if when I am to pass away, instead of allowing me to meet and ask forgiveness from fair Romeo explain my rash, careless, unplanned decisions, you damn me to the fiery, harsh unforgiving home of all that is corrupt, and make me confess my stupidities to Beelzebub himself.  I fear too early; for my mind misgives some consequence, yet hanging in the stars, shall bitterly begin his fearful date with nights revel and expire the term of despised life, closed in my breath. Those were the words Romeo told me he spoke. Outside the Capulets party I think he said. He told me he was suddenly overcome by anguish and sorrow, that he may be victim to the cruel, icy emptiness of an premature departure. I wonder if he realised how early it was to dawn? Poor Romeo trusted me and I betrayed him. When he was forsaken by his true love Rosaline, was it not me who he sought? And then when that frail juvenile adore was shattered by the newfound mature love for Juliet, once again did he seek me for help.  And yes, I did agree to join them in matrimony. Yes, I broke my oath, and destroyed everything the priesthood stands for by carrying out those nuptials, but was I really wrong? Is it really flawed to do what you can to help a young boy, so sick with love he cannot think clear over the thunder of his heart? Maybe I should have turned him away, told him to get a hold of himself. These violent delights have violent ends and in their triumph die, like fire and powder, which as they kiss, consume. Were the words I spoke, but should I have said them with more meaning? With more belief? After all, he had only just met this fair queen of whom he wished to marry. But his eyes told a different tale. In a single gaze I could see that young boys heart, and that young boys soul. This was not just another reckless engagement. He loved this lady more than the earth, and he would as long as the stars shone in the sky, and the rivers flowed in the valleys.  So maybe what I did wasnt advised by my Order and my Book, but it was advised by my heart. And all I ever hoped to attain was peace for the two houses For this alliance may so prove to turn your households rancor to pure love were the world I spoke to the houses; too long tormented by the rage they felt for one another to ever seek a rational concession. And now that is what I have. But they are not aligned behind the joyous, merriment of a wedlock, but the bleak emptiness of an early funeral.  And was that not the only fallacious choice I made during those last frightful days? I can now only wish. For not only did I bring those children their most happy hour, for I also gave them their most dreadful; their last.

Abraham Lincoln Essays -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Abraham Lincoln was born in a log cabin located in Hodgenville Kentucky on the twelfth of February in the year of 1809. His parents were Thomas and Nancy Hanks Lincoln. Lincoln had one older sister (Sarah) who was born in 1807. Three years after Abraham was born, his mother gave birth to a baby boy they named Thomas. The family was faced with devastating turmoil when Thomas died while he was still an infant. When Abe was nine years old he was kicked in the head by a horse, which caused his family to believe him to be dead. He survived, but his mother died a few months later of milk sickness. Thomas, Abraham’s father, remarried one year later to a young woman named Sarah Bush Johnston. Sarah was a widow who had three children of her own. Abe became extremely fond of his step mother and developed a great deal of affection towards her. In the years 1820-1822 Lincoln briefly attends school. In 1824 Lincoln began to plow and plant for his neighbors. During the f all and winter seasons he would attend school. Lincoln constantly borrowed books and read during any opportunity possible. On January twentieth of the year 1828 Sarah, Abe’s sister, passes away during childbirth. Three months later Lincoln takes his first trip to New Orleans on a flatboat caring farm produce. During this trip Abe experiences a slave auction and is attacked by seven black men attempting to rob him. In March of 1830 Abraham and his family move to Illinois, a two hundred mile journey, and settle along the Sangamon River. Once again Abraham Lincoln’s father moves, but this time Abe ventures to New Salem, Illinois. He remained there working as a clerk in the village store. The owner of the store also allowed Lincoln to sleep in the back. While in New Salem, Lincoln also began to participate in a local debating society. Two years after his family had moved to Illinois Lincoln found himself as the candidate for the Illinois General Assembly. He enlists in the Black Hawk war one month later. He was elected Captain of his rifle company, but was forced to reenlist as a private after that company was disbanded. During his three months of service he never fought in a battle. On August sixth he lost the election for the Illinois General Assembly. Lincoln was hit with another blow when the store that he worked at went out of business. He and his partner, William Berry, deci... ...an Cousin†, John Wilkes Booth shoots Lincoln in the head shortly after 10:00p.m on April 14, 1865. At 7:22 the next morning the sixteenth president of the United States was pronounced dead. His assassin was shot and killed in a tobacco barn eleven days later, never being put on trial. On May fourth, 1865 Abraham Lincoln was laid to rest in Oak Ridge Cemetery, located near Springfield, Illinois. Although Lincoln was not alive to see it, Congress passed the Thirteenth Amendment to the United States Constitution on January 31, 1865 that abolished slavery. Bibliography http://www.whitehouse.gov/history/presidents/al16.html http://showcase.netins.net/web/creative/lincoln.html http://members.aol.com/RVSNorton/Lincoln2.html http://www.historyplace.com/lincoln/ http://www.siec.k12.in.us/~west/proj/lincoln/ Dilorenzo, Thomas J. The Real Lincoln: A New Look at Abraham Lincoln, His Agenda, and an Unnecessary War. Prima Publishing; March 26, 2002. Miller, William Lee. Lincoln's Virtues: An Ethical Biography. Knopf publishing; January 15, 2002. Senzell, Sally Isaacs. America in the Time of Abraham Lincoln: The Story of Our Nation. Heineman Library; January 2001.

Police Corruption Essay

Police corruption is a complex issue. Police corruption or the abuse of authority by a police officer, acting officially to fulfill personal needs or wants, is a growing problem in the United States today. Things such as an Internal Affairs department, a strong leadership organization, and community support are just a few considerations in the prevention of police corruption. Controlling corruption from the departmental level requires a strong leadership organization, because corruption can take place anywhere from the patrol officer to the chief. The top administrator must make it clear from the start that he and the other members of the department are against any form of corrupt activity, and that it will not be tolerated in any way, shape, or form. So there are ways to prevent police corruption from happening. An investigation of a local newspaper or any police-related edited in an urban city during any given week would most likely have an article about a police officer that got caught committing some kind of corrupt act. Police corruption has increased with the illegal cocaine trade, with officers acting alone or in-groups to steal money from dealers or distribute cocaine themselves. Large groups of corrupt police have been caught in New York, New Orleans, Washington, DC, and Los Angeles, as well as many other cities. Corruption within police departments falls into 2 basic ranks, external corruption and internal corruption. Corruption in policing is usually viewed as the mistreatment of authority by police officer acting formally to fulfill their personal needs or wants. For a corrupt act to occur, three distinct elements of police corruption must be present simultaneously: 1) Mishandling of authority, 2) Mishandling of official capacity, and 3) Mishandling of personal attainment (Dantzke r, 1995: p 157). It can be said that power, it is necessarily so tends to corrupt. It is now to be  recognized that while there is no reason to assume that policemen as an individual is any less capable to make a mistake than other members of society, people are often shocked when policemen are exposed violating the law. The reason is simple; their deviance elicits a special feeling of betrayal. â€Å"Most studies support the view that corruption is endemic, if not universal, in police departments. The danger of corruption for police; is that it may invert the formal goals of the organization and may lead to the use of organizational power to encourage and create crime rather than to deter it† (Sherman 1978: p 31). Police corruption falls into two major categories– external corruption, which concerns police contacts with the public; and internal corruption, which involves the relationships among policemen within the works of the police department. The external corruption generally consists of one or more of the following activities: 1) Payoffs to the police, by people who essentially violate non-criminal elements, who fail to comply with stringent statutes or city ordinances. 2) Payoffs to the police, by individuals who continually break the law, using various methods to earn illegal mo ney. 3) â€Å"Clean Graft† where money is paid to the police for services, or where courtesy discounts are given as a matter of course to the police. â€Å"Police officers have been involved in activities such as illegal exaction of money and/or narcotics from drug violators. In order for these violators to avoid arrest, the police officers have accepted bribes, and accepted narcotics, which they turned around and sold. These police know of the violations, and fail to take proper enforcement action. They have entered into personal associations with narcotics criminals and in some cases have used narcotics. They have given false testimonies in court in order to obtain dismissal of the charges against a defendant† (Sherman 1978: p 129). A scandal is perceived both as a socially constructed phenomenon, and as an agent of change that can lead to state of agreement in the structure of power within organizations. Is there a solution to the police corruption problem? Probably not, because since its beginnings, many aspects of policing have changed, but one thing that has not, is the existence of corruption. Police agencies, in an attempt to eliminate corruption have tried everything from increasing salaries, requiring more training and education, and developing policies which are intended to focus directly of factors leading to corruption. Despite police departments’ attempts to  control cor ruption, it still occurs. Regardless of the fact, police corruption cannot simply be over looked. Controlling corruption is the only way that we can really limit corruption, because corruption is the byproduct of the individual police officer, and police environmental factors; therefore, control must come from not only the police department, but it also must require the assistance and support of the community members. If a police administrator does not act strongly with disciplinary action against any corrupt activity, the message conveyed to other officers within the department would not be that of intimated nature. In addition it may even increase corruption, because officers feel no actions will be taken against them. Another way that police agencies can control its corruption problem starts originally in the academy. Ethical decisions and behavior should be taught. If they fail to, it would make officers unaware of the consequences of corruption and do nothing but encourage it. Finally, many police depart ment’s especially large ones should have an Internal Affairs unit, which operates to investigate improper conduct of police departments. These units’ some-times are run within the department. Citation Dantzker, Mark L. (1995). Understanding Today’s Police. Officials Say Police Corruption is Hard To Stop. Sherman, Lawrence W. (1978)

The Civil Rights Act Of 1964 - 886 Words

Based on the incidents Kim experienced, her lawyer should examine her situation as it pertains to the employment protections and regulations within Title VII of the Civil Rights Act of 1964. Title VII prohibits public and private employers from discriminating against employees based on national origin, race, color, religion, and gender. These anti-discrimination guidelines apply in every step of the employment process, from the initial recruitment and interviewing to terminating employment. In Kim’s case, her lawyer should examine both Kim’s allegations of employment discrimination and sexual harassment pursuant to Title VII regulations. Employment discrimination as it relates to Kim’s promotion Kim alleges that Nadal College (NC) discriminated against her by promoting her newer, less experienced colleague (Pete) to a position working with male athletes in a living-learning community instead of her. Title VII could potentially classify this as disparate treatment, meaning NC treated her differently than Pete because she is a woman. However, in this case, NC could easily claim being male was a bona fide occupational qualification (BFOQ) because the job involved living and working with male students. In these cases, the law does not consider it discriminatory behavior to hire an employee of a specific sex because being male or female is essential to the job. With this exception in mind, Kim’s lawyer would likely not pursue the employment discrimination argument as itShow MoreRelatedCivil Rights Act of 19641840 Words   |  8 PagesBefore the Civil Rights Act of 1964, segregation in the United States was commonly practiced in many of the Southern and Border States. This segregation while supposed to be separate but equal, was hardly that. Blacks in the South were discriminated against repeatedly while laws did nothing to protect their individual rights. The Civil Rights Act of 1964 ridded the nation of this legal segregation and cleared a path towards equality and integration. The passage of this Act, while forever alteringRead More Civil Rights Act of 1964 Essay1338 Words   |  6 Pages The Civil Rights Act of 1964 resulted from one of the most controversial House and Senate debates in history. It was also the biggest piece of civil rights legislation ever passed. The bill actually evolved from previous civil rights bills in the late 1950’s and early 1960’s. The bill passed through both houses finally on July 2, 1964 and was signed into law at 6:55 P.M. EST by President Lyndon Johnson. The act was originally drawn up in 1962 under President Kennedy befor e his assassinationRead MoreEssay on Civil Rights Act of 19646131 Words   |  25 PagesThe Civil Rights Act of 1964 Danielle Endler Human Resources 4050, Spring 2013 Semester Professor David Penkrot May 3, 2013 The Civil Rights Act of 1964 is considered by some to be one of the most important laws in American history. (The Most Important Cases, Speeches, Laws Documents in American History) This Act was signed into law by President Lyndon B. Johnson on July 2, 1964 and it is a â€Å"comprehensive federal statute aimed at reducing discrimination in public accommodations and employmentRead MoreThe Civil Rights Act Of 1964879 Words   |  4 PagesPresident John F. Kennedy s New Frontier programs, Johnson wanted to expand civil rights and wage war on poverty. More than fifty years later, the effects of the Great Society on American life can still be felt. Civil rights fell under the scope of Johnson s Great Society programs. 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Understanding that concept leadsRead MoreThe Civil Rights Act Of 1964848 Words   |  4 PagesVII, Civil Rights Act of 1964, followed by a brief description of person al experiences involving discrimination, and concluding with a reflection as to how the American workforce is protected by law. The writing will cover any ethically related issues, personal thoughts and ideas, and illustrations of how the law pertains directly to personal events, as well as provide direct links to any and all reference material covered under the purpose of this writing. Title VII, Civil Rights Act of 1964 TheRead MoreThe Civil Rights Act Of 19641702 Words   |  7 Pagessubject to, and the subject of, discrimination. The Civil Rights Act of 1964 originally did not include gender in the bill’s wording. Were it not for a backhanded comment made in jest by a backward congressman, women would not have been afforded equal rights protection in employment (Freeman, 1991; 2004). President Harry Truman inaugurated the legal Civil Rights Movement. Though people of color had long been yearning and fighting for their rights, President Truman began this legal process nationallyRead MoreThe Civil Rights Act Of 19641106 Words   |  5 Pages†(Cassanello). The Civil Rights Act of 1964 was the most influential event in the Civil Rights Movement because it paved way for ending discrimination and segregation, and giving more rights to African- Americans. During the Civil Rights Movement African- Americans were fighting to get their rights that were being taken away from them little by little. Starting in 1955 and going well into the late 1960’s early 1970’s, African- Americans started to protest against discriminatory laws and acts such as JimRead MoreThe Civil Rights Act Of 1964880 Words   |  4 Pagesbetween conflicting viewpoints are still being faced by Americans today. (Tiona/Claire) Equality for African Americans has made remarkable progress since the approval of the Civil Rights Act, but discrimination continues. A significant step towards racial equality was the Civil Rights Act of 1964, proposed by John F. Kennedy. This act brought an end to segregation in public facilities such as buses, restaurants, hotels, and places of entertainment. It also banned employment discrimination on the termsRead MoreThe Civil Right Act Of 19641072 Words   |  5 PagesTitle VII of the Civil Right Act of 1964, and both under the Disparate Treatment and Disparate Impact. Dunlap feels that he has been discriminated during the interview process. The district court concluded that TVAs subjective hiring process permitted racial bias against the plaintiff and other black job applicants. Tennessee Valley Authorities was found guilty of discrimination against the plaintiff. The Title Vii of the Civil Right Act of 1964 enforces the constitutional right to vote, to confer