The Fta With Chile Fta - 1469 Words

The China its FTA with Chile was not only the first bilateral FTA for China but also its first with a Latin American country. When the agreement was signed in 2005, the China – Chile FTA only included tariff cuts and provisions on investment promotion and facilitation. After entering into force in 2006, there have also been negotiations on trade in services and investments (2010). The objectives of this Agreement, as elaborated more specifically through its principles and rules, including national treatment, most-favored-nation (MFN) treatment, and transparency, are to (1) Encourage expansion and diversification of trade between the Parties (2) Eliminate barriers to trade in, and facilitate the cross-border movement of, goods between the†¦show more content†¦Prior to signing an FTA with China, Chile already had an extensive network of FTAs, by seeking an FTA with Chile; China was able to gain access within Chile’s network in order to avoid trade discrimination in the Americas. Chile largest imports from China are machinery and textiles; while China’s largest imports from Chile are base metals and minerals. 1.2 Suriname Suriname is a country in northern South America. Apart from being the smallest country in South America, rich in bio diversity and natural resources it is also one of the four non Spanish speaking countries in the continent along with Brazil, Guyana and French – Guiana. Furthermore, Suriname is an upper middle class country with a strong performing economy. The economy is reliant on a few sectors for economic growth and development, with the mining sector being the largest. After 15 years of high volatility, Suriname has managed to emerge over the last decade as one of the Caribbean best performing economies. In the past 10 years (2002 – 2012) Suriname recorded an annual growth of 4.4 percent, allowing the per capita income to move up 12 percent over the past decade, bringing Suriname ahead of the average for both

The Importance of Electronic Medical Records in...

Introduction Electronic medical records are the core element in computerized health information system. These systems are constructed with a staggering ability to provide integrated, articulated information. At the center of these systems rest electronic medical records. The strength of these articulated medical records systems is their ability to integrate information from specialists, disciplines, providers, and operators (Coiera, 2003). From fragmented, incomplete paper-based systems that are often difficult to locate and difficult to read once they are found, the move to electronic medical records provides a cohesive, current, accurate, shareable, immediately retrievable source of medical information that consumes fewer administrative resources and requires considerably less space to accommodate (Coiera, 2003). Benefit to patient. Perhaps the greatest benefit experienced by the patient through the use of electronic medical records is the provision of integrated support for discrete care activities. Medical care for one patients particular health issue can entail a wide range of activities, all of which must be coordinated and the results of which must be communicated to pertinent care providers (Coiera, 2003). These activities can include initial decision support, monitoring of the patients condition, ordering laboratory work, displaying results from laboratory and other tests, prescribing, referrals to radiology and other departments or clinics, and support forShow MoreRelatedEthical Issues in Healthcare716 Words   |  3 PagesEthical Issue Facing Health Care: Electronic Patient Records One of the main ethical issues that faces health care is the security of patient information. This information is protected by laws and regulations such as HIPPA, but there are still concerns Scott, et al, 2005). Among those concerns is the new concept of electronic patient records and information. These records are designed to help hospitals and doctors get patient information more quickly, so that patients can receive treatment as soonRead MoreImportance Of Information Technology And The Healthcare Industry1452 Words   |  6 PagesIMPORTANCE OF INFORMATION TECHNOLOGY IN HEALTHCARE. Jude Alumuku, SEIS 605-07 Alum0001@stthomas.edu I. Introduction. II. Background Information A. What is Information Technology B. Information technology and the healthcare industry. C. Facts about Information technology and its application in Healthcare 1.0 Strategic Analysis – Industry. 1.1 Strategic Analysis – Competition III. Healthcare Information Technology Adoption, Quality and Costs IV. Problems With health Information technology V.Read MoreThe Adoption Of Information Technology1600 Words   |  7 PagesThe adoption of information technology in healthcare has dramatically improved patient care and the practice of medicine in its entirety. Health information technology (HIT or Health IT) has created, among other things, free flow, and improved communication amongst all healthcare workers and providers, patients and the community as a whole. HIT has also availed the healthcare sector better and easier access to information. So many people have placed their hopes on health information technology. TheRead MoreThe Electronic Health Record ( Ehr ) Essay1367 Words   |  6 PagesThe electronic health record (EHR) is a developing idea characterized as a longitudinal accumulation of electronic health data about individual patients and family member (Gunter Terry, 2005). Fundamentally, it was a component for incorporating health care information as of now gathered in both paper and electronic therapeutic records (EM R) with the end goal of improving the quality of care. Despite the fact that the classic EHR is a different area, cross-institutional, even national build, theRead MoreThe Impact Of Technology On Health Care Essay1010 Words   |  5 Pages Abstract Technology is doing wonders to the health care world. We have advanced tremendously from previous years and researchers are still finding ways to improve the system. Technology in health care is so important because there are many barriers that stop people from receiving the help and care they need due to many reasons like language barriers. With the improvement of technology, we have witnessed how people’s health and wellbeing has improved by using fitness apps and watches thatRead More Most Significant Issues Facing Health Care Organizations Essay examples1345 Words   |  6 Pages Formed in 1998, the Managed Care Executive Group (MCEG) is a national organization of U.S. senior health executives who provide an open exchange of shared resources by discussing issues which are currently faced by health care organizations. In the fall of 2011, 61 organizations, which represented 90 responders, ranked the top ten strategic issues for 2012. Although the issues were ran ked according to their priority, this report discusses the top three issues which I believe to be theRead MoreAdoption Of New Mode Of Documentation1653 Words   |  7 Pagescommunicating clinical information at handover of care has been cited by the World Health Organization (WHO) as a potential for appropriate treatment and preventing potential harm to patients (Ram, Carpenter Williams, 2009). According to Artur Ferreira de Sousa,Teresinha Marcon Dal Sasso, Couto Carvalho Barra (2012), nursing clinical records improve and support patients’ safety while providing information regarding the patient care. They stated that this information (clinical records) must be objectiveRead MoreEssay about Computers in the Medical Field1420 Words   |  6 PagesAmanda). Without computers, consumers would not be able to do half the things as quickly as we can. Advances in computer design have increased its use for different industries, especially in the medical field. Computers help out hospitals and pharmacies very much. Pharmacists use computers to keep a record of medications and the dosage to give to each patient. Most computers in hospitals are used to keep track of patients and their status. Computers also keep track of equipment placement and theirRead MorePatient Centric Systems : Patients1339 Words   |  6 PagesPatient-Centric Systems Patients’ medical information is dispersed among many health provider’s information systems which make it difficult to manage and share health data. Having a patient-centric view in healthcare involves utilizing health information technology (HIT). Effective management and integration of personal health information will help clinicians make well-informed decisions and improve quality outcomes. Summary of Murphy’s Article The United States health care system has previouslyRead MoreThe Impact Of Health Information Technology In Healthcare Act1237 Words   |  5 PagesIn 2009, the Health Information Technology for Economic and Clinical Health (HITECH) Act passed as a result of President Obama signing into law the American Recovery and Investment Act (ARRA) (Wallace, Zimmer, Possanza, Giannini, Solomon, 2013). Not to be confused with the 2010 Patient Protection and Affordable Care Act (Civic impulse, 2004), the ARRA was an economic stimulus package that appropriated nearly seven hundred eighty seven billion dollars to create jobs, restore economic growth, and

Frankenstein Paper Final Free Essays

Mary Shelley, the author of Frankincense, views nature as being both sublime and beautiful, but lives that the latter is a more powerful emotional tool and thus Uses it accordingly in her book to influence the mood and emotions of characters. Mary Shelley uses incredibly detailed and expressive language to paint realistic portraits for the reader of the elegance of the setting behind the novel. Ruined castles hanging on the precipices of piney mountains; the impetuous Rave, and cottages every here and there peeping forth from among the trees, formed a scene of singular beauty† (68). We will write a custom essay sample on Frankenstein Paper Final or any similar topic only for you Order Now Victor makes this observation of his surroundings, and it is quite easy to see through the secretive language, that Shelley wants us to fully understand and behold the beauty of nature. Notice she does not use adjectives like â€Å"astounding’ or â€Å"daunting† implying that this particular locale is more aesthetically pleasing than it is awe inspiring. In one spot you view rugged hills, ruined castles overlooking tremendous precipices, with the dark Rhine rushing beneath; and, on the sudden turn of a promontory, flourishing vineyards, with green slopping banks, and a meandering river, and populous towns, occupy the scene† (120). In this example Shelley has painted an easily imaginable strictures vista, one that could easily be plucked out of any fairy tale. While we can easily see through her description that the landscape is so striking it might cause a mix of awe and fear, she chooses to focus on the more artful aspects that lends it lens of elegance. While it is easy to find example of Shelley conviction that nature is beautiful, it is just as easy to notice that she does include the properties that imply she also thinks of nature as being sublime. A prime example of this is on page 1 20 where Henry Cleaver describes a storm he has seen in such vivid detail that the reader can actually eel the tension and dread of the moment when it was experienced, despite the fact that it was being recounted in a story. Where the snowy mountains descend almost perpendicularly to the water, casting black and impenetrable shades, which could cause a gloomy and mournful appearance, were it not for the most verdant islands that relieve the eye by their gay appearance; I have seen this lake agitated by a tempest, when the wind tore up whirlwinds of water, and gave you an idea of what the water-spout must be on the great ocean, and the waves dash with fury the base of the mountain, where the priest and his mistress were overwhelmed by an avalanche, a nd where their dying voices are still said to be heard amid the pauses of the nightly wind. As dictated in is writing On the Sublime and the Beautiful, Edmund Burke says that something in nature that is sublime causes†Ã¢â‚¬ ¦ Astonishment; and astonishment is that state of the soul, in which all its motions are suspended, with some degree of horror. In this case the mind is so entirely filled with its object, that it cannot entertain any other† Here Edmund states that in order for something to be sublime it must cause certain amount of dread, a sentiment mirrored by the fearful manner in which Shelley has Cleaver describe the forces of nature. This notion of equivalency between apprehension and sublimity is echoed many times throughout the book, most commonly when describing mountains. † But it was augmented and rendered sublime by the mighty Alps, whose white and shining pyramids and domes towered above all, as belonging to another earth, the habitations of another race of beginnings† (68). In this quote Shelley implies that the Alps are so incredibly imposing and sublime that they eave the ability to impart a level of sublimity to the wilderness surrounding them, just through association. Overall Selfless definition of sublimity is the same as Edmund Burke’s and she reflects this in the way she evokes a sense of dread with her depictions of scenery. Victor Frankincense, the main character, is a man whose mood swings from one extreme to the other rapidly. When a pivotal moment in the plot has stemmed from Victors emotions that emotion almost always was initially caused by his observations of the intrinsic beauty of nature. This is reflective of Shelley faith that evicting the beauty of nature is more stirring to the reader than depicting it as sublime. While examples of this can be found almost every few pages, there are some in particular that illustrate the power of Mother Nature’s beauty particularly well. â€Å"The present season was indeed divine: the flowers of spring bloomed in the hedges, while those of summer were already in bud: was undisturbed by thoughts which during the preceding year had pressed upon me, notwithstanding my endeavors to throw them off, with an invincible burden† (48). This is a thought Victor has when reflecting on how markedly his lath and disposition has improved. Here one can notice that Shelley rather than having Victor comment on the awe-inspiring properties of the wilderness around him, has him explain how its aesthetic value has improved his demeanor. The previous quote was an excerpt taken from the beginning of a hiking trip that Victor and his best friend embarked on, and this quote is from a short period of time later on the same trip. L remained two days at Lausanne, in this painful state of mind. I contemplated the lake: the waters were placid; all around was calm, and the snoopy mountains, wherein Victor ascribes the restorative effects that the scenery has on him â€Å"the palaces of nature,† were not changed. By degrees the calm and heavenly scene restored me, and I continued my journey towards Geneva. † (Shelley, 51) Here Victor clearly states that the allure of the nature that engulfs him has had a direct effect on hi s emotions, by allowing him to regain his happiness. At one point Shelley attempts to use sublimity to solve Victor’s emotional degradation, but one can easily see that this, â€Å"These sublime and magnificent scenes afforded me the greatest consolation that I was capable of receiving. (69)†, is not very elated nor interesting. These examples quite clearly illustrate Shelley belief that nature is mostly beautiful rather than sublime and because of this uses it to realistically influence characters moods. In conclusion Mary Shelley uses the same definition of sublimity as author Edmund Burke in his work On the Sublime and the Beautiful, that in regards to nature, sublimity means that it instills a measurable degree of fear in those who behold it. That being said Shelley acknowledges that nature can be beautiful as well, and when she depicts it as such, it allows the reader to become more emotionally invested n the moment and to greater identify with any character. Rubric for Analytical Writing: Essay pursuing an interpretation of a text or texts Exceeds Expectations (A) Meets Expectations (B) Meets Some Expectations (C) Fails to Meet Most Expectations (D or F) Thesis/ Ideas: The core assertion of an analytical essay, the organizing principle of the Inquiry. The thesis is clear, insightful, specific, arguable, significant, and overall intellectually demanding. It may require a reader to consider whole new and interesting view of the text. The thesis is clearly stated at the end of the introductory paragraph. Fulfills demands of the assignment. 18-20 The thesis goes beyond the observational and makes a claim, but fails to be fully coherent, or stretch beyond familiar readings. Or, thesis makes claims that are difficult to fully support. The thesis may be buried, or slightly out of synch with argument. 16-17. 9 The thesis goes beyond observation to make an argument, but the argument is one with which disagreement is impossible. The thesis does not follow logically from the rest of the introductory paragraph. The thesis may be in pieces that do not fully connect. 14-15. 9 There may be a statement of the essay’s topic, but it presents a list of subtopics rather than a unified claim. Thesis remains observational, general, factual, or is not useful for understanding the text. A reader asks, â€Å"So what? † The thesis is not stated, or does not correspond to the argument. 0-13. 9 Argument/ Organization: The case in support of the thesis, including an introduction and conclusion. The essay has a clear organizational plan reflected through effective transition phrases. The argument satisfies demands of the thesis; topic sentences are clearly expressed corollaries of the thesis. The argument is based on focused paragraphs that each develop a singular claim. 27-30 The argument is well-sequenced, solid, and builds a compelling case. The argument is substantial in both range and relevance. The argument may not fully explore the implications of the thesis, but fleshes out most of its requirements. Separate points may seem inconsistently connected, so that at times a reader must wait to see their value until another Step in the argument. 24-26. 9 The argument has an intentional sequence, but does not make a compelling case. The argument does not explore the implications of the thesis but lashes out some of its requirements. Separate points are disconnected; even upon further reading the reader is left to guess as to their connection to the argument. The argument contains some generalizations that fail to engage with specifics of the text. 21-23. 9 Argument contains logical gaps or organizational defects. The argument may seem to be pursuing separate observational points whose relationships are not clear. The argument lacks clearly stated corollaries or topic sentences that link back to the thesis. The argument relies on vague generalizations hat fail to engage with the specifics of the text. 0-22. 9 Evidence: Direct quotation, factual and us Mary detail to be examined in support of the argument. Relevant textual evidence supports the argument and is placed in context. The author artfully incorporates direct quotation and provides ample analysis of that evidence. The author has carefully selected and edited the essential evidence, preserving the intention of passages. Evidence supports interpretation, not observation. Plot supports specific points. 640 Evidence fully supports some points, but may be unevenly conceptualized, incorporated, or analyzed. Occasionally, analysis of the evidence appears redundant The author may provide slightly more than the essentials of a quoted passage, or has edited quotation down too far to preserve its original meaning. Evidence primarily works to support interpretation. Some extraneous plot summary may slow the argument. 32-35. 9 Evidence parti ally supports some points but does so leaving gaps so that the reader must supply connections between evidence and argument. Often analysis of the evidence appears either redundant or insufficient. How to cite Frankenstein Paper Final, Papers

Sergei Rachmaninoffs Piano Concerto #2 Essay Example For Students

Sergei Rachmaninoffs Piano Concerto #2 Essay Ashley DonesBaker CollegeOct 8,2017Sergei Rachmaninoffs Piano Concerto #2Last night I had the pleasure of attending one of the worlds famous composers Mr. Sergei Rachmaninoff and view his famous Piano Concerto # 2. The beautiful Anna Fedorova opened the piece as the soloist for the piano (Youtube,2017). The conductor of the piece does a marvelous job of queuing in the orchestra to accompany the solo piano opening. It is rather sensual and inviting. Creating a wave of deep emotions that fill the theater as the tempo begins to quickly speed up (Kamien,2015). The first movement, perhaps the most famous, is just the beginning of a creative display of virtuosic piano playing built into a romantically reminiscent orchestra (Classic Cat. 2017). It rings in a central theme, creates a dark mood, and commences the concerto on good terms. What is perhaps most exciting about the first movement is the tension created in the middle of the piece that adds up to a highly climactic twist; hearing each of the instruments raise the emphasis on intensity, abrasiveness, and virtuosity while still maintaining control. (Classic Cat. 2017).This is just the first movement. The second movement slows down the moderately quick paced tempo used in movement one and focuses on resting the listeners mind and preparing it for the final part. It shows more of an expression of romanticism rather than the first movements more contemporary virtuosic theme (Classic Cat. 2017). This is an excellent balanced move by Rachmaninoff, continuing a traditional concerto prototype: moderate, slow, fast. One may have a better analyze of the composers romantic side of the concerto, seeing that the orchestra still has some liberty and dominance, not being overly restricted by the piano, which would normally be prominent. This is another great choice in creating a perfect balance and chemistry in this concerto. (Kamien,2015). Listening to the first two movements is only a small preview for the outstanding finale. There is hardly any possible way the audience could prepare for the final movement, which goes over the top with virtuosity and commences into something very, classically turbulent, although the orchestra seems to know just when to grab the audiences attention and this is noticeable through the constant flurries of notes between the piano and the orchestra, snaking up and down the scales. (Kamien,2015). I would highly recommend to anyone who has not seen this performance before. It has amazing sound quality and the atmosphere is absolutely breathing taking. This might be one of the greatest masterpieces made by Rachmaninoff and possibly of the 20th century. (Classic Cat. 2017). ReferencesRachmaninov Piano Concerto No. 2 in C minor: description Classic Cat. (2017). Retrieved from http://www.classiccat.net/rachmaninov_s/18.info.phpKamien,R.(2015).Music: An appreciationRachmaninoff: Piano Concerto no.2 op.18 Anna Fedorova Complete Live Concert HD. (2017). Retrieved from https://www.youtube.com/watch?v=rEGOihjqO9w

Occupation as Ends and Means

Introduction to the Periodic Table of Elements

Introduction to the Periodic Table of Elements Dmitri Mendeleev published the first periodic table in 1869. He showed that when the elements were ordered according to atomic weight, a pattern resulted where similar properties for elements recurred periodically. Based on the work of physicist Henry Moseley, the periodic table was reorganized on the basis of increasing atomic number rather than on atomic weight. The revised table could be used to predict the properties of elements that had yet to be discovered. Many of these predictions were later substantiated through experimentation. This led to the formulation of the periodic law, which states that the chemical properties of the elements are dependent on their atomic numbers. Organization of the Periodic Table The periodic table lists elements by atomic number, which is the number of protons in every atom of that element.  Atoms of an atomic number  may have varying numbers of neutrons (isotopes) and electrons (ions), yet remain the same chemical element. Elements in the periodic table are arranged in periods (rows) and groups (columns). Each of the seven periods is filled sequentially by atomic number. Groups include elements having the same electron configuration in their outer shell, which results in group elements sharing similar chemical properties. The electrons in the outer shell are termed valence electrons. Valence electrons determine the properties and chemical reactivity of the element and participate in chemical bonding. The Roman numerals found above each group specify the usual number of valence electrons. There are two sets of groups. The group A elements are the representative elements, which have s or p sublevels as their outer orbitals. The group B elements are the nonrepresentative elements, which have partly filled d sublevels (the transition elements) or partly filled f sublevels (the lanthanide series and the actinide series). The Roman numeral and letter designations give the electron configuration for the valence electrons (e.g., the valence electron configuration of a group VA element will be s2p3 with 5 valence electrons). Another way to categorize elements is according to whether they behave as metals or nonmetals. Most elements are metals. They are found on the lefthand side of the table. The far right side contains the nonmetals, plus hydrogen displays nonmetal characteristics under ordinary conditions. Elements that have some properties of metals and some properties of nonmetals are called metalloids or semimetals. These elements are found along a zig-zag line that runs from the upper left of group 13 to the bottom right of group 16. Metals are generally good conductors of heat and electricity, are malleable and ductile, and have a lustrous metallic appearance. In contrast, most nonmetals are poor conductors of heat and electricity, tend to be brittle solids, and can assume any of a number of physical forms. While all of the metals except mercury are solid under ordinary conditions, nonmetals may be solids, liquids, or gases at room temperature and pressure. Elements may be further subdivided into groups. Groups of metals include the alkali metals, alkaline earth metals, transition metals, basic metals, lanthanides, and actinides. Groups of nonmetals include the nonmetals, halogens, and noble gases. Periodic Table Trends The organization of the periodic table leads to recurring properties or periodic table trends. These properties and their trends are: Ionization Energy - energy needed to remove an electron from a gaseous atom or ion. Ionization energy increases moving left to right and decreases moving down an element group (column).Electronegativity - how likely an atom is to form a chemical bond. Electronegativity increases moving left to right and decreases moving down a group. The noble gases are an exception, with an electronegativity approaching zero.Atomic Radius (and Ionic Radius) - a measure of the size of an atom. Atomic and ionic radius decreases moving left to right across a row (period) and increases moving down a group.Electron Affinity - how readily an atom accepts an electron. Electron affinity increases moving across a period and decreases moving down a group. Electron affinity is nearly zero for noble gases.

SEX CRIMES Essay Example | Topics and Well Written Essays - 2500 words

SEX CRIMES - Essay Example Introduction Sex crimes include incest, rape, bigamy, child pornography, child molestation, indecent exposure, sodomy and prostitution. Nowadays, sexual motives play a pivotal role in stranger murders, intimate murders, serial murders, child murders, sexual abuse murders and prostitute murders. There exist a close link between homicide and sex. Sexual homicide can be defined as homicide where there exists a sexual motive, relationship or perversion, which includes molestation, rape, intimacy, prostitution, sexual jealousy and battering. Sexual homicide means the killing of an individual in the background of sexuality, brutality and power. Sex played a dominant role in various varieties of homicides involving kids, sexual workers and serial killers. (â€Å"Flowers, 2006, p.9†). Sex offenders comprise of an assorted group of individuals. The term sex offender is associated with the individuals who have carried out felonies like rape, engaged in child pornography, sexual murders and indecent exposures. Sexual offenders can be either juveniles or adults, male or female and of any age. Majority of sexual offenders aware of their victims and are associated to them, have some relationship with them or might have some authority over the minor or acquainted with them. Further, sexual offenses differ across cultures, religions, countries and states. In sexual offenses, there is a lack of consent on the part of victim and some level of intention on the part of an offender. Since 1980, many laws have been enacted in USA to enhance the supervision and administration of sexual offenders. For instance, such policy requires registration of sexual offenders, notification to community, restriction on residence, monitoring by GPS and compulsory chemical castration for those sex offenders under parole. (â€Å"Terry, 2010, p.3†). Statistical Date of Sexual Crime in USA In USA, as per the US Department of Justice, in every 2.7 minutes, one person is raped. In their lif e’s time, every one out of six American women has been the target of an attempted or suffered rape. In their life’s time, one in every thirty-three American men have witnessed an attempted or experienced a rape. In 73% of the sexual / rape attempts, the offender was well known to the victim who may be either an acquaintance or a friend or an intimate. About 191,670 rapes / sexual assaults were experienced by the victims with an average age of 12 or older in 2005 alone. Further, kids under the age of twelve comprise of 15% of the sexual /rape victims. Further, those under the age of 18 comprise about 44% of rape or sexual assaults. About 62% of the all sexual assaults or rapes were not made a complaint to the law enforcement in the year 2005. Of all the age group, people in the age group of 16 to 19 had a higher scale of sexual victimization. About 66% of prostitutes were reported to be sexually assaulted when they were as a kid. About 12% of the rape cases were recogni sed as alleged drug-facilitated cases in an emergency ward of a hospital. About 64,080 American women were reported to be raped in the year 2004-2005 alone. The occurrence of pregnancy for every-time unprotected sexual intercourse is estimated at five percent as per the medical reports. By applying the same to the 2004-05 rape victims, one can come to a conclusion that there would be 3,204 pregnancies due to sexual assault in that period as per RAINN report. Further, those kids

Writing helps jog creativity (needs better wording..) Essay

Writing helps jog creativity (needs better wording..) - Essay Example No doubt, free writing is a natural way of writing that accelerates learning and enhances creativity. Writing is a process that explores ideas, beliefs, knowledge of known, and leads to the unknown. Free thinking and writing keeps the ideas and thoughts flowing. Murray finds free writing as a natural way of writing. He acknowledges the fact that writers are mostly clueless, they don’t know what their direction is. It is because they use language as a tool to explore what is beyond their knowledge (77).Free writing let the writer express every little detail on the paper rather than missing it in the â€Å"only thinking† or planning process. I personally feel that ideas are like soap bubbles that form and burst quickly, one after the other. I can identify with Abelardo Delgado who says, â€Å"I literally give birth to the ideas which wiggle in me wanting to come out†(qtd. in Tomlinson).It is critical to save them as they appear, and nothing can save them as beautifully as free writing. James Baker refers ideas and details as â€Å"free-floating metal shavings† looking for magnet (qtd. in Tomlinson).The magnet here are words that attract and absorb every little detail of our ideas. Free writing gives clarity and meaning to the whole thought process in general and writing in particular. Murray observes his students exploring and discovering the meaning through their writing process (77). While writing freely, we naturally express ourselves more. Gradually, we come to identify the meaning behind our expressions. It is more like a process of self exploration which introduce us to our writer self. Elie Wiesel says, â€Å"I write in order to understand as much to be understood† (qtd. in Murray 77).Murray supports my idea of writing as a discovery of meaning which unfolds itself as it proceeds. However, I never felt like professor of philosophy who felt embarrassed or dumb because he has to keep writing to find out what is his objective

International Management Essay Example | Topics and Well Written Essays - 1750 words - 6

International Management - Essay Example in the standardization and adaptation process include the legal-political climate, social-cultural make-up of the target market technological, economic and demographic factors, etc. (Doyle and Stern P. 35). During a product’s launch into a new international market, multi-national firms can decide to either use their standardized marketing mix or adapt the mix to suit the market. In my study I am going to discuss the different standardization and adaptation strategies employed by different multi corporations like; Pepsi, Mc Donald’s and Toyota motors in the international business market. In several instances, a multi-national firm is forced to adapt its products and services marketing mix strategies to meet the local consumer needs. Also, the company is influenced to apply marketing mix techniques to deal with wants that can’t be altered due to factors such as culture, belief, economic conditions among others. McDonalds is a global producer of fast foods but their burgers, and other foodstuffs are adapted to local needs alongside tastes and preferences. In the Indian market where a cow is a venerated animal, their fast foods contain other meat products in place of beef. In South America McDonalds’ burgers come highly chilled due to the natives love for excessively chilled foods (Learn marketing, Para.2). In the Middle East where Pepsi is the leading soft drinks producer, it’s less sweet as compared to Africa where sweetness is preferred. The locals have a culture of growing sugar cane which tends to affect their consumption tastes and preferences (Learn marketing, para.2). Toyota Motors Corporation is the leading producer of automotive in the world. Its headquarters are situated in Japan decided. The company decided to use its standard production techniques for all its companies in the World with minimal changes to adapt it to the local environment. Over the years, Toyota enjoyed monopoly in terms of cheaper and fuel economic consumption. However, in

Critical Issue Promoting Technology Use In Schools Education Essay

Critical Issue Promoting Technology Use In Schools Education Essay Although there has been a strong push to get educational technology into the hands of teachers and students, many obstacles to implementation still exist. Equipment may not be placed in easily accessible locations. Hardware and software often pose problems for teachers in the classroom, and just-in-time technical support may be unavailable. Teachers may lack the time and the motivation to learn technology skills. Professional development activities may not provide ongoing, hands-on training for teachers or practical strategies for implementing technology into lesson plans. Initial technology funding may not be sustained and thus not capable of providing upgrades, maintenance, and ongoing professional development. Fortunately, these obstacles can be addressed and overcome. This Critical Issue provides practical information for promoting technology use in schools. OVERVIEW: The push to provide technology in schools has been successful in recent years. According to Goldman, Cole, and Syer (2000), most schools have computer labs and many have computers in every classroom. More than 90 percent of all schools are connected to the Internet, and more than 33 percent of teachers have Internet access in their classrooms. Yet teachers readily admit that they are not making as much use of technology as they could. According to an Education Week survey, nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all (Trotter, 2001). Although technology is more prevalent in the schools, several factors affect whether and how it is used. Those factors include placement of computers for equitable access, technical support, effective goals for technology use, new roles for teachers, time for ongoing professional development, appropriate coaching of teac hers at different skill levels, teacher incentives for use, availability of educational software, and sustained funding for technology. Placing Computers for Equitable Access Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. If computers are connected to the Internet but are not in a convenient location, the availability to students and teachers will be limited. Across the case study sites, there were five different strategies for allocating computers for student use:  · Distribution among the regular classrooms  · Computers in labs  · Mobile computer labs  · Incremental roll-out  · School-within-a-school The standard computer lab is commonly used in schools. If the use of the computer lab is carefully scheduled, it will provide high equipment utilization; on the other hand, keeping the computers in one place may be a barrier to using them on a continual but intermittent basis as a part of the curriculum. Some schools prefer to place computers in the regular classroom. These computers often are distributed through incremental rollout. In incremental rollout, technology is given to a limited number of classrooms at first and then expanded to an additional classroom each year. Sometimes the computers are distributed on a grade-by-grade basis with primary grades first and upper grades later receiving the most up-to-date equipment. This approach requires continual, yearly funding. Some schools have chosen to start with their Internet connection in the school library. This location necessitates that the library-media specialist is aware of educational sites to supplement students classroom activities. The library-media specialist also needs to work with teachers and the technology specialist to determine the best use of the equipment. In situations where software also is a limited commodity, the school library may house and catalog the software, as is done with other educational materials. This situation makes the software available to all teachers and allows teachers flexibility in assigning work to students. Whatever decisions are made on allocation of equipment, it is imperative that all staff members are included in the decision making and that long-term plans are made for acquisition and upgrading of materials. Such collaborative decision making and planning helps ensure staff buy-in, equity of access, and effective use of technology in teaching and learning. Providing Technical Support Without continuous technical support, technology integration in the classroom will never be satisfactorily achieved (Bailey Pownell, 2002). Most teachers have heard horror stories about equipment failure, software complexity, data loss, embarrassments, and frustration. They dont want to be left hanging with 30 students wondering why nothing is working the way it is supposed to be. When teachers are trying to use technology in their classrooms and they encounter difficulties, they need immediate help and support. Providing Time for Ongoing Professional Development Learning the new roles and ways of teaching that go hand-in-hand with technology integration requires that teachers have opportunities to participate in an extended process of professional development. Teachers need time to acquire technology skills and develop new teaching strategies for integrating technology into the classroom. Except for occasional in-service programs, teachers often have no time built into the school day for their own professional development. When professional development activities are conducted after school, teachers may not have the energy necessary for engaging in learning. Burgos (2001) notes, The research on staff development tells us that its least effective when its done at the end of the school day. Some researchers suggest that the ideal time for teachers to participate in professional development activities is during the summer, when students are not a consideration and teachers do not have as many demands on their time. But teachers are more likely to apply new instructional strategies if they receive feedback and support while trying the new strategies in their classrooms. Coaching Teachers at Different Skill Levels A school may be home to educators with a wide variety of skill levels in technology: computer gurus anxious to put the capabilities of the newest hardware and software to use; moderate technocrats, who implement basic computerized tasks; and the technologically limited. The problem faced by administrators and professional development staff of such a school is providing adequate training to bring all teachers to an adequate level of technical expertise so learning goals can be met. After the teachers skill levels are identified, administrators, teachers, and the technology specialist can brainstorm to determine what support and resources teachers need to advance to the next stage. Teachers can develop personal plans for professional development that include goals for using technology. These professional development plans can be competency driven, identifying specific areas where technology can be used effectively; they can specify outcomes to be achieved using technology, such as implementing specific projects with students; and they can list software applications that should be mastered by specific dates. By putting individual goals in writing, these plans formalize teachers commitment to using technology in the classroom, states Tenbusch (2002). Choosing Appropriate Software One barrier to technology integration is the difficulty many teachers face in finding and using appropriate software for instruction (Glenn, 2003). Teachers at novice or apprenticeship stages of technology integration may need guidance in locating multimedia software and Internet sites to support the schools learning goals, either because they are unfamiliar with these media or because they feel overwhelmed by the profusion of software on the market and sites on the Internet. Lack of time and experience to make good decisions about what particular products or sites have the potential of fostering learning goals can make technology integration a frightening prospect. Glenn (2003) succinctly summarizes the challenge: Problems exist with finding and using appropriate software or courseware for instruction. The number of high-quality curriculum materials has increased, and there is a wider variety; however, creating innovative learning opportunities for all students remains a fundamental challenge and elusive for far too many teachers. GOALS:  · The schools technology plan clearly identifies learning goals to be achieved through technology.  · Technology supports the instructional learning goals. It is integrated into instruction in meaningful ways so that it contributes to the attainment of high standards by all students.  · Technology is used for challenging, long-term projects that promote students higher-order thinking skills instead of merely for drill-and-practice programs to improve basic skills.  · All students have opportunities to use a variety of technologies to support their work on authentic tasks.  · All technology is in operable condition and is being used effectively and to the maximum extent possible.  · Just-in-time technology support is available for teachers and students.  · There is a flexibility in managing the technology to ensure that all students and teachers have equity of access.  · Professional development is considered an important part of the technology plan and the technology budget.  · The professional development component of the technology plan ensures that every teacher has allotted time throughout the school year for professional development relating to technology and its integration into the classroom.  · Professional development in technology is directly applicable to the classroom situation.  · A diverse portfolio is in place to ensure that funding is available to support technology and ongoing professional development. Administrators:  · Pursue funding strategies to provide the necessary technology, professional development, technical support, equipment upgrades, and equipment maintenance to achieve educational goals.  · Develop strategies for ensuring equitable use of education technology for all students and teachers.  · Acknowledge the benefits of plugging educators into technology improved student performance, increased student motivation, lower student absenteeism, and higher teacher morale.  · Understand the implications of preparing teachers for the Digital Age.  · Ensure that the school is providing professional development for effective technology use.  · Determine expectations for teachers in regard to their use of technology in their classrooms. Develop strategies for teaching the teachers and eventually winning teachers over.  · Read about technology implementation strategies in Teachers and Technology: Making the Connection.  · Provide all teachers and administrators with an Internet e-mail address. Use e-mail for all school announcements.  · Provide a networked computer on the desk of every teacher and administrator.  · Provide all teachers with on-site training in technology use. Ensure that teachers have adequate time to practice new skills, explore software, and become proficient with the schools technology.  · Involve teachers in identifying and pursuing technology professional development that is appropriate to their needs and skills.  · Encourage teachers to set their own technology integration goals as part of their individual professional development plans.  · Ensure that adequate technical support is available.  · Address any problems that arise with new uses of technology in the classroom quickly and efficiently.  · Use a variety of time and monetary incentives as well as job requirements that encourage teachers to use technology in their classrooms. o Provide release time for teachers to participate in technology professional development activities during the school day. o Pay for additional professional development activities, such as outside conferences and workshops that address specific classroom technology issues. o Pay teachers to act as technology mentors for teachers with novice technology skills. o Provide classroom-embedded mentoring, tutoring, and follow-up activities. o Financially reward teachers for designing good instructional uses of technology. o As an additional incentive, offer technology for classroom or personal use: laptop computers, technology equipment, and software. o Make teachers base pay contingent upon participation of technology professional development. o Include technological competence as one aspect of teacher evaluation. o Tie job security to technology professional development by adding technology competence to teacher evaluation, requiring technology-related professional development for contract renewal, or making technology professional development a requirement for re-certification.  · Periodically visit classrooms to determine teachers technology needs and to observe and encourage their integration strategies.  · Provide opportunities for teachers to observe effective technology use in other classes or schools.  · Recognize teacher successes with technology. Share these stories with the school and the community. Encourage teachers to share their successes with colleagues at conferences.  · Participate in professional development programs, study groups, and other technology activities with teachers and other staff members.

Greed in Ode on the Death of a Favorite Cat (Favourite) Essay -- Ode t

Greed in Ode on the Death of a Favorite Cat (Favourite)  Ã‚   Greed is one of the underlying themes found in Thomas Gray's Ode on the Death of a Favourite Cat. This greed becomes the ultimate demise of the lead character, Selima the Cat. Mr. Gray uses a few different literary techniques to bring to life the inanimate written words. These techniques along with word choice allow for the possibility of many different interpretations of the text.    The general format Mr. Gray follows is seven stanzas of AACBBC form, wherein the A and B lines consist of eight syllables and the C lines consist of six. Thomas Gray also uses alliteration to emphasize certain aspects of the peom. "...fair round face/golden gleam..."(lines 8 & 18) are two examples of this. The imagery that is used to paint the lyrical picture of the feline stalking its prey also describes in fairly great detail the appearance of the cat's surroundings. Gray's word choice enhances the ever present physical aspects of his subject. "...The fair round face, the snowy beard, The velvet of her paws..."(8-9) presents the ...

Learning Assessment Essay

In classrooms where assessment for learning is practiced, students know at the outset of a unit of study what they are expected to learn. At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the student’s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process. In past decades, teachers would design a unit of study that would typically include objectives, teaching strategies, and resources. An evaluation component—the test or examination—may or may not have been included as part of this design (Cooper, 2006). The student’s mark on this test or exam was taken as the indicator of his or her understanding of the topic. Assessment for learning †¢comprises two phases—initial or diagnostic assessment and formative assessment †¢assessment can be based on a variety of information sources (e.g. , portfolios, works in progress, teacher observation, conversation) †¢verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps †¢as teachers check on understanding they adjust their instruction to keep students on track †¢no grades or scores are given – record-keeping is primarily anecdotal and descriptive †¢occurs throughout the learning process, from the outset of the course of study to the time of summative assessment Assessment as learning †¢begins as students become aware of the goals of instruction and the criteria for performance †¢involves goal-setting, monitoring progress, and reflecting on results †¢implies student ownership and responsibility for moving his or her thinking forward (metacognition) †¢occurs throughout the learning process Assessment of learning †¢assessment that is accompanied by a number or letter grade (summative) †¢compares one student’s achievement with standards †¢results can be communicated to the student and parents. †¢occurs at the end of the learning unit Evaluation †¢judgment made on the basis of a student’s performance Diagnostic assessment (now referred to more often as â€Å"pre-assessment†) †¢assessment made to determine what a student does and does not know about a topic assessment made to determine a student’s learning style or preferences used to determine how well a student can perform a certain set of skills related to a particular subject or group of subjects †¢occurs at the beginning of a unit of study. †¢used to inform instruction:makes up the initial phase of assessment for learning Formative assessment †¢assessment made to determine a student’s knowledge and skills, including learning gaps as they progress through a unit of study †¢used to inform instruction and guide learning †¢occurs during the course of a unit of study †¢makes up the subsequent phase of assessment for learning Summative assessment †¢assessment that is made at the end of a unit of study to determine the level of understanding the student has achieved †¢includes a mark or grade against an expected standard.

Is Social Democracy (huber et al 97) desirable Essay Example

Is Social Democracy (huber et al 97) desirable Essay Example Is Social Democracy (huber et al 97) desirable Essay Is Social Democracy (huber et al 97) desirable Essay Is Social Democracy ( Huber et al 97 ) desirable and accomplishable in developing states? Winston Churchill one time proclaimed, â€Å"Democracy is the worst signifier of authorities except for all the others that have been tried† ( Churchill, 2003, 68 ) .Now the intent of this work is non to measure the comparative virtues, booby traps and misdemeanors of democracy as a signifier of political administration. What I will declare at the beginning nevertheless is my house and firm belief that democracy is the best signifier of political building for both authorities and administration available in the universe today, irrespective of its built-in restrictions. There merely exists no other system that is capable of guarding against autocratic absolutism and all the unfortunate features that accompany it. It is this stance of class that Churchill was mentioning to in the above citation, and therefore from this footing I feel it is just to reason that the desirableness of democracy in developing states is unquestionable. What is more at issue here is whether it is accomp lishable. Given this, it will rapidly go evident to the reader that what is offered below focal points far more on the attainability of democracy in developing states than the desirableness. This is calculated, I make no apologies for it and I would remind the reader that this comparative instability is due to my belief that it is the issue of attainability that is the contention here. I to the full appreciate that there presently exists an ever-growing figure in the universe who consider democracy in any signifier to be detestable and abhorrent. Such feelings are frequently espoused by the advocates of Islamic fundamentalism and hence brief consideration is given to this issue and to the impact it has on the planetary spread of democracy. However, this work has been formed on the stipulation that secure democracy is a positive footing on which to build political and societal life. However, an obvious definitional trouble instantly confronts us. When we speak of democracy, to what are we really mentioning? In trying to reply this inquiry we must return to Evelyne Huber et Al, as it is here that we find a unequivocal analysis of differing democratic options and the steps required for successful execution, development and consolidation. In their work, Huber and his co-workers outline three discrepancies of democracy, each one correlating in some signifier or another to the others. The first and most basic is formal democracy, the constitution of which requires four component factors. First, on a regular basis periodic elections that are both competitively contested and free. Second, cosmopolitan grownup right to vote, which one would presume to be a necessary concomitant to the free and just elections. Third, the answerability of the provinces executive administrative maps to those who have been elected as a consequence of the first two factors. Finally, institut ionalised freedom of look and association which is non merely upheld by the province itself, but acts as surety against punitory and jurisprudence braking province actions should they originate ( Huber et Al, 1997, p.323 ) . Huber et Al, right indicate out that this trade name of democracy is one that is often given to provinces that, although their democratic processs are frequently fishy ( Huber et Al, 1997, p.323-324 ) . The 2nd signifier of democracy provided to us by Huber et Al is participatory democracy. Here all the above-named dogmas have to be efficaciously in topographic point and so combined with drawn-out degrees of democratic engagement. Vitally, such engagement must necessitate the inclusion of all changing groups in society, irrespective of issues of ethnicity and category ( Huber et Al, 1997, p.324 ) . Social democracy, the ultimate and concluding stage of this democratic patterned advance involves the being of all the above factors, along with a important and just distribution of the provinces economic and societal capital. It is this province of personal businesss that is the most desirable and best placed to efficaciously vouch just and equal chances, whether they be political, societal or economic. Importantly, as Huber et al note the constitution of formal and participatory democracy is a necessary requirement for the outgrowth and consolidation of societal democracy ( Huber et Al, 1997, p.324 ) . The cardinal dogmas of societal democracy, as laid down by Huber et Al is I believe the base line of what we should see to be to the full a formed and sustainable democratic system. The inquiry that logically follows from this must be, is societal democracy in developing states accomplishable? I believe that it is, provided that its outgrowth and advancement is nurtured by a profound want to better the lives of ordinary people, a procedure that can non be rushed. It is when such foundations are sacrificed in order to keep the economic, strategic and political involvements of the world’s taking democracies that the procedure is impeded. Similarly, speedy hole solutions, nevertheless good motivated are non the reply. The developed democracies have an chance to play an tremendously positive function in the spread of societal democracy in the universes less fortunate states, an chance that is being squandered. It may at first appear that we are sing the zenith of planetary democracy. An averment dullard out in statistics provided byFreedom House, who in 1996 declared that out of the universes 191 official states, 117 were based on a democratic foundation ( Haynes, 2002, p.84 ) . This is the most the universe has of all time enjoyed and would look to ease the March of societal democracy in the underdeveloped universe. However, this democratic revival has non merely been physical, but ideological. Democrats around the Earth have regained their assurance following the evident impairment of dictatorship and anti democratic motions. As Marc Plattner has explained, as a consequence of this impairment, apparent peculiarly in left-of-center political orientations, â€Å"Democracy has no serious geopolitical or ideological rivals† and that â€Å"democracies are widely regarded as the lone truly and to the full modern societies†( Diamond and Plattner, 1996, p.1 ) . However, this image is misdirecting in the extreme. What we are presently sing is in the words of celebrated academic, Professor Samuel P Huntington, a â€Å"third wave† of democratic enlargement around the Earth. The first, or â€Å"long wave† from the early 1820s up to 1926 saw the birth of 29 new democracies. Between 1945 and 1962 the â€Å"second wave† brought a farther 36 states under the democratic mast. The new â€Å"third wave† that is presently taking topographic point is said to hold begun in 1974 with the terminal of dictatorship in Spain, Portugal and Greece. From 1974 up to 1995 ( which of class includes the prostration of the Warsaw Pact communist governments ) 64 states made the move towards some signifier of democracy ( Huntington, 1996, p.3 ) . However, there are two cardinal issues that rapidly curtail any misjudged exultation we may hold about this development. First, the two moving ridges mentioned above both gave manner to change by reversal moving ridges that brought about a considerable decrease non merely in the figure of democracies in the universe, but besides in the sense of hope exhibited among the universes taking democratic advocates. It can hence be practicably argued that the current democratic revival could yield to a similar destiny. Second, the worldwide democratic growing of the last 30 old ages or so has been accompanied by a less publicized but however distressing countertrend. This countertrend is the decrease in degrees of existent freedom, in footings of political rights and civil autonomies. Since the prostration of communism in the states of the Warsaw Pact,Freedom Househas measured that civil autonomies and political rights have remained comparatively dead in the world’s democracies. Between 1992 and 1996 the figure of what are termed â€Å"free states† , ( arguably a more important method of mensurating democratic spread ) merely increased from 75 to 76. Furthermore, the figure of provinces deemed inhibitory or â€Å"not free† byFreedom Househad increased by 15, from 38 to 53 ( Haynes, 2002, p.84 ) . If we conceptualise these developments within the model laid down by Huber and his co-workers it would look that what we are sing is a considerable growing in formal democracy around the universe. However, it is clear that the transitionary development along the predetermined democratic ladder is non taking topographic point. Why is this? Huber et Als have explained in great item the factors that are required in consolidating formal democracy. These include displacements in the power balance between viing categories and the ability to equilibrate the provinces function as maintainer of jurisprudence and order with the rights of persons. They besides highlight the function of international dealingss, peculiarly refering to planetary economic forces ( Huber et Al, 1997, p. 325 ) . These are critical considerations, nevertheless although they do sketch the demand for this procedure to be comparatively bit-by-bit, they fail to pay adequate attending to the fact that the development of so cietal democracy outside of the 3rd universe is the apogee of a procedure that has taken centuries. To propose that the 3rd universe can merely use the tested and tried methods of the developed societal democracies and mirror their institutional make-up as the footing for some sort of bluish print is short sited. What is critical to maintain in consideration is the fact that it is non merely democratic establishments and processs that develop over centuries, but besides democratic civilization. It may good be possible to implement a procedure that brings about the former over a comparatively short period. However, the latter will non of course follow and can non be imposed from above. A democratic civilization non merely gives legitimisation to democratic political procedures and establishments but its very being is necessary in order for democracy, in even its basic formal phase to boom. This is the bosom of the job, and it is the ground why new democracies around the universe are neglecting to develop into the desirable societal signifier. Furthermore, this unfortunate state of affairs is unhappily exacerbated by the actions of the universes taking societal democracies. It appears that the United States in peculiar non merely considers the forced infliction of basic formal democratic proced ures as desirable, but besides as polar in accomplishing the development to societal democracy. No other issue high spots this statement more than the comparatively recent invasion of Iraq. It is unneeded to travel into item sing Washington’s motives for engaging war in Iraq. However, it is adequate to state at this point that pre war intelligence studies of the being of arms of mass devastation were false, something conceded in recent months by both George W Bush and Tony Blair ( Guardian Unlimited, 2005 ) . Therefore, we are left to presume that the overruling ground for the invasion was foremost, to liberate the Iraqi people form the servitude and repression of Sadam Hussein’s government, and secondly to convey about a democratic transmutation in the state. This is surely the line that Washington and London have emphasised continually. Yet in the three old ages that have passed since the beginning of the invasion, autonomous democratic answerability has failed to attest itself in even the most basic signifier. Progression in the signifier of installing of democratic establishments and procedures has been made, but this procedure has been probationary an d marred. Iraq has shown above all else that it merely impossible for an incursive force to play a positively active function in altering the political world of a state that has comparatively no democratic experience. The anticipation made by Samuel Huntington in 1991 that â€Å"A big American deployment in the Gulf, if sustained over clip, would supply an external drift towards liberalisation† ( Huntington, 1996, 6 ) has clearly been shown to be wrong, and in fact democratic hopes in the Middle East are at their lowest point in recent history. Therefore, one-sided American action does more to impede democratic patterned advance in the development universe than aid it. Another index of this is the increased entreaty of Islamic fundamentalism in developing Muslim states all over the universe. Islam itself, contrary to popular myth is absolutely compatible with democracy ( Halliday, 2003, p.116 ) . However, Islamist fundamentalism of the Khomeini assortment is non and American actions are playing a greater function than of all time in the fundamentalist enlisting procedure. Of class this earnestly curtails any wish to see democracy take clasp in such states. Ultimately, as I have already stated, the democratic patterned advance of developed and preponderantly western societal democracies is the consequence of centuries of democratic development. In the instance of Britain, a full an equal franchise, without systematic differences of gender was non enacted until 1928 ( Pearce and Stewart, 1992, 257 ) . Similarly, it took the United States about two centuries to get the better of racial inequality to sufficiency of an extent to even mistily resemble a societal democracy. If Iraq and besides Afghanistan represent a case in point in the effort to distribute democracy on a planetary footing, it makes hapless reading for those who wish to see healthy societal democratic civilizations flourish in the underdeveloped universe. I still feel house in my original strong belief that societal democracy of the sort outlined by Huber et Al is the most effectual manner of organizing political building and societal life. It is hence desirable that such a system should be developed and expanded to embrace as many parts of the Earth as possible. However, we must be highly careful about how this is achieved. The recent planetary democratic revival that has taken topographic point since the mid 1970s is a positive development, but we must non delegate to this probationary advancement the properties of a new morning age. In the terminal developing states must be provided with the forbearance and steady development that marked the outgrowth of societal democracy in the developed universe. The old democracies have a enormous chance to play an active and reciprocally good function in this procedure. However, such a function must ever be motivated by the general concern to break the stuff and societal being of ordinary peop le, and non got the intents of self involvement. When this is achieved we may good be able to talk of a truly planetary democratic civil order, and the universe may travel frontward into a new age, where societal democratic rules form the bedrock of planetary society. Bibliography Clapham, C. ( 1985 )Third World Politics: An Introduction. London: Routledge. Diamond, L A ; Plattner, Marc. erectile dysfunction. ( 1996 )The Global Resurgence of Democracy. Baltimore: John Hopkins. Gerard, D. ( 2000 )Citizenship in a Global Age. Buckingham: Open University. Guardian Unlimited. ( 2005 ) Bush Admits Iraq Intelligence Was Wrong, hypertext transfer protocol: //www.guardian.co.uk/usa/story/0, ,1667411,00.html, Date accessed 19/3/06. Halliday, F. ( 2003 )Islam and the Myth of Confrontation. London: I.B.Tauris. Haynes, J. ( 1996 )Third World Politics: A Concise Introduction. Oxford: Blackwell. Haynes, J. ( 1997 )Democracy and Civil Society in the Third World: Politicss and New Political Motions. Oxford: Blackwell. Haynes, J. ( 2002 )Politicss in the Developing World: A Concise Introduction. Oxford: Blackwell. Huber, E, Rueschemeyer D, Stephens J. ( 1997 ) The Paradoxes of Contemporary Democracy. Formal, Participatory, and Social Dimensions , Comparative Politics, 29, 3, 323-342. Huntington, S. ( 1996 ) Democracy’s Third Wave. In L. Diamond A ; M. Plattner ( Ed. )The Global Resurgence of Democracy( pp. 3-26 ) . Baltimore: John Hopkins. Pearce, M A ; Stewart, G. ( 1992 )British Political History, 1867 – 2001: Democracy and Decline. London: Routedge. Pinkney, R. ( 1993 )Democracy in the Third World. Buckingham: Open University.

A Profile of the Karabiner 98k

A Profile of the Karabiner 98k The Karabiner 98k was the last in a long line of rifles designed for the German military by Mauser. Tracing its roots to the Lebel Model 1886, the Karabiner 98k was most directly descended from the Gewehr 98 (Model 1898) which first introduced an internal, metallic five-cartridge magazine. In 1923, the Karabiner 98b was introduced as the primary rifle for the post-World War I German military. As the Treaty of Versailles prohibited the Germans from producing rifles, the Karabiner 98b was labeled a carbine despite the fact that it was essentially an improved Gewehr 98. In 1935, Mauser moved to upgrade the Karabiner 98b by altering several of its components and shortening its overall length. The result was the Karabiner 98 Kurz (Short Carbine Model 1898), better known as the Karabiner 98k (Kar98k). Like its predecessors, the Kar98k was a bolt-action rifle, which limited its rate of fire, and was relatively unwieldy. One change was the shift to using laminated stocks rather than single pieces of wood, as testing had shown that plywood laminates were better at resisting warping. Entering service in 1935, over 14 million Kar98ks were produced by the end of World War II. Specifications Cartridge: 7.92 x 57 mm (8 mm Mauser)Capacity: 5-round stripper clip inserted into an internal magazineMuzzle Velocity: 760 m/secEffective Range: 547 yards, 875 yards with opticsWeight: 8-9 lbs.Length: 43.7 in.Barrel Length: 23.6 in.Attachments: Knife Bayonet S84/98, rifle grenades German and World War II Usage The Karabiner 98k saw service in all theaters of World War II that involved the German military, such as Europe, Africa, and Scandinavia. Though the Allies moved towards using semi-automatic rifles, such as the M1 Garand, the Wehrmacht retained the bolt-action Kar98k with its small five-round magazine. This was largely due to their tactical doctrine which emphasized the light machine gun as the basis of a squads firepower. In addition, the Germans frequently preferred to use submachine guns, like the MP40, in close combat or urban warfare. In the final year and a half of the war, the Wehrmacht began phasing out the Kar98k in favor of the new Sturmgewehr 44 (StG44) assault rifle. While the new weapon was effective, it was never produced in sufficient numbers and the Kar98k remained the primary German infantry rifle until the end of hostilities. In addition, the design also saw service with the Red Army which purchased licenses to manufacture them prior to the war. While few were produced in the Soviet Union, captured Kar98ks were used widely by the Red Army during its early war arms shortage. Postwar Use Following World War II, millions of Kar98ks were captured by the Allies. In the West, many were given to rebuilding nations to rearm their militaries. France and Norway adopted the weapon and factories in Belgium, Czechoslovakia, and Yugoslavia began producing their own versions of the rifle. Those German weapons taken by the Soviet Union were kept in case of a future war with NATO. Over time, many of these were given to nascent communist movements around the world. Many of these ended up in Vietnam and were used by the North Vietnamese against the United States during the Vietnam War. Elsewhere, the Kar98k ironically served with the Jewish Haganah and later, the Israeli Defense Forces in the late 1940s and 1950s. Those weapons that were obtained from captured German stockpiles had all Nazi iconography removed and replaced with IDF and Hebrew markings. The IDF also purchased large stocks of Czech and Belgian-produced versions of the rifle. In the 1990s, the weapons were again deployed during the conflicts in former Yugoslavia. While no longer used by militaries today, the Kar98k is popular with shooters and collectors.

Diseases among Elderly People Essay Example | Topics and Well Written Essays - 2000 words

Diseases among Elderly People - Essay Example thromboxane A2 that promotes a cascade of events leading ultimately to clot formation. Increased homocysteine levels affect the inner lining of the arterial wall, and thus have long been implicated in the causation of thrombosis (Scott, J. and Weir, D., 1996). In fact, increased homocysetine levels associated with syndrome of homocysteinuria are acknowledged to be a cause of intravascular thrombosis. It has been observed that plasma homocysteine is normally converted to methionine co-factored by folic acid correlates in the body. When this reaction is impaired due to deficiency of cobalamine; since cobalamine regulates folate metabolism, it is deranged leading to elevated homocysteine levels (Mayer, E.L., Jacobsen, D.W., and Robinson, K., 1996). High plasma homocysteine, thus, will predispose to increased thrombosis, although it is not yet known whether hyperhomocysteinaemia due to folic acid deficiency predisposes to thrombosis or alters its response to treatment (Welch, G.N. and Loscalzo, J., 1998). This proposal aims to study the effect of folic acid on the elderly in terms of risk of coronary artery disease as relevant to prevention of thrombosis in preexisting atherosclerotic heart disease in terms of incidence of myocardial infarction (Bots, M.L. et al., 1999).Increasingly, healthcare is focusing towards prevention of disease rather than treating it after the catastrophe happens. Coronary artery disease manifested by acute myocardial infraction is one of the most common diagnoses in developed countries throughout the world. The mortality rate of the disease is 30% with over half the patients expiring even before they are able to reach the hospital. Survival from a heart...Research nurses will screen the medical records and exclude patients who have a history of coronary heart diseases or patients who are taking drugs known to interfere with folic acid, or taking vitamin supplements containing folic acid. Patients will be eligible for inclusion if aged 65 years or more and if their medical histories include two or more of the following conditions: diabetes, hypertension, hyperlipidemia, obesity or smoking. All eligible individuals will receive a letter from the hospital explaining the study, followed by a telephone call inviting them to attend the first visit and instructing them to fast from midnight the night before the visit. At the first visit, all baseline measurements will be taken. Research nurses will take general information, such as, name, age, sex, phone number, address, smoking history, marital status, socioeconomic factors, and the names and phone numbers of two or three friends or relatives who always know how to reach the participants. Drugs history including aspirin or other anticoagulants, antihypertensive, anti-angina, and lipid-lowering drugs will be reviewed. Study procedures will be explained to all subjects. Subjects who are unlikely to complete follow-up due to plans to move or due to disease likely to be fatal within 4 years, or unwilling to participate will be excluded from the study. Ethics: All subjects will be explained the study protocol, and a written informed consent will

Jazz project 2 Essay Example | Topics and Well Written Essays - 1000 words

Jazz project 2 - Essay Example Blues songs are not only written about the trials faced during the slave days, these songs are also written about the many trials that blacks have faced over time. After the slaves were freed, the black community had new challenges. While they were excited about being free and in charge of their own lives, there were still a number of obstacles that kept them from being equal to their white counterparts. Because of their inequality, the black community suffered significantly. For instance, the only jobs that were offered to black men were the jobs that their white counterparts were not interested in doing. These jobs usually consisted of back-breaking labor under harsh conditions. Some of the remedial tasks that blacks were forced to perform in order to make a living were working on farms or in the fields or the position of traveling minstrel (University of Scranton). Concerning the conditions under which the blacks were forced to work, one article titled â€Å"Life after the Thirteenth Amendment† states that though blacks were free from slavery; their jobs were similar to what they had to do while they were slaved. Laws were passed to keep blacks in poverty, such as prohibiting them from owning land, imposing stiff fines if they were not working (It was tough to find a suitable job due to severe racial discrimination and lack of work for blacks that did not cause them to take up positions of servitude.), and they could be sold into what was called virtual slavery if they were unable to pay the fines imposed upon them. What’s more, black children could be forced to work as apprentices (Thomas). It would be a very long time before blacks had the true equality that they deserved. Along with the inequality that the black community has suffered, they dealt with a number of other troubles. Blues songs were composed to help them cope with such troubles, as well as being a way to vent out their frustrations. Blues’ songs were sung about the themes that

Creating Academic and Professional Success Essay - 1

Creating Academic and Professional Success - Essay Example A team is a collection of individuals that have unique talents and expertise. As a team they are able to exploit and share the knowledge that they possess. A team is able to assign a task to the most applicable member of the team and in doing so it makes the most advantageous use of their resources. This also allows the team members some flexibility in their role as a team member. In addition, the team allows management to assign workflow as needed. Teams can be assembled for a short period of time on an as needed basis. Teams also have the advantage of sharing a common goal. When the group shares the common goal, all work and resources are devoted to reaching the goal. This reduces redundancy and ambiguity among the workforce and makes the best use of their time. It further allows the team to direct their attention to complex problem solving as a group that an individual may not be able to accomplish. This interjects more creativity and flexibility into the workflow process. While there are many advantages, it must be remembered that teams must have the appropriate communication skills to be able to take advantage of the team structure. When using a team for decision making, the group may be guided by group-think or extreme positions advocated by powerful members. This is a major challenge to overcome to assure all team members have an equal input. Another challenge to a team is the acceptance, by its members, that responsibility and rewards are shared equally. This may face difficulties in introducing the team concept where the organizational culture is ingrained with a task oriented and individual concept. The team may have loafers that assume they can slack off and spread the responsibility out among the other members. Miscommunication or cultural differences that are misunderstood can also challenge the team. The team will be challenged to work to overcome these problems as the team matures. For Chris to deal with stress

Manus for example refuses to speak Essay Example for Free

Manus for example refuses to speak Essay The opening movement can be referred to as the gathering where the characters are introduced to the audience9. It is evident that the sequence in which Friel presents the characters to the audience on stage is significant. Primarily, an obvious observation to make would be the entrance of the Irish community to the stage, followed by the English. However, the entrance of the Irish community to the stage alone is equally important, appropriately starting with Manus, Sarah and Jimmy Jack. These characters are the least accepting of Englands colonialism, and refuse to acknowledge the inevitable changes (Manus for example refuses to speak English. ). It is quite fitting therefore that Owen is the last Irish member to enter the stage; for he has not only embraced the unavoidable changes, but he has joined forces with the English to enforce them. Unlike his brother Hugh, and the other Irish members, he fails to appreciate that the roots of the Irish culture are masked in language. Friel also has additional reasoning for such a pattern of entrance. Hughs entrance following his attendance at the baptism of Nellie Ruadhs baby for example enhances the importance of naming in the play. I strongly agree with the critic Leon Litvack who stresses It is not so much the naming and the changing of names, but what that signifies and what those names signify in a particular context10. In the second and third acts there is celebration and breakdown together. Effectively, Friel contrasts the first two celebratory acts with the final act of breakdown, to represent the scattering of the Irish people and the collapse of the Irish culture. Hughs return from the christening of Nellie Ruadhs baby in Act one and his return from the babys wake in Act three symbolises simultaneously Britains colonialism of Ireland, and the death of the Irish language. Baile Beag can be perceived in Translations as a microcosm of Ireland11. In a similar way, one could thus support the view that the desire of the English to make a map is itself a microcosm Englands desire to colonise Ireland. Therefore, Friel uses this to represent how the roots of the Irish culture are destroyed, through the destruction of Irelands place names. Lanceys blinkered statement that a map is a representation on paper reinforces this viewpoint. However, I disagree with critics such as Andrews who over historicize the play, claiming that Friel attempted to portray the map as an extreme act of colonialism. In order to correct Friels so called historical errors Andrews claims that the map was much more of a civil measure, rather than an oppressive military act. In support of Friels own words that the play has to do with language and language only it is important to highlight the relationship between names and identity. Friel maintains that names, culture and relationships (embodied in language), establish identity. He supports this theory through the character of Sarah, a girl with speech difficulties, silenced by the colonisers she knows she cannot. She closes her mouth. Her head goes down. In contrast to this, in A Passage to India Forster suggests that identity is found on a more spiritual level, and is only masked by names, culture and relationships. Ironically, while Forster focuses on the complexity of three different religions, places and seasons to emphasise the importance of the individual, Friel adopts the small hedge school of Baile Beag, and the personal relationships within the school to stress the significance of language on a larger scale, and its importance when considering Irelands loss of identity through colonisation. In A Passage to India Forster questions the importance of language, relationships and culture, illustrating the significance of the spiritual understanding of the individual. Forster achieves this primarily through the character of Mrs Moore, and the spirituality of Hinduism. However, the issue of colonialism is less important in A Passage to India, and plays a more prominent role in Friels Translations. Unlike Forster, through the colonialism of Baile Beag Friel demonstrates his belief that the core of a persons individuality is held in language, and without it their culture, relationships and names are lost.

Alternatives to Prison in Dealing with Offenders

Alternatives to Prison in Dealing with Offenders Assess the alternatives to prison in dealing with offenders We live in a society that is screaming for help. When it comes to a medical illness that a doctor can cure, he is allowed to go through great lengths to provide the best care possible. The same applies to the government who relies on the prison system to maintain law and order in dealing with offenders in order to live in a peaceful society. The idea for the use of a prison as a whole is to rehabilitate and, in most cases, restructure the way of living so that, when released, a person is better off in society than behind bars. However, there are several alternatives to prison that can be considered according to the offence committed. A well known alternative to prison is the system of fines. Fines are known as monetary sanction imposed upon a convicted offender which can vary according to where the crime was committed and the gravity of the crime. Offences which warrant a fine are classified according to the level of seriousness; the more serious offence obviously refers to a higher fine. This method is normally used for small offences committed. Fines are not considered appropriate for murder, rape, serious drug offences, aggravated robberies, and major re-offences by any member state. Any offence carrying a maximum prison sentence of at least three years in Croatia, any ‘intentional violent crime’ in Moldova, and any war crime conviction in Bosnia Herzegovina cannot be dealt with by a fine.(2010) However, this method did not prove to be quite effective since it concludes that if people could afford the fine, the punishment would not be effective, and where people could not pay the fine, it was lik ely that their family would suffer the financial consequences. Pre trial detention is the time period that an offender is incarcerated between being arrested and his trial.Detentionis only supposed to be used so as to ensure that the person will not pose a danger to other people. It undermines the chance of a fair trial and the rule of law in a number of ways. People in pre-trial detention are particularly likely to suffer violence and abuse. Without the protection of law, and isolated from their family, it is difficult to withstand such pressure. High rates of pre-trial detention are also contributing to prison overcrowding, poor prison conditions and growing the risk of torture. Pre-trial detention has a hugely damaging impact on defendants, their families and communities. Even if a person is acquitted and released, they may still have lost their home and job. They face the stigma of having been in prison when they return to the community. Unfortunately, in many countries pre-trial detention continues to be imposed systematically on those susp ected of a criminal offence without considering whether or not it is necessary, or whether less intrusive measures could be applied. A good alternative to prison is education as it has the potential to be a major driver of rehabilitation. At best, it opens prisoners’ minds to new possibilities and ways of understanding that can give them a way out of the cycle of reoffending. It can also have positive effects elsewhere, for example by raising prisoners’ skills so that they are more likely to be able to access a stable job after release, which in itself will help with reintegration. Considered more broadly, courses that encourage prisoners to think in a different light about family and other personal relationships may lead to better communication within families and a more positive, stable home environment. Education helps one broaden his mind and also helps a person to think more positively. Due to an advancing technological world, a new way of dealing with offenders has been found. The use of electronic monitoring was first applied in a criminal justice case in England and Wales in 1989, when a man was granted bail on condition that he ‘voluntarily agreed’ to have a device attached to him (Lilly and Himan, 1993:1)119 The use of electronic monitoring is becoming increasingly widespread and is now used to monitor over 10,000 offenders in Europe on any given day. Where it has been established, electronic monitoring of a curfew has become an ever-more important part of criminal justice systems and is used at various stages of criminal cases: as a condition of granting bail before trial; as a sentence in its own right; and as a condition of early release from prison. When an offender is monitored electronically, a tracking device is fitted to their ankle and a monitoring unit is positioned in the person’s house or other place of curfew. Currently, the equ ipment is based on radio frequency technology where the tag acts as a transmitter. The tag sends signals to the monitoring unit which in turn send signals to a control centre. Dick Whitfield stated that one common thread that can be observed within Europe is that the growth of EM has been ‘very largely politically driven(2007) much more than most criminal justice developments.( It means it is also politically more vulnerable, too’. This method is mostly used for small offences; this also helps to control prisons in a better way since many small offenders can stay at home with this device. It is also safe since the offender will not be able to move a long distance due to this electronic tag. A good prison policy aiming at the social reintegration of prisoners is an important factor when considering the social life of an offender after imprisonment. Even though the purpose of a prison sentence is to punish offenders and put them where they can do no harm, while preparing them for subsequent release and reintegration into society, , imprisonment does not achieve the second objective as a large number of former prisoners reoffend within five years of their release. There are many causes for this, including socialisation to prison culture, lack of family support, lack of education and vocational training and social prejudices. Spending many years in prison may be a factor in de-socialisation as it very often destroys prisoners’ ties with their families, friends and the rest of society. The chances of successful social reintegration also depend on the nature of the offence committed and the sentence served. In this connection, the possibility of alternatives to impriso nment for petty offenders might be social integration. Community service has proved to be an effective solution while dealing with offenders. Judges can sentence defendants to perform unpaid community work called community service to repay a debt to society for having committed the offense. The defendant may be required to perform community service in addition to receiving some other form of punishment, such as probation, a fine, or restitution. In 1992, Zimbabwe introduced Community Service(2004). Very quickly this alternative proved itself to be more humane, less expensive and a more efficient response to crime. An example of community service would be: Someone convicted of persistently dropping litter may be sentenced to pick up litter, or a convicted drunk driver may be required to appear before school groups to explain why drink driving is a crime and an ethical breach. This in fact makes the offender realise that whatever offence he committed was wrong. Therefore this method psychologically helps the offender to be a responsible ci tizen instead of ruining his life by going to jail. Death penalty can be considered as an option while dealing with offenders. This form of punishment has in fact been banned in many countries due to the beliefs of each of them, for example, a country might have religious beliefs about taking the life of someone as something wrong. However, it is not always the case since the offender must have done something which is not humane to deserve this form of punishment. If someone may allow himself to rape/kill/murder another person, then why should he be allowed to stay alive? This form of punishment has been a debatable one over years; yet many do not believe in it. Death penalty should actually be applicable to offenders who commit serious offences who would instead have a lifetime imprisonment as punishment. This would also increase the economic budget of a society which would have to spend unnecessary money on such offenders; this money could instead be used to reduce poverty. We certainly cannot have a specific alternative to prison in dealing with offenders, but we can surely choose the best punishment according to the offence committed. This would help to reduce the number of criminals in our society since many of the offenders stand a chance of being re-integrated in the society instead of becoming a worse person by going to jail. References 1. Loffmann.M, Morten.F. (2010)  Investigating Alternatives to Imprisonment.[online] The Quaker Council for European Affairs.  Place of publication: Europe. Available from-  http://www.qcea.org/wp-content/uploads/2011/06/rprt-alternatives-en-jan-2010.pdf 2. Whitfield Dick, Electronic Monitoring: Ethics, Politics and Practice, keynote presentation 10 May 2007 in the Netherlands [on-line], accessed 10 December 2007, available at: http://www.cepprobation.org/uploaded_files/pres EM 07 whitfield.pdf 3. PRI(2004) Alternatives to imprisonment, Pre-trial justice, Prison conditions, Rehabilitation and reintegration[online] . Available from: http://www.penalreform.org/resource/community-service-africa-alternative-imprisonment/

Cannibalism: A Human Atrocity Essay -- Cannibals Culture Cultural Reli

Cannibalism: A Human Atrocity "Cannibalism is morally wrong according to modern religion. In Christianity, it was used by God as an ultimate punishment for the disobedience of the Israelites during the siege of Jerusalem. Around the sixth century Before Christ, the prophet Jeremiah warned the Israelites of such a holy damnation: â€Å"I will make them eat the flesh of their sons and daughters, and they will eat one another’s flesh during the stress of the siege imposed on them by the enemies who seek their lives† (Barker, Jeremiah 19:9). Despite the warnings, the Israelites continuously disobeyed God and were rightfully punished. Jeremiah saw God as ultimate and threatened the ultimate crime as castigation for their sins. In Islam, cannibalism is considered haram, or one of the â€Å"carnal sins which constitute the most grave danger to man and environment† (Light of Islam). Cannibalism is one of man’s greatest betrayals to God. Cannibalism was a topic of ancient horror stories. In Greek mythology, â€Å"after Thyestes unwittingly ate the flesh of his own children, the Sun was so appalled that he turned back on his course and plunged the world into darkness† (Hodgkinson, 2001). Such an idea was haunting. In the Odyssey, Odysseus met the Cyclops, â€Å"a race of one-eyed human-eating giants† (Acadia). Cannibalism was nightmarish and represented ultimate power. In modern day, cannibalism has emerged in the most horrifying crimes. In 1991, Wisconsinite Jeffrey Dahmer was convicted of fifteen gruesome murders dating back to 1987. Dahmer raped young, ethnic men he met in bars across Milwaukee. He used the teenagers as experiments of his sexual fantasy by â€Å"drilling holes in the selected victim’s skull, then drib... ...ysterious disappearance of a Soylent Company executive (Fleischer). The idea of a depressing, anthropophagic apocalypse stuns moviegoers. Filmmakers evoke fear in their audiences by presenting cannibalism as doomful and inescapable. Cannibalism is immoral and remains the most horrifying phenomenon of mankind. The practice has been part of ancient and modern history, and is a sin according to modern religion. Ancient mythology depicts the practice as outlandish and sinister. Cannibalism has sparked much controversy in the Western world and has been widely feared by societies. Cannibalism is a mind-boggling phenomenon that is so primitive and taboo; it is ignored by society. Cannibalism is the most horrifying reality of the human culture, and mankind forever fears the prospect of unavoidably resorting to Soylent Blue, Soylent Yellow, or Soylent Green." Cannibalism: A Human Atrocity Essay -- Cannibals Culture Cultural Reli Cannibalism: A Human Atrocity "Cannibalism is morally wrong according to modern religion. In Christianity, it was used by God as an ultimate punishment for the disobedience of the Israelites during the siege of Jerusalem. Around the sixth century Before Christ, the prophet Jeremiah warned the Israelites of such a holy damnation: â€Å"I will make them eat the flesh of their sons and daughters, and they will eat one another’s flesh during the stress of the siege imposed on them by the enemies who seek their lives† (Barker, Jeremiah 19:9). Despite the warnings, the Israelites continuously disobeyed God and were rightfully punished. Jeremiah saw God as ultimate and threatened the ultimate crime as castigation for their sins. In Islam, cannibalism is considered haram, or one of the â€Å"carnal sins which constitute the most grave danger to man and environment† (Light of Islam). Cannibalism is one of man’s greatest betrayals to God. Cannibalism was a topic of ancient horror stories. In Greek mythology, â€Å"after Thyestes unwittingly ate the flesh of his own children, the Sun was so appalled that he turned back on his course and plunged the world into darkness† (Hodgkinson, 2001). Such an idea was haunting. In the Odyssey, Odysseus met the Cyclops, â€Å"a race of one-eyed human-eating giants† (Acadia). Cannibalism was nightmarish and represented ultimate power. In modern day, cannibalism has emerged in the most horrifying crimes. In 1991, Wisconsinite Jeffrey Dahmer was convicted of fifteen gruesome murders dating back to 1987. Dahmer raped young, ethnic men he met in bars across Milwaukee. He used the teenagers as experiments of his sexual fantasy by â€Å"drilling holes in the selected victim’s skull, then drib... ...ysterious disappearance of a Soylent Company executive (Fleischer). The idea of a depressing, anthropophagic apocalypse stuns moviegoers. Filmmakers evoke fear in their audiences by presenting cannibalism as doomful and inescapable. Cannibalism is immoral and remains the most horrifying phenomenon of mankind. The practice has been part of ancient and modern history, and is a sin according to modern religion. Ancient mythology depicts the practice as outlandish and sinister. Cannibalism has sparked much controversy in the Western world and has been widely feared by societies. Cannibalism is a mind-boggling phenomenon that is so primitive and taboo; it is ignored by society. Cannibalism is the most horrifying reality of the human culture, and mankind forever fears the prospect of unavoidably resorting to Soylent Blue, Soylent Yellow, or Soylent Green."