Rwanda Genocide Essays

Rwanda Genocide Essays Rwanda Genocide Essay Rwanda Genocide Essay The word genocide comes from the Greek word genos meaning race or clan and cide meaning killing. In Raphael Lemkin’s words, genocide is the crime of destroying a specific group of religious and/or racial people. Some areas in which genocide may occur is Africa, the Middle East, or any other third-world countries. Genocide tends to occur in recently collapsed areas of infrastructure, government, etc. The Holocaust took place in Germany and other German controlled areas.The Holocaust began in 1938 and ended in 1945, while the Rwanda genocide began on April 6th of 1994 and not yet ended. Both the Holocaust and the Rwanda massacre were similar due to their uses of classification, symbolization, dehumanization, and polarization. However, the Tutsis faced organization, preparation, extermination, and denial differently than the Jews from Germany. Tutsis and Jews were both classified as the â€Å"others† group. Classification is when cultures have categ ories in which they distinguish people into â€Å"us and them† by ethnicity, race, religion, or nationality.The Tutsis and Jews were both the original high standard people of the social pyramid. The colonists believed that the Tutsi were natural rulers, so they only put the Tutsis into positions of authority and discriminated against Hutus and Twa. (Hymowitz; Parker) Many Jews, as well as homosexuals and handicapped people, were targeted as enemies to Adolf Hitler. The reason why they were Hitler’s target was because he believed that they weakened the Nazi Party. (Fremy) This category impacted the way others viewed the Tutsis and Jews who were once the superior race.This similarity is important to this category because we can see that much of the well-known genocides have influenced other genocides. The two genocides also compare with their use of symbolization. Symbolization is shown with a logo used as a symbol of hatred that one group feels towards another. The Hutu s labeled the Tutsi people with their physical appearances. It was also expected for the two groups to carry ID to ensure whether they belong with the Hutus or the Tutsis. (The Rwandan Genocide: The Steps to Genocide) Hitler also used symbols to easily identify his enemies.Nazi Germany colored homosexuals with a pink triangle, brown triangles for gypsies, green for criminals, and red for political enemies. (Fremy) This category has affected both groups because it was much easier to torment those who were the â€Å"enemies. † This similarity is important to the category because many innocent lives have perished due to the symbols of hatred that were forced upon them. Both the Tutsis and the Jews were dehumanized in similar ways. Dehumanization is when one group denies the humanity of the other group.The Hutus usually taunted the Tutsi people by calling them cockroaches or trees because of their skin color and their height. Also, some colonial rulers felt that by favoring the H utu and trying to take back some power from the Tutsi, they could remain in power longer. (Hymowitz; Parker) In order to dehumanize the Jews, Josef Goebbels used negative propaganda to blame Jews for the economic and social conflicts or Germany as well as the world. The Nazis also dehumanized them by calling them the â€Å"inferior race†, which laid the groundwork to eliminating the Jews from their rights and freedom. Dehumanization of the Jews) This category impacted both groups because they were all stripped of their humanity. This similarity is important to the category because it only took one statement or so to make the Tutsis and Jews look bad. The Hutus and the Nazi Germans both organized parties to help eliminate the Tutsis and the Jews. Organization can be informal, decentralized, and even include the use of militias to provide deniability of state responsibility. The Hutus organized the MNRD and the Interahamwe, who planned the genocide well.They also used propagand a, coordinated attack against the Tutsis, and often received shipments of weapons. (The Rwandan Genocide: The Steps to Genocide) The Nazis put Jews, and the others into ghettos which allowed him easy access to kill whoever is too weak to live. â€Å"In the upside-down world of the Holocaust, dignified professionals were Hitlers advance troops. † (Black) This category impacted both groups because now we know that everyone who was not a Tutsi or a Jew had turned their backs on them and worked against them.This similarity is important to this specific category because now we also know that people will do anything not be executed and known as an addition to the enemies. Both the Hutus and Nazis use polarization. Polarization is the stage that involves the use of propaganda in order to persuade people to turn their backs on people who were once their friend. The main media source was the radio. The Hutu extremists controlled the radio and used it to play hate propaganda messages t elling all Hutus to kill the Tutsis. (Hate Radio) In Nazi Germany, the Nazis told Jews that they were worthless human beings that didn’t deserve to live.Nazis deprived Jewish people from the human rights and moved them into dirty, disease-ridden ghettos. (The Ghettoization of European Jews) This category impacted both groups by showing that they would go to extreme measures to eliminate the opposing groups. This similarity is important to the category because it showed everyone that with one simple rumor, people will turn their backs on you in a snap. Although both genocides had many similarities, they also had a difference known as preparation. Preparation is the stage where both groups planned out how they would kill their enemies and with what weapons.Hutus marched throughout the country with machetes, guns, grenades, and clubs, brutally murdering both Tutsis and Hutu moderates. â€Å"The prosecutors’ burden involved the interpretation of euphemisms such as the phr ase â€Å"go to work† as a call to kill the Tutsi and the Hutu who opposed the Rwandan regime. † (Holocaust Encyclopedia) During the holocaust, the Nazis moved Jews into disease ridden ghettos to protect the â€Å"master race. † The Nazis would also send Jews to be undressed and killed with poison gas in gas chambers. Auschwitz Concentration Camp) This category impacted both groups by displaying the way each group had their way of thinking. This difference is important to the category because we are able to see the many ways that they had decided to take out their opponents. The Hutus and the Nazi Germans also differed in their methods of extermination. In Stanton’s words, extermination is the stage in which they exterminate their enemies in who they believe are not fully human. This genocide was carried out entirely by hand, often using machetes and clubs.The men whod been trained to massacre were members of civilian death squads, the Interahamwe. (Peace Pledge Union) The Nazi people chose to exterminate the Jews through gas chambers. If any of them stopped walking along the way, then they would be shot dead and left in the snow. (Wiesel) This category impacted both groups because it showed their capability to go through with the mass killings. This difference is important to the category because their methods all differed and showed the strengths of the Germans and the Hutus. Both the Hutus and the Nazis denied that they ever committed their genocides.Denial is the last of the eight stages where a group denies that they committed a crime in which they really did commit. The Hutu opposition leader, Victoire Ingabire, was arrested for 8 years for denying that the Rwanda genocide ever occurred. Rulisa said the leader was found guilty of the â€Å"crime of conspiracy in harming authorities through terrorism and war† as well as denial of Rwanda’s 1994 genocide. (AFP) Himmler instructed his camps to destroy all existing evi dence showing that the Holocaust ever took place. He was very fixed on the many survivors who lived to tell their experience from the concentration camps and gas chambers. Austin) At the end of the Holocaust, Hitler committed suicide on April 30, 1945 in his underground bunker before he was able to be captured. The Rwanda genocide ended when the Rwandan Patriotic Front took over the country. Both genocides have impacted the world around us by creating peace organizations and genocide prevention groups. In the end, both the Rwandan genocide and the Holocaust were similar in their ways of classification, symbolization, dehumanization, organization, polarization, and denial. However, the two groups differed in their methods of preparation and extermination.In order to prevent genocides from occurring, we must avoid falling into despair as a whole society.

Quotes From The Handmaids Tale

Quotes From The Handmaids Tale The Handmaids Tale is a best-selling novel by Margaret Atwood set in a feminist dystopian future in which war and pollution have made pregnancy and childbirth increasingly difficult and women are enslaved as prostitutes  or virginal concubines - handmaiden - in an effort to repopulate and control the population. Atwoods beautiful, haunting prose in The Handmaids Tale is told from the first person perspective of a woman called Offred (or Of Fred, her master). The story follows Offred through her third service as a handmaiden and also offers flashbacks to her life before the Revolution that led to this new American society founded on religious fanaticism. Blessed be the fruit, Atwood writes in Chapter Four, an indoctrination for the handmaidens who have to go through intense training for their servitude before being assigned to a master whose child she will bear. Read on to discover more quotes from this famous novel and learn more about the not-too-distant-or-improbable future of Margaret Atwoods The Handmaids Tale, which is also an acclaimed television series. Quotes About Hope In Dystopia The character of Offred carries with her a certain quiet optimism that her daughter, who was taken from her when she tried to flee to Canada with her husband at the start of the revolution, is still alive, though this hope is diminished by the harsh conditions she lives under as a handmaiden, as described in Chapter 5: There is more than one kind of freedom ... Freedom to and freedom from. In the days of anarchy, it was freedom to. Now you are being given freedom from. Dont underrate it. Of her daughter, Offred says, also in Chapter 5, She is a flag on a hilltop, showing what can still be done: we too can be saved. Here, the character reveals her hope hinges upon the fact that her daughter has still not turned up on the wall where the ruling class hangs sinners near where Offred is held. Still, this optimism and hope is nothing in the face of the reality Offred finds herself in, and she admits in Chapter 7 that shes pretending the reader can hear her, But its no good because I know you cant. The Other Handmaidens Offred seems to have contempt for her fellow handmaidens, perhaps for their complacency or their simplistic view of the world: They are very interested in how other households are run; such bits of petty gossip give them an opportunity for pride or discontent. Still, Offred shared similarities with all other handmaidens in that they were the people who were not in the papers, the ones who lived in the blank white spaces at the edge of print, which Offred said gave them more freedom. All of them also undergo an indoctrination, a brainwashing ritual at the Academy where they train to be handmaidens. In Chapter 13, Offred describes a scene where the handmaidens are all seated in a circle around a woman confessing to being raped - Her fault, her fault, her fault, we chant in unison, Atwood writes. The woman training them, Aunt Lydia, also encourages all the handmaidens that though the new concepts introduced in their schooling may seem strange at first, they will eventually become mundane, but if not, the handmaidens would be punished for stepping out of line like one woman Offred describes in Chapter 8: She doesnt make speeches anymore. She has become speechless. She stays in her home, but it doesnt seem to agree with her. How furious she must be now that she has been taken at her word.   Offred feels a pressure to fulfill these new standards despite herself, and in Chapter 13 says of her shortcomings, I have failed once again to fulfill the expectations of others, which have become my own. In Chapter 30 Offred says of her oppressors, That was one of the things they do. They force you to kill, within yourself, and ultimately in Chapter 32, she realizes an important lesson when her master Fred tells her,  Better never means better for everyone... It always means worse for some.   Various Other Quotes I dont want to look at something that determines me so completely. (Chapter 12)Give me children, or else I die. Am I in Gods stead, who hath withheld from thee the fruit of the womb? Behold my maid Bilhah. She shall bear fruit upon my knees, that I may also have children by her.(Chapter 15)Moira had power now, shed been set loose, shed set herself loose. She was now a loose woman. (Chapter 22)Maybe none of this is about control. Maybe it isnt really about who can own whom, who can do what to whom and get away with it, even as far as death. Maybe it isnt about who can sit and who has to kneel or stand or lie down, legs spread open. Maybe its about who can do what to whom and be forgiven for it. Never tell me it amounts to the same thing. (Chapter 23)There is something subversive about this garden of Serenas, a sense of buried things bursting upwards, wordlessly, into the light, as if to say: Whatever is silenced will clamor to be heard, though silently. (Chapter 25)Agreed to it right away, really she didnt care, anything with two legs and a good you-know-what was fine with her. They arent squeamish, they dont have the same feelings we do. (Chapter 33) And Adam was not deceived, but the women being deceived was in the transgression. Notwithstanding she shall be saved by childbearing. (Chapter 34)There is something reassuring about the toilets. Bodily functions at least remain democratic. Everybody shits, as Moira would say. (Chapter 39)The trouble is I cant be, with him, any different than I usually am with him. Usually, I am inert. Surely there must be something for us, other than this futility and bathos. (Chapter 39)It makes me feel more in control as if there is a choice, a decision that could be made one way or the other. (Chapter 41)The crimes of others are a secret language among us. Through them, we show ourselves what we might be capable of, after all. This is not a popular announcement. (Chapter 42)Dear God, I think, I will do anything you like. Now that youve let me off, Ill obliterate myself, if that is what you really want; Ill empty myself, truly, become a chalice. Ill give up Nick, Ill forget about the others, Ill st op complaining. Ill accept my lot. Ill sacrifice. Ill repent. Ill abdicate. Ill renounce. (Chapter 45) Dont let the bastards grind you down. I repeat this to myself but it conveys nothing. You might as well say, Dont let there be air; or Dont be. I suppose you could say that. (Chapter 46)

International Business Essay Example | Topics and Well Written Essays - 3250 words - 2

International Business - Essay Example For Coca-Cola, it meant duplicating a substantial part of its value-creation process—from product formulation to marketing and delivery—throughout the world. Intel’s global competitive advantage is based on attaining technological leadership and preferred component supplier status on a global basis. For a midsize company, it may mean setting up a host of small foreign subsidiaries and forging numerous alliances. For still others, it may mean something entirely different (De Kluyver & Pearce, 2006). Thus, although it is tempting to think of global strategy in universal terms, globalization is a highly company-and industry-specific issue. It forces a company to rethink its strategic intent, global architecture, core competencies, and entire current product and service mix. For many companies, the outcome demands dramatic changes in the way they do business—with whom, how, and why. In the study of management, it is already a common knowledge that it involves four basic functions: planning, organizing, leading, and controlling resources (land, labour, capital, and information) to efficiently reach a company’s goals. Controlling is the fourth basic managerial function. In management, controlling means monitoring a firm’s progress toward meeting its organizational goals and objectives, resetting the course if goals or objectives change in response to shifting conditions, and correcting deviations if goals or objectives are not being attained. Managers should strive to maintain a high level of quality—a measure of how closely goods or services conform to predetermined standards and customer expectations. Many firms control for quality through a four-step cycle that involves all levels of management and all employees. In the first step, top managers set standards, or criteria for measuring the performance of the organization as a whole. At the same time, middle

Final Exam for Organization Research and Theory Term Paper

Final Exam for Organization Research and Theory - Term Paper Example A computer technology firm has experienced tremendous growth owing to the effective leadership of an efficient top management team. However, it has also witnessed a huge turnover of scientists as well as researchers. The company can be stated to be in maturity stage of the organizational life cycle which signifies that it is functioning in an effective manner which enables it to generate higher profits. At this stage, the management of the firm generally remains the same and there is less delegation of authority or power. The firm at this stage is more focused on developing the efficiency in its business operations. This stage exists as long as the firm is generating profit. The firm is mainly concerned about analyzing as well as managing the costs of the products. The management structure of the firm tends to be more bureaucratic and there is less emphasis on brining in new innovations in the organizational process. In this stage, profit is maximized for its growth as well as the se rvices which are provided by the firm. The growth of the firm is for the result of better collaboration as well as team work along with enhanced leadership by the top management (Daft, Murphy & Willmott, 2010). The firm after gaining drastic growth in the maturity stage may tend to proceed towards the decline stage for inefficient performance as well as bureaucratic nature of the management. These factors primarily result in crisis for delayed decision making process as well as slow performance. The performance of the firm can decrease or decline and there can also be a lack of innovativeness. The firm also suffered a huge number of turnovers of employees which declined its performance. The workforce of the firm has decreased which results in reduced market share as well as it reduces the competency of the firm. The management at this stage needs to take up certain measures immediately in order to recover from the crisis (Practical Management, 2012). The crisis which is suffered by the firm may be recovered at the revival stage of the organizational life cycle. The revival stage may occur at the maturity or decline stage for recovering the firm from the crisis which is hampering its growth. The firm should take innovative decisions and the bureaucratic nature of management should be minimized for retaining the growth of the firm. The workforce of the firm should be engaged in the decision making process. The management should devise methods for encouraging as well as developing trust among the employees for enhanced performance of the firm. The issues should be analyzed and steps or measures should be taken for lowering turnover of key employees of the organization such as scientists and researchers as they significantly contribute towards ensuring innovativeness in the products and services of the firm. The employees should be provided with better working atmosphere as well as culture for effective performance of employees with reduced turnover. The aspect of providing rewards and recognitions to deserving employees including the scientists as well as researchers can be started by the organization to ascertain that they are motivated to remain in the organization and provide their best. All these measures will assist the firm to resolve the prevailing crisis and to retain its best workforce which in turn would facilitate the company to ensure long-term profitability and sustainability (Products Arts, 2012). Question 6 a) A Mechanistic Structure A mechanistic

Shakespeare - Authorship Essay Example for Free

Shakespeare Authorship Essay In 1564, a man was born by the name of William Shakespeare. He was born to a poor family, was given little education, and had no interaction with sophisticated society. Thirty-eight plays and over 150 sonnets are not attributed to this ignorant man. Those who believe that Shakespeare was the author have no definitive proof but instead point to Hamlets declaration: The plays the thing(Satchell 71). The true author, however, lies hidden behind he name of Shakespeare. Edward de Vere the premier Earl of Oxford is not only considered a great poet in history, but he may also be the great playwright who concocted the sonnets and plays which are now attributed to William Shakespeare of Stratford, England. Edward de Vere was the Lord Great Chamberlain and the seventeenth Earl of Oxford. He was raised as a Royal Ward and from a very young age was educated in the sports and arts of nobility. Although disgraceful for a nobleman to waste time writing frivolous plays, Oxford as a young man wrote and staged the entertainment for the court. As an adult, he became engrossed in theatrical performances and frittered away his fortunes in support of several writers and actors (Friedman 13). During this time, De Vere also began writing several poems and plays. Much like Samuel Clemens, who wrote under the name of Mark Twain, Oxford adopted the pseudonym Shakespeare. Soon after plays appeared under the name of Shakespeare, poems by de Vere ceased (Russell 5). Coincidently, the coat of arms of Lord Bulbeck, a third title of Edward de Vere, is a lion shaking a spear (Ogburn 10). De Vere was also known by the people as the spear-shaker because of excellence at the tilts and at jousting (Russell 5). Many believe this pen name was for protection. Many of the plays said to have been written by Shakespeare explicitly describe the corruption in court politics and contain thinly veiled satires and parodies of politicians and courtiers. In addition, public theatres such as the Globe were laced with prostitutes, drunkards and criminals and because of the scoundrel audiences, playwrights were held in low esteem. Moreover, many scholars believe de Veres reasons for his pseudonym may be linked to the homoerotic threads in many of the Shakespearean sonnets and de Veres possible homosexual affair with his son-in-law. Using his identity would have been a dangerous game when such affairs were a high crime (Satchell 71). There are many allusions in Shakespeares plays which de Vere would have been particularly familiar with. As a child, de Vere was tutored by Arthur Golding, the translator of Metamorphoses. This literary work was alluded to several times in Shakespearean plays. De Vere also studied law and traveled across the continent, spending a great deal of time in Italy (Tweedale 12). Many references to Italian art and architecture are also alluded to in Shakespeares plays. William Shakespeare of Stratford, however, never left England (Friedman 10). The author of the Shakespearean plays had to possess a rare knowledge in several disciplines including physical sciences, medicine, he law, astronomy, and the Bible. Shakes of Stratford received no formal education with the exception of grammar school through the equivalent of third grade. De Vere, however, was taught by only the best tutors (Satchell 71). The Shakespearean plays were also written by one who has had interaction with the aristocracy and understood the workings of royalty from the inside out (Friedman 10). Although there is no evidence that Shakespeare moved freely about this society, de Vere was regarded as a brilliant ornament of Elizabeths court (Sachmartino 13) and as such would have understood what it as like to live in the aristocracy. De Veres very life is in many ways represented in the plays attributed to Shakespeare of Stratford. For example, in the play Hamlet, de Vere describes many of the details of his life. Like the main character Hamlet, de Vere is virtually a prince and also of Danish decent. De Veres cousins, Horance and Francis are strikingly similar in name and action to Hamlets two friends, Horatio and Francisco. The anguish Hamlet felt due to his mothers hasty remarriage after the murder of her husband was also similar to the distress De Vere felt over his mothers swift remarriage after the murder of his father. One of the greatest scenes in Hamlet is when Hamlet stabbed Polonius through the arras and killed him. This is again remarkably comparable to de Vere, who in a fit of rage stabbed an undercook through a curtain for spying on the young nobleman (Ogburn 173) Hamlet is not the only literary work in which de Vere describes his life. De Veres love affair with Anne de Vavasour is portrayed in Measure for Measure, and his own childhood is directly correspondent with Macbeth and Orthelo (Ogburn 11). Oxford died in 1604. This year is also the same year that William Shakespeare retired from writing his alleged plays. It has been said, The mouthpiece had to withdraw when the voice was gone (Friedman 11). In other word, after de Vere died, his writing stopped, and therefore William Shakespeares career was complete and he thereupon retired. There are also many verbal parallels in the works accredited to Shakespeare and the poetry of Edward de Vere. Contemporary authors will obviously have some phrases and images in common. When hundreds of these similarities are present, however, it tends to show that the authors either corroborated with each other, or that the authors are one in the same. This is precisely the case with Edward de Vere and William Shakespeare. Because we have only a small number of Oxfords acknowledged poetry, it is impossible to trace each metaphor or image of Shakespeares works to de Veres poetry. According to Joseph Sobran, an author for the Oxford Society, forty or so comparisons would be considered a coincidence. Much more, which is present in the comparisons of Shakespeare and Oxfords works, is far beyond the possibility of coincidence (Sobran 1). In both Shakespeare and de Veres poetry, there are similar images and phrases. For example, fertility, harvest, and the lazy drones robbing honey were used by both authors. To capture pity, images such as weeping lovers or floods of tears were also used (Sobran 2). Similar phrases can also be found in the poetry of Oxford and the sonnets of Shakespeare. In Love They Choice, Oxford writes, Who taught thee first to sigh alas my heart, Who filled your eyes with tears of bitter smart, and Colours pale they face. These three phrases were also used in Shakespeares plays and sonnets. For example, Who taught thee how to make me love thee more? is found in sonnet 150 written under the alias of Shakespeare. Also written under the alias of Shakespeare is Titus Andronicus and The Rape of Lucrece which states, And for these bitter tears, which no you see? and The colours of thy face, that even for anger, makes the lily pale respectively (Sobran 3). Common allusions used by both authors include Caesar, Hannibal and Pompey, Venus beauty, blind Cupid with his bow, and countless more from Greek mythology, wish cupid often being referred to as blind boy or wanton (Sobran 1). Certain factors for comparison are also used often in the writings of both Shakespeare and de Vere. For instance, the use of sweet versus sour, joy versus woe, ebb versus flow, flowers versus weeds, and heaven versus hell are all commonly found in the works of both authors. As Oxford writes He pulls a flower, he plucks but weeds, in Labour and its Rewards, Shakespeare echoes this metaphor and similarly writes, They bid thee crop a week, thou pluckst a flower (Sobran 3). What is more revealing is that both authors have similar rhythm and sentence structure (Sobran 2). In a couplet, Oxford writes: Evn as the wax both melt, or dew consume away Before the sun, I behold, careful thoughts decay. Shakespeare also uses the same image with comparable sentence structure and rhythm. The mornings silver melding do as soon as done And decayed, against the golden splendor of the sun (Sobran 3). The similar syntax, images, and comparisons of the writings of these two authors show that de Vere not only was a great writer in history, but he was also the author of the works attributed to William Shakespeare. Perhaps the greatest evidence for the true authorship of the Shakespearean sonnets and plays is the ciphered messages which can be found in the text of the sonnets and plays. Ciphers are codes of uniform length which bear a uniform relationship to the units of the plain text (Friedman, 15). In several of Shakespeares sonnets, de Veres signature can be found. For instance: The order of the dumme shewes E D And Musickes before every Acte E V E R E These signatures can be found various places in the sonnets and plays attributed to William Shakespeare of Stratford. There are also several signatures of the object of his love affair, Mary Pembroke, and also one I love you Mary Pembroke (Huston 132) There are also several examples of acoustic patterns found in Shakespeares sonnets. For example, in the sonnets 37 through 42, there are twenty-one signatures spelling out de Vere. These signatures are arranged to form six letters: O X F O R D, in consecutive order (Huston 161). Considering each sonnet is fourteen lines long, and there are six sonnets, and assuming there are 43 characters per line, the probability that these signatures would spell Oxford is nearly 55,000,000,000,000,000,000,000,000,000 to one (Huston 162). In Sonnets 25 through 46, de Vere also spelled out in 22 letter patterns W SHAKESPEARE-OXFORD-VERE (Huston 170). The odds of this happening are even greater than that of the aforementioned probability. Using poetic license, de Vere of Oxford utilized codes and ciphers to spell out his name and other such messages. Edward de Vere of Oxford lived from 1550 to 1604. In the duration of that time, he was a young nobleman, a poet, and a lover of the theatre, but was also probably a great playwright who has yet to receive full credit for the plays he composed. De Vere witnessed first hand the inner workings of nobility. He traveled throughout Europe, completed his education at Cambridge University, studied the law at Grays Inn, and had abundant knowledge of historical occurrences and literary works (Russell 4). These are not only elements in the works attributed to William Shakespeare, but also are things which William Shakespeare of Stratford England knew nothing of. Who wrote the Shakespearean sonnets and plays? There is only one answer to this pivotal question ? Edward de Vere of Oxford England.

Rome, Italy :: essays research papers

My Trip to Rome, Italy I had learned I was being sent to Italy in March of 2000 for a machine tool exhibition. I found out the happy news just before leaving work. Excitedly I jumped into my car and started my journey home. As I drove home down I-95 through all of the usual evening traffic I just kept thinking about ho I was going to tell my husband we were going to Italy. That night I continuously paced the floor looking out of my bedroom window to see if my husband was home from work yet. As he drove up in our driveway I ran outside to tell him the good news. I said, â€Å"Nick guess where we are going in March?† Before he could even say where I yelled out â€Å"Italy†! Italy, he said with a puzzled look on his face. I then explained the situation with work and said to him since if I have the opportunity to go I thought it would be a great idea for you to come along with me. I suggested scheduled some time before the show for the two of us to travel around Rome. Later that night it was sett led we would schedule a couple of days to tour Rome before the exhibition. It seemed like forever before we would finally be on our way, but then before I knew it we were on the airplane and the flight attendant is announcing fasten your seatbelts and prepare for landing into Leonardo da Vinci airport.   Ã‚  Ã‚  Ã‚  Ã‚  After arriving at the airport we had to transfer to a train that would take us to the city center. It was about a 30-minute train ride. Along the ride I was getting my first look at Rome, mostly the colorful countryside with the rows of sunflowers that were so splendid with bright yellow centers, and green leaves that were so full of life. Just pass the beautiful field of sunflowers was a small farmhouse made of stone. You could see the smoke coming out of the chimney and the farmers working their land. Upon arriving at the main train station, â€Å"Stazione Termini† in Italian, the excitement was building I couldn’t wait another minute to see all the sites of Rome. The Colosseum, The Roman Forum, and the Vatican were tops on my list, and with only a couple of days to site see there wasn’t any time to waste.

Allegory of the Cave Essay

Theme of Freedom, Responsibility & Education in the Allegory of the Cave The myth of the cave is a famous allegory, written by Plato in The Republic. It was written in the form of conversation between Socrates and Glaucon and covers the idea of shadow against light or how far our nature is enlightened or unenlightened. The story tells about the cave in which people live from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them and cannot turn their heads. Behind them is a fire which is blazing in a distance. Between people and the fire there is a roadway where puppeteers are carrying all sorts of figures and statues of animals. Prisoners can only see the shadows of these figures and completely unaware that these are only soulless statues. The idea of the cave symbolizes shadow or what we believe to be real, while the sun represents education, enlightenment and truth. Further Socrates tells that if prisoners are released from th eir chains, than they would probably believe that the shadows are more real than what is really produces them. Or in other words if to show the prisoner the statues which are the initial cause of these shadows, than he or she would not know what they are. For him or her, the shadow will be more real than the actual thing. And if one of the prisoners will go out of the cave, then he or she will not be able to distinguish which world is real and which one is unrealistic. Plato depicts the path of teaching as the route to freedom, as a release from those chains which tie human beings to the play of shadows, as the flight from this land of bondage into a shape in which humanity becomes aware both of his previous state of bondage and of the origin of those shadows to which he was before. The main aim of education is to lead mankind into freedom and the core value of education is supported by freedom. Returning back to the cave, released man will have to decide which world to choose as real. Would he or she be happy in comparison to the other prisoners who have not yet seen outside of the cave. And here Socrates clarifies to Glaucon whether he or she will try to free the rest of people and explain them about the world outside. In this situation every human is free to draw their own selections and apply their  own substance for life; nonetheless, the choices men make are what they believe all human beings to do, causing men to be responsible for their activities. All men have a moral responsibility to their fellows. The escaped prisoner is responsible for passing away back and informing the rest of the captives of what he witnessed. He has to explain to them that the ultimate reality is not the phantoms along the rampart, but what is seen once you’re in the light. He then experiences anguish because the prisoners will not trust him. Every man suffers anxiety they have freedom and at the same time bear great amount of responsibility for all people. Therefore every choice that a man makes should be honest and responsible. Connection of freedom and responsibility with education is crucial in the contemporary world. Allegory of the cave is simplified picture of what happens in our society Most of the modern educational institutions do not support freedom. Students can just like the prisoners be affected by the so-called puppeteers with wrong side of the reality. Process writing â€Å"An unjust law is no law at all† All people have equal right, it does not matter what race you are or how old are you or where you are from. All of us should have equal rights. I think that African-Americans should reach for their aim, aim not to be discriminated and to have equal right. That time they had strong desire to live in peace. Martin Luter King is a leader of African-Americans who struggle for African-Americans freedom. He is the great leader, because he want to reach freedom without violence. He was great thinker, because he did not start disorders in country, he just wanted to make economic withdrawal program. It shows that African-Americans had strong desire to be free, and desire to reach it without violence. Equality is not always justice EqualityJustice Equality as shown in the first picture is when all people get strictly the same things, no matter of their needs and possibilities. Equality in my opinion is not perfect, and does not take into consideration different  possibilities of different social classes which lead to the inequality in the society. What is justice? Justice – is a concept of rightness, which is based on ethics, law, religious and other aspects. In my opinion equality is not always justice. Every class of people should separately get help and benefits from government or administration. This picture above very well helps us to realize that justice and equality are different things. Most of us sometimes mix these two words. I also can give another example: Sometimes different organizations support orphans who need additional help from the society. If to equally treat them they will not get equal to other children, who have parents. This is because they will not be able in the same conditions afford parents immediately. While within the concept of justice, these children should get more benefits from government and different social organizations rather than usual children, who get care and support directly from their parents. La Jetee La Jetee is a science fictional movie filmed by Chris Marker in 1962 in France. Compounded almost from photos, it tells us about post 3rd world war and experiments with time travelling. From French La Jetee is translated runway, which is a place where planes take off. In the movie, people who survived after 3rd world war were living under destroyed Paris, and most of them were imprisoned criminals and prisoners of war. Scientists researched injection which could make humans mind to travel in time. They wanted to rescue the present and ask for help from future and past. They found an experimental who could mentally withstand the shock of time travel. Finally they found him, and he was a prisoner. They sent him to the past the his pre-war childhood where he saw a woman and a mystical murder on the observation platform. After several attempts, he could reach different period of his life. There he built a romantic relationship with the woman on the observation platform in his childhood. After this he was sent to the future, where he meet with the highly developed people of the future. They give him a power unit which is able to recreate his destroyed world. After all these, he returned back to his time, where he was sentenced to death. But the people of the future offer him to go with them; he refuses and asks them to send him to the past to his childhood, to meet his beloved woman, on  the observation platform. Finally, when he goes back to that time, to that platform, where he hopes to meet that woman, he will be killed by a person. He realizes that the murder which he saw as a child, was his own murder. What is common between Antigone and Allegory of the cave? These three works can be connected with three ideas. Idea of freedom, honesty and responsibility In both works we can see theme of freedom. It is freedom of choice. In Plato’s Allegory of the cave prisoner who was released have a choice to be enlightened or unenlightened and another choice to run away or to come back and tell every one the truth. In Sophocle’s work Antigone Kreon have a choice to change his law or to punish everyone who will break a law. The theme of honesty also presents here. Antigone was honesty with her king Kreon and tells him everything what she feels. She was against of king’s law because that law was unjust law. We can say that she was agree with St. Augustine’s phrase â€Å"unjust law is not law at all†. In Plato’s work prisoner was, who was released, honesty with his co-prisoners, he does not run away he come back and tell everything what he see outside of the cave. The last theme of our orientation week is responsibility. Prisoner in Plato’s work come back and tell everyone the truth. He want to show them another side of reality, with this action he shows us his responsibility for others â€Å"the truly free individual is the one who is experiencing guilty for everything around him†. And Antigone also was responsible. She brakes a law and bury his brother with all funerals. My poem about nature Hello, hello, hello, Listen to me dear all, I go to walk With my classmates And then I saw this beautiful vase. I was confused How beautiful it was This vase was huge in size But then I realize That I get behind I run away Back to my classmates It was pretty good To see this vase

Sex Slaves in Nepal

Illuminating the World of Modern-day Slavery Speech by Lisa Kristine Speech Review by Kitty XUE Writing ? Lisa Kristen’s speech astonished the audience by simply presenting lives of slaves all over the world, and it is undoubtedly a successful one: her voice low and grave, full of sympathy and grief; her photos soundless yet visually and emotionally powerful.Perhaps because Kristen has seen all these slaves with her own eyes, she talks in a way that makes people feel that these stories are no longer lives of mere strangers in some remote country, but lives of someone that the audience know of—lives of ordinary people, who should have had a peaceful life. Her speech leaves people ashamed of their ignorance about the seriousness of the existing slavery in the modern world. Among various groups of slaves witnessed by Lisa Kristen were sex slaves in Nepal. The story of a sex slave in Nepal usually starts with poverty.In a country where half of the population is unemployed, young girls and their family members are easily lured by the job promises made by the so-called â€Å"job hunters†. Poor young girls follow the â€Å"job hunters† in the hope of getting a well-paid job, and a decent life in big cities like Kathmandu. Very often, however, they end up in a filthy hell known as â€Å"the cabin restaurant†. There, they are trafficked as sex slaves. Curtains are drawn to provide privacy for each room in the restaurant, or to be more precise, to provide privacy for the customers’ sexual harassments.The girls are expected to serve food and drinks to these rooms, but more importantly, to satisfy the male customers’ demands so that the sale can boost. Eventually, the girls will have to, willing or not, start prostitute themselves to entertain the money payers (Mavrich, â€Å"City in Focus: Kathmandu, Nepal†). Girls that refuse to comply are often physically intimidated by the cabin owner; some are said to have been h it by wires, rods and hot spoons (Ruffins, â€Å"Rescuing Girls from Slavery†); others are threatened with defamation, blackmailing and police harassment (Regmi, â€Å"Plight of Cabin Keepers†).Some girls who had been rescued revealed that they had to â€Å"serve† twenty to twenty-five men a day (Trenwith, â€Å"The appalling side of Nepal sparks a woman's crusade†). People are certainly moved and re-educated when they hear about the life stories of the slaves, for it hurts to see and hear about those coarse hands, dust-covered faces and vacant looks. But what about afterwards? Will people still care, or will they go back to their comfortable home and gradually forget about the shock they once experienced during the speech because they have their own family and jobs to worry about?Or to think even further, when few people will be affected by slavery, should this be a world concern? The answer would be yes. This has nothing to do with personal interests, o r the defense of modernism, not even the development of the society. It’s all about humanity—the reason why people call themselves human beings. When colonialism was replaced by democracy, we call it progress, for the meaning of freedom, equality and humanity was realized and therefore fulfilled.Now the same realization is needed to fulfill them, so that the human race progresses rather than goes backwards. Few people are powerful enough to change slavery directly. However, as long as the seriousness of modern slavery is kept in mind and spread the information, just as Lisa Kristine did with her camera and microphone, attention will be aroused, the â€Å"evil side† will be pressured, and those with the power to change the situation directly will be pushed. Works Cited Mavrich, Bret. â€Å"City in Focus: Kathmandu, Nepal. † Exodus Cry. om. Exodus Cry, 2012. Web. 14 Oct. 2012 ;http://exoduscry. com/prayer/city-in-focus/kathmandu-nepal/; Regmi, Shibesh Chand ra. â€Å"Plight of Cabin Keepers. † ActionAid Nepal (2004). Childtrafficking. com Digital Library, Dec. 2004. Web. 18 Oct. 2012 ; http://www. childtrafficking. com/Docs/action_aid_2004_plight_of_cabin_keepers_15. pdf; Ruffins, Ebonne. â€Å"Rescuing Girls from Slavery. † CNN Heroes. CNN, 30 April. 2010. Web. 14 Oct. 2012 ;http://edition. cnn. com/2010/LIVING/04/29/cnnheroes. koirala. nepal/index. html;

The Treaty of Kanagawa Opened Japan to Trade

The Treaty of Kanagawa Opened Japan to Trade The Treaty of Kanagawa was an 1854 agreement between the United States of America and the government of Japan. In what became known as the opening of Japan, the two countries agreed to engage in limited trade and to agree to the safe return of American sailors who had become shipwrecked in Japanese waters. The treaty was accepted by the Japanese after a squadron of American warships anchored in the mouth of Tokyo Bay on July 8, 1853. Japan has been a closed society with very little contact with the rest of the world for 200 years, and there was an expectation that the Japanese Emperor would not be receptive to American overtures. However, friendly relations between the two nations were established. The approach to Japan is sometimes viewed as an international aspect of Manifest Destiny. The expansion toward the West meant that the United States was becoming a power in the Pacific Ocean. American political leaders believed their mission in the world was to expand American markets into Asia. The treaty was the first modern treaty Japan negotiated with a western nation. While it was limited in scope, it did open Japan to trade with the west for the first time. The treaty led to other treaties, so it sparked enduring changes for Japanese society. Background of the Treaty of Kanagawa After some very tentative dealings with Japan, the administration of President Millard Fillmore dispatched a trusted naval officer, Commodore Matthew C. Perry, to Japan to attempt to gain entry to Japanese markets. Along with the potential for commerce, the United States sought to use Japanese ports in a limited manner. The American whaling fleet had been sailing farther into the Pacific Ocean, and it would be advantageous to be able to visit Japanese ports to load supplies, food, and fresh water. The Japanese had firmly resisted visits from American whalers. Perry arrived at Edo Bay on July 8, 1853, carrying a letter from President Fillmore requesting friendship and free trade. The Japanese were not receptive, and Perry said he would return in one year with more ships. The Japanese leadership, the Shogunate, faced a dilemma. If they agreed to the American offer, other nations would no doubt follow and seek relations with them, undermining the isolationism they sought. On the other hand, if they rejected Commodore Perrys offer, the American promise to return with a larger and modern military force seemed to be a serious threat. Perry had impressed the Japanese by arriving with four steam-powered warships which had been painted black. The ships appeared modern and formidable. The Signing of the Treaty Before leaving on the mission to Japan, Perry had read any books he could find on Japan. The diplomatic way in which he handled matters seemed to make things go more smoothly than otherwise might have been expected. By arriving and delivering a letter, and then sailing away to return months later, the Japanese leaders felt they were not being overly pressured. And when Perry arrived back in Tokyo the following year, in February 1854, leading a squadron of American ships. The Japanese were fairly receptive, and negotiations began between Perry and representatives from Japan.. Perry brought along gifts for the Japanese to provide  some idea of what American was like, He presented them with a small working model of a steam locomotive, a barrel of whiskey, some examples of modern American farming tools, and a book by the naturalist John James Audubon, Birds and Quadrupeds of America. After weeks of negotiation, the Treaty of Kanagawa was signed on March 31, 1854. The treaty was ratified by the U.S. Senate as well as by the Japanese government. The trade between the two nations was still quite limited, as only certain Japanese ports were open to American ships. However, the hard line Japan had taken about shipwrecked American sailors had been relaxed.  And American ships in the western Pacific would be able to call on Japanese ports to obtain food, water, and other supplies. American ships began mapping the waters around Japan in 1858, a scientific effort which was viewed as having great importance to American merchant sailors. Overall, the treaty was seen by Americans as a sign of progress. As word of the treaty spread, European nations began approaching Japan with similar requests, and within a few years more than a dozen other nations had negotiated treaties with Japan. In 1858 the United States, during the administration of President James Buchanan, sent a diplomat, Townsend Harris, to negotiate a more comprehensive treaty. Japanese ambassadors traveled to the United States, and they became a sensation wherever they traveled. The isolation of Japan had essentially ended, though factions within the country debated just how westernized Japanese society should become. Sources: Shogun Iesada Signs the Convention of Kanagawa.  Global Events:  Milestone Events Throughout History, edited by Jennifer Stock, vol. 2: Asia and Oceania, Gale, 2014, pp. 301-304.   Munson, Todd S. Japan, Opening of.  Encyclopedia of Western Colonialism since 1450, edited by Thomas Benjamin, vol. 2, Macmillan Reference USA, 2007, pp. 667-669. Matthew Calbraith Perry.  Encyclopedia of World Biography, 2nd ed., vol. 12, Gale, 2004, pp. 237-239.

Basic Atomic Structure and Atomic Theory - Study Guide

Basic Atomic Structure and Atomic Theory - Study Guide Atoms are one of the first topics covered in a chemistry course because they are the fundamental building block of matter. Atoms bond to each other to form pure elements, compounds, and alloys. These substances exchange atoms with each other to form new products through chemical reactions. Key Takeaways: Atoms Atoms are the smallest unit of matter that cannot be divided using any chemical method. They do consist of smaller parts, but can only be broken by nuclear reactions.The three parts of an atom are protons, neutrons, and electrons. Protons carry a positive electrical charge. Neutrons are electrically neutral. Electrons carry a negative charge, equal in magnitude to that of a proton.Protons and neutrons stick together to form the atomic nucleus. Electrons orbit around the nucleus.Chemical bonding and chemical reactions occur due to the electrons around atoms. An atom with too many or too few electrons is unstable and may bond with another atom to either share or essentially donate electrons. Atom Overview Chemistry is the study of matter and the interactions between different types of matter and energy. The fundamental building block of matter is the atom. An atom consists of three main parts: protons, neutrons, and electrons. Protons have a positive electrical charge. Neutrons have no electrical charge. Electrons have a negative electrical charge. Protons and neutrons are found together in what is called the nucleus of the atom. Electrons circle around the  nucleus. Chemical reactions involve interactions between the electrons of one atom and the electrons of another atom. Atoms which have different amounts of electrons and protons have a positive or negative electrical charge and are called ions. When atoms bond together, they can make larger building blocks of matter called molecules. The word atom was coined by the early Greeks Democritus and Leucippus, but the nature of the atom wasnt understood until later. In the 1800s, John Dalton demonstrated atoms react with each other in whole ratios to form compounds. The discovery of the electron earned J.J. Thomson the 1906 Nobel Prize in Physics. The atomic nucleus was discovered in the gold foil experiment conducted by Geiger and Marsden under the supervision of Ernest Rutherford in 1909. Important Atom Facts All matter consists of particles called atoms. Here are some useful facts about atoms: Atoms cannot be divided  using chemicals. They do consist of parts, which include protons, neutrons, and electrons, but an atom is a basic chemical building block of matter.Each electron has a negative electrical charge.Each proton has a positive electrical charge. The charge of a proton and an electron are equal in magnitude, yet opposite in sign. Electrons and protons are electrically attracted to each other.Each neutron is electrically neutral. In other words, neutrons do not have a charge and are not electrically attracted to either electrons or protons.Protons and neutrons are about the same size as each other and are much larger than electrons.The mass of a proton is essentially the same as that of a neutron. The mass of a proton is 1840 times greater than the mass of an electron.The nucleus of an atom contains protons and neutrons. The nucleus carries a positive electrical charge.Electrons move around outside the nucleus.Almost all of the mass of an atom is in its nucleus; a lmost all of the volume of an atom is occupied by electrons. The number of protons  (also known as its  atomic number) determines the element. Varying the number of neutrons results in isotopes. Varying the number of electrons results in ions. Isotopes and ions of an atom with a constant number of protons are all variations of a single element.The particles within an atom are bound together by powerful forces. In general, electrons are easier to add or remove from an atom than a proton or neutron.  Chemical reactions  largely involve atoms or groups of atoms and the interactions between their electrons. Study Questions and Answers Try these practice problems to test your understanding of atomic theory. Write the  nuclear symbols for three isotopes  of oxygen in which there are 8, 9, and 10 neutrons, respectively.  AnswerWrite the  nuclear symbol  for an atom  with 32 protons and 38 neutrons.  AnswerIdentify the number of protons and electrons in the Sc3  ion.  AnswerGive the symbol of an ion which has 10 e- and 7 p.  Answer Sources Lewis, Gilbert N. (1916). The Atom and the Molecule. Journal of the American Chemical Society. 38 (4): 762–786. doi:10.1021/ja02261a002Wurtz, Charles Adolphe (1881). The Atomic Theory. New York: D. Appleton and company. ISBN 978-0-559-43636-9.

Analysis of Media Coverage of the Summers Controversy Essay

Analysis of Media Coverage of the Summers Controversy - Essay Example Summers emphasized that this evidential difference between men and women in sciences could not be overlooked. The media blew Summers’ remarks out of proportion in the ensuing controversy, reporting that the academic was a chauvinist, who upheld the notion that women are naturally inferior to men.   In my opinion, the media framed and perpetuated the controversy, missing out on the fact that he was hypothesizing on the significant gap between men and women while trying to provoke further research into the issue. Summers was wrong to state that women are inherently inferior to men since he did not have any scientific evidence to prove this; further, his tendency to understate the role of gender and socialization in the same, lowers the credibility of his hypotheses. Summers' controversial remarks were first published in the Boston Globe newspaper. The paper primarily focused on the Harvard president’s second suggestion on the potential cause for fewer female representat ives in sciences. This statement quoted Summers stating that males attain higher test scores in science and math than females. He continued to say that although nobody could explain this occurrence, studies in behavioral genetics shows that aspects usually attributed to conditioning or socialization could actually be based on biology. The Boston Globe reported that conference participants said that in making this point, Larry Summers was implying that women do not possess the same scientific and mathematical ability as men.  

Entering the Out of Home Market Case Study Example | Topics and Well Written Essays - 500 words

Entering the Out of Home Market - Case Study Example However, one must remember no matter how revolutionary or unique a product is, it is not an assurance that it will be successful when offered to the buying public especially if it is competing with lower-priced, strategically marketed and well managed products. Nonetheless, there is a high probability that MagicADs can gain an advantage since this technology has already been successful in the South East Asia market garnering the advertising projects of industry giants such as Sony Ericsson, Diageo, Coca-Cola, Adidas, Swatch and Unilever. This, together with a pipeline of innovative / unique products at various stages of development can give the advertising firm an edge in the 'Out of home' advertising sector. MagiqADs will still need to verify this claim by conducting an intensive feasibility study- one which does not only identify the competitors and market segments but also specifies the financial and technical requirements of the project. I assume this will be conducted as this the standard operating procedure especially for large scale marketing. Perhaps what MagiqADs can do is to launch a test run of its product and evaluate the response of the 'spectators' of the advertising medium.