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Thursday, November 28, 2019

My Mothers Expression Was What Devastated Me A Quiet, Blank Look Tha

"My mother's expression was what devastated me: a quiet, blank look that said she lost everything." (p. 143, The Joy Luck Club) In the novel, The Joy Luck Club, by Amy Tan, the characters Suyuan and Jing-Mei (June) have a tumultuous mother-daughter relationship: one that ultimately is composed of conflict and commitment for one another. Their opposing ideas and beliefs is the product of their life experiences, which are drastically different. This and their lack of communication are responsible for many of the problems they face in their relationship. Only when June learns of her mother's past, her life experiences and the ways in which she was raised, can these conflicts be resolved. Amy Tan reveals several themes through her novel, in which she intends for her audiences to understand and learn. Some themes include such topics as life's choices, and understanding our family and ourselves. Mother-daughter relationships are perhaps the most painful but the most rewarding relationship women share. And though a simple comment such as "You're becoming more like your mother every day." might offend or strike terror in the female heart, she is still considered to be the rock on which we stand, and a steady hand that guides us through life. To understand the mother-daughter connection (healthy or destructive) it is wise to delve deeper and explore why we are first- natural enemies, secondly- why she (our mother) is determinably unpleasable, and last, how to redefine the mother-daughter relationship, so that both can learn and accept the other as she presently is by appreciating the other's good qualities and accepting the bad. Natural Enemy What is it about the mother-daughter attachment that yields natural enemies and demands so much power? No other human being is as similar to her daughter than the daughter's mother. They are mirrored from head to toe. And almost replicated down to their genes and sexual make-up. Like our mother, we have breasts; we bear children and usually are our family's caretaker (notwithstanding feminist revision). She also becomes competition when vying for "Dad's" attention. She ultimately is the "yardstick" against which we measure ourselves, whether in education, career, relationships or motherhood. Whether our relationship is strained or easy, hostile or amiable- we need her, if only to validate our femaleness and to guide our way. It is a need that never leaves in the best or the worst of mother-daughter relationships. The mother sets he tone for her daughters life, provides a road map and role model and continues to be and example, particularly her genetic and emotional example. But if mother and daughter have no connection, we cannot ask or talk to the one person whose psyche and body have "programmed" our own. That's why the loss is incalculable when a daughter has to figure it out for herself, trail blaze rather than learn from an example. Such a daughter has to discover herself, alone. The Unpleasable Mother What causes the lack of communication or the broken connection between the mother and daughter? Most of the conflict that June and her mother face are based upon misunderstandings and negligence concerning each other's feelings and beliefs. June lacks the ability to fully comprehend or know how her own mother because she is ignorant of her tragic and painful memories of the past. Suyuan lost her two daughters in China and her entire family was destroyed in the war. Suyuan decided to leave for America, leaving China behind and placing her future and the future in the promise of a new land. Suyuan hides her past and puts all her effort into turning her daughter into the daughter she could never be: pushing June to succeed in dance and academics and piano. Like Suyuan and June, in many ways mothers and daughters are alien, each foreign to the other. The chasms that separate them often seem unbridgeable. Even if a parent pulls no stops and puts forth their best efforts, it is no guarantee the child will turn out well. A mother cannot or could not control the immutable facts of her own history. Perhaps all her siblings were girls, or maybe she was the only child. Were her parents divorced? Was her family rich or were they poor? Thousands of variables create the child as

Sunday, November 24, 2019

Essay about This I Believe

Essay about This I Believe Essay about This I Believe The Secret Of My Reflection Throughout my childhood I was very insecure about my appearance.Only recently have I been able to look at myself in a positive way. In the middle of my sophomore year my family went on the paleo diet. Also known as the â€Å"caveman† diet. You aren't supposed to eat any processed foods or meat , including sugar and flour. This was a real struggle for me. When I was young eating was my favorite activity. I wasn’t the skinniest child, I snacked whenever I had an urge to eat, which was mostly all the time. It was very unhealthy , as I grew older I learned more about the way foods are processed and ways to eat healthier. It wasn't until I started this diet that I realized how much eating healthy impacted my body. During this diet I would question myself. To eat the cookie or not? To taste the sweetness of processed sugar for the first time in 5 months? In the back of my head was a voice telling me that if I cheated and ate something I shouldn’t no one would know e xcept me. It was these thoughts that made this diet such a challenge. Food was always the way to go for me. When I was upset I ate, when I was angry I ate, even when I was happy I ate. My dad definitely helped me see the importance of not over eating. He believed that if I worked towards a goal I could reach it. It wasn’t all about losing weight. The diets my family do are meant to bring us together. To make us stronger. I might have focused more on my weight then the real purpose of the diet

Thursday, November 21, 2019

United States Surgical Corporation Audit Article

United States Surgical Corporation Audit - Article Example As the discussion stresses in 1981, USSC extended the useful lives of several of its fixed assets and adopted salvage value for many of these same assets for the first time. Are these changes permissible under generally accepted accounting principles? Assuming these changes had a material effect on USSC’s financial condition and results of operations, how should the change have affected Ernst & Whinney’s 1981 audit opinion? Assume that the current reporting standard were in effect at the time.  This paper outlines that the Securities and Exchange Commission was able to identify Michael S. Hope, a former partner of Ernst & Whinney.   He did the audit of the financial statements of United States Surgical Corporation in 1980 and 1981. Such statements appeared to be steady when it comes to the earnings of the company.   However, on the contrary, the company was losing money.   This case led to some charges filed against US Surgical.   In an investigation in 1984, it turned out that there were executives alleged of engaging in illegal practices.   Though SEC had pointed out US Surgical’s to be guilty of fraud, this was not a basis of defense against Ernst & Whinney.  Ernst & Whinney is a combination of companies with different cultures.   Such differences raised conflicts of interest between consulting and auditing.   Client opposition and antitrust issues caused so many problems.  Should the company focused on consulting, it could have had provided a better avenue for openness.   As consulting appears to be a friend of companies, on the other hand, conservative auditing was apparently an injustice to many companies. During this time, the auditor's report-- though should have been substantiated by figures-was dependent on the subjective opinion of the auditor. If the present professional means of audit in an objective approached is used during this time, it could have had been effective if coupled with consulting services. This would help the clients progress on their financial stability. They would concentrate on their strengths and work on their limitations to balance it off. QUESTION 3: Prepare common-sized financial statement for USSC for the period 1979-1981. Also compute key liquidity, solvency, activity, and profitability ratio for 1980 and 1981. Given these data, identify what you believe were the high-risk financial statement items for the 1981 USSC audit. ANSWER: The high risk financial statement items for 1981 USSC audit is in its profitability ratio. Retirement assets are recorded to be high. However, there is no concrete basis that supports nor aligns profit to assets, subjecting it to a doubt. QUESTION 4: What factors in the auditor-client relationship create a power imbalance in favor of the client Discuss measures that the profession could take to minimize the negative consequences of this power imbalance. ANSWER: Audit reports greatly rely on the auditor. Misstatements would lead to a false report that often became the basis of taking legal actions. A declaration of financial distress is crucial as it could create damage. On the other hand, the report of an auditor is affected by the way he understands the company. Although financial distress

Wednesday, November 20, 2019

World Religions. Scientology and Its Appeal Essay

World Religions. Scientology and Its Appeal - Essay Example Moreover, the term scientology can also be defined as a valuable study which tends to preserve spiritual relationship to the principles along with the universe and other creatures within the world (Wallis, n. d.). The principles and beliefs of the religion i.e. Scientology are further witnessed to increase human potentials in accordance with increasing knowledge and skills concerning true nature along with the facets of immortal beings. According to Hubbard, the founder of the religion, scientology has been defined as the science that enables each individual to know the answer of each question relating to the aforesaid aspects. Moreover, the aspect of scientology can also be viewed as an effective organized system of progression which enables every individual to efficiently address various types of problems. Additionally, the concept has also been identified as an organization which relies upon both religion and psychology. Owing to the stated concern, an appropriate utilization of i deas or knowledge considerably provides the benefit to each individual to empower innate superhuman nature. According to the philosophical principles of Scientology, major challenges of each individual that unfavorably affects in attaining desired goals encompass deficiency in confidence, physical or psychological disabilities as well as psychosomatic infirmities (Matthews, 2011). Thus, the aforesaid significant aspects eventually reveal the appeal of Scientology. 2. Contrast between Science and Religion Science and religion have long been witnessed to create unabated discussion within the era of globalization. In relation to the present globalized environment, science and religion have been witnessed as the foremost paradigms that reveal significant controversy. In this regard, the dissimilarities of these paradigms have been illustrated in the following discussion. Science can be identified as the concept of knowledge which can be generated through the illustration of practical im plementations concerning any specific subject or topic. In contrast, the concept of religion is defined as the beliefs and moral that set by any individual to improve human life and gain fundamental source of satisfaction. Moreover, it has been viewed that religion is certainly unable to involve adequate evidence concerning different beliefs and norms. However, science can be observed to act in the form of encompassing experiential evidence concerning each act performed by any individual (Hohenberg, n.d.). In relation to the modern day context, it can be apparently observed that both the paradigms i.e. science and religion have significant dissimilarities. In this regard, the aspects within religion consist of certain beliefs that engage uncertain attributes or beliefs. However, due to the nature of practicability and realistic characteristics, science significantly weakened the religious beliefs resulting in excluding adequate practical attributes (Perlovsky, n.d.). 3. Brief Overvi ew of Globalization and Role of Atheism With regard to the gaining momentum of internationalization in this present day context, it can be widely viewed that the increased level of knowledge along with the perception of individuals play a decisive part in enhancing the force of globalization by a greater level. Moreover, the fierce development of human knowledge along with the greater involvement of scientific and technological aspects had radically provided adequate support to different individuals to increase his/her potential to achieve their respective desired goals and objectives. However, it is obvious that the vital aspect of atheism or avoiding beliefs of the traditional and religious aspects have also influenced more insight

Monday, November 18, 2019

Apple Company Strategic Implementation Essay Example | Topics and Well Written Essays - 750 words

Apple Company Strategic Implementation - Essay Example This paper illustrates that leadership is important in making a business successful as leaders such as top managers ensure things are done appropriately to achieve the set goals. They transform potential into reality through the organization of work, commanding people under them by giving instructions, managing the companies resources, and giving motivation to other employees. Additionally, good leadership is very critical to the strategic implementation of companies policies. Strategic implementation requires good and effective participation from other departments and its success is largely depended on dedicated leadership that is familiar with the systems and processes involved. Hitt argues that to ensure successful strategic implementation leaders are set to communicate plans to their juniors. Good communication means the listeners are able to code and encode the information given to them and put it into action. For example, when describing how to use new software, the leader shou ld use simple terminologies understandable to the computer specialist. The leader should also be able to explain to the employees the relevance of the new policy to the company. Assigning duties helps in smooth implementation of business policies. The leader in charge should have the capability to select the most suitable people with the required skills and experience to perform a given task. Strategic implementation is a continuous process that requires monitoring to achieve the set goals. Good leadership keeps abreast with emerging issues and is able to handle them in due time. A good monitoring system should be set up to perform analysis of data generated during the process and make changes where necessary. The leaders should be willing to participate in the work to achieve the desired results. As a good leader in strategic implementation, one should possess qualities that can be emulated by the junior staff. If a leader is energetic, enthusiastic, and willing to give the best to the company then the rest of the staff is encouraged.

Friday, November 15, 2019

The Church And Your Role Religion Essay

The Church And Your Role Religion Essay This essay will reflect on what arises from a Christian educational background with view to future Christian teaching praxis. It will focus on my appreciation of the topic at this point of time, canvass my views on the educational ministry of the church, and scrutinize my perceived role as a teacher within that framework. The educational ministry of the church can be defined as the manifestation of the combined facilitation of individual and communal development based on Christian life, and found to be expressed within a Christian faith tradition. It is a ministry based on Christs vision for humanity and the kingdom of God, and exhibits itself in genuine human development. It draws from its overall faith story and belief system with outcomes seen in whole people, relationships, communities, processes and structures. It is within this context that teachers in church schools and institutions are called to ministry.  [1]  Thomas Groome states. I propose that the biblical symbol that best expresses the overarching telos of being Christian and thus evokes the metapurpose of Christian religious education is the reign of God.  [2]   The role of the teacher in educational ministry is to further the nature of Christian education through informing, forming and transforming. Possibilities for the role of a teacher in educational ministry fall into six main categories.  [3]   These categories are as a bearer of the vision, as a story teller, as one who equips and empowers, as a gentle and persistent evoker, as a prophet and irritant provoker, and finally as a spiritual guide and companion.  [4]   In response to the bearer of the vision this role reminds and sustains the community through our lives of Christian action. The story teller relates to the power and purpose of Jesus parable teaching style. One who equips and empowers go hand in hand as they are closely related. The gently persistent evoker calls forth, as seen in the life of Tom Groome.  [5]   Moreover, the prophet and irritant provoker is often the content not the person with the parables designed to perpetrate this end. The spiritual guide and companion embody spiritual formation, mentoring, the selfhood of the teacher and an investment in the self. Accordingly, as stated by Dr. Deidre Palmer, the self speaks  [6]  for we teach what we are. Overall the role of the teacher in educational ministry is to express a dedication to ministry within the church. This is actioned through teaching the Word in scripture and tradition, and by witnessing as part of a community of faith, hope and love. Furthermore, it is achieved by worshipping through prayer and liturgy as much as by caring for human welfare.  [7]   What is your vision for Christian education in and through the life of the church? My vision for Christian education in and through the life of the church is defined by its attention to the life giving presence of God. This entails the fostering of a belief in Gods love and revelation. Christian education will endeavour to nurture vibrant, passionate, dynamic communities which embrace the on-going active presence of God in our world.  [8]   Christian education of the future will be characterized as being a ministry within the church. This necessitates schools and institutions being central to the missionary vision of the church. They will be in constant interaction with the local faith community and other educational bodies and services, as well as the local and universal church. The forthcoming Christian school and institution will be defined as a place of learning. Education will be shaped and nurtured by Christian philosophy, will possess a clear enlightening vision and be manifested in valued, goals and outcomes that are aligned. Christian education in and through the life of the church will be defined as a community of care, and place where individuals belong, are welcomed and nurtured. While reflecting respect and dignity for each person, the school will provide an inclusive and supportive environment in which each person can develop knowledge skills, attitudes and values. It may be characterized by an inclusive and outreaching culture. The Christian school and institution will embrace the inclusive model of learning by being an open, relation-centred community which respects all. It will be an environment where quality teaching and learning occurs, being shaped and directed by a philosophy based on Christian living. Overall, Christian education will be defined by its practice of continuous improvement through renewal. Learning institutions will renew themselves through action and reflection with informed educational priorities and processes. It will be a place of edification and erudition for the communitys young and a source for enrichment and development for societys seniors.  [9]   What are the strengths that you expect to bring to the role of teacher, and what are the areas that you most need to work on in developing your role as teacher in educational ministry? The relevant strengths that need to be brought to the role of teacher are a demonstrated commitment to a Place of Learning through educating the whole person, recognising developmental stages and individual differences, providing a relevant curriculum within a Christian context, nurturing life-long learning, fostering links to the broader community and reinforcing positive partnerships. The areas that need to be worked on in developing the role of the teacher in educational ministry are advanced by the undertaking of relevant professional development. This may be realized through supporting growth in the sacramental consciousness of the whole educational community and the promotion of academic excellence. In conclusion, the intention of this essay has been to reflect on what arises from ones Christian education background with view to the praxis of Christian teaching in the future.  [10]  Subsequently, it can be seen that Christian education commences with the individuals relationship with God and the manifestation of Jesus through the person to the community as a whole. Importantly, faith must be lived in order to throw light into the souls of those darkened by secular insecurities. Moreover, that the educational ministry of the church is the demonstration of the joint efforts of individual and communal growth based on Christian life, and articulated within a Christian faith practice. The role of the teacher in educational ministry is to foster the character of Christian education through informing, forming and transforming. As Jack Seymour notes in Mapping Christian Education, Christian education is a conversation for living, a seeking to use the resources of the faith and cultural traditions to move into an open future of justice and hope.  [11]  

Wednesday, November 13, 2019

Business Plan for Import Export Company Essay -- Marketing Executive S

Business Plan for Import Export Company This business plan details the launch of a start-up company known as the Import Export Company (IEC). The company functions as a ‘middleman’ in purchasing housewares from manufacturers in China and reselling the products to retail buyers in the US and Canada. The Import Export Company is primarily an independent import/export business. The products we import from China are resold to retail buyers in the US; in addition, we export the products from China directly to retail buyers in Canada. Without maintaining inventory, the company ships the product directly from China to the US and Canada. Our product catalog focuses on housewares products that appeal to trend-minded US and Canadian consumers. Product pricing is geared toward budget-conscious consumers seeking a current look for their homes, without paying upscale prices. In 2003, China was the third largest country trading with the US, importing and exporting a combined $127 billion in goods (US Census Bureau, 2003). As of November 2003, China exported $25.1 billion in goods to the US, up 25.8% over 2002 (US Department of Commerce). The IEC has developed initial relationships with manufacturers and retailers. Our marketing plan targets a market of 160 retailers in the US that specialize in Home Furnishings and Housewares. The company has targeted fifty Canadian retailers that also meet our target market requirements. The owners are contributing $15,000 ($7,500 each) in start-up capital from personal savings, in addition to a loan of $30,000 from friends and family. The loan will be repaid at 6% interest when the company becomes stable in the second year of operations. After initial start-up expenses, the company has a starting Cash Balance of $29,880. The company is forecasting $350,500 in first year sales revenue, with a Cost of Goods projected to be 60%. Cost of Goods directly reflects our targeted 40% profit margin. We anticipate doubling our sales revenue for the first three years of operations as we develop our manufacturing and retail buyer relationships. Sales revenue increases in our second year to $701,000 and $1,402,000 in our third year. The company projects a Net Profit of $40,665 in our first year of operations, increasing to $139,944 in the second year and $317,688 in the third year. Our Cash Flow objective in the first year is ... ...c tax rate. For the purpose of estimating, we have set our tax rate at 20%. We do not forecast collecting sales tax, as our purchases are for resale and not subject to sales or use taxes. We will work closely with our bank, which was selected because of its import and export programs. Initially, we will pursue secured financing options, with the bank advancing funds by using the goods we import as collateral. If we default on our secure financing obligations, the bank takes title of our shipped goods. As we are a start-up company, we will not qualify for unsecured financing until we have established a positive credit record with our bank. We may pursue a revolving line of credit through the Small Business Administration's Special Purpose loan programs for exporters, which would allow us to receive pre-export financing through the U.S. Export Import Bank. We may also pursue factoring options. As a start-up, we are primarily focused on maintaining a positive cash flow position. For this reason, a factor that buys receivables with a cash advance in exchange for a 5% fee may be a viable option. We feel that our target profit margin of 40% provides leeway to work with factors.

Sunday, November 10, 2019

Why Do the Events of 1857-8 in India Matter?

The events of 1857-8 are extremely significant and have changed India dramatically into the India we see today. We see the British taking over India from the East India Company after a ‘mutiny’ in 1857 and welcoming it into a colony in the British Empire. It was described as â€Å"the jewel in the crown† of the British Empire because of their rich sources such as silk that were deported from India to countries in Europe. This made Britain considerably richer and greedier as they increased their power by continuing to expand their empire.The British made many positive changes as well as negative changes in India during their rule such as introducing technology such as expanding railways for everyone to use, and education for some Indians. These are just a few changes that helped a trade-inspired outlook within India. Nevertheless, they also took advantage of the Indians by making money from their resources, charging them heavy taxes to use in Britain and sending ma ny Indians to fight for Britain in the First World War.We see that many changes shaped the modern India today, but why do these changes matter to us? We find out much about British rule in India from the outbreak of fighting of the mutiny before 1857 as it tells us about how the East India Company forced strict rules and intervened upon the Hindu society such as ignoring their religious beliefs, which was one of the key factors leading up to the Indian ‘mutiny’. We see that although some changes did benefit from the Indians, the general attitude was negative, since all Indians were heavily taxed as discriminated.The way Britain changed from a trader to a ruler reveals to us how greedy Britain were at the time and how powerful as they could gain control of such a big country like India. We also can see how the British abused their power as they treated the Indians unfairly, as, in an account written by Vishnubhat Godse, an Indian who was living in the city of Jhansi in 1 857, described how they British took power of it.He remarked that the English were â€Å"shooting down every man that they saw and setting fire to houses† while entering the city and described that â€Å"the terror in the city at this time was immeasurable† and that the â€Å"screaming and crying was endless†. We see that the Indians were portrayed as vulnerable and weak as the British took over. Furthermore, the British broke their own policy, the Doctrine of Lapse by taking over the city since the deceased prince did have an adopted son. This shows the desire for more territory overpowering the need to follow the treaties they had made with he princes of states and therefore ignoring their own rules. The corruption, ignorance and brutality within the East India Company showed that they were not successful in ruling as it caused the mutiny in 1857 and therefore made the Indians very unhappy. The accounts of events of 1857 reveal to us that India was not ruled w ell, was a much divided country and that the citizens in general were not satisfied on being controlled by Britain . Many Indians were very unhappy about the British interfering in Hindu socio-religious affairs and charging them high taxes etc.However, many Indians benefited from British rule and profited much from trade. Europeans who had settled down in India were considered of a much higher class than the Indians and Indians were discriminated. This reveals how people in India all had different attitudes towards the British. We can see that by many different accounts of the outbreak of fighting in India. For example, an English clergyman’s wife describes in her diary the â€Å"horror† that the Indians have inflicted and how there was â€Å"heavy firing all day† and how â€Å"ten Europeans were killed†.However, another account from an Indian man, Vishnubhat Godse, claimed that he â€Å"was filled with dread† and that the English soldiers â€Å"t ortured them, demanding rupees, gold, pearls or other valuables† and if they found those, they sometimes would let the innocent Indians free. These primary sources reveal to us how chaotic India was and the different views people held. We can also draw from this how unsuccessful Britain was at ruling. The consequences of 1857 changed India to be the India we see today.In 1858, Queen Victoria read, â€Å"We disclaim the right and desire to impose out [Christian] convictions on any of our subjects†. This meant that she did not want to bring about any further religious change in India. The British invested heavily in large irrigation projects in order to increase food production and primary education for Indians. They also dramatically expanded the railways and jobs in the government were opened to Indian applicants. These are just some of the examples of the changes made to make India a trade-inspired country and modernised.This can be considered the first step made to ma king the India it is today. Even though the ‘mutiny’ did not gain independence for the Indians, this was a significant turning point in the history of India. The ‘mutiny’, regarded by many as India's first War of Independence, had many important consequences and the structure of British India was to be re-organised extensively, including the East India company being cast out on its role and Queen Victoria being crowned Empress of India in 1877, the British investing in large irrigation projects, education and railways.However, there had been no real danger that British rule in India would be overthrown during the ‘mutiny’. The majority of the native soldiers had remained loyal. In fact, without them the British could hardly have suppressed the rebellion. During the attack on Delhi, for example, from the 11,200 soldiers on the British side, there were 7,900 Indian soldiers. Large areas of the country remained unaffected by what the Indians calle d  Ã¢â‚¬Å"the devil's wind. † So had the revolt been?Was it just a military mutiny in a part of the army, as the British believed, or a national uprising, as later Indian historians have argued? The truth lies somewhere in between. It was traditional India that had risen against the British, as the British had tried to push Christianity upon the Indians, the India which remembered its past, hated the present and dreaded the future that was now absolutely certain to belong to the Westernized Indian, and not to the Indian soldiers or princes.The ‘mutiny’ is a chapter of Indian history that will be remembered as something to learn from and although the British defeated the Indians in the ‘mutiny’, many Indians still desired independence as they felt they were not treated fairly. This mattered significantly as the unsatisfied need for independence continued even though good changes were made. Therefore this was a key point in Indian history which was re membered and was certainly a factor to build up to when India actually gained independence in 1947.It also resulted in change in the attitudes of the citizens after the ‘mutiny’ as many Indians were treated maliciously after the ‘mutiny’ as we can see from ‘Empire’ by Jeremy Paxman: â€Å"Entire villages were burned down; mutineers were smeared in pig fat before execution, tied to the muzzles of cannon and blown to pieces. At the site of Cawnpore massacre rebels were made to lick the dried blood from the floor† From this short xtract be can see how unmerciful the British were after the mutiny, as they killed rebels in painful ways while making them break the rules of their faith by smearing them in pig fat and making them lick blood from the floor as it broke their religious beliefs. The way the Indians were treated will always be remembered and so it continues the need for independence. However, many good changes were made after the m utiny that will be remembered as good such as the modernisation of the country to give India a trade-inspired outlook. So how do the events of 1857-8 matter?They matter because the ‘mutiny’ made a platform for a bigger rebellion for independence, it brought India the technology it needed, and Britain started to build India to be the India we see today, although there were some negative effects as well. As a modern audience, we can remember these events in a positive light, and remember them as changes that put India onto a road to modernisation. Images The 93rd Sutherland Highlanders, November 1857 during the Indian Mutiny Incident in the Subzee Mundee, a watercolour of the Indian Mutiny or rebellion of 1857 by British artist G F Atkinson Drawing railways the British built in India

Friday, November 8, 2019

The Best SAT Flashcards How to Make and Use Them

The Best SAT Flashcards How to Make and Use Them SAT / ACT Prep Online Guides and Tips Studying for the new 2016 SAT and struggling to remember specific concepts? Flashcards might be a great study resource for you! Flashcards can help you memorize the information you need to know. In this guide, I’ll explain how to make SAT flashcards for vocabulary and math formulas and how to study with the flashcards you make. An important disclaimer before we start: I don’t suggest using flashcardsas your only method ofpreparation for the SAT; they should only really be used for memorizing SAT vocabulary and math formulas. Keep in mind that on the new SAT,vocabulary only accounts for 20% of the Evidence-Based Reading and Writing section questions,and it's all tested in the context of the passages. While flashcards are useful for preparing for those questions as well as memorizing Math formulas, theywon’t help you learn the SAT strategies. To really improve your score, you'll need to focus on learning test strategies and taking practice tests. Feature image credit: Deb Stgo/Flickr Why You Should Make Your Own SAT Flashcards I suggest creating your SAT flashcards by hand instead of buying pre-made SAT flashcards or creating online flashcards (using a website like Quizlet). By making your own flashcards by hand, you'll start to learn the information before you even start using the flashcards.I recommend writing them out by hand because rather than creating online flashcards because when you create the flashcards online, you’ll likely end up just copying and pasting information onto the flashcards without taking the time to read the information.Making physical flashcards will require that you read and transcribe all of the material, which means you'll start to learn the material as you go. If you don’t have a lot of time to prepare, you can download our 200 free printable SAT flashcards.But, again, if you have the time, I strongly recommend making your own physical flashcards. Creating SAT Vocabulary Flashcards When creating your vocabulary flashcards for the new 2016 SAT,since the SAT is becoming more like the ACT (testing vocabulary in context instead of using sentence completion questions), I suggest using ACT vocabulary words to study instead of using old SAT vocabulary lists.Use our PrepScholar ACT list, which teaches 150 medium-difficulty words, many with multiple meanings. If you’re still struggling with vocabulary after making those flashcards and want supplementary material, check out this 100-word list from Scholastic, which pulled SAT/ACT words from one of their student magazines. Again, it focuses on less-obscure words that often have multiple meanings. When creating the flashcards, write the word itself on one side of the card and the definition on the back.In addition to the definition, you must write an example of how to use the word in context, and if there are multiple definitions for the word, write an example of how to use the word in context for each definition. I’ll use the first word from our PrepScholar ACT list, "adhere," as an example. On the front of your flashcard, write: adhere On the back of your flashcard write: Definition: 1. stick completely to a surface or substance 2. believe in and follow the practices of Example: 1. I used the glue to adhere the picture to the poster. 2. The monkadhered to all of the principles of Buddhism. Why do you need to write an example using the word in context? As I said before, on the new 2016 SAT, you’ll no longer be tested on vocabulary through fill-in-the-blank type questions.Instead, the new SAT asks you to identify the meaning of vocabulary in context. Knowing the definition of the word is vital to understanding and answering the question asked, but typically the exact meaning of the word isn’t asked about directly. In other words, it's less about the vocabulary itself and more about how the vocabulary fits with the words around them.For example, on the new SAT Evidence-Based Reading and Writing section, you could be asked the following: In line 84, â€Å"adhere† most nearly means to stick to a surface to dive into to follow the practices of to acknowledge as correct Both A and C are definitions of adhere, so simply memorizing the definition will not help you answer the question.Line 38 read, â€Å"the priest adhered to Catholicism.†Knowing the definitions of adhere AND picking up on the context clues, you’d realize the correct answer is C. The answer can’t be A because the priest did not physically stick himself to a surface. The answer is C because the priest follows the practices of Catholicism. This question shows why it’s criticalto not only include definitions on your flashcards but also to include an example sentence using the word in context.If you’re struggling to come up with examples yourself (or are afraid of using the word improperly in context), I suggest conducting a Google Search for â€Å"[Word] definition.†Usually, that’ll bring up the definitions along with examples of the word used in context. For example, I searched for â€Å"adhere definition† and found this result with examples for both definitions of the word used in a sentence. Once you finish creating your SAT vocabulary flashcards, make flashcards for the SAT Math formulas. Creating SAT Math Flashcards On the SAT Math section, you're given nine mathformulas and two geometry laws. However, there are many more math formulas you need to knowbecause there are many questions you won’t be able to answer without knowing these additional formulas. When creating your SAT Math flashcards, I recommend using our list of 21 Critical SAT Math Formulas You Must Know. This list also tells you the formulas you DON’T need to memorize(since some are given to you on the SAT test). When making your flashcards, write the name of the formula on the front and the actual formula on the back.Also on the back, write what each variable in the formula stands for and the definition of the formula/concept.I’ll use the first formula (not provided on the SAT) from our list of 21 Critical SAT Math Formulas you must know as an example. On the frontside of my card, I'd write: midpoint formula On the back, I’d write: Given two points A $(x_1, y_1)$ and B $(x_2, y_2)$, use the midpoint formula to find the exact middle point of a line that connects point A and B (the point will be equidistant from points A and B and will be in between the two). Formula: midpoint = $((x_1 + x_2)/2) , ((y_1 + y_2)/2)$ Also, include what the variables stand for in order to remember the significance of the formula and how to use it.If you only memorize $x_1$, $y_1$, $x_2$, and $y_2$, on the day of the test, you may totally forget what $y$ and $x$ mean in the formula. Don’t memorize formulas as a bunch of random variables. Memorize the formula, formula definition, and what each part of the formula stands for, so you’ll be prepared to use the formula to answer questions. How to Study With Your SAT Flashcards Now that you have your SAT flashcards, how should you use them? At PrepScholar, we recommend the waterfall method to study flashcards.This technique requires you to focus on the words/formulas you don't know, while not wasting your time on the concepts you do know.The waterfall method was developed from a proven memorization method called Spaced Repetition.I’ll give a brief overview of the method, but check out our other article for a more in-depth explanation of the waterfall method. Start with 20-50 flashcards.I recommend studying the math formulas and Vocabulary separately, so you don’t get confused jumping between different subjects. Create a math formula pile with 21 cards. Then, create three piles of 50 vocabulary cards each (using the 150-wordPrepScholar ACT list). If you decide to use an additional vocabulary list, create additional Vocabulary piles. Go through onepile, looking at the word or formula name. If you know the definition or formula immediatelyput it in a â€Å"Know It† pile. If you couldn’t remember it immediately(or at all), put it in a â€Å"Struggled† pile.After going through all of the flashcards in the original, you'll have twopiles: a "Know It" pile a "Struggled" pile Pick up the â€Å"Struggled† pile and test yourself again. This time, create a new â€Å"Know It† pile and â€Å"Struggled† pile for these flashcards. You should now have three piles: the original â€Å"Know It† pile the new â€Å"Know It† pile the new â€Å"Struggled" pile Keep repeating this exercise (using the â€Å"Struggled† pile and separating into new â€Å"Know It† and â€Å"Struggled† piles) until you have five or fewerwords or formulas left in the â€Å"Struggled† pile. Now, combine the remaining â€Å"Struggled† pile with the most recent â€Å"Know It† pile. Test yourself on all of the words/formulas until you don’t get a single one wrong. If you get one wrong, restart the pile until you get zero wrong. Once you’ve mastered all of those concepts, add in the next highest â€Å"Know It† pile, and test yourself on all of those concepts until you don't get a single one wrong. Keep repeating until you have all of your original 20-50 cards in one stack, and once you go through that stack without making a single mistake, you’ll officially know every concept in that stack!Move on to the next stack, repeating the same method. How Much Time Should You Spend Studying Flashcards? While flashcards are helpful for the SAT, you shouldn’t spend all of your time studying these flashcards. I'd recommend spending at most 5% of your total SAT study time (two hours if you're following ourrecommendation of studying about40 hours for the SAT). Knowing vocabulary definitions and math formulas isn't enough to help you reach a high score on the SAT. As I said before, the new 2016 SAT only tests vocabwords in the context of sentences, and although knowing formulas is important for the math, you can answer the majority of the questions with only the ones provided to you. Flashcards should be just one small part of your SAT study plan.You need to be learning other new SAT strategies, learning the content of each section on the new SAT, and taking SAT practice tests to practice applying these strategies. What’s Next? Concerned about the Evidence-Based Reading and Writing section on the new SAT? Learn more about the section changes and strategies. Looking for more general new SAT prep help? Check out these guides on how to study for the new 2016 SAT and on how to figure out what’s a good new 2016 SAT score for your target school. Want to improve your SAT score by 240 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Wednesday, November 6, 2019

Freedom from Poverty as a Human Right

Freedom from Poverty as a Human Right Introduction A human right according to the UN Organization (2010) refers to alienable rights if every human being which is inherent to them and upholds their dignity. Recognition of human rights is the foundation of peace, justice and freedom in the world. The declaration of human rights highlights the rights that every human being is entitled too despite the fact that in many instances people are not aware of these rights. Even in situations when people are aware of their rights, these rights can still be abused.Advertising We will write a custom term paper sample on Freedom from Poverty as a Human Right specifically for you for only $16.05 $11/page Learn More Freedom from poverty is embodied in many of the rights stipulated by the UN declaration of human rights (UN Organization, 2010). Several articles pertain to poverty directly while others address situations that affect poverty. This paper will examine various thoughts on poverty as a right especially basing its argument on the international declaration of human rights. This is the basis upon which freedom from poverty can be understood and supported. The arguments will show that freedom from poverty is a fundamental right. Enabling people to have means to live dignify lives and is therefore a human right since poverty prevents them from reaching this end. Freedom from poverty is a human right in as far as many who are poor have had so many of their rights taken away. As a consequence, they cannot rise above poverty. When freedom from poverty is addressed and treated as a human rights, other rights are respected as well. Poverty in the world is largely as a consequence of denial of human rights in various ways. In the words of Louise Arbour a UN high commissioner â€Å" freedom from want is a right, not merely a matter of compassion† (UN News center, 2006). According to the (UNDP (2005) a right to development entitles people to the right freedom from poverty. This is one o f the most efficient support for freedom from poverty as a right. The UNDP states that people have rights to the realization of â€Å" cultural, social and economic goals .working†¦ and life allowing the person to health and well being† (UNDP, 1998) Type of right While positive rights obligate action negative rights require holding back or curbing actions. The right of freedom from poverty can be compared to other negative rights like freedom from violent crime, freedom from abuse and torture among others. Although negative rights require inaction towards something they do not necessarily mean lack of action. They advocate and require action that will ensure that the undesired factor is avoided. In the case of freedom from poverty, it requires action that can guarantee people overcome poverty. These actions may be direct like setting up systems to increase development, or indirect by ensuring that activities that promote poverty are neutralized.Advertising Lookin g for term paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Arguments for Freedom from Poverty as a Right In 2006, Kofi Annan attributed failure to achieve human rights to deprivation (UN News Center, 2006). Those who are poorest in the world are the most likely to have their rights violated. Their right especially to decent living standards, essential health care and food remain undefended. Mr. Annan stated that unless the world recognizes that most of the population survives on less than a dollar per day there wouldn’t be any considerable progress made in ensuring human rights in the world. Louise Arbour stated that poverty is a product and cause of human rights violation. Freedom from poverty should therefore be treated as a right as only when eradication of poverty is attained can millions of families achieve other rights. Louise affirmed that the fight to end poverty is a duty for governments and other b odies in the same way that it is a duty to ensure other rights like those of speech and life among others (UN News Center, 2006). Fighting poverty should therefore not be viewed as a altruism or charity. Targeting poverty as a human rights violation is additionally a strategic and moral obligation. According to President Sheikha, the General Assembly president, when poverty is fought in order to uphold peoples dignity much more is gained in attaining other rights (UN News Center, 2006). As a result this should be greatly considered as one of the foundation of human rights. Poor people are not in a position to enjoy other rights. As a result they are easily discriminated against. In addition poverty creates a cycle of more poverty and more opportunities for the violations of human rights. Speth an administrator with UNDP stated that freedom from poverty has to be treated as a right since for the billions who are in poverty, it leads to deprivation in fundamental ways (Speth, 1997). S peth advocated for for eradication of poverty through a rights-based approach. The benefit of which includes avoidance of many other violation of rights and social ills. In this way eradication of poverty is also fundamentally functional (Speth, 1997). Poverty has been linked to many social and political problems. Speth states than only when poverty is taken as a right and properly addressed can many of the problems in poverty-stricken states. One of the implications of taking poverty as a right can allow legislature that address stumbling blocks to economic progress (Speth, 1998). One example that Speth gives is that states would be more open to empowerment of woman and end discrimination based on gender (Speth, 1997). Speth (1998) points out that it is through this approach that multiple rights aims can be attained using the same plans and principles. Poverty is often associated with pre-existing denial of rights. Lack of education for example interferes with other rights in the l ater part of peoples lives. It is therefore imperative to attend to other rights before poverty can be adequately handled. This reveals the nature of the interrelatedness of the whole boy of human rights and the need to address human rights in that context (Speth, 1997).Advertising We will write a custom term paper sample on Freedom from Poverty as a Human Right specifically for you for only $16.05 $11/page Learn More To argue for the right not to suffer from poverty, Caney (2007) states that human rights should be informed by human interest. Since it is a human interest to not suffer deprivation poverty should be taken as a violation of human rights. Further more poverty restricts people from following their interests and what they judge to be good (Caney, 2007). This can often be seen by the failure of the poor to attain good education, secure good jobs or even afford provisions for their families. These are things of interest to people of all races and c lasses. Poverty for example restricts the rights of children to education when their parents or governments cannot afford it. As a result poverty violates a basic human right. International bodies that are responsible for promoting human rights and social progress need to impress it upon the international community that poverty is at the heart of violation of most human rights (Speth, 1997). The international community therefore has the obligation to make international polices that take this into account and bring about the desired effects. It is the developed countries that are in a position to ensure fair decisions are made on international matters. They have more economic and political powers than the developing countries ridden with poverty that are not able to effectively advocate for their case (Speth, 1997). Implications of Freedom from Poverty as a Right One of the implications of treating freedom from poverty as a right is that people are entitled to resources and means tha t will get them out of poverty. This means that governments and other stakeholders have a responsibility to actively fight poverty, engage in poverty eradication measures and make sure they are implemented. For instance governments will be obligated to reduce unemployment. Unemployment is one of the leading causes of poverty in the developing world. Mismanagement of public funds, corruption and poor governance can be addressed in new light and offenders held to accountability. Through the international bodies of justice those who commit crimes against humanity are pursued and tried. In the same way those who are involved in practices that lead to poverty would be held accountable which would lead to lower rates of these cases in the developing world where poverty is prime.Advertising Looking for term paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More When deliberate and serious practices that increase poverty are treated as crimes there can be hope that societies will be more careful. Crimes against humanity especially in the modern world are greatly reduced due to the work of the International Criminal Court (ICC). By extension abuse of human rights through such practices like mismanagement of public funds and corruption can be reduced at the threat of international and local prosecutions. According to Pogge (2005), poverty is the common denominator in most cases of violations of human right. Poverty has in most cases been confounded by government officials in developing countries liaising with leaders in the developed country to the detriment of the developing countries. According to Pogge (2005), poverty in developing countries lead to illiterate and stunted masses. These people are too involved in survival to give election of good government leaders time. They therefore get leaders who do not advocate for their interest. Pog ge (2005) advocates for the kind of measures that go beyond the interest of a country within its borders. This is because the systems in the world that have been set in motion have been unfavorable to poorer nations. Eradicating poverty is not a matter of charity but one of justice in which richer countries owe it to the world to try and regain a balance in power as well as decent life for all. Within the framework of socio economic human rights this end can be achieved (Pogge, 2005). According to (UNDP (2005), rights equate to obligation while violations of rights require remedial solutions. UNDP (2005) reports that in its Vienna meeting, there was obligation collectively given to the international community especially the developed countries with key emphasis on alleviation of foreign debt burden which the UNDP cited as imperative (UNDP, 2005). This obligation is additionally to be expressed in the form of support for development in the developing countries as well as economic rel ations that are equitable between different countries. The meeting also stressed need for creation of reasonable economic environments so that countries can have fair chances at global level. Another implication is that there would be distributive justice. Most of the wealth in many countries is concentrated on few number of people. Fighting poverty would entail ensuring that resources and goods are fairly and equitably distributed. Unjust ways in which wealth is accumulated by the cream of society would have to be eradicated. Unfair economies would be reevaluated and solutions found for systems that will ensure each society balances its wealth. In addition richer countries would be required to be more committed to fighting poverty in the developing countries. The fight is often left to charity and so far that has not been successful in making headways in eradicating poverty. An issue that is raised as an implication is the effect of transnational economies in increasing poverty. Ac cording to Meckled-Garcia (2009) transnational economies have been associated with poverty in developing countries raising the question as to whether they violate human rights. Meckled-Garcia (2009) states that although these transnational businesses do not set out to cause harm, they non the less operate in ways that might be deemed unfair, exploitive and manipulative. They often lead to unfair competition against which the economies of developing countries cannot compete (Meckled-Garcia, 2009). These economies are formulated in ways that offer the domestic sector advantages. To counter these arguments, economic policies aim to ensure that trade is promoted and that the basics of trade are followed. Naturally, business entities need to make profits, look for new markets and capitalize on cheaper labor and resources. In addition many parties are involved in making decisions and most of the outcomes are unintended by the participants to the trade agreements. However, Meckled-Garcia ( 2009) argues that although there is argument that the choices are not forced, in most cases struggling economies find it hard to refuse what is offered. Developing countries do not have the authority or power to bargain for better deals and often take deals that might not favor them in the long run. Making fair agreements and choices therefore becomes an issue not only of morality but also of justice (Meckled-Garcia, 2009). Only when freedom from poverty is treated as a right can there be systems put in place in economic circles to protect the poor. This is because trade agreements can be regulated by international bodies to ensure fairer agreements and transactions (Meckled-Garcia, 2009). In this way ethical choices ca be made since it is clear that decisions by subjects in one jurisdiction can have dire consequences on the jurisdiction of another country (Meckled-Garcia, 2009). According to Singer (1972), developed countries do now make nearly as much pledge or implementation towa rds ending poverty in the developing world. When reporting on the refugee situation in east Bengal India in 1971, he noted that countries which were in a position to contribute towards the country failed to do so. Instead they engaged in other developments (Singer, 1972). He reported that in total out of the country funds given amounted to 65,000,000 million pounds. At the same time Britain committed more than 275,000,000 million pounds to a transport project while Australia gave amounts about 8% of what it spent on an opera house. According to Singer (1972), this kind of response passes as long as countries take their aids as charity. However if it was part of their responsibility there would be more effort to increase foreign aid and eradicate poverty. However, this is one area in which there has been and still remains arguments against forcing developed countries to bear the financial burden of developing countries. The developed countries cite their own burdens. In addition have already contributed developing countries through aid, loans and grants for development projects. Handing out money does not strike them as the solution. Singer however uses arguments in his report to make a case for more responsibility. He argues that developed countries have a moral obligation to aid fight poverty in countries while doing so will not lead to a sacrifice of other things of moral importance (Singer, 1972). It is this international outlook and approach that will lead to enhancement of human rights. Caney (2007) states that according to the UNDP reports in 2000 more than a billion people have less than a dollar to live on daily. In addition over a billion lack clean drinking waters while about two and a half billion have no sanitation (Caney, 2007). These conditions exacerbate their health problems. Caney (2007) argues that if poverty makes it impossible for people to enjoy other rights like access to food, water and essential health care then poverty becomes a violat or of human rights and should be addressed by all stakeholders as such. Carey (2007) cites the burden that is tossed around in provision of negative rights. Avoiding poverty is a negative right and often times, there is much argument as to who should provide it (Caney, 2007). According to Caney (2007) there have been suggestions to place the responsibility on the national government, institutional schemes and lastly on any persons who are in a position to help. However all the three parties have a role to play in the eradication of poverty and owe the poor all the help that can be justly given. Carey states that the extreme poverty that is witnessed in the world is as a result of neglect of negative duties by those in a position to effect change. Negative duties in human rights are as binding as positive duties since they contribute to the overall aims of human rights (Caney, 2007). White and Perelman (2010) like Carey advocate for changes in the approaches used in addressing povert y eradication. They point out to the cultural transformation required in order to make concrete head ways in poverty eradication (White and Perelman, 2010). Unless cultural issues are addressed systems that embed poverty in society will continue to thrive. Additionally, there has to be a move for a reform in institutions and practical approach to social and economic rights advocacy (White and Perelman, 2010). These according to White and Perelman are some of the ways in which a rights approach would change social, political and economic grounds in poor nations. The people who are in most influential position are developed countries. Developed countries on the other hand have expressed resistance to shouldering the whole responsibility. Poor nations have a responsibility to sort out their economic, political and social problems. In many ways the developed countries have tried to give aid in various ways. However governments in the developing countries compromise their efforts. Oborne (2010) in an article states that there has been numerous questions about the real role that foreign aid plays in improving development. This has been further fueled by arguments that the effects of foreign are often unmeasurable (Oborne, 2010). How foreign aid is intended for use and how it is actually used are often different things. The experiences of developed countries with foreign aid has been negatively affected. In some cases foreign aid has even been associated with human rights abuse. This is because in many cases those who are in power use the funds to oppress their countrymen Oborne, 2010). Funds may often not create the intended effect since there are many factors that the international community cannot help. One instance of this is funding for education in poorer nations. While schools may be set up and resources given unless efforts are made to create jobs, the economic prospects of those who receive the education are not substantially improved. Drawing from the exper iences of British government aid in Ethiopia Oborne (2010) states that the much of the 300 million pounds sent from Britain towards developmental aid was used to sustain the government in power. The Human rights bodies often find abuse of foreign aid in countries as a result of improper management. Additionally, funds meant for foreign countries sometimes find their way into the pockets of people in the country of origin (Oborne, 2010). People who have no intentions of making developmental contributions to the developing countries can still set up NGOs. These organizations often have no solid regulations leaving then open to abuse and abuse of taxpayers money. It is for these reasons that developed countries are resistant to pressure to give aid towards developmental programs. Instead they advocate for deeper collaboration with developing countries. When the developing countries are involved and contribute to the solutions, there is more opportunity for success. This has been part o f the practice in addressing environmental issues. There have been arguments for developed countries to help developing countries reduce environmental pollution. According to White and Perelman (2010) this is one of the issues in tackling poverty in developing countries. Land has been a key issue in fighting poverty in Africa for example. There is need to maximize the use of land so as to maximize food production (White and Perelman, 2010). Conclusion Poverty is clearly a big issue that determines if other rights will be achieved. Poverty can be linked to violation of human rights as people and societies try to attain economic development. One of the most effective ways of eradicating poverty is by addressing it from a rights approach because in essence it is a right. This approach has the opportunity to not only secure favorable assistance from developed countries but will also make developing countries more responsible in eradicating poverty. Only in the context of fundamental nee d to deal with poverty can real changes be made to human rights as a whole. References Caney, S. (2007). Global poverty and human rights In Thomas Pogge (ed.), Freedom  from poverty as a human right. New York: Oxford University Press. Meckled-Garcia, S. (2009). Do transitional economics violate human right? Ethics and  Global Politic., Vol. 2, No. 3, 259–276. Oborne, P. (2010) Overseas aid is funding human rights abuse. Retrieved from: http://blogs.telegraph.co.uk/news/peteroborne/100061337/overseas-aid-is-funding-human-rights-abuses/ Pogge, T. (2005). Severe poverty as a violation of negative duties. Ethics and  International Affairs. Vol 19, Issue 1, 55-84. Singer, P. (1972). Famine, affluence, and morality. Philosophy and Public Affairs. Vol 1, Issue3, 229-243. Speth, J. G. (1997). Advocating and promoting governance and UNDP. Retrieved from: https://docs.google.com/viewer?a=vq=cache:G6JsC8OLL04J:www.pogar.org/publications/other/undp/governance/directline14.pdf+James +Gustave+Speth+1997hl=enpid=blsrcid=ADGEESgl5XF5pqFvKG-Y4pK8Tdzt_s19JzuBRwBGhlJNKw2JQmZYYVPeGF07KxezNxJAKUsG-qVdjgnDg_UyaiWuUMJ17bcqz8P_x8qkanp2OTqgJZrIU2hmRRtuDsHxm5oLT1wSVwbBsig=AHIEtbRWxdmnEzNnQo9litku8FKTaKvp9Q Speth J. G. (1998). Freedom from poverty: a fundamental human right. Focus. Vol 12, Issue 3, 14-17. UNDP. (2005). Human rights in UNDP. Retrieved from: https://docs.google.com/viewer?a=vq=cache:J6LEJoMvi_EJ:www.undp.org/governance/docs/HRPN_English.pdf+UNDP+speech+in+1998+on+human+rights+and+povertyhl=enpid=blsrcid=ADGEEShscmIVZ8WaHzQHMxKfs2kGTDhTd2UqeHu7npEXgY2Nb0_k9qoc58w4stAjmtHqIVrKQ0IiavSWB2qCDdTDclqEdhFAPiAQYP9njz9vTjHih9bqY0mT8ML35SG7k5toPXb7YZKTsig=AHIEtbTuh-OQi0pEORmVS51B_SfkU7rVag UN News Center. (2006). Freedom from poverty is a human right and not a matter of  compassion, say UN leaders. Retrieved from: un.org/apps/news/story.asp?newsid=20913cr=human UN Organization. (2010). The universal declaration of human rights. Retrieved from: un.org/en/documents/udhr/ index.shtml White, L. and Perelman, J. (2010). Stones of Hope: how African activists reclaim  human rights to challenge global poverty. Stanford, CA: Stanford University Press.

Monday, November 4, 2019

Edward Gibbon and his contribution to Historiography Research Paper

Edward Gibbon and his contribution to Historiography - Research Paper Example In order to know more about him comprehensively, we have to answer questions about who he was, what drove him to write, and what perceptions of his work were adopted by both his contemporaries and modern day readers. The term historiography refers to the theory and history of writing.1 It can also be defined as the academic prospect of writing history and how historians came to understand these records.2 Due to the complexity and inaccuracy associated with historical study, historiography thus enables us to identify and appreciate these discrepancies in a bid to find the truth. It also helps us gain insight on humanity; the knowledge that would enable us to avoid mistakes made in the past that led to catastrophes and borrow those that were beneficial.3 For example, the study of the fall of the Roman Empire would easily be relevant in the modern day superpowers and thus the statement; history repeats itself. The historiography’s progression, and its methods and conception, chan ged and developed substantially. All of the past sources of history, to the seventeenth century started accumulating in the enlightenment period. One of the major influential historians and academician of the period was Edward Gibbon. Edward Gibbon (April 27, 1737-January 16, 1794) was a historian in the 18th century, and his writing on history was an important element among his contemporaries and is still an important topic of study in modern day academic scholars of historiography.4 In his life time he served as a soldier during the English seven-year war, managed his family’s business and was also a member of parliament. He was born in Putney, England in a period of ‘enlightenment.’ Edward Gibbon was born April 27, 1737 to Edward and Judith Gibbon in Putney, London, England5. He was raised as the only child after his six siblings died at infancy. His father was an heir to an affluent family.6 During this period, there was a wide revolutionary thinking on the p erception and acceptance of Christian theology and church dogma. He was born to an affluent family, according to the standards of the period; his early education was profound, as demonstrated by his ability to engage in scholastic research and writing at a relatively young age.7 His childhood was marred by poor health and he describes himself as â€Å"a weakly child† and nearly succumbed to death several times. He was vastly ignored by his parents who were occupied with their social life and was abandoned to inadequate caregivers who were household servants and physicians.8 One of the ways that he uses method or conception from the past is evident in the classical period. By the Enlightenment and eighteen century, we find that Classical writers have been highly common in academic all over the European continent, with similarities in all his works, from writers of the ancient Rome and Greece. A Greek writer, Heredotus, wrote â€Å"The Persian Wars’ that has the theme o f geography and ethnography, of the Near East people. Gibbon also appears to have the same theses in the â€Å"He is popular for several publications, but the major one is the ‘Decline and Fall of the Roman Empire,’ by the manner in which he comprehends all the Europe’s ‘barbaric’ people. In addition, another idea that he appears to have adopted from the ancient Greece is that of universal history; this idea

Friday, November 1, 2019

Boston marathon bombing Research Paper Example | Topics and Well Written Essays - 2500 words

Boston marathon bombing - Research Paper Example Boston marathon bombings. Thesis Statement This paper intends to identify the various aspects associated with the Boston Bombings Massacre. In relation to this context, the paper also aims at fulfilling the objective of learning the possible ways through which future attacks similar to that of Boston Marathon Bombings can be prevented. In addition, the paper will also reflect upon the roles that have been played by the police along with other authorities in the case along with the benefits that can be attained by them if such similar instances occur in the near future. Introduction The Boston Marathon bombings that was held on 15th of April, 2013 kept the world speechless. The Boston Marathon bombings revealed about the grievous damage that can be caused by using few household appliances and lower-power explosive resources. This massacre took away 3 lives and injured around 264 people (The Boston Globe, 2013). The bombs were responsible for creating high amount of impacts as the bomb s exploded in a continuous manner for around 13 seconds in Boylston Street (The Boston Globe, 2013). Thus, the paper will highlights the concerning factors associated with the adversity of the bombings in an in-depth manner. ... Boston marathon bombing that shook the nation and its people. In relation to this aspect, the paper will also comprise different aspects associated with the prevention of terrorism. Summary In relation to the aspects of the Boston marathon bombing, the paper will provide a clear cut idea pertaining to the adversities associated with it. In this similar respect, the paper will highlight certain argumentative sections comprising the rationale of the attacks backed with further understandings of the subject matter with the help of a short literature review. In relation to the benefits, it can be said that the police can widely be benefitted through the Boston marathon bombing. This fact delivers the maximum amount of weightage owing to the participation of the police in reducing the terrorist attacks in near future. It will definitely allow them to showcase their diversified skills in controlling terrorism and attacks. Moreover, it will also allow the police department to make strong co llaboration with broad governmental authorities to cope up with such drastic attacks in the near future. Moreover, it will also provide them with an in-depth knowledge about the prospective danger that simple household appliances and lower-power explosives can cause. In regards to this incident the view of Southers (2013) states â€Å"the threat does not begin and end with al Qaeda†. This view point also provides an in-sight to the police team about being more cautious and assertive in combatting terrorist attacks. However, Boston marathon bombing in the future definitely poses hazards to the public, which causes great deal of concern in their minds. Further instances of such events will definitely lead