My Favourite Book Essay

Lots of people read tabloid newspapers. Tabloid nespapers are read by lots of people. 2. Sue Green reads the news on television. The news on television is read by Sue. 3. The witness is helping the police. The police is being helped by the witness. 4. The newspapers aren’t publishing the photographs. The photographs aren’t published by the newspapers. 5. The police have arrested the driver. The driver has been arrested by the police. 6. The thief had taken the painting before the gard woke up. The paintinghad been taken before the guard woke up. 7. The company will deliver the flowers the next day. The flowers will be delivered the next day. 8. The government is going to give every school student a computer. A computer is going to be given to the every school student by the government. 9. You can buy a magazine on the train. A Magazinecan be boughton the train. (by you) 10. My sister made a pop video. The pop videowas made by my sister. Complete this radio news report using a passive form on the verbs in the brackets ! Good afternon . The lunch time news today will be read(read) by John Houard. The prime minister has visited a primary school in Ipswich where she (meet)has been metby the children and their teachers. She opened a new sports centre that (build)was built with money raised by the parents and teachers. Another $20 000 (need)are needed to finish the swimming pool so more money raising activities ( organise)will be organised for the summer months. Earlier today a group of pensioners was in accident when their coach (hit)was hit by lorry. The pensioners (help )were helped by local people until ambulances arrived. Most the passanger (alow)wasn’t alowed to go home immediately, but thoose with more serious injuries (take)have been taken to Norwich central hospital later today. Witnesses say that the lorry (drive)was being drivingtoo fast. Rewrite the sentences using have/get something done ! 1. I will ask someone to repair my school bag. I will have my school bag repaired . 2. My sisters car is being seviced. My sister is getting her car serviced . 3. Someone is testing my father’s eyes. My father is getting his eyes tasted . 4. The grass is too long – I will pay someone to cut it. I will get the grass cut. . 5. I have taken my trousers to the cleaners. I have had my trousers cleaned. Rewrite the descriptions using compound adjectives ! 1. A skiing holiday that is two weeks long. Two-week skiing holiday is too long for me. 2. A baby who is six months old. Six month-old baby is very healthy. 3. A men with white hair. White-haired man is old and lovely. 4. A flight of six hours. Six-hour flight is boring. 5. A carpet made by hand. Handmade carpet is beautiful. Circle the correct preposition to form multipart verbs ! 1. When we have visiters we turn off/over the television. 2. My father always goes to sleep with television turned on/over. . My sister turns on/overthe channel to annoy me. 4. I turn down/to volume during the advertisements. 5. When I want to watch football I turn to/upmy mom for support. Circle the correct words in the latter ! Dear Colleague, On the 14th of june we will be holding a party to celebrate/celebration to success of our latest game show/opera. As you know, Win a Car! Is very popular/popularity and it will be good publish/publicityto hold a big thank-you party for stuff and successful players. The organise/organisation of the party is being done by my assistent. Yours faithfully.

A Game of Thrones Chapter Twelve

Eddard The summons came in the hour before the dawn, when the world was still and grey. Alyn shook him roughly from his dreams and Ned stumbled into the predawn chill, groggy from sleep, to find his horse saddled and the king already mounted. Robert wore thick brown gloves and a heavy fur cloak with a hood that covered his ears, and looked for all the world like a bear sitting a horse. â€Å"Up, Stark!† he roared. â€Å"Up, up! We have matters of state to discuss.† â€Å"By all means,† Ned said. â€Å"Come inside, Your Grace.† Alyn lifted the flap of the tent. â€Å"No, no, no,† Robert said. His breath steamed with every word. â€Å"The camp is full of ears. Besides, I want to ride out and taste this country of yours.† Ser Boros and Ser Meryn waited behind him with a dozen guardsmen, Ned saw. There was nothing to do but rub the sleep from his eyes, dress, and mount up. Robert set the pace, driving his huge black destrier hard as Ned galloped along beside him, trying to keep up. He called out a question as they rode, but the wind blew his words away, and the king did not hear him. After that Ned rode in silence. They soon left the kingsroad and took off across rolling plains dark with mist. By then the guard had fallen back a small distance, safely out of earshot, but still Robert would not slow. Dawn broke as they crested a low ridge, and finally the king pulled up. By then they were miles south of the main party. Robert was flushed and exhilarated as Ned reined up beside him. â€Å"Gods,† he swore, laughing, â€Å"it feels good to get out and ride the way a man was meant to ride! I swear, Ned, this creeping along is enough to drive a man mad.† He had never been a patient man, Robert Baratheon. â€Å"That damnable wheelhouse, the way it creaks and groans, climbing every bump in the road as if it were a mountain . . . I promise you, if that wretched thing breaks another axle, I'm going to burn it, and Cersei can walk!† Ned laughed. â€Å"I will gladly light the torch for you.† â€Å"Good man!† The king clapped him on the shoulder. â€Å"I've half a mind to leave them all behind and just keep going.† A smile touched Ned's lips. â€Å"I do believe you mean it.† â€Å"I do, I do,† the king said. â€Å"What do you say, Ned? Just you and me, two vagabond knights on the kingsroad, our swords at our sides and the gods know what in front of us, and maybe a farmer's daughter or a tavern wench to warm our beds tonight.† â€Å"Would that we could,† Ned said, â€Å"but we have duties now, my liege . . . to the realm, to our children, I to my lady wife and you to your queen. We are not the boys we were.† â€Å"You were never the boy you were,† Robert grumbled. â€Å"More's the pity. And yet there was that one time . . . what was her name, that common girl of yours? Becca? No, she was one of mine, gods love her, black hair and these sweet big eyes, you could drown in them. Yours was . . . Aleena? No. You told me once. Was it Merryl? You know the one I mean, your bastard's mother?† â€Å"Her name was Wylla,† Ned replied with cool courtesy, â€Å"and I would sooner not speak of her.† â€Å"Wylla. Yes.† The king grinned. â€Å"She must have been a rare wench if she could make Lord Eddard Stark forget his honor, even for an hour. You never told me what she looked like . . . â€Å" Ned's mouth tightened in anger. â€Å"Nor will I. Leave it be, Robert, for the love you say you bear me. I dishonored myself and I dishonored Catelyn, in the sight of gods and men.† â€Å"Gods have mercy, you scarcely knew Catelyn.† â€Å"I had taken her to wife. She was carrying my child.† â€Å"You are too hard on yourself, Ned. You always were. Damn it, no woman wants Baelor the Blessed in her bed.† He slapped a hand on his knee. â€Å"Well, I'll not press you if you feel so strong about it, though I swear, at times you're so prickly you ought to take the hedgehog as your sigil.† The rising sun sent fingers of light through the pale white mists of dawn. A wide plain spread out beneath them, bare and brown, its flatness here and there relieved by long, low hummocks. Ned pointed them out to his king. â€Å"The barrows of the First Men.† Robert frowned. â€Å"Have we ridden onto a graveyard?† â€Å"There are barrows everywhere in the north, Your Grace,† Ned told him. â€Å"This land is old.† â€Å"And cold,† Robert grumbled, pulling his cloak more tightly around himself. The guard had reined up well behind them, at the bottom of the ridge. â€Å"Well, I did not bring you out here to talk of graves or bicker about your bastard. There was a rider in the night, from Lord Varys in King's Landing. Here.† The king pulled a paper from his belt and handed it to Ned. Varys the eunuch was the king's master of whisperers. He served Robert now as he had once served Aerys Targaryen. Ned unrolled the paper with trepidation, thinking of Lysa and her terrible accusation, but the message did not concern Lady Arryn. â€Å"What is the source for this information?† â€Å"Do you remember Ser Jorah Mormont?† â€Å"Would that I might forget him,† Ned said bluntly. The Mormonts of Bear Island were an old house, proud and honorable, but their lands were cold and distant and poor. Ser Jorah had tried to swell the family coffers by selling some poachers to a Tyroshi slaver. As the Mormonts were bannermen to the Starks, his crime had dishonored the north. Ned had made the long journey west to BearIsland, only to find when he arrived that Jorah had taken ship beyond the reach of Ice and the king's justice. Five years had passed since then. â€Å"Ser Jorah is now in Pentos, anxious to earn a royal pardon that would allow him to return from exile,† Robert explained. â€Å"Lord Varys makes good use of him.† â€Å"So the slaver has become a spy,† Ned said with distaste. He handed the letter back. â€Å"I would rather he become a corpse.† â€Å"Varys tells me that spies are more useful than corpses,† Robert said. â€Å"Jorah aside, what do you make of his report?† â€Å"Daenerys Targaryen has wed some Dothraki horselord. What of it? Shall we send her a wedding gift?† The king frowned. â€Å"A knife, perhaps. A good sharp one, and a bold man to wield it.† Ned did not feign surprise; Robert's hatred of the Targaryens was a madness in him. He remembered the angry words they had exchanged when Tywin Lannister had presented Robert with the corpses of Rhaegar's wife and children as a token of fealty. Ned had named that murder; Robert called it war. When he had protested that the young prince and princess were no more than babes, his new-made king had replied, â€Å"I see no babes. Only dragonspawn.† Not even Jon Arryn had been able to calm that storm. Eddard Stark had ridden out that very day in a cold rage, to fight the last battles of the war alone in the south. It had taken another death to reconcile them; Lyanna's death, and the grief they had shared over her passing. This time, Ned resolved to keep his temper. â€Å"Your Grace, the girl is scarcely more than a child. You are no Tywin Lannister, to slaughter innocents.† It was said that Rhaegar's little girl had cried as they dragged her from beneath her bed to face the swords. The boy had been no more than a babe in arms, yet Lord Tywin's soldiers had torn him from his mother's breast and dashed his head against a wall. â€Å"And how long will this one remain an innocent?† Robert's mouth grew hard. â€Å"This child will soon enough spread her legs and start breeding more dragonspawn to plague me.† â€Å"Nonetheless,† Ned said, â€Å"the murder of children . . . it would be vile . . . unspeakable . . . â€Å" â€Å"Unspeakable?† the king roared. â€Å"What Aerys did to your brother Brandon was unspeakable. The way your lord father died, that was unspeakable. And Rhaegar . . . how many times do you think he raped your sister? How many hundreds of times?† His voice had grown so loud that his horse whinnied nervously beneath him. The king jerked the reins hard, quieting the animal, and pointed an angry finger at Ned. â€Å"I will kill every Targaryen I can get my hands on, until they are as dead as their dragons, and then I will piss on their graves.† Ned knew better than to defy him when the wrath was on him. If the years had not quenched Robert's thirst for revenge, no words of his would help. â€Å"You can't get your hands on this one, can you?† he said quietly. The king's mouth twisted in a bitter grimace. â€Å"No, gods be cursed. Some pox-ridden Pentoshi cheesemonger had her brother and her walled up on his estate with pointy-hatted eunuchs all around them, and now he's handed them over to the Dothraki. I should have had them both killed years ago, when it was easy to get at them, but Jon was as bad as you. More fool I, I listened to him.† â€Å"Jon Arryn was a wise man and a good Hand.† Robert snorted. The anger was leaving him as suddenly as it had come. â€Å"This Khal Drogo is said to have a hundred thousand men in his horde. What would Jon say to that?† â€Å"He would say that even a million Dothraki are no threat to the realm, so long as they remain on the other side of the narrow sea,† Ned replied calmly. â€Å"The barbarians have no ships. They hate and fear the open sea.† The king shifted uncomfortably in his saddle. â€Å"Perhaps. There are ships to be had in the Free Cities, though. I tell you, Ned, I do not like this marriage. There are still those in the Seven Kingdoms who call me Usurper. Do you forget how many houses fought for Targaryen in the war? They bide their time for now, but give them half a chance, they will murder me in my bed, and my sons with me. If the beggar king crosses with a Dothraki horde at his back, the traitors will join him.† â€Å"He will not cross,† Ned promised. â€Å"And if by some mischance he does, we will throw him back into the sea. Once you choose a new Warden of the East—† The king groaned. â€Å"For the last time, I will not name the Arryn boy Warden. I know the boy is your nephew, but with Targaryens climbing in bed with Dothraki, I would be mad to rest one quarter of the realm on the shoulders of a sickly child.† Ned was ready for that. â€Å"Yet we still must have a Warden of the East. If Robert Arryn will not do, name one of your brothers. Stannis proved himself at the siege of Storm's End, surely.† He let the name hang there for a moment. The king frowned and said nothing. He looked uncomfortable. â€Å"That is,† Ned finished quietly, watching, â€Å"unless you have already promised the honor to another.† For a moment Robert had the grace to look startled. Just as quickly, the look became annoyance. â€Å"What if I have?† â€Å"It's Jaime Lannister, is it not?† Robert kicked his horse back into motion and started down the ridge toward the barrows. Ned kept pace with him. The king rode on, eyes straight ahead. â€Å"Yes,† he said at last. A single hard word to end the matter. â€Å"Kingslayer,† Ned said. The rumors were true, then. He rode on dangerous ground now, he knew. â€Å"An able and courageous man, no doubt,† he said carefully, â€Å"but his father is Warden of the West, Robert. In time Ser Jaime will succeed to that honor. No one man should hold both East and West.† He left unsaid his real concern; that the appointment would put half the armies of the realm into the hands of Lannisters. â€Å"I will fight that battle when the enemy appears on the field,† the king said stubbornly. â€Å"At the moment, Lord Tywin looms eternal as Casterly Rock, so I doubt that Jaime will be succeeding anytime soon. Don't vex me about this, Ned, the stone has been set.† â€Å"Your Grace, may I speak frankly?† â€Å"I seem unable to stop you,† Robert grumbled. They rode through tall brown grasses. â€Å"Can you trust Jaime Lannister?† â€Å"He is my wife's twin, a Sworn Brother of the Kingsguard, his life and fortune and honor all bound to mine.† â€Å"As they were bound to Aerys Targaryen's,† Ned pointed out. â€Å"Why should I mistrust him? He has done everything I have ever asked of him. His sword helped win the throne I sit on.† His sword helped taint the throne you sit on, Ned thought, but he did not permit the words to pass his lips. â€Å"He swore a vow to protect his king's life with his own. Then he opened that king's throat with a sword.† â€Å"Seven hells, someone had to kill Aerys!† Robert said, reining his mount to a sudden halt beside an ancient barrow. â€Å"If Jaime hadn't done it, it would have been left for you or me.† â€Å"We were not Sworn Brothers of the Kingsguard,† Ned said. The time had come for Robert to hear the whole truth, he decided then and there. â€Å"Do you remember the Trident, Your Grace?† â€Å"I won my crown there. How should I forget it?† â€Å"You took a wound from Rhaegar,† Ned reminded him. â€Å"So when the Targaryen host broke and ran, you gave the pursuit into my hands. The remnants of Rhaegar's army fled back to King's Landing. We followed. Aerys was in the Red Keep with several thousand loyalists. I expected to find the gates closed to us.† Robert gave an impatient shake of his head. â€Å"Instead you found that our men had already taken the city. What of it?† â€Å"Not our men,† Ned said patiently. â€Å"Lannister men. The lion of Lannister flew over the ramparts, not the crowned stag. And they had taken the city by treachery.† The war had raged for close to a year. Lords great and small had flocked to Robert's banners; others had remained loyal to Targaryen. The mighty Lannisters of Casterly Rock, the Wardens of the West, had remained aloof from the struggle, ignoring calls to arms from both rebels and royalists. Aerys Targaryen must have thought that his gods had answered his prayers when Lord Tywin Lannister appeared before the gates of King's Landing with an army twelve thousand strong, professing loyalty. So the mad king had ordered his last mad act. He had opened his city to the lions at the gate. â€Å"Treachery was a coin the Targaryens knew well,† Robert said. The anger was building in him again. â€Å"Lannister paid them back in kind. It was no less than they deserved. I shall not trouble my sleep over it.† â€Å"You were not there,† Ned said, bitterness in his voice. Troubled sleep was no stranger to him. He had lived his lies for fourteen years, yet they still haunted him at night. â€Å"There was no honor in that conquest.† â€Å"The Others take your honor!† Robert swore. â€Å"What did any Targaryen ever know of honor? Go down into your crypt and ask Lyanna about the dragon's honor!† â€Å"You avenged Lyanna at the Trident,† Ned said, halting beside the king. Promise me, Ned, she had whispered. â€Å"That did not bring her back.† Robert looked away, off into the grey distance. â€Å"The gods be damned. It was a hollow victory they gave me. A crown . . . it was the girl I prayed them for. Your sister, safe . . . and mine again, as she was meant to be. I ask you, Ned, what good is it to wear a crown? The gods mock the prayers of kings and cowherds alike.† â€Å"I cannot answer for the gods, Your Grace . . . only for what I found when I rode into the throne room that day,† Ned said. â€Å"Aerys was dead on the floor, drowned in his own blood. His dragon skulls stared down from the walls. Lannister's men were everywhere. Jaime wore the white cloak of the Kingsguard over his golden armor. I can see him still. Even his sword was gilded. He was seated on the Iron Throne, high above his knights, wearing a helm fashioned in the shape of a lion's head. How he glittered!† â€Å"This is well known,† the king complained. â€Å"I was still mounted. I rode the length of the hall in silence, between the long rows of dragon skulls. It felt as though they were watching me, somehow. I stopped in front of the throne, looking up at him. His golden sword was across his legs, its edge red with a king's blood. My men were filling the room behind me. Lannister's men drew back. I never said a word. I looked at him seated there on the throne, and I waited. At last Jaime laughed and got up. He took off his helm, and he said to me, ‘Have no fear, Stark. I was only keeping it warm for our friend Robert. It's not a very comfortable seat, I'm afraid.' â€Å" The king threw back his head and roared. His laughter startled a flight of crows from the tall brown grass. They took to the air in a wild beating of wings. â€Å"You think I should mistrust Lannister because he sat on my throne for a few moments?† He shook with laughter again. â€Å"Jaime was all of seventeen, Ned. Scarce more than a boy.† â€Å"Boy or man, he had no right to that throne.† â€Å"Perhaps he was tired,† Robert suggested. â€Å"Killing kings is weary work. Gods know, there's no place else to rest your ass in that damnable room. And he spoke truly, it is a monstrous uncomfortable chair. In more ways than one.† The king shook his head. â€Å"Well, now I know Jaime's dark sin, and the matter can be forgotten. I am heartily sick of secrets and squabbles and matters of state, Ned. It's all as tedious as counting coppers. Come, let's ride, you used to know how. I want to feel the wind in my hair again.† He kicked his horse back into motion and galloped up over the barrow, raining earth down behind him. For a moment Ned did not follow. He had run out of words, and he was filled with a vast sense of helplessness. Not for the first time, he wondered what he was doing here and why he had come. He was no Jon Arryn, to curb the wildness of his king and teach him wisdom. Robert would do what he pleased, as he always had, and nothing Ned could say or do would change that. He belonged in Winterfell. He belonged with Catelyn in her grief, and with Bran. A man could not always be where he belonged, though. Resigned, Eddard Stark put his boots into his horse and set off after the king.

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Hum sammary 2 - Essay Example ming that men can do nothing more than guess and interpret what Jesus meant when he told a Samaritan woman that her fifth husband was not her husband. Furthermore, she reasons out that the Scriptures talk about God’s command to â€Å"go forth and multiply† and that even great Old Testament figures, like Abraham, Jacob, and Solomon, enjoyed multiple wives at once. The Wife of Bath admits that many great Fathers of the Church have proclaimed the importance of virginity, such as the Apostle Paul. However, she argues that even if virginity is important, there must be existing people who are procreating so that virgins can be created. Thus, she says that virginity should be left to the perfect so that the rest could use their gifts in the best way they could. Undoubtedly, her gift is her sexual power and she uses this power as an â€Å"instrument† to control her husbands. It is at this point, the Pardoner interrupts. The Pardoner is planning to marry soon and he is worried that his wife will control his body, in the same way that the Wife of Bath describes. The Wife of Bath tells him to be patient and to listen to the whole story to see if it reveals the truth about marriage. Of her five husbands, three have been â€Å"good† and two have been â€Å"bad.† She further admits that the first three of her husbands were good because they were rich, old, and submissive. She then laughs as she remembers the torments that she put her husbands through and she even recounts a typical conversation that she had with her older husbands. She then accused her husband of having an affair, and launched into a litany in which she  would charge him with a bewildering array of accusations. If  one of her husbands got drunk, she would claim he said that every wife is out to destroy her husband. He would then feel guilty and give her what she wanted. In the end, the Wife of Bath says that these were all lies and that her husbands never held these opinions, but she made these claims to give

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Operating system memory management - Essay Example It takes place in the following steps: The mapping from one address space to another is termed as binding. For a program to execute it must be copied into main memory at a particular location. Many instructions use "fixed" addresses these must be bound to "fixed" locations in the memory. This binding of instructions and data to memory addresses Dynamic loading involves loading routines into memory only when required. This is done during execution. Dynamic loading reduces the memory requirements of large programs. This is especially the case if there is a large set of infrequently used routines. Dynamic linking is often used for libraries. Only a "stub" of the library is kept in the programs image. When a program calls one of these routines, the routine is loaded and linked into memory. All programs share the one copy of the same library routine. Dynamic linking requires the operating systems intervention as sharing between processes is required. Implementation is done through memory tables to keep track of both main memory i.e. real memory as well as virtual memory. Also there is a unit MMU(Memory management unit) that performs the following tasks: Sometimes there may be a shortage of main memory due to the size of various applications and also in some cases several active processes may need to share memory at the same time. In such cases partitioning of memory is done. Partitioning refers to systematic division of memory into blocks so that a process may be allocated to a block. This is of various types: 1. Fixed partition memory management: This is the simplest memory management scheme for multiprogrammed system. Here the memory is divided into fixed partitions. This is done when the system is initialized and won't be changed during the system operation. This again of two types: Single partition allocation: Here the user is provided with a bare machine and has full control of entire memory space. It's advantages are: Maximum

Create a new animal Assignment Example | Topics and Well Written Essays - 250 words

Create a new animal - Assignment Example The fins have strong muscles that can break the jaw of man and other strong animals like a dog and this means it can scare away several water mammals. The most outstanding feature in this animal is its strong jaws with three pairs of chisel shaped incisors and a row of corrugated molars and premolars. It can tear the strongest and thickest flesh in any animal as it is more of a carnivore. Its mode of attacking its prey which is big fish and other water mammals is very ferocious and gruesome as it ruthlessly tears them and maim within two contacts. This means that it has to kill the prey within the first furious three bites and eats it away slowly. The funny thing about this animal is that it cannot eat carcass that has been there for more than six hours .The water bear is a unique creature with high level of intelligence that can sense impending danger two kilometers away and prepare for a reaction. It is the only water animal that hisses like a snake and can stay underwater for more than thirty minutes yet it breathes using lungs. It is an experience watching this wonder of the

Chinese food in the United States( food as culture) Annotated Bibliography

Chinese food in the United States( food as culture) - Annotated Bibliography Example Furthermore, the author determines how the Chinese cuisines have shaped the American cuisines. This source utilizes both primary and secondary evidence on how Chinese food came to America. I find this source to be helpful in explaining the origin of the Chinese foods in the United States. It will help in developing a background for my topic. It will help the reader realize how this food increased in the foreign land, America. The source credibility is from the author who is a writer of different newspapers including the popular New York Times, and has experience in Chinese restaurants. In this article, Hayford explores one of the Chinese Cuisines that has become dominant in the United States. In particular, this researcher examines how â€Å"Chop Suey† went through different challenges before it was accepted in different restraints and be used by different ethnic groups. The Northerners believed that â€Å"Chop Suey† was not authentic (7). Congress laws on immigration after the World War II saw a decline in Chop Suey. As a result of education and restaurants competitiveness, this cuisine was also appreciated. Asian-Americans students use it to embrace national heritage in showing cultural fusion. However, this journal article does not provide methods used in collecting data. Fortunately, its arguments are well explained using both secondary and primary sources of data. This article will be helpful in explaining how Chinese food helps them in embracing their national heritage in the age of cultural fusion. I believe that relating Hayford integration of Chop Suey with china will help in explaining how food can identify a given nation. This article relates to Coe book, which provides history on how different Chinese foods reached the United States. The article credibility comes from the use of primary and secondary data. Also, the author is an independent scholar who has worked

Jungle Fever Essay Example for Free

Jungle Fever Essay Jungle Fever is a motion picture that is centered on two people who hail from two different races. Flipper Purify, a highly educated, successful architect of African-American descent, and Angie Tucci, an Italian American who is recently hired as a secretary in the architectural firm where Angie is in a relationship with a man named Paulie Carbone who manages a local candy shop. One mere glance at each other and their hearts were already beating in a manner like never before. Flipper, denied of partnership rights by two of his Caucasian superiors, is the firms most promising talent. As for Angie, Flipper is a furnished man with additional decorations, an educated man with a sense of decency and dignity. The tension begins when the two realized that there is a mutual romantic attraction between them. Unfortunately, they have huge issues as the consequences of their interracial affair are tragic. Flipper was casted out of their home, while Angie is barbarically manhandled by her father. The two move out of their homes and lived together in their own abode. Implications interracial sexuality The logic of the film is mainly about issues that are encountered in life but not formally settled. Though the film depicts brutal honesty about life and the prejudiced mindset of people, the fidelity of the scenes to actual situations are pulled off without flaw. The primary mutual attraction between the two evidently shows the films message. The difference on the lives between Flipper and Angie are broadly depicted yet the feel is still present. The film gives out anxious interracial sexual concerns as marked on the instances wherein the lovers families violently reacted to their infatuation-fed affair. The reactions of opposing partys focused on the characteristics of the lovers racial deficiencies, rather than the given fact that they both have relationships. Furthermore the movie depicts the blatant path of devastation of interracial relationships, be it sexual or romantic, brought about by sexual delusions and cultural differences

Referendum for Scottish Independence

Referendum for Scottish Independence The referendum for the Scottish independence will take place on the 18th of September 2014. This would most definitely lead to the breakup of the United Kingdom. There have been a series of arguments supporting the break up, and other not supporting the break up. The independence of Scotland is mainly supported by the Scottish National Party. According to this party, achieving independence from the United Kingdom is beneficial to Scotland, because the Scottish will be able to implement policies that are of great concern to them[1]. On this basis, Scotland will be able to achieve self-determination. The Scottish National Party believes that by achieving independence, the people of Scotland will be able to make the right policies, concerning their economy, and society at large. The Scottish National Party further believes that the government situated in Westminster is not a representation of the Scottish people, and this is because the many of the Scots did not vote for the government under consideration. Despite this factor, this government makes major decisions concerning issues that affect the Scottish families, and communities[2]. The Scottish National Party finds this situation unacceptable. On this basis, proponents of independence argue that with an independent government, the country can focus on issues that affect the Scottish people, and also one that would protect the interests of the Scots, and anybody living in Scotland. Furthermore, the Scottish National Party believe that the policy initiated by the UK government reducing taxes on the wealthiest is not of the Interest of the Scots, and on this basis, it aims at reversing such laws, and initiating a universal tax system that would serve the entire Scottish population. However, there are counter arguments developed by people who are strongly opposed to the independence of Scotland[3]. One reason advanced is that a strong Scottish parliament, entrenched within the political structures of the United Kingdom enables Scotland to experience the very of both world. That is the ability to make decisions in Scotland, as well as the ability to play an importan t role in creating a secure and strong United Kingdom. On this basis, people who do not support independence argue that Scotland is strong when it is entrenched withi8n the political structure of the United Kingdom and the United Kingdom is strong and secure with Scotland as its member. Furthermore, anti-independence proponents argue that important British institutions such as BBC and the Bank of England were created by Scotsmen[4]. On the other hand, the UK pension system was developed by a Briton, while the NHS was created by a Welsh man. On this basis, if the Scots and other members of the Kingdom work together, then chances are high that they would make the Kingdom a better place to stay. To accelerate the strength of the unity, the Scots, together with other members of the union fought together to destroy Nazism, fascism, and other ideologies that were a danger to the unity and prosperity of other members of the Kingdom. These proponents further argue that the Scots are justifying independence on the basis of protecting their social welfare and interests. However, this is difficult, when the Scots leave the British connection[5]. This is because chances are high that there will be barriers to trade, uncertainties, and political and economic instability. To protect themselves from these uncertainties, the best method is to maintain the British connection. This would ensure more prosperity, more jobs, and more economic growth in Scotland. Furthermore, the world is moving to regional integrations, and examples include ASEAN, and the European Union[6]. This therefore proves that states needs to corporate in the international system, and negotiate as one community, for purposes of protecting their interests. This would prove virtually be impossible if Scotland decides to gain independence. For instance gaining membership in the European Union is a very difficult process that normally takes so many years. Furthermore, the economy of UK is strong, stable, and very big. This is a very big advantage to various business organizations in Scotland, and this is because they can easily access this market, without facing an y barriers. Furthermore, the Currency of the United Kingdom is the most successful and oldest in the world, and on this basis, it is a good currency for trading with[7]. These proponents further argue that it would be very difficult for Scottish organization to competitively conduct business in the international arena. This is because other countries are negotiating as a block, and on this basis, Scotland needs to be under the UK in order to compete effectively in these foreign markets. Under United Kingdom, Scottish businesses will be able to find new markets, and improve on their existing ones[8]. Scotland security will further be strong, and this is because they will be under the protection of the British armed forces. Lon this note, the Scots will have a say in the UN Security Council, as well as NATO. These anti-independence proponents further denote that Scotland and English have interacted with each other, for many years. This interaction amongst each other promotes multi-ethnicity, and it is therefore strength for Scotland. These proponents argue that thousand of Scots, and the English have intermarried with each other, they have formed famil ies, and are neighbors. On this basis, voting for independence is not a wise decision, and this is because the disadvantages of independence outweigh the advantages of independence[9]. In conclusion, Scotland should not vote for independence. This is because the arguments brought forth by the Scottish National Party are not sincere. For instance, the British political system is democratic, and everybody is responsible for electing the person they want. On this basis, the Scots also had a chance to participate in the elections and elect their representatives. Arguing that the government at Westminster is not representation is there undemocratic and not sincere. Furthermore, the decision to gain independence from UK is not wise, and this is because Scotland will lose many trading opportunities that they enjoyed while under the UK. This would make the economy of Scotland vulnerable to manipulations from the international community, and other powerful economies. On this basis, arguments brought forth by anti-independence proponents are valid. Bibliography: BBC News. Salmond calls for independence referendum in 2014. BBC News. BBC, 1 Oct. 2012. Web. 28 Apr. 2014. http://www.bbc.co.uk/news/uk-scotland-16478121>. Crawford, R., Bannockburns: scottish independence and the literary imagination, 1314-2014.. S.l.: Edinburgh Univ Press, 2014. Print. Gordts, E., Scotlands Secession Vote: Indecisive Independence. The Huffington Post. TheHuffingtonPost.com, 5 Sept. 2013. Web. 28 Apr. 2014. http://www.huffingtonpost.com/2013/09/05/scotland-secession vote_n_3876007.html>. Market, J., The economic implications for the United Kingdom of Scottish Independence: 2nd report of session 2012-13. London: The Stationery Office, 2013. Print. Saunders, B., Scottish Independence and the All-Affected Interests Principle. Politics 33.1 (2013): 47-55. Print. [1] J, Market., The economic implications for the United Kingdom of Scottish Independence: 2nd report of session 2012-13. London: The Stationery Office, 2013. P. 44 [2] B, Saunders., Scottish Independence and the All-Affected Interests Principle. Politics 33.1 (2013): 49 [3] J, Market., The economic implications for the United Kingdom of Scottish Independence: 2nd report of session 2012-13. London: The Stationery Office, 2013. P. 32 [4] BBC News. Salmond calls for independence referendum in 2014. BBC News. BBC, 1 Oct. 2012. Web. 28 Apr. 2014. http://www.bbc.co.uk/news/uk-scotland-16478121>. P. 7 [5] BBC News. Salmond calls for independence referendum in 2014. BBC News. BBC, 1 Oct. 2012. Web. 28 Apr. 2014. http://www.bbc.co.uk/news/uk-scotland-16478121>. P. 4 [6] E, Gordts., Scotlands Secession Vote: Indecisive Independence. The Huffington Post. TheHuffingtonPost.com, 5 Sept. 2013. Web. 28 Apr. 2014.http://www.huffingtonpost.com/2013/09/05/scotland-secessionvote_n_3876007.html>. p. 6 [7] Saunders, B., Scottish Independence and the All-Affected Interests Principle. Politics 33.1 (2013): 51. [8] R, Crawford., Bannockburns: scottish independence and the literary imagination, 1314-2014.. S.l.: Edinburgh Univ Press, 2014. [9] E, Gordts., Scotlands Secession Vote: Indecisive Independence. The Huffington Post. TheHuffingtonPost.com, 5 Sept. 2013. Web. 28 Apr. 2014.http://www.huffingtonpost.com/2013/09/05/scotland-secessionvote_n_3876007.html>. p. 8

Free Nature vs. Nurture Essay -- Biology Genes Science Essays

Nature vs Nurture The exponential growth of scientific and biological knowledge over time has facilitated the genesis of radical fields of specialization, namely biological determinism, sociobiology and eugenics, just to mention a few. The common thread between these fields is this- their proponents collectively postulate that all human traits, including weight, strength, intelligence, aspects of personality such as temperament (aggression for example), criminality and morality, are ultimately determined by the information encoded in DNA. They espouse that "we are who we are" because of our genes solely; that biodiversity in man is ultimately precipitated by phenotypic variations, caused by purely genetic differences, amongst individuals, therefore ostensibly offering little or no gravity to nongenetic factors. Nongenetic factors, generically labelled as the environment, encompass not only the physical, chemical and biological criterion, but also the numerous social and psychological ones that shape our lives as we grow and mature. Can we seriously take the influence of the env... Free Nature vs. Nurture Essay -- Biology Genes Science Essays Nature vs Nurture The exponential growth of scientific and biological knowledge over time has facilitated the genesis of radical fields of specialization, namely biological determinism, sociobiology and eugenics, just to mention a few. The common thread between these fields is this- their proponents collectively postulate that all human traits, including weight, strength, intelligence, aspects of personality such as temperament (aggression for example), criminality and morality, are ultimately determined by the information encoded in DNA. They espouse that "we are who we are" because of our genes solely; that biodiversity in man is ultimately precipitated by phenotypic variations, caused by purely genetic differences, amongst individuals, therefore ostensibly offering little or no gravity to nongenetic factors. Nongenetic factors, generically labelled as the environment, encompass not only the physical, chemical and biological criterion, but also the numerous social and psychological ones that shape our lives as we grow and mature. Can we seriously take the influence of the env...

Huckleberry Finn :: essays research papers fc

Mark Twain’s masterpiece The Adventures of Huckleberry Finn through much criticism and denunciation has become a well-respected novel. Through the eyes of a thirteen-year-old boy, Huckleberry Finn, Twain illustrates the controversy of racism and slavery during the aftermath of the Civil War. Since Huck is an adolescent, he is vulnerable and greatly influenced by the adults he meets during his coming of age. His expedition down the Mississippi steers him into the lives of a diverse group of inhabitants who have conflicting morals. Though he lacks valid morals, Huck demonstrates the potential of humanity as a pensive, sensitive individual rather than conforming to a repressive society. In these modes, the novel places Jim and Huck on pedestals where their views on morality, learning, and society are compared. Huckleberry’s first encounter with physical perplexity comes when he has woken up alone: â€Å" I set up and looked around, a little scared. Then I remembered† (Twain 240). Awaking from his accidental nap, he was stunned by the sudden realization that he did not know where he was. After gaining full awareness of his surroundings, he was once again calmed. Another illustration of Huck’s physical disorientation was when he was found in a â€Å"solid white fog† (269). During his separation from Jim, Huck confessed that he â€Å"hadn’t no more idea which way I was going than a dead man† (269). While he was still had not united with Jim, he suffers from another bout of confusion. â€Å"First I didn’t know where I was; I thought I was dreaming† (270). This exemplifies how Huck’s mental disquietude melted into the physical realm. Throughout his voyage down the Mississippi, Huck has various arguments with Jim, which force him to question the facts that he has been taught from a white society. These serve as metaphors addressing different beliefs that are disputed amongst the rivaling races. Huck and Jim quarrel about â€Å"King Sollermun† (Twain 266), who threatened to chop a baby in half. Jim debates that Solomon had so many children that he became incapable of valuing human life. Huck then defends what he believes to be â€Å"de wises’ man dat ever live’† (266) by explaining to Jim that he has â€Å"‘clean missed the point’† (267). Huck’s subsequent comments relate Jim’s conclusion about Solomon and his view of white treatment of blacks as infinitely replaceable bodies. Instead of bickering, Huck â€Å"went on talking about other kings, and let Solomon slide† (267).

Schools, Teachers, Students, and the Community Must Work Together :: Teaching Philosophy Education

Schools, Teachers, Students, and the Community Must Work Together Two weeks into my junior professional experience at County Middle School, I had what Dr. Bill has coined an "Aha!" moment. I was writing examples of regional dialects on the board, and pronouncing the sound variations between the dialects when I turned around and noticed my students’ expressions. They were completely engaged in the lesson. They were practicing the pronunciation of the dialects and giggling about how we all sounded. The scene was surreal. I was so overcome with the dynamic, that I stopped the lesson for a moment, took a deep breath, and thought to myself, "This is it. This is the moment that I have been thinking about since the first day I decided to become a teacher." I exhaled deeply, quietly smiled to myself, and proceeded with the lesson. That experience has taught me critical information about my teaching platform and what I believe the role of a school is in a community. Schools are a vital feature of communities. My vision of the school that I am most drawn to is a school that seeks to educate students beyond local knowledge and basic skills. By merging cultural and academic studies, schools have a tremendous opportunity to empower and enrich the lives of young people. With current emerging technological advances and a world economy, schools have a responsibility to prepare students to thrive in their local communities, but also in a global community. In order for schools to achieve these goals, parents, teachers, administrators, and the community share the responsibility of providing leadership and guidance to the students. Schools are the catalyst for learning, but teachers are the vehicles that have the challenging job of transporting and imparting the information. Teachers have a responsibility to impart academic information that is culturally relevant and age-appropriate. A successful teacher knows that teaching is a full-time job, which requires a personal commitment to continuous, professional development and research of teaching strategies. In other words, teachers have to continue to be students of the profession, seeking to implement current research and diversity into the curriculum whenever possible. Schools, Teachers, Students, and the Community Must Work Together :: Teaching Philosophy Education Schools, Teachers, Students, and the Community Must Work Together Two weeks into my junior professional experience at County Middle School, I had what Dr. Bill has coined an "Aha!" moment. I was writing examples of regional dialects on the board, and pronouncing the sound variations between the dialects when I turned around and noticed my students’ expressions. They were completely engaged in the lesson. They were practicing the pronunciation of the dialects and giggling about how we all sounded. The scene was surreal. I was so overcome with the dynamic, that I stopped the lesson for a moment, took a deep breath, and thought to myself, "This is it. This is the moment that I have been thinking about since the first day I decided to become a teacher." I exhaled deeply, quietly smiled to myself, and proceeded with the lesson. That experience has taught me critical information about my teaching platform and what I believe the role of a school is in a community. Schools are a vital feature of communities. My vision of the school that I am most drawn to is a school that seeks to educate students beyond local knowledge and basic skills. By merging cultural and academic studies, schools have a tremendous opportunity to empower and enrich the lives of young people. With current emerging technological advances and a world economy, schools have a responsibility to prepare students to thrive in their local communities, but also in a global community. In order for schools to achieve these goals, parents, teachers, administrators, and the community share the responsibility of providing leadership and guidance to the students. Schools are the catalyst for learning, but teachers are the vehicles that have the challenging job of transporting and imparting the information. Teachers have a responsibility to impart academic information that is culturally relevant and age-appropriate. A successful teacher knows that teaching is a full-time job, which requires a personal commitment to continuous, professional development and research of teaching strategies. In other words, teachers have to continue to be students of the profession, seeking to implement current research and diversity into the curriculum whenever possible.

Lovely Hula Hands Essay

Trask’s object of study is the historical and contemporary American popular conception of Hawaii, Native Hawaiians, and Native Hawaiian issues, such as rights, sovereignty, tourism, and institutional racism. Trask primarily interrogates the issues of colonialism, neocolonialism, and sovereignty in Hawai‘i and how these debates are framed in disparate contexts/around different foci; Hawaiian nationalist, cultural, international human rights, Oceania, tourist, and academic (ie. Historian, anthropologist, American studies). Trask’s key research questions are answered with powerful, persuasive, and cogent expertise made both accessible sans intellectual jargon and intimate by her personal herstory of colonialism and sovereignty struggles in Hawai‘i. To her credit, Trask pulls no punches in telling of struggles for hegemony and the legacies of violence preserved in everything from images of bombed aina, to institutional racism and sexism in our own American Studies department(! ), to the â€Å"lovely hula hands† of dusky, dancing Hawaiian maidens that are drooled over in international imaginations. Doing so, Trask participates in many important practical and theoretical debates, and writes purposefully and passionately against the continued violence against her land and people beyond mere consciousness-raising and, reasonably, on the offense. What is interesting about Trask’s writing is her clarity. She tells tourists not to visit, Hawaiians not to practice their indigenous culture peripherally, historians to be more self-reflexive, and haole’s to unpack their knapsacks of white privilege and colonial histories. It is also clear what is at stake in her interrogations and resolutions; the survival of Native Hawaiian people, rights, culture, and lands. Trask’s text, in presentation, appears more like a collection of journalistic articles and essays than a singular sustained argument around a specific cultural â€Å"text†. For this reason, it is somewhat unclear in what ways we should answer her call for change first and most importantly. An advantage of this organization, however, is the ability of her text to speak â€Å"from a native daughter† perspective to a multitude of audiences, interdisciplinarily, across many different aforementioned debates. Trask’s text in its entirety is very appropriate for this week’s discussion on identity politics and there are many strands of Trask’s text that piqued my interest. Her coverage of Hawaiian history and historiography helped enrich my sensitivity of how Hawai‘i is conceived in my own studies. When I am to write my histories, what audiences will I be writing for? Will it be through an inherently Western lens for the consumption of Western eyes/consumption? How does one avoid this? Did Trask succeed in avoiding this? I appreciated Trask’s writing on the New World Order and her resistance to cultural uniformity. Trask’s reading of hegemonies in Hawaii is a good contrast to other overly-economically-deterministic readings of Pacific-Rim discourse (see Arif Dirlik’s â€Å"The Asia-Pacific Idea: Reality and Representations in the Invention of a Regional Structure†). I enjoyed Trask’s discussion of local leaders, politicians, and academics in regards to mana and Hawaiian culture because it re-situated my perception of the continuing complicitous and counterhegemonic efforts of contemporary individuals. I was introduced to the context of international human rights versus civil rights approaches to Hawaiian sovereignty and American domestic policy at large. Trask’s dismantling of the arguments against Hawaiian sovereignty seem like good models, or at the very least inspiration, for further works counterarguing in theory and application existing conditions that preserve inequality and colonial legacy (i. e. gay and lesbian liberation movement, etc. ) I found Trask’s discussion on academic institutional racism, sexism, and the white hegemony on campus to be critical for my personal academic and professional journeys. Although she includes her definition on racism, I would have liked to know how Trask conceives of â€Å"race† and â€Å"racial ideology† in Hawai‘i as it has changed throughout pre-haole until present times. It seems, how Native Hawaiians, missionaries, businessmen, and various government officials usage of race or similar concepts would be an important approach to understanding its legacy relative to dominant/marginal ideologies/hegemonies (i. e. colonial, gender, sexual, cultural, and such. ). Moreover, how do we, as students and educators, continue to facilitate/obstruct the further unpacking of white privilege on UH campus? It might seem audacious to ask, but out of curiosity, how have racism and sexism changed/persisted on campus/in our department, since Trask’s hiring events? It seems like there was an individual and collective element to the discrimination Trask experienced, how does this help us be more self-reflexive of our complicity in maintaining hegemonies? How have institutional policies/practices been changed (or not) protecting from such events re-occurring? Relevant to more recent events in our department, is it comparable to question heterosexual privilege? To analogize Trask’s rhetoric, how can beneficiaries of heterosexual privilege come to see that homophobia is not only a matter of sexuality but of history and power? It seems this leads to more questions our class will have to discuss. Is the preferable approach one of common interest to enable coalition building across identities or one of episodic gains within different particular sites of struggle?

Behaviors in Organizations

Positive psychology refers to the study of the processes and conditions which contribute to the functioning and thriving of the people and communities. (Gable and Haidt, 2005). Positive Psychology Center in University of Pennsylvania state that there are three main concern of positive psychology. First is the positive emotion which include study on the contentment, happiness and hope of oneself. The other one is positive individual traits which entail the study of strengths and virtues.And positive institutions involve the study of strengths that promote better communities. (Positive Psychology Center,2002) Positive psychology according to Mary can be used effectively within the executive coaching context by helping coaches in identifying the client’s vision of what they want and then they turn it into reality by focusing in positive emotions. Positive emotions can have significant impact on increasing intuition, creativity and widening of attention. In this context coaches fo cuses on what energizes and pull people forward. (Stober and Grant, 2006).According to Foxhall (2002), coaching not only focus in helping executive identify his/her strengths and weakness, but also include other areas of focus such as serving as a sounding board for strategic decision-making, helping employees manage their stress, mediating conflicts between executives and coaching newly promoted employee with no background in supervising. It is very important for the coaches to identify the client’s visions and strengths in order to have a deeper understanding of what are the capabilities and limitation of one self.It is also important because it can help the coach on how what way to approach their clients in order to improve their performance in the work area. Realizing the strengths can achieve levels of satisfaction and meaning in one self. Positive psychology is a great tool in the executive coaching context. It identifies the strengths of the client which is very benefi cial in attaining the goals and in achieving levels of satisfaction. Focusing on the positive emotion can really help boost the creativity and intuition of the client. References: Foxhall, K. (2002). More psychologists are attracted to the executive coaching field.Monitor on Psychology,. 33 (4). Retrieved October 3, 2007 from http://www. apa. org/monitor/apr02/executive. html Gable, S. & Haidt, J (2005). What (and Why) is Positive Psychology? Review of General Psychology, 9(2). Retrieved October 3,2007 from http://faculty. virginia. edu/haidtlab/articles/gable. haidt. what-is-positive-psychology. pdf Seligman, M. E. P (2007). Positive Psychology Center, University of Pennsylvania. Retrieved October 3, 2007 from http://www. ppc. sas. upenn. edu/aboutus. htm Stober, D. R. , & Grant, A. M. (2006). Evidence based coaching handbook. New Jersey: John Wiley & Sons, Inc.

Euthanasia should be legalised. Agree or Disagree? Essay

Euthanasia is inducing a painless death, by agreement and with compassion, to ease suffering. There are also four different kind of euthanasia; active, passive, voluntary and involuntary. Active euthanasia means carrying out some action to help someone to die, whereas passive euthanasia is to not carry out actions which would prolong life. Thus with regards to the above, voluntary euthanasia is helping a person who wishes to die to do so and involuntary euthanasia is helping a person to die when they are unable to request this for themselves. It is argued on a yearly basis as to whether euthanasia should be legalised in the United Kingdom. There are several arguments in favour for the legalisation of euthanasia. In voluntary euthanasia, it’s argued that it shows mercy for those suffering with pain and a disease with no cure, a view which Thomas More (1478-1535) supports. In his book Utopia (1516), More argued that when a patient suffers ‘a torturing and lingering pain, so that there is no hope, either of recovery or ease, they may choose rather to die, since they cannot live but in much misery’. It is an opportunity to end needless suffering, one that we already offer to animals, thus should be offered to humans. Other advocates of voluntary euthanasia argue that it should be an option for an adult who is able and willing to make such a decision (autonomy). They argue that it should be on offer as one option among many, along with the kind of care of patients with a terminal illness is offered by hospitals and hospices. This argument is maintained by John Stuart Mill who, in his book On Liberty (1859), argued that in matters that do not concern others, individuals should have full autonomy: ‘The only part of the conduct of any one, for which (a citizen) is amenable to society, is that which concerns others. In the part which merely concerns himself, his independence is, of right, absolute. Over himself, over his body and mind, this individual is sovereign.’ The VES (www.dignityindying.org.uk) also argues that every human being deserves respect and has the right to choose his or her own destiny, including how he or she lives and dies. American doctor Jack Kervorkian has said (Gula, 1988): ‘In my view the highest principle in medical ethics – in any kind of ethics – is personal autonomy, self-determination. What counts is what the patient wants and judges to be a benefit or a value in his or her own life. That’s primary’. We have autonomy over our bodies in matters of life, and it should be the same in matters of death. Thus, voluntary euthanasia gives people full autonomy and should be legalised. Other believers of voluntary euthanasia claim that it maintains quality of life. They say that human beings should be able to maintain their dignity up until the end of their lives. Thus, not only is it a matter of pain, but of self respect. If someone’s standard of living is such that they no longer want to live, then they should be able to end their life and, if necessary, be assisted in doing so. However, the quality of life worth living is one that only the person in question can define. Having control over their life is a way of enhancing their human dignity. Thus, as euthanasia maintains this quality of life and human dignity it should be legalised. A further point arguing that euthanasia is acceptable claims that the act is not in fact murder and should therefore be legalised, as it doesn’t go against any other laws. This is sustained by Gregory E. Pence in his article ‘Why physicians should aid the dying’ (1997). Pence argues that killing humans who don’t want to live is not wrong. He continues to explain that it isn’t wrong to help the dying to die, because they are actually dying. There are also several arguments against voluntary euthanasia. One difficulty with euthanasia being legalised is a person’s motives. It is questionable as to whether we can be sure that when a person asks for death, that the person isn’t crying out in despair, rather than making a definitive decision. When a person is desperate, they may feel that they want to end their life and therefore deduce that the pain is too great and life too agonising. However perhaps these moments of desperation will pass and they will be glad that no one acted on their pleas. It is also questionable as to whether doctors can be sure that they know and understand all the facts. It could also be possible that they may fear a future which will not be realised. Thus any euthanasia process would have to establish, beyond any doubt, the true intentions of the patient who is requesting euthanasia and that the patient is fully aware of the situation. Thus from this view point euthanasia shouldn’t be legalised due to the risk of misinformation or a failure to comprehend the situation which would leave the patient vulnerable to a decision that he or she might not truly want to make. There are also arguments against the legalisation of euthanasia due to the risk of mistake that may occur, as we can’t be certain that they would be avoided. For example, someone chooses death because they have been diagnosed with a fatal, incurable and painful illness. Then, after the person has died, it is discovered that the diagnosis was incorrect. Therefore, in the legalisation of euthanasia, the diagnosis would have to be beyond a doubt and it is questionable about whether there can always be medical certainty about what the condition will entail and how long it will take to develop. Thus, being an area of doubt that could lead to irreversible mistakes, euthanasia shouldn’t be legalised to safeguard people against this. Glover (1977) noted that people who feel they are burdens on their families sometimes commit suicide. Thus it may be possible that elderly relatives who think they are burdens to their families ask for voluntary euthanasia out of a sense of duty to the family. It’s also questionable as to whether, on the other hand, they could be pressured into asking for voluntary euthanasia by their relatives. As an example, the conviction of Harold Shipman who, as a doctor, murdered elderly patients over a period of years shows the power of doctors. Thus, due to possible abuse of the system, euthanasia should not be legalised as the existence of such a system could allow such people even more capacity for murder by manipulating patients and documentation. There are also arguments against the legalisation of euthanasia due to its’ possible negative impact on the community. It is argued that the legalisation of voluntary euthanasia might lead to other forms of euthanasia being supported, for example, involuntary euthanasia may start to be carried out (like the Nazis did) on the sick, the elderly and the disabled. However, Glover (1977) says that this argument is unconvincing and thus rejects it, whilst Helga Kuhse (1991) has observed that this has not happened in the Netherlands, where voluntary euthanasia is legal. It is further argued that its’ negative effects on the community might include the damage of the care of patients who are dying. While oppressing voluntary euthanasia, people have developed caring and sensitive environments for the terminally ill within the hospice movement. Therefore it is possible that legalisation of voluntary euthanasia would effect the culture in which that approach to care has been developed. For example, it is questionable as to whether, if voluntary euthanasia was legalised, people would be concerned about visiting hospitals, fearful of what might happen such as an unwanted assisted death. There are other cases where a patient cannot let their wishes be known, such as a person who is in a coma in which recovery is very unlikely or impossible. There are also cases of babies who have severe, permanent and possibly deteriorating health conditions that cause suffering. The withdrawal of treatment or use of certain medicines may lead to involuntary euthanasia. The principle of this is uncontroversial. However, the question of taking away food and water is. Tony Bland (1989) was in a coma from which doctors believed he would never recover. He was classed as in a vegetative state and could open his eyes but he did not respond to anything around him. He couldn’t feed but could digest food and needed to have food and water provided to him through a feeding tube. He wasn’t dying, yet there was no cure. There ended in being a court case over whether or not it was right to remove artificial feeding, which would lead to his death. The court allowed Bland to die through starvation and dehydration, which would be painful if he was able to sense the pain, though is was presumed that he couldn’t. Thus this takes steps towards active involuntary euthanasia or even non-voluntary euthanasia as The 2005 Mental Capacity Act for England and Wales preserves in law the view that assisted food and fluids is a medical treatment that could be withdrawn. With there being instances where doctors are convinced a person will never wake up from a coma, or has no capacity for normal function, and yet can be kept alive, there is the question over whether it shows much or less respect for the value of a person to withdraw life saving measures and thus whether or not this should be legal. Other areas of controversy surround the care of disabled babies. It is possible to keep alive more and more physically disabled babies. However, some argue that allowing a disabled baby to live is to disable a family. The Royal College of Obstetricians and Gynaecologists (November 2006) urged health professionals to consider euthanasia for seriously disabled babies to spare the emotional burden of families bringing them up. Critics of this are concerned that the example of actively killing a baby or withdrawing treatment to bring about death develops a culture in which all disabled people are considered to be of less value and thus dispute as to whether or not this should be legal. Answers of these questions are also sought through religion. Questions such as what do we do for the person who is in a coma with no hope for recovery? How do we care for the terminally ill who is in a lot of pain? These questions can be answered by Christianity and Islam. In Christianity, biblical teachings forbid killing (Sixth commandment). They also say that life should not be violated and there is also a powerful message of the importance of healing and care for the sick. However, there are exceptions for warfare and self-defence. There are also examples in the bible where the sacrifice of life is considered moral (‘greater love has no man than this: That a man lay down his life for his friends’ John 15:13). The bible does not prohibit all taking of life in all circumstances, although Christians have traditionally considered taking one’s own life to be wrong. Thus is can be seen that Christians would accept euthanasia in certain circumstances.

Voices from the Foot of the Cross

This servant girl comes up to me â€Å"You also were with Jesus of Galilee,† she says That must be when I first began to lose it I didn't stop to think then I Just fired back, I said l don't know what you're talking about,† All the same I moved back a bit, but they were onto me muttering away – I could see they didn't believe me it was like they were calling me a liar because this other girl she shouts out so that everyone can hear â€Å"This fellow was with Jesus of Nazareth. † I said â€Å"l don't know the man! † I might have sworn a bit as well to make them believe me why did they not believe me? – I don't look like a liar After a bit they all started and I knew I'd said too much because they said â€Å"Surely you are one of them, your accent gives you away. † I almost completely lost it then, but I was too furious to notice I must have said every word under the sun to convince them â€Å"l don't know the man! † Then, immediat ely after I'd said it, a rooster crowed. Then I knew I'd lost it. Jesus, what happens next? O always seemed to know what would happen next I thought when they flogged you, that would be the end how many men, strong men at that, can survive a Roman flogging? I thought that would be the end you, whipped to death. Vive seen your back, from a distance Vive seen what those Jagged bones in the whip did to your back eating away at you tearing the muscle from your bonesThese Romans are animals lust Survived for what, because now it's worse what could be worse than a Roman flogging – only a Roman cross These Romans are animals Do you know about me? Do you know you were right all along ? About me deserting you, about me denying you I am Simon – Vive lost Peter Vive lost it Vive lost the person I was with you and now I'm losing you. 3. Jesus is mocked by the soldiers Met 27. 7-31 Monologue: a soldier I'm one of those soldiers I had the afternoon off so I came along I'll keep my n ame to myself I wish I hadn't come not now that I can see him I mean, by the time we got our hands on him this morning here wasn't much left of him there never is much left after a flogging and he was a trouble maker †¦ So they said the same as all those neuters from Galilee all the hotheads come from there, causing trouble, disturbing the people, like these people need much to get them going especially this week It's one of their festivals Passover they call it And we're all on edge in the garrison because things get a bit crazy at Passover it's all something about them being set free from slavery I don't know – sometime way back in the past something about Egypt – but it's important to them they all ago bit crazyAnd so all the lads are on edge we're on the look out for them the neuters – any rabble raisers hit the leaders hard – that shuts the rest up all the lads had got a bit crazy They started it, the others, not me I wasn't going to Join in but once everyone was at him I couldn't be left out that's asking for trouble and anyway troublemakers get what's coming to them he knew what he was doing last week when he rode that donkey into town he knew what was coming to him text book example bloke rides in on a donkey people wave palm branches they go nuts and say the king has arrived and there's trouble for everyone then e don't need another of their ‘kings' it's Just he didn't look like trouble and even less so when they had dressed him up as a king someone got this scarlet robe I mean there's no harm in having a laugh and he was asking for it anyway they put this scarlet robe on him and this crown of thorns – now that was nasty – those thorns are sharp the bloke who put it on his head reckons he came off worse all his hands were spiked and bleeding he's a vicious one – he rammed it down on the prisoner's head no, that was nasty I didn't start the nasty stuff but the nastier it got the more he looked at us not angry just sad I wish he'd been angry I wish he'd cursed us but he Just looked at us, sad and frightened I wish I hadn't done it I wish I could start today again but it was either that or set him free I had to do something – so I took the stick I snatched the stick the one they gave him as a staff to go with the crown he wouldn't stop looking at me I had no choice it was too late by then the others had filled me with – like with this poison it was hit him or free him I couldn't have done anything else it was like a madness blow after blow all about his head and there wasn't much of him in the first placeJesus, I can't look at you now even though they've now done worse to you but I can't stop looking at you because you're looking at them now like you looked at me no revenge no hatred just sadness sadness not sadness for yourself, but for them and sadness for me as if I'm the one who deserves pity like I'm the one in real trouble 4. Jesus crucified Met 27. 32- 37 Monologue: John adapted from Stages on the Way WAR IANA Community peg 1 50 I am John. But I am ashamed to say I have been keeping my distance today. Things will get a bit too hot for me if I am seen by the Romans. Jesus kept on telling us, the other disciples ND myself about him suffering and dying. I did listen but I Just never thought it would happen and then when it started, it all happened so quickly. I cannot remember what I was doing or feeling, it is all a blur.I wanted to do one last thing for him but when I was needed I was not there. I would have carried his cross all the way to Goliath if that would have spared him any pain but I was hiding, at the back of the crowd. Instead they got a total stranger to do it: Simon from Serene. He said he would not have been in Jerusalem today if it had not been for business. The Romans Just ribbed him, a complete stranger, out the crowd and made him carry Jesus' cross. He reckoned they asked him because his color makes him stand out and what can a black man say in a crowd of white people? So he carried the cross all the way here. Hadn't got a clue why or what was going on.He watched with me for a while and he couldn't understand. He kept on asking me: What was it all about? Why were they doing this to Jesus? What had he done to merit such degrading cruelty? What sort of crime deserves the cross? I did not have any answers for him. We watched together in silence as they nailed Jesus to the cross. We flinched each time the hammer fell, driving the nails deeper and deeper into Jesus' hands with each strike. I willed the hammer to miss but it hit home every time, twisting and tearing his hands, hands that had brought so much care to others. Simon from Serene kept on asking me â€Å"What could he have done to deserve this? † Once again I had no answer for him.After they had nailed him to the cross, hands and feet, they lifted it up high. Some people actually cheered. Can you believe it? They cheered! The cros s thumped into place and I saw the agony on his face. Simon and I watched speechless. We were strangers to each other, I had known Jesus for ages and Simon had only Just met him but we were both dumb struck with the horror of it all. Now I stand here watching you slowly die Jesus, I remember you told us you would suffer and die. I didn't take it in then and I don't understand it now. I want to do something to help you; anything and watch helpless. The last person to help you was a complete stranger. Jesus, I so want to help you, but I can't. 5.Jesus is mocked again Met 27. 38-44 Monologue: The anonymous woman who anointed Jesus I'm here and trying to think what to do for him. Something always occurs to me. I'm never normally at a loss for what to do. Don't bother with my name – you'll only forget it everyone else does. Vive always got something to say for myself – I have to It's the only way anyone would ever notice me. All those blokes who used to hang round, lording it over us, because they were his elite, his disciples – they were always noticed, we all know their names I Just don't notice them now – they've all run off into hiding. Well there's the advantage of being unremarkable no one notices me here now.Me, in a crowd of fools but I am not part of it. They pour out their cruel words, their cheap insults, they let all their scorn run over him – but I'll have no part in that. I have no words and I can do nothing. Standing here looking at Jesus I am speechless just like the last time I saw him only a few days ago. I was in the house of Simon the Leper and he was there too and now I think of it he looked sad then he looked like a man with a lot on his mind, like he was carrying a great weight†¦ I don't know what came over me- I really don't I Just knew what I had to do It felt like the most obvious thing, but I couldn't have explained why. I had this Jar of perfume, not any old perfume,

India country report Essay Example | Topics and Well Written Essays - 1250 words

India country report - Essay Example The historical development of India, as related to the country’s foreign relations is examined in this paper. The study of the literature published in this field has revealed that the role of India in the development of social and economic life in Asia has been critical. However, its political and social systems have suffered from severe conflicts, probably due to the inability of governors to respond to the daily needs of population. On the other hand, it has been made clear that the prospects of the country for the future are significant. Moreover, in terms of foreign relations, the country has become a key player in the development of important economic and political decisions globally. The history of India is based on a series of elements, such as the size of the country, the local caste system, the use of local religious beliefs for political reasons and the Indian identity, as it has been alternated today (Walsh 13). India is the largest country, in terms of its size, of Southeast Asia (Walsh 2006). In terms of geography, the country occupies a critical region, being a crossroad between the East Asia and the West. The strategic position of the country, as of its geographical characteristics, has been traditionally used for the development of important political decisions. ... Being surrounded by regions with different cultural and religious characteristics, India had to face severe social and political turbulences, leading even to the limitation of its territory, referring especially to the establishment of the state of modern Pakistan. At the same time, India is ‘the second most populous country, after China’ (Walsh 13). The development of the country’s urban life has been gradual; the development of a variety of communities across the country, as explained below, led to the appearance of many different dialects, about 16 (Walsh 13). As in all countries worldwide, the integrity of the country, as a member of the international community, has been secured through ‘a set of cultural and ethical assumptions common to people across the country’ (Walsh 2006). The caste system has been a significant part of India’s history. The system is based on categorization of people in accordance with their profession and their socia l class (Walsh 2006). The development of ‘unchanged villages of rural India’ (Walsh 15) has been the result of the expansion of caste system within the Indian social life. As for the country’s religious framework, this incorporates a series of different religions, such as Buddhist, Hindu, Muslim and Christianity (Walsh 16). The differentiations in regard to the country’s religious system, have led to severe social conflicts; the above phenomenon has been also be used by politicians for the promotion of particular ideas. In other words, in India, oppositions in regard to religion have supported political interests (Walsh 2006). When referring to the history of India, particular reference should be made to the history of community, which can be

Job Opportunities for International Students Assignment

Job Opportunities for International Students - Assignment Example We need to improve this problem for international students in order to protect their professional lives. Problem The problem is that a huge number of International students come to the US to get educated in various fields, but when it comes to getting jobs in the US, they face huge problems, ranging from Visa issues to nationality. Putting it in easy words; to get job in the US, one has to have the green card. If International students don’t have the citizenship, they will most probably go back home and get on with their lives, against their will. This paper is an effort to highlight these issues and propose solution to it. Who knows, this effort might ring a bell in someone somewhere and easy visa policy or some immigration law would change the fate of thousands of international students and million more to come in the future. Purpose The main purpose is to highlight the issue of job opportunities for international students in the US, the other purpose is to convince the OCS officials to take appropriate action in this matter. Primary Audience Officials of the Office Career Services constitute the primary audience of this paper, although anyone that has a stake in the matter stated above is in the audience. But OCS officials are certainly in a position to take action and can contribute immensely to the solution of the problem. Secondary Audience; People/Organizations that can play a part US Citizenship and Immigration Service (USCIS) is the one that makes rules that govern hiring in the US of non-US citizens (Uscis.gov), and that makes them the other party that needs to be included in the paper. Whatever decision the authorities make regarding employment of international students in the US, USCIS will play a crucial role in it. EducationUSA is also another party that can impact the outcome to this problem. As the U.S. higher education community works together with EducationUSA to draw qualified international students to U.S. campuses (educationusa.info) , they can help develop such study programs that are more feasible to authorities such as USCIS when giving work permit or giving slack in visa restrictions. The other party will be the students. It only makes sense that whatever the OCS authorities will come up with, international students need to cooperate to make it work, and that makes them the secondary audience. Directly Affected The International students studying in the US and planning to hunt down job opportunities and avail them here in the United States will be directly affected by the ideas. The students who want to stay in North America and apply the knowledge they have been learning in the Universities. It won’t be stretching the notion too far, if I have to say that society on the whole will benefit from policy amendments. Many economists believe that the resources need to be put to the best of their use, and that is precisely what I am striving for in this reflection. What makes me suitable for this research? I cannot think of a more suited word than ‘victim’ for the position I find myself in, which puts me in the position to research and propose in this matter. I am a senior at UMD and I do not see any major job opportunity for me

Organizational Context For Distant Learning System. (ABC Mobiles Essay

Organizational Context For Distant Learning System. (ABC Mobiles context analysis) - Essay Example ABC Mobiles has recently ordered a detailed consultancy report to assess the needs and requirements of their organization for a distant learning system. ABC Mobiles is a renowned supplier of mobile telephones in the region and has a vast network of it regional offices, contractors and franchise partners all around the country. Moreover, the company also exports mobile telephones to many countries around the globe. The company has introduced a vast range of products in the market and has to introduce new products periodically to all partners, stakeholders and customers in order to seize new customers and capture new markets. However, the help and support of all previous products pose a serious challenge to the management and because new products are very frequent, these challenges are a common feature of corporate operations. In order to support all these products support operations the company has to held seminars and workshops to give orientation to the customer and retailers. Besid e the product help and support operations the company launches programs at regular intervals for the training of sales, marketing and technical staff. The company has to incur a lot of expense to conduct these training programs in order to keep its work force vibrant and updated on various developments and advancement being introduced in their respective fields of expertise. Keeping your workforce at educated and updated is the most important requirement in today’s rapidly changing world. Dam (2005) has stressed the same need, when he states, â€Å"The adoption of new technologies, the rapid obsolescence of knowledge, the need for just-in-time learning and the search for cost-effective ways to meet the learning needs of a global workforce have redefined the processes that underlie the design, development and delivery of training and education.† Therefore, learning is an indispensible exercise that ABC Mobiles will have to undertake to keep pace with the changing global learning requirements. A major aspect of modern learning modals is their cost-effective mode of conduct. Organizations despite being aware of the important role of trainings, workshops and courses, tend to cut costs over the training because a major portion of this training expense is drained in transportation, accommodation and other miscellaneous daily expenses of the distant participants of the course or training workshop. Organizations are now moving towards the online trainings, courses, workshops and seminars in order to control the surplus expenses that were not truly educational in nature. â€Å"Online training is growing in popularity and can reach the audiences in a very cost effective manner. Online training allows for customization of location, language, employee function and subject matter.† (Biegelman & Daniel, 2008, p. 192). This changed learning modal is extensively applicable in ABC Mobiles. The ABC Mobiles can exploit flexibility and ease of use that online learning systems can offer. This flexibility can be especially beneficial in organizations like ABC Mobiles that operates round the clock in various time zones and it is usually difficult to schedule a course or training using video conferencing. Online learning systems can deliver these training and courses within selected time slots or at a user request. ABC Mobiles constantly allocates considerable financial and human resources to keep these traditional learning programs running but yet the company is falling far behind in meeting the

Body art and ornamentation of the Egyptian Copts and Hindi India Essay

Body art and ornamentation of the Egyptian Copts and Hindi India cultures - Essay Example d person as incomplete and they usually use a matchmaker to find possible marriage couples unlike the Copts who look for their own partners (Lindsey, 2012). After the couples are matched by the matchmaker the go to their parents for approval after which wedding preparations start immediately. These Hindu marriages happen in the most spiritual day- ocuta, early in the moment where the girl is led by the male around a fire (punit) seven times (Lindsey, 2012). The Hindi culture does not consider baptism in water. On the other hand, the Egyptian Copts baptize their children seven days after birth where the child is baptized by the father (Lindsey, 2012). The father washes the child in a washbowl and later prays the Salat elTist- the washbowl prayer. This process tales about 30 minutes and is followed by a two hour prayer where the child is given the holy secrets called the Tanawel (Lindsey, 2012). If a member of the Coptic culture dies, his/her body is washed by a family member, covered by a shroud and the whole family goes to church to pray for the dead. The priest then conducts the funeral service and the body is buried (Lindsey, 2012). There is no specific day for burial. On the other hand, the Indians had dissimilar ways of burying their dead based on their tribe (Lindsey, 2012). Some buried them under the ground in coffin while other burned their dead. The ashes were later buried or conserved in a sacred place depending on their social status (Lindsey, 2012). The principal garment that was worn during the ancient Coptic period was a tunic, usually made of linen but sometimes made of wool, with a tapestry-woven decoration. Over it was the pallium – an oblong cloak which was similarly decorated as the tunic (Dimand, 1930). These tunics had adornments at the front and back together with shoulder bands of dissimilar lengths, and square roundels on the shoulders. The lower edge had trims of horizontal bands that turned at right angles on each side (Dimand, 1930).

Paid Employment and Identity Essay Example | Topics and Well Written Essays - 2000 words

Paid Employment and Identity - Essay Example According to Kirpal (2011), the company and occupational categories are the source of work-related identity formation processes. Employees form identities as they engage in their job and as they interact with their colleagues and customers giving them a source of commitment, motivation and effective job performance (217). People are also judged according to the work they do rather than who they are and a result people are in continuous search for the right job which brings meaning into their lives. This depends on what individuals view as meaningful work to them and the community as a whole. The question that begs an answer then is what constitutes meaningful work? Klein (2008) observes that content and meaning of work for individuals evolves as technological and economic circumstances change thus making it difficult to find meaning in work and form identities. This paper will explore how paid employment affects identity based on the contextual nature of identity. Identity Identity i s defined by Goffman (1959) as an impression management where we monitor all aspects of behaviour of people we encounter. Identity is therefore like a theatrical performance where actors try to convince the audience that their actions are real when in reality they are not authentic. Actors thus identify the things to be taken into account, act on basis of these identifications and attempt to fit their actions with others in the situation (Burke, 2006). Just like in performances, the actors in society have roles to play and they attach meanings which are derived from culture or from own understanding to themselves while performing the roles. However, the individuals must negotiate meanings derived from own understanding with others who have different views such that self meanings correspond to role behaviour. For example, in a work setting if the role of the worker means service to others, then the worker’s actions or behaviour should match the meaning by attending to customer s needs promptly. Jensen (2011 p. 163), defines identity as â€Å"a process of recognizing and being recognized by those who count.† The nature of identity in this case is relational as individuals try to distinguish themselves from others. For example, in a work situation an individual tries to identify himself by distinguishing himself from non-work situation therefore an individual constitutes his context of development. Jensen also acknowledges that individuals have various identity options which vary across cultural contexts but the individual has to explore the most convenient identity from the available options and make a decision to adopt the chosen identity. According to Goffman (1959), choosing the right option requires negotiation with the other pathways available. For example, people can negotiate on the requirements to fill a certain position or occupation hence set a criterion for identifying with that option. In traditional societies, options were limited as ch ildren followed the path of their parents through apprenticeship hence identified with parent’s occupation. For example, a child from a poor background or uneducated parents was also not educated hence ended in same occupation as parents. However, Rehn (2009) acknowledges that children learn differently from adults and should not be ignored as they also form a