US China Relations Essays - Economy Of China,

US China Relations After rather lengthy negotiations between the United States and China, there has been a trade agreement reached between the two countries. China has agreed to enter into the World Trade Organization (WTO). This along with U.S. Deputy Assistant Defense Secretary Kurt Campbell's visit to China in an attempt to mend relations damaged by the U.S. bombing of the Chinese Embassy in Belgrade, marked a good series of events for U.S. and Chinese relations. The article also shows that the relationship between these two countries still needs work which cannot be done with ease. A century ago, the U.S. fought off rival countries in a battle for economic influence in China. The 20th century began with U.S. Secretary of State Jon Hay arguing that whoever understood China "has the key to world politics for the next five centuries." Yet, according to the article, foreign policy experts agree that most Americans see what they want to see. Harvey Sicherman, President of the Foreign Policy Research Institute put it nicely in the article, "The pattern of our policy toward China is a series of illusions punctuated by unpleasantries." Professor Michael Hunt, an historian of U.S.-China relations points out, "We really invest a lot of hopes in China, we do this repeatedly, and they've really been crushed. They are so much an expression of our own needs and our own expectations." Take the idea of the China market. One Far-Eastern expert proclaimed at the end of the last century, "No other market in the world offers such vast and varied opportunities for the further increase of American exports." Take that comment with this one by the U.S. chamber of Commerce about the recent progress made, "This is really a landmark opportunity to open up China's vast market to American companies." These expectations could be dangerous, points out the author. The market might not even materialize into what many are predicting it to be. To achieve the"dream" of a billion-plus consumers of American products, China will have to raise the average income of its citizens which is no easy or short-term task. Such changes cannot happen overnight, China's move toward a market economy will require "systematic improvement" at all levels of society according to the author. One of the grandest illusions of Western Policy has been the reasoning that it can single-handedly change China. For more than a century Western missionaries, businessmen, and advisers have come to China believing in their "superiority" over the nation. This arrogance was present because they possessed advanced technical skills and a sense of moral rightness. These Westerners thought they should be welcomed and listened to immediately. When the Chinese went their own way, these same Westerners felt betrayed by the entire nation of China. The author points out a specific example of this occurring in 1949. When the Chinese Communist forces finally took over the mainland and established the People's Republic, many Americans engaged in a witch-hunt over who had "lost China", as if China was a thing that could be lost and also as if the United States had any control over the destiny of such an ancient and populous nation. A key to this historical arrogance is the American idea that market forces can rapidly transform an authoritarian government into a model democracy. U.S. trade negotiators still argue the current trade pact between China and the United States will help the Chinese achieve, in their words, "greater freedom and greater global prosperity." Robert Dallek, a foreign policy expert and presidential historian, says "Americans often think the end of such development is something that looks like the United States." This is an idea that goes way back to the 19th Century. According to Dallek, "Chinese movement toward democracy may never come about or even come near to what we think it should be." And if it does, "It will be their kind of capitalism, their kind of democracy." The author's points seem clear in that although much progress has been made in recent weeks, there is still a lot of work to be done. Yadong Liu, a former official in the Chinese Foreign Ministry, agrees with the author and does not see China's recent development as leading to the end of conflict with the United States. He emphasizes China's nationalism by claiming that , "Both the leadership and population in general are still driven by desire to restore China to what it was hundreds of years ago," before it was dominated by a series of foreign powers, including the United States. The author thinks of

Importance Of Equality And Diversity Social Work Essay Essays

Importance Of Equality And Diversity Social Work Essay Essays Importance Of Equality And Diversity Social Work Essay Essay Importance Of Equality And Diversity Social Work Essay Essay During this essay I will be exemplifying Equality and diverseness being a of import dimension of modern society in relation to race and ethnicity, I will be utilizing countries of societal policy to exemplify my treatment. The essay will cover the undermentioned facets in treatment: treatment on equality and diverseness, race equality, equality in instruction, poorness due to equality and besides equality at the work topographic point. Equality and Diversity is a term used in the United Kingdom to specify equality, diverseness and human rights as specifying values of society. It promotes equal chance for all, with this statement in gesture it allows every person to accomplish their accomplishments to the best of there possible, with out the strain of bias or favoritism, or at least in theory. The Race Regulations incorporate the EU Race Directive into UK jurisprudence. The Race Directive focuses on equality between people, irrespective of their race or ethnicity, and sets criterions for protection of all EU member provinces. The Regulations introduced a new definition of indirect favoritism on evidences of race or cultural beginning or national beginning. There is besides a new definition of torment with respects to race, ethnicity or national beginning ( Race Regulations Act, 1976 ) . United land statute law requires that public governments promote and pattern equality in everything that they do, besides statute l aw doing certain that other administrations are run intoing their legal responsibilities to advance equality while at the same clip accomplishing this justified degree of equality themselves. In the United Kingdom there are legal demands which are supported by bing statute law to exercising and promote equality in the countries of disablement, gender and besides race..As the independent advocator and back up the ethical motives of equality and human rights in the United Kingdom, a Commission of Equality and Human Rights besides exists with the purposes to cut down inequality, and at the point of equality non being present work towards extinguishing favoritism, beef up good dealingss between people and advancing and protecting human rights, on the whole committee has a responsibility to dispute the bias and the disadvantage in society and to advance the importance of human rightsThe rights that everybody has as a human have broad spread effects, set uping the rights you have in your mundane life: what you can state and make, your beliefs, your right to a just test and other similar entitlements ( CEHR,2009 ) . Policy and statute law is ordained to do certain every person whatever their racial or cultural beginning, is able to carry through their possible through equal chances. There are certain authorities schemes that strengthen equality for race in the communities such as Improving Opportunity for the whole of Britain and helps guarantee that a individuals ethnicity will non be a barrier disputing at that place chance. The Equality and Human Rights Commission which is in topographic point work s to guarantee that everyone has the chance to accomplish their possible and take part in society by battling favoritism, protecting human rights and advancing good dealingss between different groups ( CEHR, October 2007 ) . The authorities published its response to the independent REACH panel s study on bettering the aspirations and accomplishment for immature black wo rk forces. REACH is a function patterning strategy which looks at the fact that a high per centum of black males turn up with out a male parent being present ( REACH, 2010 ) . The scheme hopes to bridge the spread and give the young person a positive figure in compensation for no male parent, the scheme work with Departments for Schools and Families to beef up links between schools and the parents of black male childs, and work to beef up the black and minority cultural voluntary sector ( In ( December 2007 ) . Schools were criticized on their committedness to race equality in the authorities s course of study reappraisal on diverseness and citizenship in early 2007.The model for equality policies for school s should run into both its general and specific responsibilities. Ideally it should summaries the school s overall attack to racial equality and how this links to its corporate purposes and aims. In order for kids in school to larn about the slave trade, from 2008, kids aged 11-14 will larn about Britain s function in the slave trade, it will go compulsory that Key Stage 3 pupils study the topic along with the Holocaust and the two universe wars. This is a sensitive topic and great safeguard will be taken to guarantee it is delivered right ( US, 2007 ) . The Understanding Slavery Initiative, a joint venture by the National Maritime Museum, National Museums Liverpool and museums in Bristol and Hull, have developed stuff which will assist the pupils with the acquisition procedure. Poverty is a facet which causes bondage and forced labour. One in five people in our universe today as we know it, are populating in poorness. Since 1997 the UK has doubled its assistance budget, while in 2005 there was a trade in topographic point to call off amp ; lb ; 50 billion debts owed by the hapless states. The American authorities presidential term of the G8 and European Union in 2005 to force for renewed planetary committedness to the United Nations eight Millennium Development Goals . The UK has a committedness to increasing the American development budget to 0.7 per cent of gross national income by 2013, this budget will travel towards the poorest states and travel Forth to back up more in states with weak or failing authoritiess. The authorities provided over As ; lb ; 1 billion to back up poorness decrease in Africa last yea. In order for people to get away poorness and development, Education is the key and cardinal measure to empowerment. The UK has committed them selves to pass a budget of A ; lb ; 8.5 billion to assistance in the support of Education for following 10 old ages ( ATST,1807-2007 ) The societal environment is the civilization in which a person was educated besides it involves the establishments and people the single interacts with. Relative poorness is the angle and position of poorness which is socially defined and is wholly dependent on what societal environment, societal functions and societal places that consequence the societal group, with regard it is a step of income equality measuring of holding less income or even fewer resources as others within a society. 65 % of Bangladeshis, 55 % Pakistanis, 45 % black Africans and 30 % of Indians and black Caribbean in modern society are populating in poorness ( JFR,2007 ) . The socio construction between parent and kid could besides be a facet which is affected due to parents ownership of educational making, employment and poorness ( Pitts and Hope, 1997 ) . The political clime, influenced by the economical down bend has lead to black workers kicking on the evidences of strong-arming at the workplace, the intimidation has been on the evidences of race, faith and belief. Although there has been strong-arming in the work topographic point at that place has besides been reps offering support to the victims of this bias, nevertheless these affairs non being addressed right is go forthing alot of victims in fright of exploitation. In state of affairss where intimidation is present and the rendition of current policies is non working, the trade brotherhood should react politically, run and affect corporate bargaining on behalf of the victim ( tuc ) Conference acknowledges that unemployment rates for colored cultural groups are by and large higher than those from white cultural groups. As people struggle during this economic down bend, many immature people particularly from the black and cultural minorities, will go forth instruction and happe n it highly hard to happen employment without the coveted work experience behind them. Conference hence calls on the General Council to take a wide-ranging run to advance educating immature workers and promote them into industries such as the railroad and to run for apprenticeship enlargement to concentrate on increasing black workers entry into workplace apprenticeships. There are a figure of favoritism Torahs that makes it illegal to handle person otherwise at work on the footing of their race. The huge bulk of employers have an equal chances policy that workers have to subscribe before they start work. The Race Relations Act 1976 makes it improper for there to be discrimination present against anyone on evidences of there race, coloring material, nationality, or cultural or national beginning. This act applies to occupations, preparation, lodging, instruction and the proviso of goods, installations and services ( Race Relations Act 1976 and Race Relations ( Amendment ) Act 2000 ) Equality in respects to race and ethnicity in modern society is elusive but still present today as it was in the yearss of bondage, the policies and models that are in topographic point today for race and cultural equality are the line of life for cultural communities and there development, the aspirations of cultural groups rely peremptorily on them working right. The effects of inequality on cultural groups has already had significant harm, and will necessitate the assistance of specified strategies such as REACH in order to rectify them separately along side overall equality models. .

Short Writing Assignment Essay Example | Topics and Well Written Essays - 500 words

Short Writing Assignment - Essay Example In addition, Buddhism worldview of life is that it suffering as evidenced by the first of its noble truths. Davis (2007) noted that, â€Å"The most basic lesson of a science class is to have a hypothesis, before you conduct an experiment. Then you record your observations and draw your conclusions.† In this regard, Davis (2007) identifies these similarities of science to Buddhism being a â€Å"science of the mind† when he notes that Buddhists observed that they achieved wisdom and happiness through meditation, which takes place in the mind. In effect, this makes them draw the conclusion that the Dharma worked. According to H.H.Trulshik Rinpoche, the first teaching that Buddha gave was on the four noble truths in Buddhism (as cited in Davis, 2007). The first of these truths lies in the recognition and acknowledgement of the existence of suffering, which Davis noted is â€Å"an objective assessment of reality†. The second of these truths is that ignorance was the main point behind suffering. On the other hand, the third noble truth is that individuals could relieve suffering through spiritual practice. Finally, the fourth truth gives the path towards transcending the path of suffering (Davis, 2007) According to Matthieu Ricard, Buddhists explained happiness as â€Å"the state of being, that comes from freedom† (as cited in Davis, 2007). In this regard, happiness does not mean pleasure in the Buddhism context. In addition, achieving happiness is best through following the Dharma (Davis, 2007). This section briefly outlines the distinct elements in Buddhism and Christianity worldview. In particular, the section considers the worldview, in the two religions, in relationship to the concept about God and some religious concepts, the soul, and suffering. According to the Christian worldview of God, man’s creation was in God’s image, He is

Contrast and Compare Absorption Costing With Marginal Costing Essay

Contrast and Compare Absorption Costing With Marginal Costing - Essay Example Marginal costing and absorption costing are the basic two methods of costing that are used for managerial decision making. This research paper outlines comparison and contrasting of marginal costing with absorption costing to be presented to the manager of Ball Dolbear Ltd that I recently joined as an accountant. This paper describes the meaning and basic principles of both marginal costing and absorption costing. The managerial concepts and significance of both these methods are detailed in this paper. Both absorption costing and marginal or variable costing are types of product costing systems. Absorption or full costing includes direct materials, direct labor and both variable and fixed manufacturing overhead in the product costs whereas variable costing doesn’t include manufacturing fixed costs along with direct material and direct labor (Weygandt, Keiso and Kimmel, 2005, p. 265),. Marginal costing is the basic tool that helps management in taking most appropriate decisions and understands accurate cost structures. Marginal costing or variable costing considers direct materials, direct labor and variable manufacturing overhead costs as product costs. Under marginal costing, variable costs are attributed to cost units for a fixed period and fixed costs are written off in full against the total contribution. (Lucey and Lucey, 2002, p. 296). Nigam, Nigam and Jain (2004) defined marginal costing as the costing technique that â€Å"charges only the variable costs to the cost units† (p. 398). According to CIMA terminology of marginal costing, â€Å"it is a principle whereby variable costs are charged to the cost units and fixed costs attributable to the relevant period is written off in full against the contribution of that period† (Bhattacharyya, 2005, p. 68). Cost of a unit consists only of out of pocket costs that are direct, variable or avoidable costs. These

Western Artists Have Approached The Orient At Various Moments With Research Paper

Western Artists Have Approached The Orient At Various Moments With Perfectly Honourable Intentions And Genuine Respect - Research Paper Example At the end of the paper the writer shall conclude by saying that the western artists indeed have approached the orient in a honourable and respected fashion, as the case ought to have been. Orientalism is a term, which is used in history fir the depiction of the Eastern art by the writers, artists, painters and authors belonging from the western countries. In order to understand the contribution of the western artists on orientalism, it is pertinent to understand the definition of orientalism. Following is the definition of Orientalism: â€Å"The countries of Asia, especially of eastern Asia.† Orient is the word, which has been given to the east and the art of the east, which consists of the Middle East, India, Turkey and North Africa. â€Å"Figures in Middle Eastern dress appear in Renaissance and Baroque works by such artists as Bellini, Veronese, and Rembrandt, and the opulent eroticism of harem scenes appealed to the French Rococo aesthetic.† The earliest indication s of Orient Art in the western culture started to show up in the 15th century, when the renaissance movement had started. The intermingling of the Western people with the Asian and the eastern culture was paramount and fundamental towards the development of Orientalism. Beginning of Orientalism: â€Å"In 1798, a French army led by General Napoleon Bonaparte invaded Egypt and occupied the country until 1801. The European presence in Egypt attracted Western travelers to the Near and Middle East, many of whom captured their impressions in paint or print. In 1809, the French government published the first installment of the twenty-four-volume Description de l'Egypte (1809–22), illustrating the topography, architecture, monuments, natural life, and population of Egypt.† Once the French initiated orientalism, more and more European nations started coming forwards by taking interest in the culture of the Middle East and eastern Asia. The taste for orientalism manifested itsel f in European architecture, the building styles and the furniture. Orientalism has positively influenced the design and art of the European architecture. Orientalism in Architecture: The Middle Eastern style of architecture had a major influence and was a source of inspiration for the European countries, as well as motivating them to build similar style of building in their own countries. The Guildhall, London, is an important example where the British adopted the Indian style of architecture during the late 17th century. The Indian style of architecture was also known as Hindoo Style of architecture. Another example of the Indian style of architecture is the Sezincote house, which was built from the inspiration of the nawab style of Bengal. The intermingling of the culture of the east with the western adaptation had already started once the British invaded India. It is imperative to state that the British were heavily inspired by the tomb style architecture of the Muslims and the N awabs, and that reflected in their sense of architecture design of the future. Apart from learning the influence of the Indian architecture, the Western people also took great influence form the Turkish style of construction, which was an integral part of the 19th century French architecture. French Orientalism: French orientalism kick started in the early 18th century after Napoleon Bonaparte conquered Egypt as part of his annexation agenda in Asia. The French invasion of Egypt has a great role to play to influence the French tribes and locals to start inheriting the Egypt form of art back to their home country. The major influence which the French took form Egypt was in the form of painting, especially oil

Voiced And Voiceless Sounds Of English English Language Essay

Voiced And Voiceless Sounds Of English English Language Essay There are 26 letters in the English alphabet, but there are 39 sounds (15 vowel sounds and 24 consonant sounds) prooduced by these letters. A vowel is a sound where air coming from the lungs is not bloecked by the mouth or throat. All normal English words contain at least one vowel.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The vowels are:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A, E, I, O, U, and sometimes Y.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Y can also behave as aa consonant when it is at the beginning of a word. A consonant is a sound formed by stopping the air flowing through the mouth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The consonants are:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z Alll the sounds produced in the English are either voiced or voiceless. Voiced sounds occur when the vocal cords vibrate when the sound is produced. There is no vocal cord vibration when producing voiceless sounds. To test thise, place your finger tips hand on your throat as you say the sounds. When saying the voiced sounds, you should be able to feel a vibration. When saying the voiceless sounds you sound not be able to feel a vibration. Sometimes it is very difficult to feel the difference between a voiced and voiceless sound. Another test may help. Put a piece of paper in front of your mouth when saying the sounds- the paper will should move when saying the unvoiced sounds. All vowels in English are voiced. Some of the consonant sounds are voiced and some are voiceless. Some of the consonanat sounds produced in English are very similar. Many times the difference between them is because one is voiced and the other is voiceless. Two examples are z, which is voiced and s, which is voiceless. See the chart below for a listing of the voiced and voicelless consonants.  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Voiced consonants  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Voiceless consonant   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sounds  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sounds   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   b  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   p   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   d  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   t   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   g  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   k   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   v  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   f   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   z  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   s   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   th  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   th     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     sz  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   sh   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   j  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ch   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   l  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   h   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   m   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   n     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ng   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   r   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   w   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   y any consonant sounds come in pairs. For example, P and B are produced in the same place in the mouth with the tongue in the same position. The only difference is that P is an unvoiceds sound (no vibration of the vocal cords) while B is a voiced sound (vocal cords vibrate). Put your hand on your throat as you say the pairs below to feel the difference. Note tht the first pair of consonants in the table (p, b) is produced at the front of the mouth. Each pair shifts further back with the last pair (k, g) being  produced at the back of the mouth. The following consonant sounds are represented using the International Phonetic Alphabet(IPA). The words in parentheses represent phonetic transcriptions. we can clearly distinguish (b, d, g) from (p, t, k) spoken by native US/UK English speakers. People can clearly distinguish my (b, d, g) from (p, t, k) too. the only perceivable difference between the two groups is that a puff of air comes out when we say (p, t, k). Certain pairs of consonants can be problematic for some learners. In some cases, the main difference between the pair is whether the consonant is voiced or unvoiced, that is, whether or not the vocal chords vibrate when making this sound. This discovery activity can be used to help learners notice the difference between voiced and unvoiced consonants. Begin by asking learners what noise a bee makes. As they make a buzzing noise, do the same and purt your fingers on your throat, indicating that they should do likeewise. This will allow them to feel the vibrations of the vocal chords that occur with voiced consonant sounds. Ask them if they can feel the vibrations. Then focus on a voiced / unvoiced pair such as s and z. Make the sounds with your fingers on your throaet, indicating that the learners should do the same. You can help learners with this by getting them to make the bee sounds for z, and the sound a snake is supposed to make for s. Ask them when they feel the vocal chords vibrate with s or z? (The answer should be z). Tell them that this is the main difference between the two sounds, and that z is voiced while s is unvoiced. You could then give them a list of words and ask them to categorise the underlined consonant sound into these two categories. With /s/ and /z/, you might choose to include some third person singular verb and plural endings. Inn this list the sound being focused on is the final sound in each case. /s/ /z/ cupss pens speaks reads gets goes puts lives tents cars plants sees baggs hears looks learns stops rise rice rose place plays Learners then use the chart to deside which of the other consonant sounds are voiced and which are unvoiced. In a computer lab, learners could do this in pairs. They listen to a sound and repeat it, with their fingers on their throat to check ifz it is voiced or unvoiced. In class with the IWB, or a computer and a projector, the teacher or a learner could click on sounds while the rest of the class repeat them and categorize them into voiced or unvoiced. As a follow up, you could do a minimal pairs activity using some voiced / unvoiced pairs, focusing on initial consonannt sounds. Display this list or something similar on the board and say a word from each pair. After each word learners have to say voiced or unvoiced, depending on which of the pair they hear. They can then test each other in pairs. Voiced Unvoiced Ben pen do to gone con van fan gin chin zoo Sue This activity has the advantage of establishing the voiced / unvoiced distinction, and a shared gesture that learners and the teacher can use in class to indicate that a sound is voiced or unvoiced, i.e. the fingers on the throat. It also helps learners to become conscious of the muscle movements involved in voicing a consonant. All of this will be useful in future classes if problem arise in the discrimination or production of voiced / unvoiced consonant pairs. what is Voiced? A simple explanation of voiced consonants is that they use the voice. This is easy to test by putting your finger on your throat. If you feel a vibration the consonant is voiced. Here is a list of some voiced consonants. Pronounce each consonant sound (not the letter) and feel the vibration of your vocal chords. b d th (as in then) v l r z j (as in Jane) What is Voiceless? Voiceless consonants do not use the voice. They are percussive and use hard sounds. Once again, you can test if a consonant is voiceless by putting your finger on your throats. You will feel no vibration in your throat, just a short explosion of air as you pronounce. Pronounce each of these consonant sounds and feel NO vibration in your throat. p t k s sh ch th (as in thing) Careful! Some Consonants Voiced, but are Voiceless When consonants are put in groups they can change the voiced or voiceless quality of the consonant that follows. A great example of this is the past simple form of regular verbs. As you know, regular verbs add -ed to the end of the verb in the past simple. play played wash washed live lived etc. These past simple verbs all end in -ed. However, some of the verbs are pronounced with a voiceless t sound and some are pronounced with the voiced d sound. Why? Here are the rules: If -ed is preceded by a voiceless consonant sound (p, k, sh, etc.) -ed sounds as a voiceless t. Remember that the e is silent. If -ed is preceded by a voiced consonant sound (d, b, v, etc.) -ed sounds as a voiced d. Remember that the e is silent. If -ed is preceded by a vowel sound (often ay) -ed sounds as a voiced d because vowels are always voiced. Remember that the e is silent. Exception: If -ed is preceded by t pronounce a voiced -id. In this case, the e is pronounced. This pattern can also be found with plural forms. If the consonant preceding the s is voiced, s will sound as voiced z: chairs machines bags If the consonant preceding the s is voiceless, s will sound as voiceless s: bats parks pipes Connected Speech Finally, when speaking in sentences the ending consonant sounds can change based on the following words. This is often referred to as connected speech. Here is an example of a change from a voiced b in the word club to a voiceless p because of the voiced t of to of the following word: We went to the club to meet some friends. Here is an example of a change from a voiced d past simple verb changed to voiceless t: We played tennis yesterday afternoon. All sounds in the English language have a sound associated with it.   The voiced noise that you hear if you say sounds individually, originates from the vibration of the vocal cords and the way in which you shape your tongue and lips and palate to create the consonant.   When you use your vocal cords to make a consonant, you are producing a voiced consonant or vowel. But there are a handful of voiceless consonants that are produced without vibrating the vocal cords at all.   The noise that you hear, originates somewhere in the mouth or at the lips.   It is easier to memorize which consonants are voiceless since there are fewer of them-only nine: /p, t, k, s, sh, ch, h, f, th/   Try to make each of these sounds individually.   You should not be voicing at all.   The /p/ sound will have its noise made at the lips.   The /t/ is made by placing the tongue behind the upper teeth and pushing/stopping air rapidly. The /k/ is made in the back of the throat with the tongue pushing against the palate. Of these sounds (except for /h/) there are partner sounds or minimal pairs that are made exactly the same except voicing is added.   Compare the following pairs of sounds: /p/ vs. /b/ /t/ vs. /d/ /k/ vs. /g/ To feel vibration, place your fingers on your larynx, the bony structure of the front part of your neck, and say, ah.   Do you feel some vibration? Now make the first sound in each of the above pairs.   Again, place your fingers on your larynx.   You should not feel vibration. If you feel vibration you are not pronouncing the sound correctly.   Only the second sound in each pair should have a vocal cord vibration. When sounds that are voiced are produced without voice, word meaning changes drastically. For example, pill sounds like bill, tan sounds like Dan, Kate sounds like gate.   Miscommunications are inevitable! Why is this important?   You will need to understand the voicing aspect of final consonants on words to help you understand past tense endings and plurals endings.   A voiced sound is one in which the vocal cords vibrate, and a voiceless sound is one in which they do not. Voicing is the difference between pairs of sounds such as [s] and [z] in English. If one places the fingers on the voice box (ie the location of the Adams apple in the upper throat), one can feel a vibration when one pronounces zzzz, but not when one pronounces ssss. (For a more detailed, technical explanation, see modal voice and phonation.) In European languages such as English, vowels and other sonorants (consonants such as m, n, l, and r) are modally voiced. In most European languages, other consonants contrast between voiced and unvoiced sounds such as [s] and [z], though in English many of these are at least partially devoiced in most environments.

Groups Opposing Active Euthanasia For Robert Wendland :: Euthanasia Physician Assisted Suicide

Groups Opposing Active Euthanasia For Robert Wendland On September 29, 1993, Robert Wendland, then age 42, was involved in a vehicle accident. He was in a coma for 16 months. In January 1995, Mr. Wendland came out of the coma, but he remains severely cognitively impaired. He is paralyzed on the right side. He communicates using a "Yes/No" communication board. He receives food and fluids through a feeding tube. During rehabilitation, he has been able to do such activities as grasp and release a ball, operate an electric wheelchair with a joystick, move himself in a manual wheelchair with his left hand or foot, balance himself momentarily in a "standing frame" while grabbing and pulling "thera-putty," draw the letter "R," and choose and replace requested color blocks out of several color choices. The Probate Court appointed Robert Wendland's wife, Rose, as conservator of his person under the Probate Code. Rose sought authorization from the court to remove the feeding tube, thereby starving him to death. Robert's mother (Florence Wendland) and sister (Rebekah Vinson) objected. Various groups opposed to active euthanasia became involved in the case with amicus briefs: Not Dead Yet is a national grassroots organization of people with disabilities formed in response to the increasing popularity of, and laws permitting, physician assisted suicide and euthanasia in the United States and around the world. Not Dead Yet's mission is to advocate against legalization of physician assisted suicide and euthanasia, and to bring a disability-rights perspective and awareness of the effects of discrimination to the legal and sociological debate around euthanasia and physician assisted suicide. Formed in 1996 in Illinois, Not Dead Yet has worked to educate, support, coordinate and lead the disability community's effort to stop the "right to die" from becoming a duty to die or a right to kill. While it is impossible to determine how many people with disabilities, family members and allies, call themselves members of Not Dead Yet, members have undertaken specific activities in the name of the organization and in support of its mission in at least 30 states. Not Dea d Yet has given invited testimony before the U.S. Congress three times, once before the U.S. Senate Judiciary Committee and twice before the Constitution Subcommittee of the U.S. House of Representatives. When Not Dead Yet members attended the long awaited 1999 trial of Jack Kevorkian (the first after three years of non-prosecution, and scores of assisted suicides of people with non-terminal disabilities) and silently demanded the equal protection of the law, he was convicted.

Child Marriage: A Human Rights Violation Essay

Child marriage is a serious form of human rights violation affecting young girls globally. It was estimated 10 million girls under the age of 18 get married every year (Bruce & Clark 2004) and according to Population Council Analysis of United Nations Country Data on Marriage (2002), more than 100 million girls will get married in the next decade if the current pattern persists. Girls who are disproportionately the most affected by this inhumane practice suffer tremendously. It is unreasonable such practice that robs away a girl’s childhood can exist, considering the devastating effects such as physical and psychological damages, severe health consequences and denial of personal development. 1.1 Physical and Psychological Damages Many young girls who are being forced into marriage face abuse and violence as their daily reality, yet most of them believe that a husband is justified in beating his wife (Jenson & Thornton 2003). For example, in Kenya, 36 percent of girls married before 18 consider the action of a husband beating his wife is acceptable as compared to 20 percent of married women (UNICEF 2005). Prolonged violence behaviours towards child brides including coercive sex, verbal abuse, slapping and beatings cause them to be emotionally affected and undergo post-traumatic stress. According to Khan and Lynch (1997), such symptoms are like feeling of hopelessness, helplessness and severe depression. Young married girls are extremely vulnerable and have little power in relation to their husbands and in-laws. They are often treated as domestic slaves to work in their in-law’s households. As much as young married girls are desperate to run away from their brutal marriages, they are often tied down with reasons that oblige them to stay. Most often than not is because of economic pressures and other social circumstances. There are those who seek for avenues to leave their spouses, there are also those who are abandoned, divorced or led into widowhood. They suffer a loss of status and ostracized by society with additional discrimination, for example being denied of property rights, as in many cultures divorced, abandoned or widowed women are often looked down upon (Tamunoimama 2012). They usually end up living in poverty as they have no financial support and bear the responsibility of raising their children on their own. The high rates of Vesico-Vaginal Fistula (VVF) amongst young married girls is one of the reasons why child marriage is linked to wife abandonment. Sexual reproductive organs of the child brides that are not fully developed cause them to endure very prolonged labour. The relentless pressure from the baby’s skull breaks the walls of the birth canal and leads to uncontrollable leakage from the bladder into the vagina. They are usually perceived as unclean and often abandoned or divorced by their spouses. In Nigeria, around 150,000 women with VVF, 80 to 90 percent of them are divorced by their husbands; in Niger Republic, VVF is the reason for 63.3 percent of all divorce cases (Tamunoimama 2012). In many countries, young girls are married off to older men of twice their age, because their parents believe that it is the best way to ensure their daughters are protected when being placed firmly under a male’s control. Influenced by negative social and religious norms, girls are married early to older men in the belief that a husband will provide a safeguard against her ‘immoral’ or ‘inappropriate’ behaviour (Senderowitz 1995). Consequently, when the girl is still young, their spouses died, leaving her with the sole responsibility on taking care her children. For some traditions, girls are not allowed to remarry and her families are also unlikely to accept her back once she has become widowed (UNICEF 2001). Even when a child bride feels able to challenge and leave her marriage, it usually takes her years to do so. Her families will cut her off from their lives because it is believed that running away from a marriage brings shame upon the family. This leaves the girl even more alone than before (The Effects of Early Marriage Cause and Effect Essay 2004). It will contribute to a lack of confidence and low self esteem in the young married girls, plunging them into poverty especially when they are under-educated and has few income-generating skills (Tamunoimama 2012). 1.2 Severe Health Consequences Girls and woman who marry early and with little or no education background often lack of knowledge and have limited awareness of their rights to negotiate safer sex, including the use of condom (Plan UK 2011). In addition to the age difference between the child bride and the husband alongside with her low economic status, it is almost impossible for her to demand fidelity or enjoy the freedom of movement. Barriers like distance, fear, expenses or the need for permission from their spouses or in -laws to access health services deteriorate the risks of maternal complications and mortality for young mothers (Tamunoimama 2012). According to UNICEF (2001), girls aged between 15 and 19 are twice as likely to die giving birth as compared to women over 20 years old; whereas for girls aged between 10 to 14, it is five times greater the risk. Young married girls face considerable physical pain associated with sexual intercourse as their sexual organs are not fully developed and matured (Alemu 2008). Pregnancy-related deaths including heavy bleeding, fistula, infection, Anaemia, and Eclampsia, are the leading cause of mortality for 15 to 19 year-old girls (married and unmarried) worldwide (Tamunoimama 2012). Fistula conditions like vesico-vaginal fistula (VVF) and recto-vaginal fistula (RVF) are permanent without surgical intervention to reseal the tissues. Many women have to endure with this condition for the rest of their lives, as such intervention may not be sought or may be hard to access (Tamunoimama 2012). WHO (2010) estimates there are two million women suffering from fistulas and for each year, there is a nother addition of 50,000 to 100,000 new cases of fistulas, many of which go untreated. Even though parents see early marriage or child marriage, as a method to protect their daughters from HIV/AIDS, future spouses may engage in unprotected sexual relations with other partners and already be infected (Tamunoimama 2012). Child brides are more vulnerable to HIV infection, due to the physiological immaturity of their sexual organs. A girl who has not reached puberty face serious risk on being infected by HIV/AIDS, because her vagina is not well lined with protective cells and her cervix may be penetrated easily (Alemu 2008). According to Clark (2004), a small scale research done in Kenya and Zambia shows that among 15 to 19 year-old girls who are sexually active, getting married increased their chances of HIV by more than 75 percent. Girls who are of lower status in society and lack of autonomy cannot have a say when to engage in sexual relations and when to bear a child, especially if it is a young virgin, she would be under pressure to become pregnant in the first year o f her marriage. 1.3 Denial of Personal Development Education is one of the largest losses a girl has to face when she is married off at a young age. Her opportunities to develop as an individual is limited as she needs to bear the burden of being a wife and a mother. Most of the child brides, who are forced to drop out of school during the preparation of marriage or at the point of union and transfer to their in-laws house, as badly as they want to return to school, they are denied of their rights to education. Older husbands and even fathers of young wives believe that the role of females are merely to stay home and undertake household and child-care duties. They fear that education undermines cultural practices and teaches the girl to reject tradition (Bayisenge 2009). The following quote illustrate well the case: â€Å"At the age of about 14 years, my father sent me to my uncle in Adagbira near Binaba so that he could let his wives â€Å"train me† for marriage. He believed that if I continued to go to school, I would be a â€Å"spoilt girl† and no man would agree to marry me. Being a â€Å"spoilt girl† meant that I would be too wise to marry back in his village where he could get my dowry.† (Interview with Ateni Adongo, Womankind,1999). Apart from that, parents of a child bride perceive education as an investment wasted because she is simply going to get married and it will only benefit her husband’s household. The child bride stand even little chance in hope that her husband and in-laws would invest their scarce resources in her education. In rural areas, secondary education is only attainable at a far distance from home, leading to a fear in parents that this may expose the girl to risks on premarital sex and unwanted pregnancy (Tamunoimama 2012). Child brides also find it difficult to return to school, because even the school itself has a policy of refusing married or pregnant girls to attain education. They believe that it will set a bad example to other students and destroy the reputation of the school for going against traditional beliefs. Besides, young married girls are unable to cope up and adapt with the school environment which includes rules, time tables and physical conditions, at the same time juggling their duties as wives and mothers. This further reduces the chances of them to enjoy the rights to education, which they require for personal development and contribution to the future well-being of their family and society. Early marriage was considered the main challenge to achieving universal primary education (MDG 2) and promoting gender equality (MDG 3) for girls and boys in rural communities (Plan Egypt 2010). It is not only a lost opportunity for the girls affected, but has a wider reach of repercussions for their own children and society (ICRW 2006). Young married girls, being denied of education are powerless in regards of deciding the size of their families, demanding the use of contraception and healthcare needs of their children. They are not well informed and knowledgeable about sexual relations, their bodies and reproduction, furthermore aggravated by the cultural silence surrounding these subjects (Tamunoimama 2012). With a low level of education and life skills, child brides face an increase of vulnerability to abuse and poor health, and therefore acute poverty and create a massive knock-on negative effect to the community. Marriage is regarded as a moment of celebration and a milestone in an adult life, but girls as young as five being married off to older men, forced to drop out of school to carry the heavy burden of being a wife and a mother is equivalent to being condemned a death sentence on their bright future. Article 16 of The Universal Declaration of Human Rights (1948) states that men and women of full age are entitled to equal rights as to marriage, during marriage and at its dissolution and marriage shall be entered into only with the free and full consent of the intending parties. Therefore child marriage is considered as a violation of human rights and must be viewed within a context of force and coercion, because valid consent of the child is absent – and also often disregarded (Kumar 2008). Early marriage or child marriage is one of the ills that have eaten deep into the marrows of the third world countries, with Niger (76.6%), Chad (71.5%) and Bangladesh (68.7%) leading the top countries with highest rates of child marriage (ICRW 2005). It is a deadly curse in the modern society, with all the consequences that come along with it, including high rate of maternal mortality and morbidity, violence and abuse, reinforce cycle of poverty and many more. It stands in direct conflict with the objectives of the Millennium Development Goals (MDGs), (Mathur & Malhotra 2003) as it threatens the achievement of the first six goals respectively, eradicating extreme poverty and hunger; achieving universal primarily education; promoting gender equality and empowering women; reducing child mortality; improving maternal health; combating HIV/AIDs, malaria and other diseases (UN 2007). In conclusion, different parties like governments, parents, schools, medias, NGOs, by and large, everyone else that is in the community should come together to trickle this challenging phenomenon and ban this from being an acceptable cultural practice. Actions to restore the rights of those already married should go hand in hand with preventive actions in protecting the rights of unmarried girls because to ensure a good start of their life, they need education instead of being trapped in a child betrothal.

GrecoPersian war essays

GrecoPersian war essays In September of 490 BC. The Greco-Persian war rages on in the Marathon Plain of Northwest Attica. The Athenians have just repulsed the first Persian invasion of Greece. The Greek army was vested to ten different generals each controlling one day of battle. The generals were evenly divided on whether to wait for the Persians to attack or to attack them. A civil official, Callimachus, who decided to attack, broke the tie. Four of the generals ceded their commands to the Athenian general Miltiades making him commander in chief. The Greeks did not want to face the Persian cavalry on the open plain, but before dawn the Greeks learned the cavalry was temporarily absent from the Persian camp. Miltiades ordered a general attack on the Persian army. He led his contingent of 10,000 Athenians and 1,000 Plataeans against the Persian force of 15,000. By re-enforcing his battle lines flank thus decoying the Persians best troops into pushing back his center where they were surrounded by inward-whe eling Greek wings. According to legend an Athenian messenger was sent from Marathon to Athens, a distance of 25 miles, where he announced the Persian defeat before dying of exhaustion. That tale became the basis for the modern marathon race. Herodotus tells that a trained runner Pheidippides was sent from Athens to Sparta before the battle to request assistance from the Spartans. He is said to have run some 150 miles in about two days. Through all the fighting there was one tradition that continued through all the ages. For centuries Olympic games have never stopped. The Olympian games were celebrated in the summer every four years in the sanctuary of Zeus at Olympia. The order of events is really not known but they believe that the first day was devoted for sacrifices to the gods. The second day began with foot races. Spectators gathered in the stadion, an oblong area enclosed by sloping banks of earth. On other days wrestling, boxing, and the pancrati...

Animal Farm Essay 2 Essays

Animal Farm Essay 2 Essays Animal Farm Essay 2 Paper Animal Farm Essay 2 Paper Essay Topic: Animal Farm Blankets Animal Farm Animal Farm Ethos, Pathos, and Logos are three different persuasive strategies, Ethos is an appeal based on the characters of the speaker; Pathos is an appeal based to emotion; and lastly Logos is an appeal based on logic or reason. Animal Farm by George Orwell is about a pig named napoleon who takes over the other animals on the farm after the animals rebel to be free. Another pig named Squealer, is Napoleon’s right hand man, and tries to prove to Napoleon that he can persuade the other animals into believing that Napoleon is the best of all animals. The character Squealer is the one who uses ethos, pathos, and logos to persuade the other animals into believing him. One persuasive strategy used by Squealer is ethos. For example, the animals were hesitant about trading with humans because they are afraid the humans might try to take over again, â€Å"He assured them that the resolution against engaging in trade†¦never been passed†¦Ã¢â‚¬  (48). Squealer talked/ spoke for Napoleon and shows that Squealer is easier to listen to. He is one of the pigs that don’t mind listening to the animals’ problems and tries to reason with them which makes him more understanding. In addition, after the pigs slept in beds, everyone believed that they broke one of the commandments, but Squealer reassured them they didn’t, â€Å"We have removed the sheets from the farmhouse beds, and sleep between blankets† (48). This pig has found â€Å"loopholes† in the seven commandments, and uses them to his advantage to persuade the animals into thinking its okay. He does everything and anything for Napoleon and speaks for the pigs and not himself. As a result, Squealer is the speaker of the pigs and proves him to make everyone think Napoleon came up with all of it. Another technique that was used by Squealer is Pathos. For example, when the animals at the farm are slacking and losing confidence, Squealer tells them that it being any slower bad things would come, â€Å"One false step and our enemies would be upon us, surely comrades you do not want Jones back? † (39). The animals take Squealer’s word because Squealer uses a sympathetic and sneaky strategy to get to them. Squealer wants the animals to work at their best, so the farm can be perfect for everyone. In addition, before one of the battles with the humans, Squealer tries to make everyone happy and confident in themselves to fight harder, â€Å"Surely none of you wishes to see Jones back? (48). The pigs think, especially Squealer, that the other animals show weakness in points of where Jones is concerned. Squealer makes the animals believe life before Napoleon was worse, which it wasn’t. As a result, Squealer plays with all the animals’ emotions to get what he wants as a pig. Lastly, logos is the last persuasive technique used by Squealer. For example, when Squealer tells the animals how good everything is going, he is just making up statistics to make the animals happy, â€Å"lists of figures proving the production of every class of food staff had increased by two hundred percent† (63). Squealer has to lie about the percentages of food productions because they are worse than before, when Jones was there. Napoleon and Squealer were too busy working and taking the food for themselves to care about the others, and they believe the animals are stupid enough to believe the statistics. In addition, when Squealer tells the other animals they as in the pigs are more important they say that because they want more food than the others, â€Å"We pigs are brainworkers† (25). The reason the pigs use for more food is persuading the animals into thinking the request was reasonable. The pigs, (Squealer) make up reasons that do not make any sense, just to get what they want. As a result, Squealer’s made up; unreasonable excuses fool the animals so the pigs can have/do anything they want. Animal Farm, by George Orwell, is using three persuasive techniques used by Squealer, one of the characters in the book, and those techniques are ethos, pathos, and logos. First thing is when Squealer uses loopholes in the seven commandments and tells the animals it’s okay. Especially when Squealer tells all the animals that the pigs can sleep in beds without sheets, or when the pigs can trade with the humans. Then, Squealer plays with the animals’ emotions and threatens them by saying Jones will come back. Lastly, Squealer tries to tell the animals that they are doing so much better with food production when they weren’t. All of these techniques prove Squealer being persuasive through emotions, to statistics, to other characters, this is because Squealer shows all the characteristics of someone who can be easily listened to.

SAM 400 UNIT 6 Essay Example | Topics and Well Written Essays - 250 words

SAM 400 UNIT 6 - Essay Example These types of needs are required to be satisfied before others. On the other hand, higher needs are only important to some workers. In the hierarchy of Maslow, various needs required by any individual working are specified. The first one is the physical needs which are the basic for survival of any human. These needs entail shelter, water, sleep and oxygen among others. The other one is the safety needs as explained by Schermerhorn (Pp. 311) and they include security for any individual in a workplace. Any worker is supposed to feel safe while working and be in safe conditions by avoiding danger. Others include belonging and love need. When the safety and physiological needs of a worker is met, there emerges the need of belongingness and love. Maslow put emphasis on this need by saying that they involve receiving and giving love to workers in a workplace. According to Schermerhorn (Pp. 313), another one is esteem needs that makes an individual in a workplace to feel competent and worthy. This is by the worker being appreciated by the kind of work done. The other need in the hierarchy is self actualization need that realizes a worker’s full potential. In conclusion, the hierarchy of Maslow needs provide many ways that are useful in understanding the motivation of workers. Many business changes were proposed by Maslow so that workplaces would be more responsive to the workers needs (Schermerhorn, Pp.

Anti-Realism Essay Example | Topics and Well Written Essays - 1000 words

Anti-Realism - Essay Example For instance, no one has ever seen black holes including the scientists, but phenomena predict that black holes exist. The major support for this realism impression is that scientific information must be considered as almost true, since science determines the truth of how things are. A realist is an individual who believes that the purpose of scientific phenomena’s is to describe the biosphere as it is. The realists argue that if it is sensible to agree to a certain philosophy, then it is equally sensible to trust in the reality of the theoretic objects brought about by such a philosophy, despite the fact that such theoretic objects cannot be directly seen. On the other hand, realism may be believed as a phenomenon about the purpose of science: scientific theories are designed to tell individuals the reality around the world. Therefore, it is an axiological philosophy concerning science that states the main goal of science is to find the truth regarding the essence of Realism. Anti-realism is defined in disagreement with realism; it is any position that is comprised of either the renunciation of an unprejudiced reality or the renunciation that verification-hypothetical assertions are false or true. The two reasoning’s of Verification-hypothetical assertions according to anti-realism are varied but very clear. To begin with, the first type refutes that other minds do exist, and the realist involved in this type is referred to as solipsist. The second type argues that whether or not there are other unobservable minds, no aspect of the situation is existent. The second anti-realist can be referred to as logical behaviourists. In short, an anti-realist is an individual who does not consider scientific phenomena’s to aim at the truth, rather he considers its purpose on experimental suitability. The major support of anti-realism is that scientific theories cannot be considered as the truth, since they are not visible and