The Travels of a T

The Travels of a T-shirt in the Global Economy focuses on the impact of globalization and free trade. Pietra Rivoli recounts her fascinating adventure around the world in order to find out the origin of her T-shirt. Advertising We will write a custom critical writing sample on The Travels of a T-Shirt in the Global Economy specifically for you for only $16.05 $11/page Learn More She travels from a cotton field in Texas to a Chinese factory and from there goes to a used clothing market in Tanzania, and in the process describes the transformation of raw cotton into a T-Shirt. She analyses the international trade through the story of a simple product and gives her perceptions of the workings of a global economy. She resolves that, without blatant efforts by protestors and NGOs, free trade would lead into exploitation of disfavored workers in the factories of developing countries. This essay gives a critical examination of the Travels of T-shirt in the Glob al Economy by looking at its purpose, the impressions it creates, how it could be improved and finally, its relation to economic geography. In telling her story, Rivoli used a simple concept to find out the globalization of world trade. She randomly purchases a t-shirt while on vacation then talks to the shop proprietors to discover where they initially bought it from. She then tracks down the persons and factories that probably had a direct influence upon her t-shirt. Her story commences at George Town University in Washington where she encountered a student demonstration about the sweatshop that produced their t-shirts. She becomes concerned and decides to investigate how the process worked, and so, she buys a T-Shirt which sets out the whole story. The story begins right at the cotton fields where the farmers encounter several challenges and from there, hops from country to country as it undergoes different processes (Rivoli, 2005). The story is recounted in an interesting and e fficacious way to attain its objective of educating on global economy. She explains that cotton farmers in America are MBAs in entrepreneurship in the sense that they are moving toward their vision of earning wealth to themselves and to the whole community as well. This is achieved through cutting off the foreign and domestic competitors. As Rivoli states, Texas cotton remains the lead as a result of placing limits to competitors instead of competing. She describes the cotton industry using an imagery; the Texas cotton industry as a lion and its competitors as gazelles. This finely illustrates her idea of the Texas cotton industry quickly destroying its opponents so as to avoid competition. This way, she helps in elaborating on the reasons for continuous success of Texas cotton (Rivoli, 2005).Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, she also sheds light on the benefits incurred by farmers as a result of cotton farming. The farmers of the United States are subsidized by the government, and the American textile industries are made to buy the cotton from the farmers which in turn, subsidize the difference in price. Programmes for compensating farmers of the losses, developing new technologies and for loaning are also available. On the contrary, other countries as India and Pakistan cannot even afford to compensate their farmers. This is quite the opposite of America. Farmers in such countries are depressed as seen in the example of an Indian cotton farmer who decided to drink pesticide as a way of expressing his fate in farming. Through this, the economic situations of different countries are depicted. Protectionist policies are what the American government has applied in order to prevent imports, and though this might be viewed as a short-run resolution of imports to any nation, it does help in preserving domestic products and the jobs of dozens (Rivoli, 2005). When drawing the cotton processing in Chinese factories, Rivoli reveals the inhuman conditions in the sweatshop. She mentions the condition of workers and especially women who work for long hours at the factories for little pay. She provides an example of a young woman, Jiang Lan, whose work is to tie strands of broken yarn. She works for six days per week, eight hours a day, and all what she gets is $100 per month. This is surely a low pay considering the fact that she works for long hours and only has one day to rest in a week. Quite to the contrary, these women are willing to work on the factory as it frees them from the donkeywork and arranged marriages in the countryside China. This reflects the poor political governance that does not protect the workers’ rights. China’s communist policies that socially classify people such as the hukou are unnecessary and unfair to many as it prevents people from becoming who they want to be. This is a m atter that the Chinese government needs to look into (Rivoli, 2005). Nevertheless, Rivoli’s writing creates such an important realization that the need for new clothing has made cotton a necessity. This is deduced in the section concerning the Salvation Army where she says that â€Å"There are nowhere near enough poor people in America to absorb the mountains of castoffs (clothing), even if they were given away† (p.176). Advertising We will write a custom critical writing sample on The Travels of a T-Shirt in the Global Economy specifically for you for only $16.05 $11/page Learn More This essentially means that, there is unlimited desire for new clothing in and outside America. The used garments are taken to Tanzania trading markets where they are sold as second hand garments. Used clothes have become an issue of controversy and some African countries have banned the importation of castoffs as a way of protecting their local textile indust ries (Rivoli, 2005). Her opinion on economic policy is something that I agree with. Her sentiment pertaining to the agreement on free trade between China and the United States is that, the two states should stop competing and instead let the market determine the best product. Through this, it is made clear that free trade might not be the best line in the short-term after all (Rivoli, 2005). Moreover, another similar problem occurs when Rivoli talks about the unintended outcomes of congress legislation that proposes to affirm the occupations of America. A particular case is that of CBTBA and the â€Å"yarn forward† requisite that deters American yarn spinners from exporting their yarn to the Caribbean and from changing production to a cost-effective location. One asks themselves whether the legislations being passed are of any assistance since they prove not to be working to begin with. Instead of wasting time and money maintaining disused jobs, it could be better put to use in other places like funding educational programs and educating dismissed workers (Rivoli, 2005). Finally, the book touches on several issues of globalization which are informative. Rivoli though, can further improve the book by discussing the matters of political and economic subversion. In addition, environmental impacts of the garment industries should also be more dwelt on. The textile industry nowadays illustrates the issues faced by the global economy. Owing to its globalization, the textile industry moves around boundaries, connecting governments, industries and economies of underdeveloped and developed nations. As seen, the garments move from a developed country to a less developed country as they get old. This explains the economic situations of these countries. Americans are able to afford new clothing and as they get old they are transferred to a less developed country as Tanzania who may not afford new garments due to high charges imposed on them. This is a very inter esting book as it elaborates on various matters pertaining to the economies of different nations (Rivoli, 2005).Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This book looks at the cycle of a T-shirt transformed from a cotton field in Texas to a fabric and finally sewn to a T-shirt in Chinese factories. The T-shirt is then taken back to United States, Florida, where it is printed and sold in the streets of Washington. As a used T-shirt it is eventually discarded and thus encounters a free market. On its way to Tanzania, it may pass through china again for sorting, and that is how the T-shirt as she analyzed, travels. This book expresses approval of the business individuals involved in global trade together with their antagonists who assist in ensuring that trade does not at all cause dehumanization to those that it may serve to assist. Pietra Rivoli hence recounts a story that deserves its success. She has done deep research, written well, argued well and even largely elaborated on the turbulent complexness of the global economy. Rivoli though should elaborate more on the economic and political corruption. Reference Rivoli, P. (2005). The Travels of a T-Shirt in the Global Economy: An Economist Examines the Markets, Power, and Politics of World Trade. New York: John Wiley Sons. This critical writing on The Travels of a T-Shirt in the Global Economy was written and submitted by user John Porter to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essays

Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essays Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essay Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essay Essay Topic: We Real Cool The present research was carried out in order to investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population. The aim was to identify a possible correlation that may illustrate that people with high self-esteem are generally more satisfied than those with low self-esteem. The survey instrument used as the means to test the hypothesis was a self-complete questionnaire containing both closed and open questions. This was piloted and then administered to an opportunity sample of 21 first year undergraduates at West Suffolk College. The quantitative data was analysed using the SPSS computer package. The results reveal a correlation coefficient of r=.816 indicating a strong positive correlation, which was then statistically tested and shown to be significant at the 0.01 level. The qualitative data was analysed and found to support the quantitative data. The results and findings in both cases support the hypothesis and so it can therefore be concluded that there is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction. This study is interested in self-esteem in relation to satisfaction in the undergraduate student population. It seeks to investigate how high or low self-esteem affects the way a person sees their world. The aim was to identify a possible correlation that may illustrate that people with high self-esteem are generally more satisfied than those with low self-esteem. Self-esteem is one of the most studied aspects of individual difference in personality. Humanist, psychodynamic, social psychological and cognitive theorists have emphasised the importance of self-esteem. The impact on the individual of having either high or low levels of self-esteem may not simply affect their life expectations but also impact at a societal level. There is a belief, supported by Baumeister (1999), that low self-esteem is responsible for a broad assortment of personal and social problems. There is a dearth of evidence that suggests that school programs aimed at raising childrens self-esteem produce a reduct ion in crime, delinquency, drug abuse and underachievement in school. (Baumeister 1999). Curry and Johnson (1990) describe high self-esteem as a secure sense of identity and an ability to acknowledge and value ones own efforts and achievements. They stress a connection between high self-esteem, confidence, energy and optimism and argue that these traits have their roots in early years. Baumeister, Rice and Hutton (1989) discuss self-esteem in terms of motivational orientation, with high self-esteem giving a self-enhancing orientation. In other words a person considered to have high self esteem is more likely to seek to capitalise on their good traits and pursue successes even under risky conditions. On the other hand people with low self-esteem have a self-protecting orientation and avoid failures and set backs. (Baumeister 1999). The importance of understanding more about self-esteem in relation to education is clear. A suitable means of doing this is in the guise of a straightforward satisfaction questionnaire the process of which students are quite familiar with. With the focus of self esteem and student satisfaction in mind the following experimental hypothesis has been drawn up. Experimental Hypothesis There is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction Null Hypothesis Any correlation between levels of self-esteem and levels of undergraduate satisfaction is due to chance factors. Method The survey instrument used in this study was a self-complete questionnaire, which was developed for the purpose of identifying levels of satisfaction and self esteem. The self esteem indicators were based on the Rosenberg (1965) self esteem scale (see appendix 5). The main reason for the use of a questionnaire as opposed to semi-structured interview or any other method was for practical reasons and speed. The questionnaire uses a mix of open and closed questions allowing for the collection of both qualitative and quantitative data. One of the drawbacks of using this method is that it does not allow for probing, prompting or the collection of additional data. It is however quick to administer, relatively cheap and convenient for respondents. The questionnaire was broken into 3 short sections in an attempt to avoid respondent fatigue. The first section was made up of 3 qualitative questions, which were deliberately positioned at the start in order to capture the students comments while fresh. The second section was made up of a bank of quantitative questions with a 4 point Likart scale. These questions required the respondent to read a statement and then mark whether they strongly agreed, agreed, disagreed or strongly disagreed with the statement. The answers were coded and given a score, ranging from strongly agreed = 4 and strongly disagreed = 1. Finally section 3 called for demographic information and more general questions probing long term goals. (Bryman 2004). A pilot study was performed and the questionnaire re designed accordingly. The resulting questionnaire was then administered. The quantitative data was analysed in order to establish the correlation coefficient, the strength of the correlation, which was then statistically tested for significance. The qualitative data was analysed and findings compared to the quantitative data. An opportunity sample of 21 participants made up of 20 females and 1 male agreed to take part. The group consisted of first year students on degree programs within the West Suffolk College. Eleven of the participants were Humanities degree students and 10 were Behavioural Studies and the ages ranged from 19 41+. Standard forms (appendix 1-3) were produced in order to make replication of the survey possible. These included an information/consent form (appendix 1), a request for further information form (appendix 2) and a self-complete questionnaire (appendix 3). A group of 1st year undergraduate students were approached within designated lecture time and invited to take part in a student satisfaction survey. An ethically approved information/consent form was issued and the students were asked to read through and sign it to give their consent. An additional form was provided to collect the details of those who wanted further information on the survey or a copy of the research findings. The respondents were informed that the whole process would only take about 10 minutes and their responses would remain entirely confidential. The purpose of the survey was explained briefly although no mention was made with regard to the self-esteem aspect of the questions. Participants were also informed of their right to withdraw at any time and asked if they had any questions prior to proceeding. Results Descriptive statistics Table 1 PPT No Course Sex M/F Age Satisfaction Score Self-esteem score Positive word score Long term goal 1 B/S F 19-21 14 11 5 Degree then job 2 H F 32-41 16 16 2 teaching 3 B/S F 42+ 12 12 4 Ed Psych 4 H F 42+ 14 14 4 Gain degree 5 B/S F 19-21 12 10 0 Get a job 6 H F 22-31 13 12 4 teaching 7 H F 22-31 14 13 3 No long term goal 8 B/S F 22-31 11 9 2 Not sure if I will even complete course 9 B/S F 42+ 13 13 5 Open minded 10 B/S F 22-31 13 10 1 unsure 11 B/S F 22-31 16 15 5 MA Psych 12 B/S F 42+ 15 16 5 Teaching primary 13 B/S F 32-41 12 12 3 Ed Psych 14 H F 32-41 15 14 3 Achieve best grade 15 H F 42+ 11 11 4 Teach primary 16 H M 42+ 13 13 2 Teach 17 H F 22-31 16 15 3 1st Class Hons 18 H F 32-41 12 12 4 Teaching 19 H F 19-21 13 14 3 teaching 20 B/S F 32-41 14 12 5 Rewarding career/independance 21 H F 22-31 12 10 2 Teach Not sure if good enough Total 281 264 Mean 13 13 St Dev 1.6 2 Table 1 lists the program of study, age group and gender of the 21 respondents. It also lists the total scores for satisfaction and self-esteem taken from the quantitative part of the questionnaire together with the mean and standard deviations. The table also includes the individual respondents positive word scores, which were derived from the qualitative data collected. The final column details the respondents long-term goal, which was part of the demographic section of the questionnaire and shows that 8 out of the 21 respondents aim to go into teaching, 3 respondents hoped their degree would lead onto a job but did not specify the type of job. 3 respondents said they would like to undertake a Masters degree and/or go into Educational Psychology. 3 respondents reported that gaining a degree was their long term goal, 1 of whom is aiming for a first class honours degree. The 4 remaining respondents said they were unsure, open-minded or had no long-term goal. Generally satisfaction sc ores tended to be high with a mean score of 13 (the lowest possible score being 4 and the highest 16). Deviation from the mean was minor with a standard deviation of 1.6 for satisfaction and 2 for self-esteem. SPSS was used to calculate the correlation, which is illustrated in the scatter gram in appendix 4. Correlation measures the extent to which the self esteem and satisfaction scores tend to change together or co-vary. Appendix 4 illustrates the strong positive correlation found with the self esteem and satisfaction scores. Regression analysis estimates the best fit of the line through the scatter of related pairs. SPSS generated descriptives showing the scores, mean and standard deviations for both self esteem and satisfaction broken down into age groups can be seen in appendix 17. Fig. 1 Breakdown of Scores by Age Fig 1 Compares the means scores for self-esteem and satisfaction and breaks them down into the separate age groups. See appendix 16 for SPSS generated age, score summary. Self-esteem scores vary from mid to high. The greatest difference in scores can be seen in the 22-31 age group. The scores were also analysed in terms of the program of study in order to see if there was any difference between the responses of the behavioural studies and humanities students (see appendix 7) in which case little difference was found. Inferential statistics In order to determine any significance in the correlation, Pearsons Product Moment parametric test was applied. This test was selected, as it is the most appropriate for use with the interval data generated by the self-esteem and satisfaction scales used in this study. SPSS was used to calculate the level of significance. (See appendix 6) The results displayed in table 2 below, show the correlation to be significant at the 0.01 level thereby confirming that the null hypothesis may be rejected. (Coolican, 1999). Table 2 Sample size (N) Correlation coefficient (r) Hypothesis Significance 21 .816 2 tailed 0.01 Analysis The qualitative data discussed below has been taken from the responses to three questions. In the first, respondents were asked to list 5 words, which they felt best describe the person they are. See appendix 8. The words were then analysed and common themes drawn out. Appendix 9 is a table showing the chosen words in order of most frequently used. The words were broken down into the following categories, positive, negative and neutral, low self-esteem and high self-esteem. Appendix 10 includes a bar chart showing the resulting breakdown. Of the 105 words in total used by the 21 respondents, 51 words were classified as positive and only 4 were classified as negative. The two pie charts in appendix 10, illustrate the breakdown of high self-esteem and low self esteem words used. These findings clearly reflect a high level of positive self-description by respondents and a very low negative self-description. Friendly, confident and content were the most frequently used high self-esteem w ords and self-conscious was the most frequently used low self-esteem word. The comparison between the number of high and low self-esteem words in the bar chart (appendix 11) serves to further illustrate the strength of self-esteem in the respondents. The second question focused on the best and worst things about college. Transcripts of the respondents comments can be seen in appendix 12. Common themes were drawn from the transcript and detailed in the table shown in appendix 13. It was observed that the number of positive comments, which totalled 40, far outweighed the negative comments which totalled 25, thus further supporting the view that students are generally satisfied with their college experience. Two bar charts were created to illustrate the findings. See appendix 14. Finally, the third question was-What do you hope to have achieved on completion of the course? Transcripts may be seen in appendix 15. Respondents comments fell into 2 main categories, that of achievement of the degree course and secondly that of self-fulfilment. Further analysis is required in order to identify any possible meaning behind this. In reviewing the qualitative data sets and comparing them with the individual scores for satisfaction and self-esteem a common theme is revealed. The 4 respondents with the highest scores for self-esteem and satisfaction, (respondents nos. 2,11,12 and 17 highlighted in yellow on table 1), tended to have more specific and ambitious long-term goals. For example, respondent 11s long-term goal is to go on to achieve a Masters in Psychology and respondent 17s goal is to gain a first class honours degree. In contrast the 4 respondents with the lowest scores (nos. 5, 8, 10 and 21 highlighted in green) had much less ambitious and specific long term goals. Respondent 8 who scored the lowest out of all the respondents for self-esteem replied not sure if I will even complete the course. From this it is possible to argue that those with higher esteem tend to be more ambitious and more specific in their goals. This would concur with the findings of Baumeister, Rice and Hutton (1989) in regard to motivational orientation. Discussion The intention of this research was to address the hypothesis that there is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction. Statistical testing has demonstrated a significant correlation between these two variables and this has been further supported by the more descriptive data provided by each respondent. The strengths and weaknesses of the method, sample and application will now be reviewed. The method of accessing the sample was efficient in terms of response rate. The aim was to obtain 20 completed questionnaires. 25 questionnaires were issued thus allowing for up to 5 spoiled or withdrawn question sheets. 21 completed questionnaires were returned along with their corresponding information/consent forms correctly signed. The high rate of respondents may have been affected by an element of conformity pressure. The lecture theatre location and timing were conducive to the high response rate and the fact that the lecturer introduced the researcher and clearly gave her approval further encouraged co-operation. It also meant that all the respondents were subject to the same external conditions. Despite the possible pressure to take part, the respondents may have felt uneasy about writing their answers in the close proximity of their classmates; this could alter the responses given and t hus the reliability of the study. By capturing an audience in this opportunist way, one inevitably ends up with an unrepresentative sample. In this case a group of students from a limited no of courses namely Humanities and Behavioural Studies Degree programmes. They were all first years and all but one, female. These imbalances are bound to bias the results. The program of study a particular student may be studying is likely to have an effect, however little difference in responses could be identified between the Humanities and Behavioural Studies students. It would however be dangerous to assume that this would be the case across all undergraduate subjects. It can argued that Humanities and Behavioural studies subject may attract similar types of students and the views or experiences of an undergraduate engineering group for example, may vary considerably. The focus of the study is concerned very much with general overall satisfaction with college experience. It has deliberately steered away from specifics such as satisfaction with individual modules, methods of delivery and course content. The open ended questions have however highlighted a host of factors affecting satisfaction which have not been fully analysed in this case. The findings have simply been used to indicate general levels of satisfaction. The self esteem aspect of the study has revealed that in this research sample levels of self-esteem scores range from mid to high with no scores indicating low self-esteem. A possible explanation for this may be that few people with low self-esteem would even consider attempting a degree course in the first place. Further investigation may shed more light on this possibility. It has proved useful to have a mix of data in order to gain a more balanced view. There was a tendency for some respondents to tick the same response column to all quantitative questions. This happened in 4 cases. This could mean that the respondent felt that the same answer applied to all questions or they were just arbitrarily ticking the same box with little thought. Bryman (2001) describes this as acquiescence, the tendency for people to consistently agree or disagree. One way to identify if the respondents are really reading the questions and answering accordingly is to include the odd reversed score question. The option to split the order of questions to avoid possible order affects was considered, should the study be taken further this may well be worth consideration. A minor level of deceit was employed in that respondents were not informed about the self-esteem aspect to the study. This was considered to be of minimal ethical consideration and acceptable in order to prevent any affects resulting from the participants knowing that their self-esteem was the subject of the study. This study also notes that 13 respondents completed the further information form requesting a copy of this report. Conclusion and Implications This study has established a relationship between satisfaction and self esteem in that those with higher self-esteem have reported greater satisfaction with their college experience compared to those with lower self-esteem. This has been demonstrated through a significant, strong, positive correlation of the variables supported by qualitative data. It must however be noted that the correlation of these factors does not imply cause and effect. In other words it can not be concluded that one has an effect upon the other. It is also impossible to state with any authority that those with higher self-esteem tend to be more satisfied with their college experience across education as a whole. The sample in this study is too narrow to make that assumption. The possibility that college life only appeals to those with higher self-esteem can not be ignored either. It may be the case that Higher education may not attract those with low self-esteem. It has been established through the literature that self-esteem is a useful trait to possess. Baumeister (1999) suggests that raising self-esteem could bring about dramatic improvements to both the individual and society as a whole. Inclusion and lifelong learning are driving forces throughout education today. Watson and Taylor (1998). Perhaps by attempting raise levels of self esteem from an early age access to higher education may be increased.

CORPORATE FINANCE - ASSIGNMENT Essay Example | Topics and Well Written Essays - 2000 words

CORPORATE FINANCE - ASSIGNMENT - Essay Example mpany is evident and the company has declared a relatively high dividend of 57p per share in the year 2008 which is a significant improvement as far as last 3 year dividends declared are concerned. All in all, our mathematical method of computing WACC suggests that GSK is highly inclined towards debt financing, which is a prime reason behind the increment in WACC. We also conclude the fact that floating interest rate due to the current economic condition reduces the WACC and also consider the company’s performance which reflects on the net income which ultimately reflects on the dividends declared. It is prime evidence of the fact that the management takes all necessary measures to reduce the cost of doing business which is a major consideration for any and every business. The operating, investing and financing activities of a company are very handy and useful information for the users of financial infrmation, such as creditors, investors, financial analysts, etc, because these activities change the financial position of the company. Let us now look upon some of the important activities that make some impression on GSK’s financial position. GSK’s management has adopted sound business strategies in order to ensure smooth and efficient running of its operational activities. These strategies have expanded the cash generation from operations to  £ 9,055m in the year 2008 in comparison to previous years. The reason behind this high figure of  £9,055 million are the two reclassifications; the cash generated from operations is  £106 million lower than that given in GSK’s unaudited or projected accounts issued on 5th February 2009. Also keeping in view that drop-off in liquid investments for the current year has been reclassified from financing activities to investing activities. Some accounting heads that create changes in the trade payables may have been a result of the growth of products that the company introduced. GSK management computes inventories on a

H5N1 Avian virus Essay Example | Topics and Well Written Essays - 1750 words - 1

H5N1 Avian virus - Essay Example Moreover, this virus also has the ability to undergo antigenic drifts and antigenic shifts. The emergence of new strains of Avian influenza virus is of major public health concern because of the impending threat of a pandemic that it poses. Currently, the virus does not possess the ability of being transmitted amongst humans and it has been postulated that one this quality is acquired it would lead to potentially devastating consequences in the form of a pandemic. Till date, no vaccine for the prevention of H5N1 infection amongst humans exists. Moreover, the treatment options for infection are also limited viz. oseltamivir and zanamivir. Therefore, further research needs to be undertaken in order to develop new vaccines against these organisms and better medications to combat the infection if once contracted. Moreover, vigilant surveillance of outbreaks and epidemics of bird flu is also imperative. Avian Influenza or Bird Flu, as it commonly referred to, is an infection which is caused by the H5N1 virus. The natural hosts of this virus are wild birds, in particular water fowls, who carry these viruses in their intestines while themselves remaining asymptomatic (Auewaraku 404). The transmission of this virus to domesticated birds such as ducks, chickens and turkeys, can lead to outbreaks and epidemics of infection amongst these birds, causing a large number of them to be killed (Centers for Disease Control and Prevention). Recently, H5N1 virus is not only leading to an increasing number of epizootics, but has also been implicated in several epidemics in humans. The mode of transmission of this virus has been described as being feco-oral amongst birds, whereas humans contract the disease via contact with airborne particles from infected poultry or while contact with the poultry or their fecal matter e.g. during food preparation (Fleming 1066). The first human infection with H5N1 was

Closure of Business Essay Example | Topics and Well Written Essays - 1500 words

Closure of Business - Essay Example The promotion of the welfare of the working class is a recognized policy but an employee’s tenure is not a perpetual right intended to destroy or oppress the employer. The employer, therefore, has the prerogative to exercise in good faith the right to close the operation of the business, either totally or partially. The employer cannot be compelled to continue to operate its business but must nevertheless comply with legal processes before it can implement the cessation of its business or reduction of its operations. To manifest good faith, the employer must define the criteria in an objective and fair manner on who will be retained and who will be let go through the redundancy plan and thereafter, notify the employees affected in writing. It is not enough though to notify the employees, the issue must be explained to them individually. It is further required for the employer to consult and listen to the suggestions of the employees to forestall termination. And, if other alte rnatives or options are available then the same must be explored as opposed to the implementation of redundancy or termination phase.There are two options presented by Sally thus it shall be discussed separately.The first scenario is to close the shop completely due to losses. The lack of business transaction validates the severance of employment. Since it is within the discretion of Sally to cease business operation, she cannot be compelled to continue operating at a loss due to misplacing sympathy to the employees.... It is not enough though to notify the employees, the issue must be explained to them individually. It is further required for the employer to consult and listen to the suggestions of the employees to forestall termination. And, if other alternatives or options are available then the same must be explored as opposed to the implementation of redundancy or termination phase. There are two options presented by Sally thus it shall be discussed separately. The first scenario is to close the shop completely due to losses. The lack of business transaction validates the severance of employment. Since it is within the discretion of Sally to cease business operation, she cannot be compelled to continue operating at a loss due to misplace sympathy to the employees. However, she must pay redundancy payment to the dismissed employees who have rendered continuous service at least two years reckoned at the date of the dismissal. If an alternative work offer is made to the employee that is of similar conditions, pay, status and other benefits to the employee’s present position, he is free to accept or reject the offer. However, if it is shown that the offer is unreasonably rejected the employees can no longer demand redundancy pay and worse consequence of such refusal shall exempt the employer from paying the same. Applying the foregoing standard, Greg shall not be entitled to redundancy payment as he can be re-assigned to Sally’s other business offices pursuant to his contract. If the offer to be re-assigned is refused by Greg, he cannot make a claim for redundancy payment. Nevertheless, Greg can fight the re-assignment on ground that it is a diminution of his present status not to mention that his salary is substantially reduced. In all

Complexes Of Cobalt In Different Metal Oxidation State Biology Essay

Complexes Of Cobalt In Different Metal Oxidation State Biology Essay Cobalt forms a complex since it has an empty valence shell orbital thus it is an electron pair acceptor. It can donate electrons from the ligands thus forming a coordination compound. Cobalt usually exists in two oxidation stable states usually the +2 and +3 and can also be in the form of a tetrahedral arragement and octahedral in the case of the Cobalt(II) oxidation state . Co(III) oxidation state can only form an octahedral arragement. Co(II) is one of the transition metals which can form tetrahedral complexes more easily . The energy levels of octahedral and tetrahedral of Co(II) have the least difference in energy.The magnetic moments of tetrahedral ranges from 3.89 to 4.7BM and that of octahedral complexes ranges from 4.7 to 5.2BM Co(III) oxidation state is not very favourable, this is because when it reacts with water it would quickly go back to the +2 oxidation state. When reacting with ammonia, cobalt(III) is more stable. The Co(III) can show also isomerism. Co(III) is expected to be paramagnetic but the cross over from high spin to low spin takes place at very long ligand field strengths and therefore it is more likely to be diamagnetic. Cobalt(III) complexes are described as kinetically inert and undergo ligand exchange very slowly. On the other hand cobalt(II) undergoes ligand exchange faster since it is liable.1 In this experiment ligand exchange is going to take place such that the ammonia molecule which is a stronger ligand replaces the water molecules in the cobalt(II) chloride hexahydrate. In the second experiment the coordination around cobalt is changing from an octahedral to a tetrahedral complex. The different colours of these transition metals are caused by the excitation of the d electron to another d subshell. The 3d orbitals split in eg and t2g. This splitting enables the electron to excite from ground state to excited state. The size of energy gap of the excitation corresponds to the wavelength of the absorbance in the visible region of the spectra. Apparatus: Pasteur pipette, weighing boat, spatula, watch glass, measuring cyclinder, stirring rod, buchner funnel, stopper, heating mantle, weighing balance, beakers, thermometer, filter paper, ice-salt bath, flasks Chemicals Chemical Grade Brand Cobalt(II) chloride hexahydrate GPR N/A Ammonium chloride GPR BDH Hydrogen peroxide GPR BDH Ammonia GPR Timstor Hydrochloric acid GPR BDH Charcoal GPR N/A Acetone GPR BDH Pyridine GPR N/A Ethanol GPR BDH Method: Experiment A: Preparation of Hexamminecobalt(III) Chloride 6g of ammonium chlorideand 9g of cobalt(II) chloride hexahydrate were dissolved in 13cm3 boiling water and 0.5g of decolourising charcoal was added carefully. The mixture was cooled to 0OC in an ice-bath and 20cm3 of ammonia was added, while keeping the temperature below 10OC. 18cm3 of hydrogen peroxide was added while the solution was being stirred rapidly and the temperature was kept below 20OC. When all the hydrogen peroxide was added, the mixture was heated to 60 OC until the pink colour disappeared. The mixture was cooled in ice and the precipitate was collected by filtration on a Buchner funnel. The precipitate was dissolved in a boiling mixture of 80cm3 of water and 3cm3 of concentrated hydrochloric acid. The charcoal was removed by filtration while it was still hot. 10cm3 of concentrated hydrochloric acid was added to the filtrate and the mixture was cooled in ice when crystals of hexamminecobalt(II) chloride were deposited. The crystalline product was collected on a Buchner funnel, then it was washed with acetone and dried in a vacuum dessicator. The yield was measured and the product was kept for inspection. Experiment B: Preparation of dichlorodipyridinocobalt 1.2g of cobalt(II) chloride was dissolved in 6cm3 of hot absolute ethanol. 1cm3 of hot solution of pyridine in 3cm3 of absolute alcohol was added slowly to the solution.This was carried in a fume cupboard. The solution was allowed to stand at room temperature for 15minutes and the product was collected by filtration on a Buchner funnel. The crystals were washed quickly with ice-cold absolute ethanol and the product was dried in a vacuum dessicator. The yield was recorded and the product was kept for inspection. Results: Experiment A: Mass of ammonium chloride=5.850g Mass of cobalt chloride=8.960g Mass of crystals of hexamminecobalt chloride=4.787g Experiment B: Mass of cobalt(II) chloride=1.204g Mass of crystals of dichlorodipyridinocobalt=0.000g Calculation: Moles of NH4Cl= 5.985 =0.112moles 53.49 (RMM) Moles of cobalt chloride= 8.960g= 0.038moles 237.9(RMM) Moles of Hydrogen peroxide= 6% of Hydrogen peroxide=20volumes 6 x 18= 1.08g 100 1.08g= 0.032moles 34(RMM) 1 CoCl2.6H2O:2H2O2 0.038 : 0.076 Therefore: CoCl2.6H2O is the limiting reagent 1:1 CoCl2.6H2O:[Co(H2O)6]Cl3 1 mole=267.3g 0.038 moles=? 10.16g % yield= actual yield x100% Theoritical yield 4.787gx100%=47.27% (percentage yield of hexamminecobalt(III) chloride) 10.16g Precautions: The vacuum at the flask was disconnected before turning off the water aspirator. This prevents water from being sucked into the vacuum flask. The suction of the vacuum filtration was checked so that filtration would be a success. It was made sure that the crystals would not remain on the sides of the funnel since a low result would be obtained. Prevention of excessive cooling during filtration was by suction through a flat piece of filter paper properly fitting a Buchner funnel. The solution was cooled to room temperature and sometimes even colder with the aid of an ice-water bath. Filtration was done using the Buchner funnel to increase the speed of filtration A heating mantle was used instead of a bunsen burner because ethanol is flammable. The hydrogen peroxide,ammonia, pyridine and absolute ethanol were quite dangerous and so they were performed in the fumehood. The crystals that remained in the beaker were not rinsed by distilled water since some of the product would dissolve. The solvent had to be cooled before washing the crystals since crystals could dissolve. Sources of error: Transfer errors when collecting the crystals formed by suction filtraton, since some of them would remain with the filter paper. Some of the substance was left with the glass rod during stirring which would cause loss of the product. The mixture was contaminated and so the yields were not sufficiently pure. Side reactions could have occurred beside the actual reaction which can lead to the generation of other products. Error in the apparatus especially the weighing balance. Discussion: Experiment A: Preparation of Hexamminecobalt(III) chloride When ammonium chloride is added to the cobalt(II) hexahydrate, it has a function to stabilize the ion.2 When dissolved in water the cobalt(II) chloride salt decomposes, resulting in the formation of the Co(H2O)62+ ion. Cobalt(II) can be oxidized by air oxidation to cobalt(III).5 When adding the ammonia solution the hexaammine complex is formed: [Co(H2O)6]2+ +NH3 → [Co(NH3)6]2+ + 6 H2O Ammonia is added to the solution to aid in this oxidation process. When adding ammonia the reaction would be exothermic and so the mixture is placed in a salt-bath to keep the mixture cooled. Hydrogen peroxide is used as an oxidizing agent thus oxidizing the Cobalt(II) to Cobalt(III). The decolourising charcoal is used as the catalyst of the reaction to give high yields in a relatively short time. The activated charcoal increases the speed of the reaction by helping in the formation of the bonds between NH3 and conveniently, it also catalyzes the transformation of Co2+ into Co3+ by the hydrogen peroxide. Thus it is used to increase the reaction of the ligand exchange. 2 The charcoal is made from finely divided carbon sheets which provide a large surface area. The holes on the surface of the charcoal are used to allow the reaction of the ligand exchange to take place. 2 The process for collecting the product involves the dissolving of the precipitate in the boiling water and adding concentrated hydrochloric acid to the precipitate, the hexamminecobalt(III) chloride. When heating the mixture directly on the hot plate while stirring, helps to dissolve the crystals. The filtrate should be orange, and it contains the dissolved product. 4 CoCl2Â ·6H2O + 4 NH4Cl + 20 NH3 + O2 → 4 [Co(NH3)6]Cl3 + 26 H2O 2 CoCl2Â ·6H2O + Â ½H2O2 + NH4Cl + 5 NH3 → [Co(NH3)6]Cl3 + 7 H2O 3 Acetone was used as the solvent so that impurities are removed from the crystals. When the solution was cooled, crystals of pure product were formed and the impurities remained dissolved in the solution. If the solvent was not cooled, the crystals may dissolve and result in a decrease of the percent yield. The solvent that is chosen has to have low solubility at low temperatures and high solubility at high temperatures. 4 Hexammincobalt(III) chloride is an ionic compound having three chloride ions with a charge of -1 and the cation having a charge of 3+ . Some years ago it was questioned whether the chlorine atoms in hexaamminecobalt(III) chloride were part of the complex or ionic thus they were free. Chlorine in this complex was indeed determined to be ionic. To verify this theory one can complex the cobalt iodometrically and so titrating the liberated iodine with sodium thiosulfate solution.5 The Co3+ is an electron deficient cation and so ammonia is capable of donating an electron pair to the metal ion in a coordinate covalent bond. NH3 is a strong field ligand thus there would be more splitting, ie. it is a low-spin complex. The yield of Hexamminecobalt(III) chloride was 4.787g which is a rather high yield if one is assuming that all of the cobalt(II) chloride hexahydrate turned into the hexamminecobalt(III)chloride. The yield could have been better if there were no losses during the synthesis and also during the recrystallisation process. Hexamminecobalt(III) chloride absorbs light in the violet-blue-green region but reflects the orange wavelengths thus appearing orange. The ground state 5D would split into 5T2g and a 5Eg. 5 The ligand NH3 would have a weak field since it has four unpaired electrons. From the Tanabe sugano diagram one can verify that the ligand NH3 is of intermediate field strength having a Dq/B of 1.8.5 Experiment B: Preparation of Dichlorodipyridinocobalt In the second experiment the octahedral complex of cobalt(II) chloride hexaydrate is going to take a tetrahedral form.6 This complex is found to exist in two forms: a monomer with a formula of [CoCl2(py)2] consisting of a tetrahedral with cobalt 2+ as the central metal ion and the other one is an octahedral polymer [CoCl2(py)2]n.6 Polymerizes on standing CoCl2+ 2py→[CoCl2(py)2] ↔ [CoCl2(py)2]n 6 Blue violet Diagram of structure of dichlorodipyridinocobalt 6 Pyridine has an equatorial lone pair of electrons at the nitrogen atom in the benzene ring 7 and so it is able to donate the lone pairs to the metal ion cobalt(II). Pyridine and chlorine are monodentate ligands since they donate only one lone pair to the metal. When adding the hot absolute ethanol the cobalt(II) chloride would dissolve and pyridine would exchange with water ligands since it is a stronger ligand. Because a tetrahedral complex has fewer ligands and there are no ligands at the axis, the magnitude of the splitting is smaller when compared to the octahedral. Octahedral complexes would have large splitting because of higher repulsion.8 The difference between the energies of the t2g and eg orbitals in a tetrahedral complex is slightly less than half as large as the splitting in octahedral complexes. 8 From the results one can observe that the yield of the dichlorodipyridinocobalt resulted in 0g. This could be the cause of heating the alcohol and pyridine at high temperature thus evaporating some of them and so the synthesis would not occur as desired. The absolute ethanol could have melted the crystals so resulting in low yield of product. One source of error is that normal balances would not detect such low yields. Conclusion One can conclude that the aim of this experiment: To prepare two complexes of cobalt in different metal oxidation state was reached, such that relatively good yields were obtained for the hexamminecobalt(III) complex and dichlorodipyridinocobalt crystals were also obtained by in such a low yield that could not be measured.

Chaos In William Shakespeares King Lear :: essays research papers

A device which Shakespeare often utilized to convey the confusion and chaos within the plot of his plays, is the reflection of that confusion and chaos in the natural environment of the setting, along with supernatural anomalies and animal imageries. In King Lear, these devices are used to communicate the plot, which is summarized by Gloucester as:   Ã‚  Ã‚  Ã‚  Ã‚   …This villain of mine comes under the prediction: there’s son against father. The King falls from bias of nature: there’s father against child. (Act 1, Sc.1, 115 - 118) The “bias of nature'; is defined as the natural inclination of the world. Throughout the play King Lear, the unnatural inclination of nature, supernatural properties and animal imageries are used by Shakespeare to illustrate the chaotic state of England, which was caused by the treacheries of the evil characters.   Ã‚  Ã‚  Ã‚  Ã‚  Gloucester is a character in the play who firmly believed that man’s fate has supernatural properties that are controlled or reflected by the heaven and stars:   Ã‚  Ã‚  Ã‚  Ã‚  These late eclipses in the sun and moon   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Portend us to no good. Though the wisdom of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  nature can reason it thus and thus, yet nature finds   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  itself scourged by the sequent events. (Act 1, Sc. 2, 109 - 113) This is proclaimed by Gloucester as he is told by Edmund of Edgar’s supposedly treacherous plot to remove him from power. Gloucester’s trust in Edgar faltered as a result of Lear’s irrational banishment of Cordelia and Kent, coupled with recent anomalies in the heavens. Gloucester believed that Lear’s actions also came as a result of the star’s unusual behaviour. Edmund, the treacherous and bastard son of Gloucester, exploits Gloucester’s blind believe in the stars in his plot to oust Edgar out of the inheritance and ultimately to gain all of Gloucester’s wealth and land:   Ã‚  Ã‚  Ã‚  Ã‚  This is the excellent foppery of the world, that when we are sick in fortune (often the surfeits of the sun, the moon, and stars, as if we were villains on necessity; fools by heavenly compulsion; knaves, thieves, and treacherous by spherical predominance; drunkards, liars, and adulterers by an enforced obedience of planetary influence; and all that we are evil in, by a divine thrusting on. (Act 1. Sc. 2, 125 - 133) As a result of the irrational acts of trust by Lear and Gloucester, the state of England crumbled due to corruptness and treachery of Regan, Goneril and Edmund. At the point of ultimate chaos, Lear is disdained by his two evil daughters and has none of the power and honour of his kingship, and the state of nature reflects this chaos in the form of a tumultuous storm:

African Americans and Slavery Essay

The American Revolution was a time of great turmoil for all men and women in the United States. Great debates came and went during this time; slavery and the freedom of black men being the main problems in these debates. Slaves were used for a great number of things during the American revolutionary period. The arrival of slavery to the American colonies began in the 1600s and started out in Virginia. As the years passed more and more African-Americans were brought into the colonies to be used as labor workers. The beginning amount of slaves continued to grow and by the beginning of the revolution there were about 273,000 slaves spread throughout the American states. With the coming of the revolution all African-Americans, slave or free, knew something was coming and each had a different response to these comings. There were differences in the responses of slaves and free men during the American Revolution. There were also consequences to their choices. â€Å"Gaining freedom in a land of captivity and wresting equality from a society whose founding documents guarantee it has been the consuming desire and everlasting hope that has kept harrowed bodies and weary souls going. † In the southern states African-American slaves were treated harsher than those in the north. The plantations down south required back –breaking hours of work in the sun that White Americans believed could only be done by those they had bought. There was a reason for them to be there and until they could no longer work they were to do all things imaginable for their owners, no questions asked. Some of these slaves thought it was easier to run away from their owners and that in doing so they would have a chance to fight for their country. Slaves could either flee to the north or they could flee to Spanish owned Florida. In cases where a master was called upon to fight, they would send a slave in their place and if they lived long enough to return home they earned freedom. Many of the slaves decided that if they had a chance to gain their freedom by joining the war effort then they would gladly take their masters place. They also believed that with the beginning to the revolutionary period would bring a new deed to the land and when it was over there would no longer be a need for slaves. The consequences for slaves in the south were innumerable. Like many slaves, they took this time to run from slave masters and plantations. If these southern slaves were caught, depending on the owner, the slave could suffer mild to severe consequences. Depending on the demeanor of the owner a slave could be punished in several different ways. Whipping, branding, slapping, being dunked underwater, and kicking were just some forms of punishment. The most severe punishments were to cut off a body part like an ear in the hopes that the slave would learn and never run again. There were also â€Å"nice† slave owners that chose not to punish their slaves. There justification for not punishing their slaves was so that they would continue to work and so that the owner could buy more slaves with the money that they continued to pool in from the work. Because of some owners that continuously harassed Washington, he stopped allowing slaves into his army. But General Washington, fearing rebellion, created an order that stated that all blacks were not allowed to fight. Later he partially reversed the order and allowed only free black men to fight with him. Some slaves believed that taking a chance to flee towards the north was a far-fetched idea. They were seeking freedom in the quickest possible way. Lord Dunmore sent out a proclamation that stated in exchange for freedom any black that came to him would fight against the patriots and become a loyalist. Dunmore’s promise of freedom fueled black slaves to escape and even some patriots fled to fight as a loyalist. After the war, true to his word, slaves gained their freedom. Some of these newly freed slaves went to Britain but many of them stayed in the Americas. On the other hand free men in the north believed the revolution would bring about change for the better. Their idea of the revolution was that they were being given the chance to gain independence from Great Britain and also for themselves. It was a defining moment in history that they were to be a part of. Fighting with white men gave these free black men a sense of honor and it also gave them a job where they could earn a little money to put towards getting homes and things of that nature. Men from the north gradually began to realize that they could fight with their brethren and bring independence to the land. General Washington passed an order stating that no black man was allowed into his army. This order came about because of general angst from some slave owners. These owners believed that there should not be any blacks fighting for the independence because they were only good for being slaves and they would never have say over anything. After some time Washington, fearing not having enough men to fight against the British, partially reversed this order to allow only free black men. Other than this there were not many consequences that are recorded for free black men. These free men not only fought for the independence of the nation but also for their independence and the independence of other black men and women. African-Americans from the north and south chose to join the continental army because they believed that they should help make the place the lived independent from a tyranny that had no say in the matters of a new country. They felt that this tyranny could take their rights and place them under unfair rule once again. Some of the freemen and slaves that had started out in the continental army decided to run to the British army but were not successful in their plights. Nash called the revolution the ‘greatest slave rebellion in American history’ because it was just that. The revolution opened up new grounds for slaves to rebel against owners because it was the most opportune time for them to do so. â€Å"If any group within America’s diversified people came close to answering John Adams’s plea that ‘we must all be soldiers,’ it was black Americans. No part of revolutionary society responded to the call for arms with anywhere near the enthusiasm of those who were black. Proportionate to their number, African American males— and some females— were more likely to join the fray than white Americans. † According to this excerpt from another one of Nash’s books, African-Americans were much more adept to answering the plea of John Adams. If there were more African-American fighters than white that meant that more black males were subject to put themselves in danger in order to gain freedom. They would rather have one day of freedom, not knowing if they would die in the next second, hour, or day, than be a slave for the rest of their lives. This is one of the reasons why Nash called the revolution the ‘greatest slave rebellion in American history’. â€Å"Desperate to fill the thinned ranks of its regiments, states offered freedom†¦ to serve during the continuance of the present war with Great Britain. Every black enlistee would be ‘immediately discharged from the service of his master or mistress, and be absolutely free, as if he had never been encumbered with any kind of servitude or slavery. † If states were desperate to have more men come into their ranks then there was nothing really stopping slaves from escaping their masters and coming to fight. They all wanted freedom from someone. Slaves wanted freedom from their bonds that were tied to the soil they worked and the Americans wanted freedom from Great Britain. Both groups had their reasons to fight and the only way slaves knew how to become free was to rebel and run to an army. This was a time for large rebellions on all fronts not just from the slaves. It was a rebellion against the British from the former colonists and a rebellion against the men and women that were taken from their homes to somehow create new ones. â€Å"It may have been, as Nash says ‘the greatest slave rebellion in American history,’ but for most of the rebels it ended like the others, in death. Slaves who supported the American side fared better, but not much better. Only with great reluctance did Washington allow some to join his army. Other Virginians had another wartime use for them. In 1780 the state legislature offered salves as a bounty for enlistment in the war against British tyranny. The revolution did see enactment of measures for gradual emancipation in the northern states, but the number who benefited was small. † My view on the American Revolution has changed somewhat because of how the African-Americans were treated during and after the period of war. The Americans act as though they had not been fighting alongside each other and because of this withhold distaste for the blacks. The completely disregard the idea that every man is created equal and has certain unalienable rights. They do not extend these ideas that were written down on the Declaration of Independence to the free black Americans. Men that had fought with and under Washington were not looked as the same because the color of their skin and were not given the same rights. Because of how they were treated I see the Revolution more as a war against Britain to save other whites from tyranny rather than to gain independence for all mankind. ——————————————–.of Revolution (Harvard University: 2006), 1. [ 2 ]. Taymor, . â€Å"US History Documents. † Last modified 2005. Accessed January 27, 2013. http://inside. sfuhs. org/dept/history/US_History_reader/Chapter2/Nashfighting. pdf. [ 3 ]. Taymor, . â€Å"US History Documents. † Last modified 2005. Accessed January 27, 2013. http://inside. sfuhs. org/dept/history/US_History_reader/Chapter2/Nashfighting. pdf. [ 4 ]. Edmund S. Morgan, review of The Unknown American Revolution:  .

Analysis of Guy Montag Essay Example

Analysis of Guy Montag Essay Example Analysis of Guy Montag Paper Analysis of Guy Montag Paper Essay Topic: Fahrenheit 451 This shows the mindset Montage has. It Demonstrates how he gets Joy out of his Job. In the society he lives In books are Illegal and firemen start the fires rather than put them out. Montage Is such a man and enjoys It greatly. He Is completely happy with demolishing pieces of history and written pieces of art. As he says, it never went away, that smile. It never went away, as long as he remembered. (Bradbury, 2) On a merry walk home from his beloved Job, Montage is nearly UN over on the side walk by a life altering girl. In meeting Claries, the girl, Montages mind starts working in ways it never had before. With Just one question, Are you happy? (Bradbury, 4) she sets way for future events that otherwise would have never happened. Montage starts to doubt whether the way he lives his life is really Joyful. He starts to realize that he laughs when not really amused and answers without thinking about the question or his answer. He doesnt really think much at all. And Montage realizes He is not really happy in the least. This makes him notice the truth about his marriage, as well. Montage and Mildred Montages marriage is very much empty. When he tries to confront her about how she eels about him she avoids or brushes it aside. He comes to the realization that all she really loves is her television, or parlor. Their marriage eventually deteriorates completely as she comes to believe he is crazy because he made her read with him. She runs away but not before calling his own department on him first. Montage comes to the realization that he hates what he Is and the society he lives In. HIS fascination with books continues to grow, but at first he blames the Hand for It. When he would sneak books Into the house he would curse his hand for the action, hulking It had a mind of Its own. He was a confused Individual because all he knew was books were bad and yet all he grew to want was books. He went to see Professor Faber, a man he talked to years before about books, he found out that It was really he who grabbed the books not his hand. He grew to hate his job and society so much that on a call to his own home he ended up killing his boss. And facing his fear of the Mechanical Hound Ana the very people a day before he thought he liked. The change Montage goes through is grand and amazing. Ignorance was bliss and e fought past it and became an intellectual. People tend to destroy things that they deem a threat to them and that is exactly what the government in Fahrenheit 451 did by televising his death and capture. The entirety of this novel is a story about change, from the first page to the last chapter. With change in italics the novel begins with, It was a special pleasure to seething eaten, To see things blackened and changed. (Bradbury, 1) Montage goes from changing things by destroying them to changing society by preserving know Edge which, in turn, changes him.

The Pathetic Mr. Ripley essays

The Pathetic Mr. Ripley essays The paper will deal with the gay image in the movie The Talented Mr. Ripley. The main aim of the paper is to show that the gays in the characterization of Tom Ripley is portrayed as pathetic and tragic in The Talented Mr. Ripley and this portrayal of gays is not limited to Tom Ripley in the movie. I have chosen to explain my point in several different sections which tie with each other. But before writing about the movie, I feel the need of writing about the queer theory, and the problems of representation of homosexuals on screen. The queer theory, is not only used by homosexuals, or gays, or queers but the name invention belongs to this group. Queer is an adjective in English and its meaning is 1. Being out of the usual course of events in minor respects; singular; odd. 2. Of questionable character; open to suspicion; mysterious. 3. Slang Counterfeit. n. Slang. 1 Counterfeit money... according to the Websters Comprehensive Dictionary. The use of queer attracts attention and the not so flattering meaning of the word is actually shown to public and by this the meaning is trying to be reversed. The queer culture is not limited to homosexual men and women. The word queer is now used to express wide range of images, books, films. Alexander Doty writes that: Certain feminist critics and theorists have also begun using the term queer to describe any non-normative expressions of gender by or about straight women (and, sometimes straight men) in film and popular culture production and representation. The queer theory is a live ground and it produces exiting results. Among the writers in this movement, the most appropriate one to our subject matter is Richard Dyer. Dyer has written many books and articles on gay representation. Some of his articles on gay representation is collected in The Matter of Images: Essays on Representations. From the twelv...

Chapter Questions From Global health 101 richard skolnik book Essay - 4

Chapter Questions From Global health 101 richard skolnik book - Essay Example Lack of accurate data also caused the disease to be prevalent over a long time. The lack of political influence was also another cause (Skolnik 65). Intellectual property law affects health care negatively; intellectual property law hinders provision of affordable health care due to high pricing of medicine. The laws also discourage development of generic medication, which should be cheaper than the original (Skolnik 75). The most important issues that may arise when research is conducted in developing countries include the standards of care, after trial benefits for the individuals and community and the care given to the participants after the study not related to the study (Skolnik 80). Scare resources allocated to health care can be justified using one or more principles. One of the principles is health maximization, equality, prioritizing the most affected and personal responsibility. These principles can be combined or used individually to justify resource allocation (Skolnik

Policing and Crime Reduction Essay Example | Topics and Well Written Essays - 2000 words

Policing and Crime Reduction - Essay Example It became necessary for the police force to use criminal intelligence the crime analysts to find out the criminals and all information about them to solve the problem. Both the models have got its own distinctive features and the present essay is intended to analyse these features in an effort to see whether both the models are compatible with each other. There was wide spread criticism of the way of policing adopted through 1970's to 1980. During this period policing was more concentrated on crimes and paid little attention to the problems that created a situation for such cases. Their activities were mainly divided into two. Preventive patrol and patrol in response to emergency calls. These activities could not bring crime control. Police was using random patrol, follow up of criminal investigations and sudden actions as the basis of their investigation. It was found that such a system was less efficient because there were many community problems, which did not have a criminal background and arrests and prosecutions did not solve most of the problems. The number of arrests did not increase as the crime increased, mainly because of the lack of infrastructure to keep and prosecute these people. Moreover, it was felt that most of the community problems without a criminal nature could be solved without any arrest through mere police in volvement to address those problems. According to Goldstein, the police were more concentrated on their own internal politics and management and they were little concerned about their actual duties (Goldstein, 1979). He initiated a change in the usual policing by urging them to concentrate on the problems that lead to most of the crimes and to solve these problems so as to take out crime from its roots. He called it problem-oriented policing and this drive was internationally accepted and has been very effective in crime control (Weisburd et. al., 2007). Problem oriented policing involves analysis of similar incidents by the crime analysts as well as experienced police officials in a effort to understand something new from these problems so as to device strategy to deal with those problems (Weisburd et. al., 2007). The system has a preventive nature, which incorporates the use of public and private agencies and community for crime reduction or its prevention. Once a strategy is developed it would be implemented and evaluated and this would be reported so that it would form the basis for developing a pool of knowledge that would help police in their profession (Goldstein, 2001). So there would not be any secrecy in dealing with each and every case. The problems would be openly discussed and the strategy developed would be published in the community. Cooperation of community and other government agencies were sought to implement strategies and to solve the problems so as to reduce incidents of crimes. Based on this idea Eck And Spelman (1987) developed SARA model of problem oriented policing. SARA denoted four steps in its operation namely, Scanning, Analysis, Response and Assessment. Scanning in the process in which police identify problems in their area that are leading to crimes. The next step "Analysis" involves, analysis of these problems so