Reader Respond to Short Story We Might as Well Be Stranger

A Responds to a Short Story Entitled â€Å"We Might As Well Be Strangers† by M. E Kerr Sofyan Widianto 0909032 English Literature Indonesia University of Education 2012 Based on my understanding to the short story Entitled â€Å"We Might As Well Be Strangers† written by M. E Kerr, after close reading and deep thinking to the short story I bravely assume that the short story shows the independency of a woman. The independency of a woman is shown through the main character in this story. The main problem in this short story discusses about Alison that isdescribed as a teenage girl who is lesbian to Laura, her best friend.It will be explained in the textual evidences below. â€Å" No, that’s first. Frist am going to say that there was no need to announce it. You think I don’t know what’s going on with you and Laura? I don’t need eyes in the back of my head to figure that out†. â€Å"I can’t do anything about it, can I? I see it ev ery time you bring her here. I would like to believe it’s a stage you’re going trhought, but from what I’ve read and heard it isn’t†. The certain conversations above are the speech that are told by Alison’s mother that indicate that Alison is a lesbian.It’s also supported by the speech of Alison Grand mother. We can see on the textual evidance below. â€Å"So you don’t have to tell me about what it feels like to be an outsider. You don’t have to tell me about prejudice. But, Alison, I thank you for telling me about your self. I’m proud that you told me first. † Both of speech acts told and emphasize implicitly about Alison identity as a lesbian. As the explanations before that in this story Alison represent the independency of a woman, Alison decides to choose her own way to be a lesbian.It is shown in the conversation between she and her mother. We can see it from the Alison speech trough the conversation b etween she and her mother. â€Å" mom it’s not a choice. Was is a choise when you felt in love with Dad? † â€Å"most definetly i chose him! † We can see that Alisson starts to chalange her mother about a logical opinion about love. Lets see the other interesting on the conversation below. â€Å" So what if the world was different, and men loved men and women loved women, but where still you? What would you do?My mother shrugged. â€Å"Find another world, I guess. † â€Å"So that’s what I did. I found another World†. From the speech from Alisson above it obviously shows the independency of her to make a descion to her own life. She says that words to her mother explicitly. For me, that speech is the most powerful evidence of Alison, and it indicates the independency of her. From the explanation above i bravely conclude that the potray Alison in this short story represents the independency of women to decide and to choose what women really w ant to do.

The Movie Patriot A Piece Of History Film Studies Essay

The first thing I would state about the film is that about everyone watches the film. Peoples watch all types of film including action films, escapade films, comedy films, and many other classs, but when it comes to the history films, people do non believe if the narrative of the history film is a genuinely based on our existent history or it is merely filled with clump of fiction. Peoples normally guestimate that every history film is a portion of a existent history but the world is that about every individual history film contains at least small spot of fiction in it to do it great narrative and to maintain the audience ‘s attending. Traveling on to the chief point, to turn out it incorrect that non every history film is genuinely a portion of the existent history, I watched the film called the Patriot and in this paper I will compare the narrative of the Patriot with existent history to calculate out if the film contains a true narrative of history or is merely a filled with fiction. Let me get down my giving brief sum-up of the film Patriot. This film is about Benjamin Martin who was male parent of seven kids and he declines an offer to contend for the Continental ground forces. However, as shortly the conflict land reaches his front pace and accordingly plenty his 15 old ages old boy named Thomas is killed by Colonel Tavington who was the chief opposition. In consequence of this, Benjamin joins the ground forces and creates his private ground forces of shred ticket husbandmans and farmworkers. His ground forces ‘s chief end was to maintain General Cornwallis in the province of South Carolina by strategically cutting down his supply and ground forces. Their advancement were effectual nevertheless, subsequently in the narrative Martin ‘s another boy named Gabriel became victim to the same colonel that killed his oldest boy Thomas. This causes a last conflict in the film between Martin and Tavington. And at the terminal of this conflict, Martin kills T avington which besides helps led the Continental ground forces to triumph. ( prezi.com ) In the film, during the scene of the last conflict it shows that soldiers were keeping up the several American flags but in world, the huge bulk of the flags used by the Continental ground forces represented where their reserves is from. Another scene in which Benjamin is giving a shop clerk a money in which you can see that he is giving five dollar note with Abraham Lincoln on it and this can non be true because this film took topographic point more than eighty old ages before he was elected as a president. Besides that during the clip of American Revolution work forces normally saluted by taking their chapeau off and take downing their chapeau to the side, so they would set it back on. While in the film, Gabriel merely salutes by seting his manus on his chapeau. In the film all the Continental soldiers seem to hold same outfits and the British are firing down a church which is full of people. While in the world everyone in the Continental ground forces had really different vesture and there has ne'er been found a historical record which showed that British burned the church. ( prezi.com ) In the film there are many factual mistakes. For illustration, in the beginning of the narrative, during the town hall meeting Burwell was stating that we killed 700 of enemy at the Bunker Hill and they were merely kept coming, but in world they killed 226 of them. Besides harmonizing to the book Down and Out in Early America, it was highly impossible in the 1776 that a southern plantation proprietor could easy run a successful plantation which run by free work forces who worked by rewards. It would be about impossible to compare this plantation proprietor which person who used slaved as the work force. Besides that Benjamin Martin seems to be a rules adult male in the film but in world he killed Indians merely for merriment and was known for knaping his slaves. Therefore, I would state that all of these things did non look or they changed it merely to do Benjamin Martin good character in the film respect less of world. In one scene Benjamin Martin shoots a British troop who was on t he traveling Equus caballus utilizing a firelock gun at the scope of about 100 paces. It clearly seems bogus because slug from pulverization gun would non go this much of distance besides that going of this much distance and hitting traveling mark would be really hard with modern guns. ( sbroome ) In the film, Lord Cornwallis is portrayed as really old adult male, which is wrong because during the clip frame of this film in 1780, General Charles Lord Cornwallis was in his mid-fortiess. To be more descriptive, based on my research I found that Cornwallis was born in London on December 31, 1738 and harmonizing to that twelvemonth he would be six old ages younger than George Washington. Traveling to the following point, in the scene where auntie Charlotte takes in the kids after their household place was burned and destroyed, her hair was down. My point is that during the clip frame of the film, adult females merely wore hair down merely during illness or bedtime. Women ever pinned up their hair during the twenty-four hours and eventide, while they were out in the universe therefore, I would state that they this is clear fiction. ( About.com ) In the conflict scene where Benjamin is watching through the farmhouse ‘ window and we can see that Redcoats bayonet charge the Rebels. The soldiers ran across several hundred paces of unfastened land while Redcoat ground forces was good trained ground forces. During that clip military personnels were really of import therefore it was non good thought that parts of the military personnels would merely running about across the battleground. In world, they would hold charged Bayonets and travel towards the enemy. When they are about 50 paces away they would hold marched rapidly and decelerate sufficiency to stay a line. This would treat would do possible to hold control over way in the instance where needed to alter or to call off the order. And when the military personnels reach really near so military personnels could prosecute the enemy. ( sbroome ) In another scene in which Gabriel returns to the Martin plantation with blade lesion from Battle of the Waxhaws, he said that Gates ordered them to process heterosexual at the lobsterbacks. In world, Gates was non present nor the commanding officer at the conflict of Waxhaws. Furthermore, they were processing off when the British attacked. ( sbroome ) In this film, I would state that they tried to flim-flam us, when the British housebreaking to the Charlotte ‘s plantation, Tavington was seeking for the kid that was concealing under the tabular array and when Tavington looks beneath the tabular array to look into if anyone is concealing under or non and at the same clip, Nathan moved out from the underneath the tabular array on the right side and Tavington did non see him. The tablecloth on the table bents several inches from the floor so when Tavington tried to look child under the tabular array he should hold seen the Nathan from the spread that was between the tabular array fabric and floor but he did non saw the kid. Based on this point, it is clear that in this film they tried to flim-flam audience. ( sbroome ) The concluding conflict in the film is the conflict of Cowpens and it seems really large conflict while in world, merely 12 American died and was largely cavalry matter and it was all over in less than an hr. During this conflict there was scene in which cannon ball comes from enemy side and it rolls on the land and cuts the leg off of a figure of soldiers in its way, in which we can clearly see that one of the soldier ‘s leg falls apart good before the ball even touch his leg. Besides in this conflict Tavington and Martin seems contending where Martin foremost attack Tavington with a indicating tool on the terminal of the musket. And he besides attacks into Tavington ‘s pharynx right after first onslaught and we can see that Tavington was falling on the land but in the following onslaught we can see him still standing. The last scene was really confounding so it was difficult to do sense. ( sbroome ) During the American Revolution British were the Masterss of the sea. But in the film they had played with natural Torahs. During the scene of party where we can see that British ship was blown up in the seaport. But the Torahs of natural philosophies describe that behind each action there is an equal and the opposite reaction. When the ship was targeted and destroyed we see the large detonation with fire distributing all over the ship. However, although there was detonation on the ship, ship remains in its original place in the H2O therefore, it did non moved side to side or drop in the H2O it is impossible because based on natural philosophies jurisprudence ship should hold been moved or sunk in the H2O. As we can find that some of the scenes were non accurate hence, there is no drouth that narrative of this film would include fiction. ( Marts.com ) I besides figured geographical mistake in the film, in the scene in which Benjamin and his two of the younger boies were running and go throughing through the forests to disrupt the British who captured their older brother. They seem leaping and concealing around the stones to acquire in place. While in South Carolina it was ne'er glaciated in the portion of the country where this narrative took topographic point. In another scene where Tavington is looking for Martin ‘s kids at the Charlotte ‘s plantation, Susan seem to look out the window covered with Venetian blind. The Venetian blinds was non invented until the 1800s or approximately 100 twelvemonth after the timeframe of the film. To be more descriptive, the recorded innovation of blinds is holds by adult male from Chile named Hernando de Venuto and it was invented on May 20, 1857. ( sbroome ) About every knows that slaves did non like white people during the clip of revolution or any clip during the bondage hence, in the one scene after their place was destroyed, Benjamin Martin direct his household and his friend ‘s household to a slave settlement and they were welcomed at that place and had small jubilation at that place in the consequence of arriving of Benjamin Martin ‘s household. My point is that they should non hold been welcomed to their settlement because during that clip there were really few slaves settlements existed and ointments did non liked the white people. ( chccs.k12.nc.us ) In decision, I would state that even though the film Patriot include many fictional narrative in it but the manager of this film did many of the turn in the existent history to do it look more interesting to audiences and do narrative retrieve. This film besides gives audiences at least small spot of experiencing about American Revolution war. Although I found many mistakes in the film it contains really of import portion of our history and by watching this film, people can larn more about our history and seek to retrieve it as our yesteryear.

Overpopulation

â€Å"Human population is growing like never before. We are now adding one billion people to the planet every 12 years. That's about 220,000 per day. † Overpopulation is one of the worst problems the world is facing today because we’re running out of resources; it’s increasing poverty and increasing pollution. At this rate of population growth, Overpopulation is excessive population of an area to the point of overcrowding, depletion of natural resources, or environmental deterioration.A huge problem that comes with overpopulation is depleting resources. As the population is now, â€Å"one out of every seven people alive, go to bed hungry. † and â€Å"About one billion people lack access to sufficient water for consumption, agriculture and sanitation. † As our population grows those statistics are going to get worst and worst and so will our quality of living. The air quality is also decreasing. â€Å"Childhood asthma rates have risen dramatically i n the past 20 years†. The more people there are the pollution and waste.Many other vital resources are decreasing such as: oil, gas, and other fuel. There are many different causes of overpopulation but one of the main ones is a decline in death rate and an incline in birth rate. If the number of children born each year equals the number of adults that die, then the population will stabilize but since our medicine has become so advanced and because of other factors people are living longer and more children are being born. It is all way out of proportion. Another cause is religious beliefs.Some religions believe that procreation is essential and therefore families have as many children as they feel they could care for. One more cause is the lack of knowledge. Facts about reproduction, protection and birth control are lacking (especially among young adults). Right now overpopulation doesn’t seem like a big problem but if it stays on the path that it is on it will be a hu ge problem that our great grandchildren will be forced to face head on. Resources could become scarce which could also lead to conflict between countries and possibly war.The amount of pollution could increase so much it could cause serious environmental destruction. Also the cost of living will go up which will cause unemployment, which will lead to more poverty! Natural habitats will disappear along with the millions of species living within them just to provide more living space for humans. The whole world could become one hugely populated, poverty-stricken, resource less, polluted city if nothing is done. There are ways people can help stabilize the world’s population.One is to better educate people about this global problem and also about reproduction. â€Å"Imparting sex education to young kids at elementary level should be must. † Also, tax benefits should be given to married couples that have single or two children. Raising awareness about the effects of overpo pulation could help lead to ZPG (zero population growth). ZPG is the main goal and if we all come together more aware we can little by little help save the world. Overpopulation is a global problem; lets start treating it like one.

Obesity and Physical Activity Essay Example | Topics and Well Written Essays - 500 words

Obesity and Physical Activity - Essay Example In fact, of a recent study done on city ranking, which ranks some of the largest metro areas against each-other, the Twin Cities ranked 46 out of 46 for levels of deaths associated with Heart Disease. The actual count comes down to 109 deaths per 100,000 people, compared to the number 1 city (which is Detroit) having 236.4 heart disease deaths per 100,000 people 2. There are multiple reasons why the levels are so low, but probably one of the largest reasons has to be the low levels of air pollution and the emphasis on physical activity within the Metro Area. Many schools across the metro have been cracking down on teaching students about physical activity, and often there is not much else to do in the winter time anyway. A lot of people love to take walks early in the morning to get used to the cold so that it doesn't bother them throughout the rest of the day. Not only that, but the community has become strongly involved in the spread of information about obesity and physical activity. In fact, there is a number you can call to hook up with Health Partners in the Twin Cities and speak about obesity as well as request several documents and fliers to hand out to people. Health Partners also offers educational training courses and public announcements as well through this hot-line.

Banning the Use of Cellular Telephone Devices while Driving Essay

Banning the Use of Cellular Telephone Devices while Driving - Essay Example In line with this matter, a study shows that there is a strong correlation between the use of cellural phone devices and risk of collusion while driving. (Redelmeier & Tibshirani, 1997) Since the use of mobile devices while driving could significantly distract the attention and clear vision of the drivers, the number of individuals who experience death and serious physical injuries from car accident remains high each year. Use of Cell Phones can cause Distraction while Driving The use of cell phones could significantly cause distraction on drivers while driving. In line with this matter, the research study that was conducted by Utah Psychologists reveal that individuals who have formed the habit of using their mobile phones while driving is similar to 0.08 percent of alcohol intoxication in blood which could impair the drivers’ ability to drive. (The University of Utah, 2006) For this reason, either the use of hands-free or handheld cell phones has been equally considered a major cause of distraction on the driving performance of each driver. Based on the actual experiment that was conducted by Strayer, Drews, & Johnston (2003) with regards to the use of hands-free cellural phone and driving, mobile conversation could impair the drivers’ reaction to vehicles in-front of them because of inattention blindness. Given the fact that cell phone conversation could also impair the explicit recognition memory of the driver for road signs and billboards(Strayer, Drews, & Johnston, 2003).

Corruption Essay Example | Topics and Well Written Essays - 500 words

Corruption - Essay Example Customs differ in every place and it would be unfair if some customary practices will be viewed as corrupt because of the Western views or their political system. He believed that practices of nepotism or favouritism must not be labelled as corrupt just because they are seen to counteract the norms of modern political and legal arrangements (Deflem, 1995). According to the Transparency International (TI), norms and values are context bound and vary across the cultures. The â€Å"gift culture† or gift giving is part of the culture of people when negotiating and building relationship. However, there are limits in all cultures which an action becomes corrupt and unacceptable. Because of these issues, the Transparency International developed its national chapter system to cater to the issues of determining when a certain custom becomes a violation of the norm and be considered a practice of corruption. According to TI, an abuse of power for personal gain or a tapping of public or common resources into private pockets is unacceptable in all cultures and societies (www.transparency.org, Frequently Asked Questions about Corruption).

Compare and contrast two works Essay Example | Topics and Well Written Essays - 1750 words

Compare and contrast two works - Essay Example on the way to Canterbury and two stories on the way back, but either Chaucer never finished the journey or the entire collection has never been found. What is unique about the tales is that each character has a different voice and a different perspective on life. As a result, many of these characters and stories represent the dominant ideals of the age because the characters tell stories that relate closely to their personalities and life station. In many cases, these stories can be juxtaposed against each other to show two different views of the same concept such as the issue of deceit. While deceit is the backbone of much medieval, and modern, humor, it can also be quite harmful with the only difference being in how it is practiced. An example of this kind of juxtaposition can be found when one works to compare the Miller’s prologue and tale with that of the Pardoner. The Miller tells a comic story of a man, his young wife and her exploits with the young men of the town whil e the Pardoner tells a story of three young men who set out to kill Death and are merely able to find him through their own greed and depravity. While people are hurt in the Miller’s tale, the story focuses more upon the comedy of the situation as opposed to the Pardoner’s tale, which is full of moral warning for the danger deceit brings to the soul. Comparing these two stories reveals a sort of mirror image between the Miller, an honest man who tells a story of comic deceit, and the Pardoner, a dishonest man who tell a story of deceit as damnation. The differences between these two characters are perhaps among the first things to stand out in such a comparison. The Miller is introduced as a drunken loudmouth who cannot be silenced once he decides to speak. The host has called up on the Monk to tell the next story, but it is the Miller who speaks up, first insisting he be allowed to tell his story, â€Å"Either I’ll speak, or go on my own way† (124), then refusing to alter

The Abercrombie and Fitch and Burberry Australia Assignment

The Abercrombie and Fitch and Burberry Australia - Assignment Example The paper "The Abercrombie and Fitch and Burberry Australia" talks about fashion retail marketing. The globalization of modern business has necessitated the use of different modes of retail marketing, with retailers exploiting any available opportunity. Currently, the internet is robust with fashion items being advertised by different companies. It is due to these developments that this paper sought to look at two leading fashion companies that operate retail outlet stores in Australia, Burberry and Abercrombie and Fitch. This paper is generally concerned with how the retail outlets of these two companies have strategized themselves to reach their customers. The fashion industry is a very dynamic industry, due to the many changes that keep taking shape in the business. The uniqueness of this business form other businesses is the fact that the manufacturers of fashion items, inclusive of clothing and other items of fashion is the common ideology of change. Contrary to the traditional perception of the fashion design as a means of fulfilling needs, the modern perception is different, with its intention purpose being lined in conception, production, promotion and the marketing styles in the basis of the customer’s desires. While people’s tastes keep on changing over and over, the manufacturers keep on inventing new fashions with time. With the changes, old fashion items become obsolete and cannot be. Fashion is defined by the key players who are involved in it. The interwoven web of the individuals .who are part of the industry including designers, stores, factory workers, seamstresses, tailors, embroiders of garments, the press for publicity, fashion analysts and critics, the various models involve in showcasing the garments such as fit models and runaway models, textile manufacturers, pattern makers and sketch makers, and most importantly the customers. The changing tastes and customer wants are what determine the fissionability of the fashion indu stry. Customers’ wants change by virtue of their attire, or through the icons’ standards. It is with this knowledge that anybody who considers investing in the fashion industry ought to be ready for the dynamics in the market. Losses are inherent and more probable if a retailer do not understand the exact needs of customers, while keeping an eye on the changing market trends in the fashion designs. This paper looks at the two major fashion retail outlets in Australia, the Abercrombie and Fitch Australia and Burberry. The Abercrombie and Fitch Australia Men and women love fashion, and especially the Abercrombie and Fitch garments. â€Å"Abercrombie and Fitch† (2012) observes that the young and the youth are willing to spend any amount of money just to expand their collection of the Abercrombie and Fitch. Fashion is classified in terms of class, with the high class setting standards and assuming iconic status in the society, and this is exactly what the company do es to its customers. It elevates the customers’

Eating my favorite fruit Essay Example | Topics and Well Written Essays - 500 words

Eating my favorite fruit - Essay Example Mango comes in a mixture of varied colours ranging from yellowish orange, to those that are yellowish green with a tinge of red at the top. It is really amazing to know that there are more than four hundred varieties of mangoes in the world. The surprising thing is that each and every variety of mangoes tends to have a shape, colour, size and flavour of its own that makes this fruit really unique. Seeing the varied varieties of mangoes displayed in the market place is really a feast for the eyes. While buying a mango one must look to it that the fruit has a fine leathery surface that is intact and unbroken. One must never buy the mangoes that have a broken or tampered skin. One must also touch and feel the fruit to assure that it is neither too hard, nor too soft and pulpy. If a mango is too hard it means that it is yet not ready to be eaten. On the contrary, too soft a mango means that it is not fresh. A sweet fruity smell coming from a mango is suggestive of the fact that the fruit is ripe and fresh, and fit to be consumed. It also takes tact to prepare a mango for eating. One must slice the fruit from its round end, exposing the soft yellowish flesh that is full of juice. Once this is done one can scoop out the yellowish flesh with a spoon from a slice and eat the sweet, aromatic and juicy pulp. And take care not to make loud, slurping noises while eating the fruit. The interesting thing about mangoes is that one can also prepare a variety of cuisines from them. Like any other fruit, mangoes could be added to cakes, tarts, puddings, custards and ice creams to lend a rich and savoury flavour to them. One could also prepare delicious and nourishing mango shake, by blending mangoes with milk and sugar. In my opinion mangoes must be eaten when they are fresh, as the fruit is bound to lose its taste and aroma if kept for a few days. I make it a point to buy only the fresh mangoes, having just the right texture, firmness and aroma. I am

Design of various vehicle safety components Research Paper

Design of various vehicle safety components - Research Paper Example 1. Bumper Bumpers are the front-most and the rear-most parts of a vehicle. In most collisions, bumpers are the first point of contact for a vehicle. The bumper generally consists of a plastic cover over a reinforcement bar made of steel, aluminum, fiberglass or plastic. The bumper bar and its attachment are designed to crush in a low-speed crash to absorb energy. In some cases, polypropylene foam or formed thermoplastic is used in addition to or instead of crushable brackets and a bar. This allows for even more absorption of energy. By absorbing energy and getting crushed, the bumper creates inelastic collision by reducing the transfer of kinetic energy. The recent trend in bumper design, however, is related more to the pedestrian safety. 2. Crumple zones in cars Crumple zones are parts of the car that are designed to deform and crumple during collisions, thereby absorbing energy. These parts are typically in the front part of the vehicle, although they may also be in other parts of the vehicle. Crumple zones accomplish two safety goals: they reduce the initial force of crash and they redistribute the force before it reaches the passenger cabin. Crumple zones reduce the initial force of impact by creating a buffer perimeter around the most rigid parts of the car (engine and cabin).

Economic Problems And Issues Essay Example for Free

Economic Problems And Issues Essay Does big business own by corporations synonymous with monopoly? Let us first check the nature of the capitalist market how large firms dominated the market. When only a number of large companies dominated a specific market, what resulted would be an oligopoly. This means that only the larger and selected companies had the command in the market thus excluding smaller firms. This resulted in reducing competitive pressures in the market. In this manner, there is a tendency that the price of commodities may rise above what would be the market level. The oligopolistic producers do not have rivals or competitors coming into their market circle because of relatively high capital costs. The domination of a trade commanded by few big firms especially when they are incorporated into one large organization may result in exploitation and monopoly. In the market economy, if a market is marked by an oligopolies practice, exploitation affects the consumers because they will be charged with higher prices as compared to the price in the competitive market. The Big Businesses therefore are having a bigger slice of the oligopolistic profits because of this unfair competition at the expense of smaller firm. To know more why big business gets more profits due to oligopoly and monopoly, we need to look into the economics of production and marketing in relation to capitalism. Capitalism comes in a way that it focuses on distribution not on fair production. Instead of equal trade, capitalism is guided by hierarchy and inequality to all business concerns. Usually the privately owned businesses do their production mainly for profit where investments, income, distribution and pricing of goods and services are estimated through the operation in a market economy. In the world of business economics, this is how capitalism makes an impact in the regulation of the price of the commodity. Unfortunately due to the potential of the big business to engage in capitalism, they sometimes monopolize the market. According to the economic theory of Malcom Sawyer, within the market trade there exists a certain degree of monopoly. This indicates that profits come to those businesses with monopolistic power. As always, an increase in the monopoly of large firm always directed the profit to them instead to the small businesses. This explains that the degree of monopoly within a market will determine how poorly the small firms will be able to survive as compared to those small firms who are earning more in a more competitive market. The degree of monopoly can be graded with few factors being exhibited by the big business in the market. Their market power is obvious in the volume of their market share, the extent of their advertising, the barriers that prevent small businesses to enter the mainstream and so on. The higher and stronger of these factors, the higher the degree of monopoly. There is however an argument of the monopolistic practice of big businesses. Accordingly they put up higher prices in their product because of the prices of the materials being purchased and used in the manufacturing of goods. Another reason was the unpredictable inflation and the need for sustaining the salaries of their employees. However, any reason would still result in profits for them. Such alibis only undermine the status of their employees as according to their profits. If these companies are forced to lower their prices the employees will suffer due to lower wages and compensations. Also, poor quality materials will be used which result in poor quality products and the demand will fall as well as its production. Basically large firms can always maintain their prices and profits more than the normal price in the market without assistance from the government due to their big financial back-up and market power. The existence of Big Businesses and their influence in the economy has their impact on every nation’s future. In some ways economist always compare them to be practical capitalist building their market world in their own hands. Another bad effect of capitalism and oligopoly is that when big business are lording it over other business, the tendency would be for the smaller firms to also merge and have a fight for a competition. This is to improve their market power and have larger slice of the profits. In effect there is another monopolistic tendency in the market. Although competition is also beneficial to the consumer since they would have many choices with products, and the price would temporarily go down, the competition will most affect smaller and weaker firms. The formation of oligopolies within capitalism will result in the loss of profits for small capitalist directing the profit to Big Business. For this reasons, small and medium sized businesses ends up detesting Big Business and will be blaming the government for unfair and unequal treatment of trade (Mattick, 1974). In conclusion, the capitalists always have the tendency to use monopoly power so they can manipulate the price, the quality and quantity of the commodities. There is no real opportunity for smaller firms when the trade is being ruled by the oligopolistic and monopolistic big businesses. Although there are few advantages with competition, the smaller firms are always outside the room full of opportunities. What they lack is the power to push the big blockade blocking their road to profiteering because of the giants in the trade. The answer to the question now would absolutely be, Yes. Free Trade against Ptotectionism? What is a Free trade and what is Protectionism? Free trade is defined as a market model in which trade in goods and services between or within countries flow freely by government to government laws and restrictions. Included on the restrictions are taxes (tariffs) and other non-tariff trade barriers. On the opposite side is Protectionism. Protectionism is the economic policy of controlling trade between nations or countries such as imposing high tariffs on imported goods, restrictive quotas and other government regulations made to discourage imports from other countries. It also includes anti-dumping laws to protect local industries from a certain foreign nation who could take-over the competition especially in business. Some people call protectionism as â€Å"fair trade† and it may sound alluring at first. Some supporters of protectionism agree that keeping out foreign commodities will save domestic jobs and give a chance for jobs to recover and enrich themselves. It will also sustain trade deficits as well. But are these claims have enough economic basis? Protectionism in effect raises tariffs and imposes quotas on the volume of commodities the government allows to come into the country. Although tariffs is one of the major financial resources of a country, such laws restriction control the choice of consumers to have freedom of choice as well as it also opens job to the trade. According to the US Department of Labor’s statistics, eight jobs are getting lost compared to one job saved in a protected industry due to protectionism Let us give an example, in Japan the government was protecting their own farmers against the influx of imported rice from other countries but in return they are paying five times more as compared with the rice in the world market. Even the European and U. S. consumers are paying more than double the price of their own commodities on certain products as compared to price in the world market take for example agricultural products such as sugar. When the U. S. Semiconductor Trade Pact pressured the Japanese to cut back production and exportation of their computer memory chips, the result was a worldwide shortage of this parts and the eventual rise of demand and short of supply. Eventually, this has caused price increase and the technology was badly hurt by such restriction. The laws of protectionism force you to pay more on taxes on foreign and imported commodities but also increase your domestic taxes as well. This happens when governments enlarge their Customs Department Bureaucracies to guard and enforce rules with trade restrictions. So if there is no benefit for protectionism, why is it being imposed and who gains from it? Those who gain specially from it are usually groups with their special interest. Such as big corporations, unions, and farmer’s groups whom they want to command higher prices as much as getting higher wages. Such groups are thought to have special political and influential clout to politicians which pass laws favorable to their counterpart. Who are the losers with protectionism? The answer would be very clear the people and their government. Then what are the benefits of a free trade? Substantially, all countries benefits from free trade. In the US, every agreement within the free trade must be checked and balanced critically. At present, the U. S. economy is being augmented by more than $12 trillion in gross income from tree trade. American exports in the 2005 has totaled to an estimated of $1. 2 trillion. Jobs that are connected with production of goods for export are 13 to 18 percent higher. The free trade policies have made competition today on a higher level in the open market. This led to better innovation and better products, higher salaries, new markets and more savings for the employees and the government. Free trade has been bolstering America’s high standard of living and there would be more opportunities and income if trade restrictions could be alleviated further. For the past 50 years, trade liberalization has made an extra $9,000 per year for each American household according to the study made by The Institute for International Economics. The relaxation of regulations by the North Atlantic Free Trade Agreement (NAFTA) and the Uruguay Round of the WTO—the two major agencies that impose agreements between nations has generated an annual additional benefits of $1,300–$2,000 for the standard American family of four. In conclusion to this, freer trade facilitates more goods and services to reach consumers at lower prices, providing families additional income which they can use to buy other consumer goods. It does not only help families but helps to widen global freedom, follows international law, and provide economic development especially on poor or third world countries. The World Bank also reported in 1990 that the per capita real income is three times bigger in developing countries that has opened their markets to free trade or loosen up strict regulations on certain imported products. Freer trade and market reforms have lifted more than 500 million people from poverty for the last 25 years. This in every opinion is enough to agree on trade liberalization rather than stayed embrace with the so called â€Å"fair trade† and remained stocked from a world full of opportunities (Markheim, 2007).

Employment Communication Essay Example for Free

Employment Communication Essay Employment communication is the communication between employees in an organization which is said to be the most essential aspect that should be put into consideration for a better coordination among the taskforces within an organization, this means that the employees are put in a position to communicate with their employers either in a formal way or informal way to pass information. Through this the employees are enabled to express their grievances, health matters, working environment and legal matters through communication to their employers. A healthy and supportive work environment is found to be the most crucial factor in creating robust employment relationships. Discussion Individuals with strong employment relationships tend to have helpful and friendly co-workers, interesting work, assess their workplace as both healthy and safe, are supported in balancing work with their personal life, and have reasonable job demands. High levels of employee trust and commitment are linked to perceptions that their employer cares about them. If the employees are not satisfied with these aspects then they can call for a meeting with the managerial personnel and this is said to be a formal way of communicating with the authority. (Palmer and Akin, 2006) Communication is also used in the delivering of the resources needed to do the job well this can be done through the provision of training, equipment and information thus indicating to employees the firm’s commitment to employees needs who therefore required to accomplish their tasks. Resources are also likely to make workloads more manageable and enable workers to be more productive in their duties. Through training one can communicate to the employees on what is expected to be done to accomplish their tasks and the policies required to accomplish all tasks. (Dale, 2001) Employment relationships clearly matter for individuals and employers. The strong employment relationships positively influence job satisfaction, skill use and development, workplace morale, and worker absenteeism. In general, strong employment relationships contribute to the quality of work life and the performance of the organization to be of high esteem. On the other hand, perceived problems with pay and job security are more important influences on willingness to work effectively than it is for the strength of employment relationships (Palmer and Akin, 2006) Strong employment communication is associated with the more effective use of human resources and skills. The employees who have strong employment communication have more opportunities in their job to develop and use their skills and abilities in a free environment that they have ways of expressing their thoughts and feelings. This supports the creation of human capital that is so important for both individual well being and healthy organizations goals. . (Yeung, 1997) In this case we find that this communication is usually affected by many factors such as the organizational change which is said to may affect the employees negatively bringing up informal way of expressing their disapproval. Downsizing and restructuring are associated with reduced levels of trust, commitment, communications and worker influence. The employees may down their tools in protest or may also resist change through strike. The changes should be effectively communicated before they are put in place so that the employees are not caught unaware of the changes being effected. Employers or the authority should take charge to convince the employers on the benefits the changes will put in place from the existing organization structure, policies and procedures. (Yeung, 1997) Conclusion There are several ways to address this communication problems being experienced between the employers and employees, but first we have to create an employment relationship that addresses this issues. Employment relationships must be created so that communication is enhanced. The strength of employment relationships matters for individuals. This puts trust, commitment, communication and influence on their list of job selection criteria hence there is not much that individual workers can do short of changing employers or becoming self employed to improve their work environment. Those employees in weak employment relationships desire better communication fairness, respect, recognition, and a more supportive work environment. They also need more opportunities for meaningful input and participation. These are the issues they want employers to address first. The employers have no doubt that creating a supportive and healthy work environment nurtures positive employment relationships. This entails looking into the physical, social and psychological aspects of the workplace everything from workloads to respect and the resources needed to do an effective job. The most important issue is how the work is organized. Trust is associated with restructuring and downsizing also low levels of commitment. Most workplaces are organized to give more scope for participation so as to have stronger employment relationships. The content of the job is also an important issue especially providing skilled and interesting tasks so that the goals of the organization can be effectively communicated. Policies and measures should be put in place to address this communication issues so that the employee’s grievances or conditions can be addresses at ease. With policies the employee’s issues will certainly reach to their employers who will know how to address them than going to extreme reactions like calling for strikes or the workers having to lay down tools. The strict consequences or measures put in place will also prevent them from resolving the issues in a violent way but do it in a formal way. For example employees may face a sack from work if he goes contrary to this ways of addressing the issues. A relational perspective on work points toward the goal of creating cohesive, prosperous, and personally supportive workplaces and communities through effective communication means. We can therefore conclude that defining characteristics of a good job, the qualities of trust, commitment, communication and influence is important means for employment relationship between the employer and his employee. Thus both formal and informal ways should be set up to ease communication and flow of information in employment is an organization or business.

The Writing Strategy Brainstorming English Language Essay

The Writing Strategy Brainstorming English Language Essay Brainstorming is a creative problem solving method developed by Alex F. Osborn. It is a tool used to promote ideas created in groups rather and individually. Brainstorming was created by Osborn to allow his company to develop creative ideas as a group since they were struggling to meet this goal individually. Brainstorming has been successful when applied in different environment settings such as in the field of business, government, industries, and in education. Brainstorming can be used to express ideas on issues to engage in, create possible solutions for problems, and offer a variety of approaches to use, or opinions on actions to take. We use brainstorming in the classroom to stimulate ideas on topics for writing, reading, problem solving in math, science, and social studies. Brainstorming in education can start as early as Kindergarten. Not only does brainstorming offer a variety of opinions and ideas from the students, but it also improves the peer interaction in the classroom . Students communicate with each other, give their thoughts and opinions on broad categories, and work together to problem solve. Brainstorming can be used in small groups, and as a whole class group to combine ideas and create list based on everybodys suggestions. Small group interaction has long been cited as an effective teaching technique. This interaction is of importance because the pupil has the opportunity to become actively involved in the process of learning. (Wood, 2001) Brainstorming can be used throughout all the academic subjects in school, but it is crucial when used in writing. It is a strategy that can be used in the planning stage of writing. In the planning stage students begin to organize their thoughts. Class discussions such as brainstorming together can establish the topic, type, purpose, and audience of the composition. Rodriques states that prewriting activities, including group brainstorming, are the most important part of the writing process. (Rodriques, 1 983) There are two ways for people to communicate with each other by writing and speaking. Writing allows students to express their feelings and thoughts as well as to communicate with one another. Writing skills are essential for students to develop and brainstorming assists students in writing. Brainstorming is highly recommended to allow students to create list of ideas and topics they can use to write. Brainstorming facilitates the writing process and prevents writing blockage. Many time students have difficulties in writing because they havent established topics or ideas, by brainstorming together the students come up with ideas they can build on when writing. Brainstorming is a very beneficial strategy since it can help a team encourage creativity, rapidly produces a large number of ideas, equalize involvement of all the team members, and foster a sense of ownership. Several studies were conducted to evaluate the effectiveness of brainstorming when writing. One study created by Orson concluded that a group using brainstorming produced 44% more useful ideas than individuals thinking up suggestions without the benefit of group discussion. A review of brainstorming research was conducted and it concluded that 16 studies found support for the productivity of brainstorming versus contributing ideas individually. (Isaksen, 1998) The overall outcome of the Isaken review determined that based on the studies compiled brainstorming groups produced more ideas than individuals working alone. A study conducted by Troaia and Graham examined the effectiveness of planning strategies for writing in fourth and fifth graders with learning disabilities. Twenty fourth and fifth grade students with learning disabilities from two suburban elementary schools in Atlanta participated in this study. The participants were divided into the experimental treatment group and th e comparative treatment group. The experimental treatment group received advance planning strategy instruction of goal setting, brainstorming, and organizing. The comparative treatment group received a modified version of process writing instruction. This approach is compatible with the process writing instruction that students regularly receive in the classroom. The study showed that the students who received more time planning stories and brainstorming ideas before writing, produced stories that were qualitatively better. A month after the instruction had ended students who were taught the planning strategies maintained their advantage in story quality, but also produced longer stories than those produced by their peers who were just taught the writing process. The results tell me that teachers need to promote brainstorming during the planning stage of the writing process. Teachers need to teach students the rules of brainstorming by providing constant modeling, plenty of opportunities to practice brainstorming, and scaffolding. Teachers need to provide students with explicit directions on how to use the brainstorming process. It is very important that teachers not only teach students how to brainstorm together, but also teach them the guidelines for an effective brainstorming session. Teachers need to emphasize that judgment of ideas is not allowed, eccentric ideas are encouraged, a large quantity of ideas is preferred, and students should build on one anothers ideas. Being a first grade teacher I know the importance of building the students writing skills early and preparing them for the future. I have seen many teachers in many grades not promoting writing as much as other subjects. I believe that in first grade writing is as equally imp ortant as reading. Students are reading to write and writing to read. Reading and writing are interdependent to each other and the success of leaning this is very beneficial for students. Teachers need to know that in order for students to develop strong literacy skills, they need to combine reading and writing instruction and create reading and writing activities. Lesson Plan Objective: When given a writing prompt, students will use the brainstorming process and steps of the writing process to write a story. Participants: 2nd grade students in an inclusion classroom Materials: writing paper, white board or chart tablet paper, marker and writing utensils. Steps: The teacher tells the students they are going to learn a new strategy today called brainstorming. The teacher provides the students with more details on the brainstorming process including the rules and guidelines of using this process. The teacher will remind the students that brainstorming is done in the planning stage of the writing process. The teacher models the strategy for the students following all the steps and providing plenty of examples on this strategy. The teacher asks the students for feedback of the process and answers students questions. The teacher will then break up the students in groups of 4 to practice this strategy. The teacher will make one person from the group a leader and another person the secretary. The leaders role is to make sure the group stays on topic and everyone is participating. The secretarys role is to write down ideas the group is providing. The teacher reminds the students that the guidelines are to rule out critical judgment, eccentric ideas are encouraged, a large quantity of ideas are preferred, and that they should build on one anothers ideas. The teacher provides the students with a practice prompt to allow them to practice this strategy. This also allows them to experiment with the process and ask questions they may have now that they are practicing the strategy. After 15 minutes of practicing the teacher calls the students back to the carpet to talk about what they experienced and to try to fix any problems that might have come up as they were working together. The teacher then gives the students the prompt that they will be writing for their composition: Pretend you are visiting Santas workshop the week before Christmas. Write a story to your friends describing what the workshop is like. Make sure you provide details of things you saw, people you met, things you ate, and what you did during your adventure. Remember to start your story with an exciting topic sentence to captivate the attention of your friends. Dont forget to use beginning, middle, and end in your story as well as plenty of adjectives. Check your writing for correct grammar, punctuation, and capitalization. Use the editing checklist to help you with your writing. The teacher separates the students back into their groups and ask them to brainstorm ideas that can be used with this prompt. The teacher leaves the prompt on the board to allow students to refer to it as they are coming up with their ideas. Once again the students are reassigned to their roles of leaders and secretaries. The students are given 20 min to come up with ideas. After 20 minutes, the students come together to the carpet to report their ideas. Each group states their ideas as the teacher writes them down on a chart paper. After all the groups have said their ideas, the teacher reviews all the ideas from the chart paper. The chart paper is displayed throughout the writing process so students can refer to it as needed. The teacher reviews the rest of the writing process stages: planning, drafting, revising and editing, and the final draft. The teacher also reviews the rubric that will be used to grade their stories. The teacher provides the students with examples and non examples on ways to receive a 4 on their writing. The students go back to their desk and for the next four days work on the completion of their composition. The students are given a self check and peer editing checklist to use during the revising and editing process. After they have completed their composition the teacher asks for volunteers to present their stories in the authors chair. Evaluation: The students will be evaluated using a writing rubric. Writing Checklist Authors Name: _________________ Title of Work: _________________ Peers Name: ___________________ Directions: Use this checklist to check over your paper. Mark the column with a Æ’Â ¼ after you have checked the paper carefully. Then have a peer complete the Peer Editor column and mark the column with a Æ’Â ¼ as they check your paper. Author Peer Editor Checklist Items  Ã‚ ±  Ã‚ ± Is the prompt followed correctly?  Ã‚ ±  Ã‚ ± Does the writing make sense?  Ã‚ ±  Ã‚ ± Does the paper have complete sentences?  Ã‚ ±  Ã‚ ± Do sentences start with a capital letter?  Ã‚ ±  Ã‚ ± Are proper nouns capitalized?  Ã‚ ±  Ã‚ ± Do sentences have ending marks?  Ã‚ ±  Ã‚ ± Are words spelled correctly?

Changes in the American Diet Essay -- essays research papers fc

I. Introduction A.  Ã‚  Ã‚  Ã‚  Ã‚  This paper will consider the adaptations of the United States to a changing diet, from the early to late twentieth century. B.  Ã‚  Ã‚  Ã‚  Ã‚  The purpose of this project is to research the evolution in American cuisine throughout the 1900s, towards a more convenience-based pattern of food consumption. The modernization of the United States, particularly in terms of the workforce, will be examined as it relates to a changing diet. Finally, some effects of these changes will be described. II.  Ã‚  Ã‚  Ã‚  Ã‚  Background: Early Twentieth Century Cooking III.  Ã‚  Ã‚  Ã‚  Ã‚  Modernization of the United States A.  Ã‚  Ã‚  Ã‚  Ã‚  Women in the Workforce B.  Ã‚  Ã‚  Ã‚  Ã‚  Technological Advances in Food Preparation C.  Ã‚  Ã‚  Ã‚  Ã‚  Less Time Spent in the Kitchen IV.  Ã‚  Ã‚  Ã‚  Ã‚  Changes in American Diet A.  Ã‚  Ã‚  Ã‚  Ã‚  Background: Early Twentieth Century Cuisine B.  Ã‚  Ã‚  Ã‚  Ã‚  The Rise of Convenience Foods 1.  Ã‚  Ã‚  Ã‚  Ã‚  Prepackaged and frozen foods 2.  Ã‚  Ã‚  Ã‚  Ã‚  Fast food industry 3.  Ã‚  Ã‚  Ã‚  Ã‚  Eating away from home C.  Ã‚  Ã‚  Ã‚  Ã‚  Nutrient Levels, 1900-present D.  Ã‚  Ã‚  Ã‚  Ã‚  Increase of Fats and Sugars in the American diet E.  Ã‚  Ã‚  Ã‚  Ã‚  Increased Food Consumption V.  Ã‚  Ã‚  Ã‚  Ã‚  Discussion A.  Ã‚  Ã‚  Ã‚  Ã‚  Qualifications B.  Ã‚  Ã‚  Ã‚  Ã‚  Conclusions C.  Ã‚  Ã‚  Ã‚  Ã‚  Suggestions for Further Study VII. Works Cited Introduction This paper will explore the culturally adaptive, yet physically maladaptive, changes in American diet from early to late twentieth century. A shift from traditional to convenience foods coincides with the general modernization of the United States, specifically in the role of women in the home and in the workforce. As America changes from a rural nation to one that is urban and industrialized, with rapidly increasing technology, more and more women are seen in the workforce. This increased activity allows less time for preparing meals, and modernization makes spending this time unnecessary. However, increased accessibility of food, and especially convenience food, leaves... ... and dietary adequacy.† Ecology of Food and Nutrition 14 (1984): 105-115. Bindon, JR. â€Å"Some implications of the Diet of Children in American Samoa.† Collective Anthropology 1 (1994): 7-15. Bowers DE. â€Å"Cooking trends echo changing roles of women.† Food Review 23 (2000): 23-30. Dortch S. â€Å"America weighs in.† American Demographics 6 (1997): 38-46. Dyson LK. â€Å"American cuisine in the 20th century.â€Å" Food Review 23 (2000):2-9. Goodman P. â€Å"Time capsule: dinners and entrees.† Frozen Food Age 51 (2002):37. Goungetas, B, and K Morgan. Snacking and eating away from home. In Peter F, What Is America Eating? Washington, D.C.: National Academy Press, 1986. Krebs-Smith J, SM Krebs-Smith, and H Smiciklas -Wright. Variety in Foods. In Peter F, What Is America Eating? Washington, D.C.: National Academy Press, 1986. Marcus MB, and A Spake. †A fat nation.† U.S. News and World Report Aug. 2002: 40. Schlosser E. Fast Food Nation: The Dark Side of the All-American Meal. New York: Perennial 2002. Tillotson JE. â€Å"Our ready-prepared ready-to-eat nation.† Nutrition Today 37 (2002): 36-39. U.S. Department of Labor. Employment Status of U.S. Civilians by Age and Sex. Bureau of Labor Statistics, 2001

The Theme of Carpe Diem in Francis Macomber and Capital Of The World Es

The Theme of Carpe Diem in Francis Macomber and Capital Of The World  Ã‚   The Short Happy Life of Francis Macomber and The Capital Of The World  Ã‚     A lot of Hemingway’s stories deal with life and death. Death even found it’s way into some of the titles we have read so far. However, in discussing death, we first have to look at life or rather how a life was lived, to truly understand what death meant in the particular instance. Both short stories, The Short Happy Life of Francis Macomber, and The Capital Of The World deal with lives cut short by a chance and accidental encounter with death, while the soon to be deceased seem to gamble and court death. Both also seem to have secondary characters that serve as guides of sorts into this journey. However only one of these characters seems satisfied when cut down, and that is what Hemingway thinks makes all the difference.   For example, in The Capital Of The World, were are introduced to the character of Paco. Early in the story, Hemingway writes, â€Å"Madrid is full of boys named Paco†(29). And, as stated in class, Francis, from The Short Happy Life of Francis Macomber, to bears a rather unusual name. While â€Å"Paco† is told to be common, we recognize â€Å"Francis† as being an odd name for a man. The names are different, but the effect seems to be the same. Hemingway named his characters to give us a picture of who they are. With â€Å"Paco†, we see just another faceless boy, and with Francis we assume a poor example of a â€Å"Hemingway man†. Both of these are then set up to be unremarkable characters that may have to prove their worth. And that is what drives each particular story.   Both stories also have characters that drive each respective protagonist into his... ...;The Short Happy Life of Francis Macomber ends with Wilson saying, â€Å" ‘I’m though now†, he said,’I was a little angry. I’d begun to like your husband’†(28). What Hemingway is telling us plainly is that Macomber was able to achieve something. His death, although tragic, is not as tragic as Paco’s. As we have said many times in class, Hemingway knows death does indeed come for everyone. From short stories like The Killers to novels like For Whom The Bell Tolls, death can almost even be described as a reoccurring character in Hemingway’s work. However death impact is weighed by comparing it to life. For Macomber, death came at his highest point. He went down like man. Paco however, lost his life before he could lose his innocence. He was not even given the chance to live. And that is what Hemingway thinks is all the more tragic. To die not like a man, but a boy.   

Writing As A Technology Essay :: Handwriting Essays

Writing As A Technology Essay As I began contemplating what I would use as my writing technology I realized that this project was far more complex than I had anticipated. First the use of an object that was â€Å"natural† raised several issues. What is natural anymore? In our society things that may have been â€Å"natural† at one time are now mass-produced and full of technology. I finally came to the conclusion that I could probably not solve that issue or many others I had begun to worry about in the time I had to complete this assignment. Therefore I decided to choose something that was created by nature, at least initially, and that still could be created solely by natural methods if you chose to do so. I chose to form words using grapes. Although the grapes that I purchased at the grocery store involve a lot of technology, I still consider them to be â€Å"natural† because one could choose to grow the grapes him/herself and then use them as their method of writing. There are several reasons that I chose to use grapes. First of all they are small and lightweight which allows them to be extremely portable. Another advantage of the grapes size is that they are easy to manipulate into the shapes of the letters. Thus making it easy to spell out the words that you are trying to communicate. Another nice feature of the grapes is that they come in different colors, which allows for some creative expression when writing with them. I personally wrote with green grapes, because green is my favorite color. However, what I personally consider the best feature of the grapes is that once you are done using the grapes to communicate with your friend, they make a fantastic snack. Which also leads to some of the drawbacks of using grapes. There delicious nature seems to be a double-edged sword. On one hand the grapes make a wonderful snack after you are done using them, on the other hand they lack permanency if you chose to eat them.

The Human Eye

The eye is a rather small part of the body that makes up seventy percent of the humans total sensory ability. That is why we chose to describe the eye. Each part of the eye works together as a whole. Within and outside of the eye there are many working parts functioning around the clock.. The cornea is a very important part of the eye, but you can hardly see it because it's made of clear tissue. Like glass, the cornea gives your eye a window in which to view the world. The a cornea is a transparent tissue covering the front of the eye. The cornea covers both the pupil and he iris eye, and it is partially responsible to focus light. The cornea is part of the external structure of the eyeball. The external layer of the eyeball is formed by the cornea, and the sclera. The cornea is a dome-shaped structure. The cornea does not have any blood vessels that is why it appears clear. The cornea does have nerves. The cornea is the first and most powerful lens in the eye's optical system. The cornea is the first part of the eye to focus. When a ray of light hits the eye, the cornea is the first structure the light encounters. Then the light rays travel through your eye through a hole called the pupil. As light rays from an object enter your eye, they are bent inward by the cornea and lens. Light rays are focused through the transparent cornea and lens. Light rays focused by the cornea and lens produce an image on the retina that is upside down. The cornea is made up of five layers: the epithelium, Bowman’s layer, the stroma, Descement’s membrane, and the endothelium. The cornea obtains oxygen through absorption from the tear film layer, and from the aqueous humor. The tears that flow over the cornea help to keep it nourished and moist. {draw:frame} The anterior chamber lies between the iris and the back surface of the cornea. There are three chambers of fluid in the eye. The anterior chamber, which is between the cornea and iris. The posterior chamber, which is between the iris and lens. And, the vitreous chamber, which is between the lens and the retina. The fluid filled substance is called the aqueous humor. It is a clear fluid that fills the anterior chamber and the posterior chamber of the anterior cavity of the eye. The aqueous humor bathes the lens and gives nourishment to the lens. The aqueous humor is produced by the ciliary body. {draw:frame} {draw:frame} The colored part of the eye is called the iris. It controls light levels inside the eye similar to the hole on a camera. The round opening in the center of the iris is called the pupil). The iris is embedded with tiny muscles that dilate (widen) and constrict (narrow) the pupil size. The sphincter muscle lies around the very edge of the pupil. In bright light, the sphincter contracts, causing the pupil to constrict. The dilator muscle runs radically through the iris, like spokes on a wheel. This muscle dilates the eye in dim lighting. The iris is flat and divides the front of the eye (anterior chamber) from the back of the eye (posterior chamber). Its color comes from microscopic pigment cells called melanin. The color, texture, and patterns of each person's iris are as unique as a fingerprint. The pupil is the black circle in the center of the iris. But, the pupil is really a clear opening. The pupil appears black because the light which the pupil allows to enter the eye is absorbed on the retina and does not exit the eye. Light enters the eye through the cornea; it then travels through the opening called the pupil. Light then enters the eye's lens. The pupil changes size in order to adapt to the quantity of light rays that reach it. The pupils constrict in response to increased light, this makes your pupils smaller. When the pupils are smaller, it allows in as little light as possible. The pupil dilates in response to decreased light, this makes your pupils larger. When the pupils are larger, it allows in as much light as possible. The pupil size is determined by a reflex action that allows less light into the eye during bright conditions, so the person is not dazzled. The pupil size is determined by a reflex action that allows more light into the eye during dim conditions; this will make vision possible for the person. To see how this works, use a small flashlight to see how your eyes or a friend's eyes respond to the changes in brightness. The pupils will get smaller when the light shines near them and they'll open wider when the light is gone. {draw:frame} {draw:frame} {draw:frame} * Dilated* Pupil * Constricted* Pupil The lens is part of the internal structure of the eyeball. The lens is transparent. The lens is the flexible curved part of the eye that sits behind the iris and in front of the vitreous humor. The lens of the eye is made of mostly water and protein. Light which passes through the pupil opening, will nter the lens. The lens focuses light rays on the back of the eye. The lens' purpose is to focus images onto the retina. It works like the lens of a camera that records the picture. The lens turns the images upside down. Then the picture is transmitted by the optic nerve to the brain. In young people, the lens changes shape to adjust for close or distance vision. The lens changes shape when looking at objects at different distances to keep the images in focus. The lens changes its shape by bending. The adjustment of the lens of the eye is similar to the focusing of a camera. This adjustment of the lens is known as accommodation. As we become older adults, the lens gradually hardens, and it becomes harder for the lens to accommodate. {draw:frame} {draw:frame} The Ciliary Body and the Ciliary Muscle, separates the Aqueous Humor, the fluid and, the Anterior Chamber. The vitreous humor is located in the posterior chamber of the eye. The posterior chamber is a space behind the iris and it is in front of the retina. This space behind the lens is filled with a jellylike substance called the vitreous humor. The vitreous humor helps to shape the eyeball. As we age and get to be older adults, the vitreous humor changes from a gel to a liquid like fluid and it gradually shrinks and separates from the retina. {draw:frame} The retina is the innermost layer of the eye. The retina is made up of two parts: an optical part in the fundus of the eye that is sensitive to light, and a nonsensitive pigmented part that lines the ciliary body and iris. The light-sensitive neurons are arranged in three layers; the first layer is made up of rods and cones and the other two transmit impulses from the rods and cones to the optic nerve. The rods are sensitive to dim light of a variety of wavelengths, and the cones are sensitive to bright light of more restricted wavelengths and are responsible for color vision. Visual acuity is greatest in the central part of the retina. {draw:line} {draw:frame} {draw:frame} The retina is a stack of several neuronal layers. Light is concentrated from the eye and passes across these layers (from left to right) to hit the photoreceptors (right layer). This causes a chemical transformation of light to nerve impulse to the bipolar and horizontal cells (middle yellow layer). The signal is then transmitted to the amacrine and ganglion cells. This pattern of spikes determines the raw input from the eyes to the brain. The optic disc is a whitish spot on the retina. The optic disc is called the blind spot. The optic disc is the spot on the retina that the optic nerves come from. The optic disc marks the point where nerve fibers leave the eye. The optic disc lacks light sensitive cells. There are no sensory cells here that are why it creates a blind spot. The macula lutea is an irregular yellowish spot near the center of the retina. The macula lutea lies slightly below the optic disc. The macula lutea is part of the retina and it is the most light sensitive. The size of the macula lutea is 7mm or about ? inch. The macula lutea is responsible for our reading vision. It is this part of the retina that makes our vision 20/20. If you do not have a macula lutea, you would not be able to see. Cranial Nerve II, or more familiarly known as the optic nerve, is the nerve that controls the sense of vision. Without this the human race could not see, it acts as a passageway of the object you see, to be transferred as a nervous impulse to the brain. The part of the brain the nervous impulses are sent to is the visual cortex, this is a section of the brain where all of the information is processed. The optic nerve is formed out of axons. An axon is the long processes of retinal cells at the back of the eye. These join together to form the nerve, which exits the eyeball at a point called the optic disc. The optic nerve fibers, originate in the retina, then enter the optic nerve which again passes through the eye socket. This then heads to the optic canal, the opening in the skull which receptors pass from the eye to the brain. The optic nerve fibers the join together to form the optic charisma, this trade in fibers allows for binocular vision, they continue until it makes contact with the lateral geniculate. The optic nerve radiates back to the visual where the image is processed. To sum this up the optic nerve carries information to the brain from the eye. This concludes the internal mechanism of the eye. Next is a discussion of the external anatomy of the eye and component's surrounding it. There are three layers of the eyeball. The external layer of the eyeball is formed by the sclera, and the cornea. The sclera is the white part of the eye. The sclera is continuous with the cornea. The sclera is the outermost layer, and the sclera is the thickest layer of the eyeball. The sclera has the important job of covering most of the eyeball. The conjunctiva is a mucus membrane which covers the sclera that you can see through and lines the eyelids as the palpebral conjunctiva, and reflects or folds back over the anterior of the eyeball, as the ocular, or in some cases this can be called the bulbar conjunctiva. The bulbar conjunctiva only covers the white of the eye not the cornea. The ocular conjunctiva is very thin, blood vessels are visible beneath it, when irritated the eye becomes â€Å"bloodshot. † When the eyelids are shut a slit like space appears between the covered eyeballs and eyelids. When you are wearing contacts, the contact lies in the conjunctivial sac, this is where most eye medications are placed also. The conjunctiva's main job is to protect the eye from anything that may penetrate the eye. Certain eye problems that may relate to the conjunctiva include the inflammation of the conjunctiva which is called conjunctivitis_. _Pinkeye which is probably the most familiar to people living in America. Pinkeye consist of a bacteria or virus that is, in most cases , on your hands and you do not wash them then it is spread around the eye. All infections in this area are contagious. The sclera is also a supportive and protective layer of the eye. The sclera forms a tough shell that helps protect the inner structures of the eyeball. There are three pairs of muscles attached to the sclera. These muscles are named extra-ocular muscles. {draw:frame} There are six extra-ocular muscles on each eye. Each muscle has a different form of movement or function in the eye. The Lateral Rectus is the muscle that moves the eye outward. The Inferior Rectus muscle is the muscle that pulls the eyeball towards the ground. The Inferior Oblique muscle raises the eye, and pivots the eyeball outwards. The Superior Oblique muscle pulls the downwards and outwards, while abducting the eye. The tendon-like Trochlea, acts like a pulley which the superior oblique muscle passes through. The Superior Rectus muscle pulls the eye upwards and inwards. The Palpebrae Superioris muscle pulls the upper eyelid upwards. The Medial Rectus muscle moves the eyes inward horizontally. The Tendinous Ring is a band of rough, fiber-filled tissue, that holds the eye muscles in place. The second layer of the eye is called the uvea. The uvea contains many blood vessels and pigmented cells. The uvea is divided into three main sections: the choroid, the ciliary body and the iris. The choroid extends from where the optic nerve meets the eye-ball to the front of the eye, where it forms both the ciliary body and the iris. The third layer is the retina. The Lacrimal glands are located above each eye. The Lacrimal gland lies underneath the upper eyelid. The Lacrimal gland has the important job to produce tears. The Lacrimal gland continually produces tears that are distributed over the surface of the eyes. The tears drain through the Lacrimal canals into the Lacrimal sac and into the nose from the Lacrimal duct. The tears are constantly being made in the Lacrimal glands and through the action of blinking the tears drain. Every time the eyelid blinks, it causes tears to flow from the Lacrimal glands. The tears keep the cornea moist and provide oxygen to the cornea. The tear production increases when you cry or if the eye is irritated by foreign particles. The Lacrimal gland also produces other protective fluids onto the surface of the eye. draw:frame} Cranial Nerve III, the oculomotor nerve controls the eye muscles, or two-thirds of them anyway. This Nerve Mainly carries the motor fibers to the eye muscles, this controls the movement of the eye and where the eye's position is located. The oculomotor contains fibers from the nervous system which constrict the pupil and also alter the lenses' shape. The oculomotor nerve originates midbrain, is part of the brainstem and leaves the cranial cavity through the eye socket into the superior orbital fissure. From the superior orbital fissure, this is split into two parts, the superior and inferior divisions. Problems associated with the oculomotor nerve, are damage to the nerve, in which case all but two of the eye muscles will be paralyzed, occasionally when this happens the eyelid will drop. Also the eye will not move sideways. Cranial Nerve IV, the trochlear nerve, only supplies one muscle for movement to the eye. This nerve transmits both the motor information of the eye and the sensory information of the eye. The nerve originates about midbrain, around the brainstem and finally ends up through the center of the eye socket into the superior orbital fissure. The trochlear nerve controls the muscle that moves the eye up and down. Cranial Nerve VI, is the abducent nerve, this leads to the lateral rectus muscle in the eye. The abducent nerve contains both motor fibers and sensory fibers. The fibers of the abducent nerve originate in a part of the brainstem called the Pons. The nerve arrives at the eye socket then passes through the superior orbital fissure. This moves the eye out to the side. The eye is a important and fascinating organ. It is made up of many different kinds of tissues. Each has a very important and individualized function. It's many parts work together to form the phenomenon of sight. This allows us to perceive the world.

Secondary Students Performance in National Achievement Test

SAN PABLO COLLEGES GRADUATE SCHOOL SAN PABLO CITY Learning is a continuous process; like in much other discipline teaching requires also a tremendous task of upgrading the knowledge of a teacher. A teacher is the single authoritative figure in the classroom no one can tell where his/her influence stops. A teacher can create a learning atmosphere that is fun and conducive and at the same time create an atmosphere of tension and discrimination. On the note of Naturalism by Rousseau he stressed that man is basically good and that his environment makes him bad, with these aspect I firmly anchored my teaching life.I am a natural born naturalist and idealist who firmly believed that also the environment has a deep anchor on the promotion and progress of an individual. As a teacher, I always see to it that when I am teaching my line of discipline which is History I always give my students a pretest before introducing the topic so that I can assess the entry level they have. Teaching History is not easy because nowadays students can’t appreciate the value of one’s cultural identity thus, it is always have been a challenge for history teachers like me to sustain student’s interests in studying it.In this regard, even though the concluded seminar is basically â€Å"The Art of Science Teaching† I really learned a lot from it specially the resourcefulness on the part of the teacher as well as the connection of Science in many other disciplines. Consequently, nowadays we are living in the context of high technological advances and presently students demand for learning is high. Technology has been part and parcel of good education and that is presently the challenge teachers are facing the incorporation of technology into teaching specially that I am public school teacher.Resources are scarce, quality materials are too little, rooms are not conducive for learning, student teacher ratio is too large and many other. The linkages and resourcefulness of a teacher can be best harnessed nowadays specially if that teacher really wants to bring about positive changes on the part of his students. Dedication, commitment and passion for teaching should be always harnessed on the heart of teacher because I firmly believe that when these three core values are shared and trengthened within the humanity of a teacher no problem, no obstacles can’t be overcome. The last seminar is indeed an eye opener for every educators not only those of teaching sciences but all of us who were called to serve. The insights given by the speaker really made me realized that teaching is an art and also teaching requires prior knowledge strengthening the connection between you and your community, finding resources that best translate your learning objectives into tangible learning outcomes, and most importantly uplift the lives of students under your tutelage.As for my recommendation I am positively looking forward for another series of seminars that t he graduate school will offer. Because I firmly believed that teachers should always upgrade their learning background for their students as the famous adage connotes â€Å"You can’t give what you don’t have† Prepared and respectfully submitted by: Rowell P. Corcega

The Sovietisation of Eastern Europe 1945-1968

Sovietisation of Eastern Europe 1945-1968 World war two saw a grand alliance of Britain, America and Russia created in order to defeat their common enemy, Adolf Hitler. In pursuit of this goal they attended a number of conferences to plan their attacks and to decide on the future of post war Europe. At Teheran in 1943 Churchill voiced concerns about the post-war situation in Eastern Europe, he was afraid that victory over the Nazis would leave the USSR in control of Eastern Europe.To prevent this from happening he proposed that the Anglo-American’s open up a second front in the Balkans. Stalin rejected this proposal as he knew it would thwart his plan to extend his ‘sphere of influence’ in Eastern Europe after the war, and insisted the second front be opened in France. The war in Europe was nearly over when the allied leaders met at Yalta. While there was general agreement on how to deal with Germany, Churchill and Stalin had different ideas when it came to Poland .Stalin wanted the communist-dominated Lubin committee to form the new government, whereas Churchill spoke out in favour of the London based Polish government in exile. It was agreed that a coalition government would be created but no decision was made on where Poland’s borders would be drawn after the war. The question of Poland was raised again at Potsdam. Stalin got two leaders to accept the Lubin government but he promised that after the war free elections would be held. Moscow saw control of Eastern Europe as essential to soviet security.Stalin had lived through two German invasions of his country and he was determined that the USSR would never again face the threat of invasion from the West. He believed that if the counties to the west of the USSR were ‘friendly’ they would act as a ‘buffer zone’ between the USSR and Western Europe. However as the ‘grand alliance’ had disintegrated and the Cold War intensified Stalin presses on wit h his plan which usually involved three stages. In Poland, after the war, sixteen of the twenty five members of the Polish government were communists.This resulted in an intense power struggle between the communists and the more popular Peasants Party and Socialist Party. While Stalin had promised that the elections would be free and fair, they were anything but. In the 1947 election the communists won 80% of the vote and a one-party communist state was created. The Catholic Church became the main opposition voice in Poland with Cardinal Wyszynski imprisoned for his support of resistance groups. Despite this, the sovietisation of Poland lasted 40 years.In Hungary the communists initially formed only a small part of a national government after the war. In the 1945 election the communists only won 17% of the vote while the Smallholders Party won 60%. However, under pressure from the Soviet Union the PM Tidly was forced to appoint a communist Rakosi as his deputy and Rajk as minister o f the interior, latter position meant that the communists controlled the police and the legal system and they used this to terrorise members of the opposition parties.In the 1947 election the communists won 24% of the vote but by merging with the social Democrats they were able to get the Parliament to pass a new constitution in 1949. The coalition government in Czechoslovakia lasted longer than in other eastern bloc countries. The democratic parties held the majority in this government with Benes as president and Jan Masaryk as Foreign Minister. However as had happened in other eastern bloc countries a communist, Gottwald, was appointed PM and they also controlled the Ministry of the Interior.Benes hoped to establish Czechoslovakia as a ‘bridge’ between East and West, capable of maintaining contact with both sides and so in 1948 hoped to participate in the Marshall Plan. This resulted in a coup by the communist party with the help of the red army and on the 9th of May a new constitution was introduced which created a soviet-style government. Stalin proceeded to tighten his grip on East Germany and trouble erupted in berlin in 1930 when the government demaned extra productivity from the workers.

Parliamentary sovereignty Essay

Critically discuss this statement. A.V Dicey gives an introduction to the doctrine of Parliamentary sovereignty as, â€Å"the principle of Parliamentary sovereignty means neither more nor less than this, namely, that Parliament thus defined has, under the English constitution, the right to make or unmake any law whatever; and, further, that no person or body is recognised by the law of England as having the right to override or set aside the legislation of Parliament’. However, there are many discussions as to whether the UK joining with the European Union and adherence to the Human Rights Act 1998 renders sovereignty irrelevant. It will be argued that although following these rules may appear to be contradictory to sovereignty, co-operation is entirely voluntary, necessary, and there are many examples as to why sovereignty is not irrelevant, nor archaic. Firstly, Parliamentary sovereignty is not a constitutional relic. It may seem to be the, as part of the UK constitution continues to rely on extremely early Acts such as The Magna Carta or the Bill of Rights Act , however, these statutes continue to remain as they set out important constitutional principles. Even since 1215, it has been recognised that it is important to limit the power of the monarch, and transfer powers to parliament, in interest of balance, and the separation of powers. Up until present day, supporting Dicey’s summary above, UK courts cannot strike down an Act of Parliament, this is unlike many Supreme Courts in other countries, for example the USA, who are bound to reject legislation which contradicts the written constitutional rights. For example in the case of Mortensen v. Peters , it notes that in the event of a contradiction between international law and Act of Parliament, courts within the UK are bound to apply the UK legislation, and discount the international law. This shows that, while Parliamentary sovereignty is based on ancient fundamental principles, it still has a modern, every day importance, which is key to our constitution, as supported by Jennings ; ‘The supremacy of Parliament is the constitution’. The doctrine of legislative sovereignty dictates that  parliament has power to legislate on constitutional matters, thus parliament can change the constitution by an act of parliament. There is a challenge posed to parliamentary sovereignty by EU law, as in 1973 the UK joined the European Union. Member states must not be permitted to deviate from EU rules common to all, thus overriding Parliamentary sovereignty. This seems to conflict with Dicey’s view of sovereignty. The European Communities Act 1972 tries to establish the relationship between domestic law and EU law ; ‘Any enactment passed or to be passed†¦ shall be construed and have effect subject to the foregoing provisions of this section’. This provides a problem with sovereignty, as it means that the UK will have to adhere to the EU court, rather than our own supreme court. Parliament in the future may no longer be considered as sovereign, as they may no longer be free to make or unmake law. However, courts have tried to find a middle ground with EU and Parliamentary sovereignty, in the case of Macarthys . Lord Denning stats that if Parliament every clearly and deliberately passes an act which is inconsistent with EU law, ‘the duty of our courts to follow the statute of our Parliament’. This shows that Parliament has retained some of its independence, and only acts in accord with EU voluntarily, and because the UK agrees with the EU laws. Leading on from the UK’s voluntary cooperation with the EU laws, is the case of Factortame (No. 2) . Justification for the decision in Factortame was offered by Lord Bridge, which emphasised that; â€Å"whatever limitation of its sovereignty Parliament accepted when it enacted the European Communities Act 1972 was entirely voluntary†; the ECA 1972 was the domestic source of the supremacy of EU law; and there was nothing novel about this decision. Lord Bridges’ speech traces the source of the limit of legislative power to the ECA 1972, suggesting that if Parliament wishes to create a new Act, contradicting EU law, it need only expressly state in the new statute that it is to take place regardless of the ECA 1972. This, supported by Denning’s Obiter in Macarthys , brings us in a compete circle, to Dicey’s view; ‘that no person or body is recognised by the law of England as having the right to override or set aside the legislation of Parliament’, as it suggests that the UK can decide not to follow EU law, therefore Parliamentary sovereignty is not obsolete or irrelevant.

Article 42 of the Un Charter on Use of Armed Force

It covers a plenty of fields. It also regulates the circumstances in which states may use armed force (traditionally termed ius ad bellum) and the way in which armed force is actually used ( termed ius in bello or the law of war, international humanitarian law applicable in armed conflict). Since its creation, the United Nations has helped resolve a number of conflicts, both regional and global. Unlike other organs of the United Nations, the Securty Council is the only body whose resolutions, when adopted under Chapter VII, are binding on all states. In respect of the enforcement powers under Chapter VII of UN Charter the primary responsibility for the maintenance of international peace and security was confered upon Security Council, in general we call it peace-keeping power. Boleslaw Adam Boczek argues in his book of International Law: A Dictionary , that the term â€Å"peacekeeping† does not appear in the UN Charter, and it is not entirely clear which of its provisions constitutes the legal basis for this kind of UN activity. As he explains further : â€Å"However, one can identify a number of articles concerning the powers of the Security Council (SC), including those specified in Chapters VI (pacific settlement of disputes) and VII ( Action with respect to threats to the peace, breaches of the peace and acts of aggression), which could provide a legal basis for peacekeeping. † Whole concept of the Council â€Å"authorizing† states to use force gives rise to a number of questions. What is the scope of the mandate? How it is to be interpreted? What is its duration? Who is the authorized party? Lines of responsibility and accountability, and so on Unfortunately these questions ( which are closely linked to Art. 42 of UN Charter) only could be answered in a more all embracing workmanship. This paper took shape over the course of Public International law, which during even short period brought near lot of interesting views and topics. The paper is devided into chapters analyzing the Art. 42 itself, but also in coherence with all relevant articles of UN Charter. Article 42 of UN Charter ) The UN Charter as matrix of Art. 42 It seems likely that Article 42 of UN Charter can? t be taken in isolation. In particular its tied to Article 41 which simply said implies that UN would have tried something first. Also important Articles 39, 40 and 43 have to be taken into consideration (not just these). As the fundament, undoubtedly, Art. 2(4) arises, a supertemporal dogmata that make us more understand the purpose of UN Charter. Pursuant to this provision, al l members shall refrain in their international relations from the threat or use of force. Today this â€Å"cornestone of peace in the Charter† constitutes the basis of any discussion of the problem of the use of force. Even the fundamental notion of â€Å"force† is not completely undisputed where its extent is concerned. The term does not cover any possible kind of force, but according to prevailing view is force in Art. 2(4) limited to armed force. Rebecca Wallace is more pessimistic about this argument as she keeps asking if does Art. 2(4) only prohibit use of armed force?! Force can be economic or political. But what is an armed force? The armed forces of a party to a conflict are â€Å"all organized armed forces, groups and units which are under a command responsible to that Party for the conduct of its subordinates, even if that Party is represented by a government or an authority not recognized by an adverse Party. † So armed forces are to be â€Å"subject to an internal disciplinary system which, inter alia, shall enforce compliance with the rules of international law applicable in armed conflict. † Anyway, attempts to bring near the detailed framework of armed force could be eventually challenged in more exhausting elaboration on this topic. ) Authorising the use of force Exeptions to absolute prohibition on use of force are laid down in Chapter VII of UN Charter. Under these chapter there are two circumstances in which the use of force is envisaged – particulary Articles 42 and 51 of UN Charter. Article 42 also provides for the exercise of the authority conferred upon the SC under Art. 39 . The Security Council has a monopoly to authorise states to use force in inter-state relations in order to maintain world peace and security. If the SC considers that economic and diplomatic sanctions would be or have be proved to be inadequate, â€Å"it may take such action by air, sea or land forces as may be necessary to maintain or restore international peace and security. Such action may include demonstrations, blocades, and other operations by air, sea or land forces of members of UN. † As the second envisaged use of force is not by the SC, but by individual members or members acting collectively. Article 51 provides for individual or collective self-defence, in principle available after an armed attack has occured. As can be seen, article 42 does not provide for the use of force as a free-standing power or as an option of first-consideration, but only frames the use of force in relation to nonmilitary options. Article 42 would condition any use of force, including blockades, upon a UN Security Council determination that nonmilitary alternatives were inadequate or would be inadequate. Moreover, Article 42 limits such action to a specific targeted goal of maintaining or restoring international peace and security, perhaps as opposed to serving some other policy goal. It therefore could be argued that Article 42 action must dovetail with a principal of proportionality. This article represents a fundamental innovation with respect to the League of Nations Covenant. While the League Council could merely recommend that States apply armed force against an aggressor, this new article should be able to take necessary military measures itself. During the Cold War, the innovative character of Art. 42 had almost no impact. Before 1991, the only case in which large-scale military operations followed a decision of the SC did not fall under Art. 42. In the case of Korea, the SC merely recommended that States provide assistance to South Korea in repelling the North Korean attack on the basis of collective self –defence under Art. 51. In contrast, the authorization of the peace-keeping operation in the Congo in 1960-4 contained elements which arguably fell under Art. 42. Since 1990, however, the SC has made use of Art. 42 in a significant number of cases. Most prominent was the authorization of member States to repel the Iraqi invasion of Kuwait, which followed an earlier decision to enforce economic sanctions against Iraq by a naval blockade. Also in 1992 SC enforced member States to take military action in support of the peace-keeping force in Somalia, and, in the following year, conferred enforcement powers on the peace-keeping force itself. As already mentioned, only towards the end of the 1990s, the SC again came to authorize larger operations on the basis of Art. 42. As an example, in 1997, it endorsed intervention of ECOWAS in Sierra Leone, when it decided to withdraw its forces from Sierra Leone in 1999, the SC established a large peace-keeping operation, endowed with powers to use of force that reached far beyond self-defence. Another UN peace-keeping operation was in the same year in Kosovo, likewise empowering to take forceful action on the basis of Chapter VII of the Charter. Thus, after some caution of the SC in the middle of the 1990s, Art. 42 has regained significance as a basis for enforcement action, though in a more limited way and with mixed success. 3) Requirements of Article 42 Art. 42 requires that, for military action to become possible, the SC must consider non-military enforcement measures to be, or have to been, inadequate. According to this formulation, its not necessary that non-military measures have previously been ordered and implemented. The option of the Art. 42 is rather supported on the basis of a prognosis of the ineffectiveness of measures under Art. 41. Also according to Art. 45, air force contingents should be available to the SC to facilitate action at any time, and that military measures will in any event have more rapid effects than economic sanctions. Nevertheless, because of the possible danger of an expansion of a conflict and the potential damage involved, the SC must consider very carefully whether military action can be justified, and whether principle of proportionality is also recognized. To this latter principle alludes the Charter in particular by the requirement that these may measures be necessary. 4) Measures As already mentioned, enforcement measures in Art. 42, (like non-military measures under Art. 41), they are carried out against the will of the state concerned. Measures pursuant to Art. 42, like all measures under Chapter VII, can be taken against any State if the SC considers such action conducive to maintenance or restoration of peace and security. According to type of measures, SC can take such an action by air, sea, or land . As videnced by the wording and the history, the list of measures contained therein is not exhaustive. On the other hand, Art. 42 covers not only operations involving combat against other armed forces, but also such action as demonstrations and blockades. In this context, demonstrations may be understood as demonstrations of strength intended to discourage potential peace-breaker from the use of armed force or its resumption, or to induce a change in its behaviour. The concept of blockade points to military action with a view to sealing off particular coasts or land areas. Such a blockade SC enacted in the case of Iraq, by allowing for the interception and inspection of all inward and outward shipping in order to ensure observance of the economic sanctions regime. Particular in the cases of Southern Rhodesia, Yugoslavia, Haiti and Sierra Leone. The implementation of the measures It wasn’t an exception that operations with mixed legal basis were created. In practice, this has sometimes led to severe operational problems, in particular with respect to the neutrality of UN troops and their capacity to engage in combat. Art. 2 vs. Art. 51 Practically the polemic arises with the relationship of military sanctions under Art. 42 of UN Charter to self- defence under Art. 51. Put differently, when is a legitimate use of force to be regarded as one rather than the other? This issue arose in sharp relief during the Gulf crisis of 1990. After a period of time it became apparent that Iraqi withdrawal from Kuwait was unlikely to be achieved through economic sanctions. It became probable that military action would be needed to reverse the aggression that had occurred upon the Iraqi invasion. At first sight it would seem to be action under Art. 42 of the Charter. Certain members of the SC spoke frankly of their anxiety about the possible operation of the veto making it necessary to base any such action on Art. 51 rather than on Art. 42. If UN economic sanctions failed to secure Iraq? s withdrawal from Kuwait, could military force by way of collective self-defence be used to obtain the same objective? UK and USA insisted that such action would be justifiable under Art. 1 Action in self-defence could be taken without prior authorization of the SC, thus avoiding a possible veto. Do members effectively have a choice between characterizing military action as collective self-defence or as enforcement measures under Art. 42? Action under Art. 42 would bind the UN membership as a whole. From already mentioned case of the Korean precedent in 1950,it is clear that action which, by its nature, could have been characterized as an enforcement was in fact authorized as lawful by refere nce to collective self-defence. Moreover , resolutions in both cases, were mainly intended to provide greater legitimacy to the use of force by making it an action of the international community rather than one of individual states. Art. 42 vs. Art. 43 Art. 43 provides that all UN members undertake to make available to the SC â€Å"on its call and in accordance with a special agreement or agreements†, armed forces, assistance , and facilities. Later State practice confirms that view that the SC can authorise member States, in groups of individually, to use force despite the lack of agreements under this article. Moreover, in cases of Somalia and Rwanda, no other legal basis for the use of force, such as self-defence of consent of the State concerned, was available. Thus, States implicitly accepted the legality of the authorisation practise of the SC. This approach was not always free from critisism. Especially in 1990s, some States raised concern over the deviation from the original Charter conception by simply authorizing member States to use force. Most of them, however, did not object to the authorizations as such, but rather to the lack of SC control over the actual execution. State practice, in principle, has accpeted that Art. 42 allows for the mere authorization of the use of force by member States in the absence of agreements under Art. 43. Conclusion Most of experts agree that SC practise,in contrast, reflects to some extent the limitations on the authorization power of the SC as described above. So isn? t Art. 42 exceeded institute These are particularly difficult issues to concern about in such a short work like this is. In this essay I tried to infiltrate in the issue of authorization to use of force according to the wording of the Art. 42 UN Charter. As Rebecca Wallace keeps asking: â€Å"Can force be used to enforce a right when force is not employed against territorial integrity or political idependence Can force be used to protect human rights? † We can still see lot of disputes in this ambit. Finally, as somebody said that law is an organisation of force, maybe we should care ever more about how do we organise it.