Eight history essay questions Example | Topics and Well Written Essays - 1000 words

Eight history questions - Essay Example The â€Å"Black Codes† in the Mississippi allowed the Blacks to be arrested for vagrancy and used them as cheap labor. They were also prohibited from owning arms, holding large gatherings and enrolling in juries. In response to these â€Å"Black Codes† the Congress passed the Civil Rights Act in April 1866, which permitted blacks to enjoy many rights. President Johnson vetoed the Act saying it would â€Å"cause discord among races and this paved the way for his impeachment. During his trial, the Senate needed one more vote to reach the 2/3 rd majority and carry out the impeachment, but the single vote of Edmund G. Ross, a young Radical Republican, was instrumental in turning the tables in Johnson’s favor and so he remained in office. During the Civil War, on January 1st 1863, President Abraham Lincoln passed the Emancipation Proclamation which set free all the slaves in the rebellious states. This proclamation captured the minds and hearts of millions of African Americans and in turn served to turn the war into a war of freedom. Though thousands of fugitives were crowded into camps, the Government organized relief societies for the families to be taken care of. They organized aid and schools to teach the men, women and children to read and write thus providing the African Americans with an education. The Government also commissioned the Blacks into the army and other jobs which were not open to them before. Women of the Civil War were held in high esteem and they were allowed to take on politically active roles. During the Californian Gold Rush between 1849 and 1882, quite a large group of Chinese immigrants immigrated to the United States. Some of them worked alone where as others worked for other miners. The majority of them settled there permanently while others went back home with the money they had saved. During the 1870’s there was an economic crisis where people

Brief description of Elio Engineering Essay Example for Free

Brief description of Elio Engineering Essay Elio Engineering is a company founded by Paul Elio and Hari Sankara for development and creation of late 1990s-era car seats. Paul? s seat was part of a special class of automotive seats in the industry called all-belts-to-seat (ABTS), and it was named NC seat (NC for No Compromise). Paul design seat called NC No Compromise since this seat would revolutionize the automotive industry making performance, weight and costs better than the competition. Presently due to its high cost, ABTS was used mostly in luxury and high end vehicles but with the design and idea of Paul, this technology becomes cheaper and can be implemented across all vehicle types for increased safety and comfort. A typical conventional front seat is priced around $500, lower cost compared with the ABTS seat that is like $750. One complete system costs an average of $2500. The seat mechanism, consisting of recliner and tracks, constitutes the technological core of the seat system. †¢ An ABTS integrates the seat belt directly into the seat that is potentially safer because it â€Å"hugs† the occupant in the event of rear collision. †¢ Ease of use, higher comfort level, more attractive appearance and maneuverability of removable seats. In order to launch their product, and knowing that Bostrom was looking for and ABTS, Elio achieved an agreement with the firm, so they could use their site and their facilities (the computers and electronic equipment to warrant the quality of the seat, meet FMVSS and NHTSA standards) to develop the product, otherwise Elio wouldn? t have enough resources to produce and set up the seat. Bostrom planned to unveil the NC Seat at an annual trade show in March of 1999 in Louisville, Kentucky. The size of the US truck Market in that year was expected to be around the 500. 000 units, with the company commanding a market share of 50%, the European Market was about the same size, but Bostrom had no presence there. Elio expected to be able to get 2 to 5 % royalties on sales in the truck industry. However, Paul had concerns if Bostrom is the right partner in this venture where the ABTS seat has the potential to save millions of lives. Potential Market Size for Elio ABTS Seat Technology Elio’s ABTS seat system with its new technology, lighter weight, lesser components, higher safety and reduced costs has the potential to revolutionize the automotive industry and become the technology of choice for OEMs. The market potential in Northern America is 17 million units and up to 53 million units worldwide. As mentioned in the blue ocean strategy of six paths analysis, Elio can also look at alternate industries like heavy trucks, aircraft and passenger trains for its ABTS seat systems (Kim Mauborgne, 2006). Partnership with OEMs While the ultimate users of automotive technology are the customers who buy the cars, it is the OEM’s who make the decision on the seat system that needs to be selected for their vehicles. The OEM’s expect the seat system not only to fit the body of a particular car model but for it to become a part of the total interior design. The three biggest OEM players in the US market are GM, Ford and Diamler Chrysler with 29%, 25% and 16% of the market share. These OEMs use complex and sophisticated market segmentation technics based on demographics and lifestyles to design car interiors and seat systems. These OEMs wield enough power to dictate to the suppliers their requirements at very small operating margins of 2 to 5% (Burgelman, Christensen, Wheelwright, 2008). Also, it is particularly pertinent in engineering driven companies that assume developing new innovative products would generate fabulous success, which is not the case. The product might be successful, however the innovator might not. Considering the aforementioned points, it is important for Elio not to disclose their exact costs to OEMs and also do not rely totally on the innovation of their new ABTS seat system for continued success without a complimentary car interiors option (Kim Mauborgne, 2006). As a result, it is not recommended for Elio to directly approach the OEMs with their ABTS business proposition. Partnership with Competitors Elio Engineering began their initial collaboration with Bostrom Seating, a wholly owned subsidiary of Johnstown America Industries, Inc. (JAII) for prototyping and testing their design of ABTS for FMVSS and NHTSA standards adherence. While their results were successful and the partnership appeared lucrative, JAII’s capabilities in terms of OEM relationships, global presence, acquisition capability, existing alliances, JIT inventory, comfort engineering, CAD/CAM/CAE, benchmarking, research development, product development process, interior systems capabilities, total program management, vertical integration, purchasing, in-house design, system level testing and financial growth were either weak or non-existent (Burgelman, Christensen, Wheelwright, 2008). In this regards, for Elio Engineering, JAII can be seen as early adopters (Moore, 2002), but for Elio to move towards dramatic growth, they will need an early majority (Moore, 2002). In Northern America, Johnson Controls (JCI), Lear Corp. And Magna are the big tier-one players. They have about 60% of the market share. JCI is a global diversified technology and industrial leader in automotive seating, overhead systems and interior electronics (JohnsonControls, 2010). JCI has a strong to adequate positions in OEM relationships, global presence, acquisition capability, existing alliances, JIT inventory, comfort engineering, CAD/CAM/CAE, benchmarking, research development, product development process, interior systems capabilities, total program management, vertical integration, purchasing, in-house design, system level testing and financial growth. Lear Corp. is weaker than JCI in engineering and manufacturing abilities but compensated on systems integration and tier-two relationships. Magna did not excel in any particular area but it had adequate capabilities in most areas. Additionally, JCI and Lear Corp. have a strong global presence too with 27% and 25% respectively in Europe. All the three tier-one companies have the research development and manufacturing capabilities to transfer know-how to develop commercially viable products (Burgelman, Christensen, Wheelwright, 2008; White Bruton, 2007). For Elio Engineering, partnering with a tier-one operator is the practical option due to the following reasons : †¢ Easy access to extensive manufacturing capabilities. †¢ Access to global markets. †¢ Access to sophisticated research and development facilities. †¢ Strong relationships with OEMs. †¢ JIT Inventory and efficient supply chain management. †¢ Good tier-two relationships. For Elio Engineering, partnering with Lear Corp. would be the better than JCI for the following reasons : †¢ JCI has strong RD set-up and they would have their in-house development for ABTS technology. Hence, Elio will have less bargaining power with JCI and possible conflict from JCI’s in-house team. However, Lear Corp’s R D is weak and they would opt for the ABTS technology from Elio to be able to better compete with JCI. This will enable Elio to have the better hand in negotiations. †¢ Lear Corp has the second largest market share in both Northern America and Europe after JCI. Lear Corp will be able to take advantage of Elio’s ABTS solution to increase their market share. †¢ Earlier attempts to associate with JCI were not successful for Paul. The above points indicate that with Lear Corp, Elio will be able to engage in equal terms and be in a â€Å"win-win† situation more than with JCI. References Burgelman, R. , Christensen, C. Wheelwright, S. (2008).Strategic management of technology and innovation (5th ed. ). New York: McGraw-Hill Irwin. Johnstown Controls. (2010). Company and Businesses. Retrieved from http://www. johnsoncontrols. com/ Kim, W. C. Mauborgne, R. (2005). Blue ocean strategy: How to create uncontested market space and make the competition irrelevant. Boston: Harvard Business School Press. Moore, G. (2002). Crossing the chasm (Rev. ed. ). New York: HarperCollins Publishers. White, M. , Bruton, G. (2007). The management of technology and innovation: A strategic approach. Mason, OH: Thompson South-Western.

Aryan Invasion Theory :: essays papers

Aryan Invasion Theory The major theory that has been repeated throughout time, to interrupt the evolution of India and migration of man, has been the Aryan Invasion Theory. According to this account, India was invaded and conquered by a nomadic tribe of Indo-European tribes from Central Asia around 1500-100 BC. It was said that these light skinned nomads fought a major battle with the darker skinned "Dravidian Civilization, from which they took most of what later, became the Hindu culture." The Aryan Invasion Theory is based upon ruins that were discovered in the Indus valley. The Aryan people also cite how the Aryan Vedic scriptures explain a war between the powers of light and darkness. This was therefore interpreted throughout time, to mean that the war occurred between a lighter skinned civilization (Aryans) and more dark skinned civilization. Scholars believed that the Aryans came into India around the time of 1500 BC, since the Indus Valley culture was earlier than this, they concluded that it had to be preAryan. It was also assumed by these same scholars, much of them who were of Christian origin, and unsympathetic to the Vedic culture, that the Vedic culture originated from primitive nomads from Central Asia. Thus, the Vedic culture could not have found any "urban culture like that of the Indus Valley." The Vedic culture was thus said to be warriors of Central Asian decent who came into India with horse drawn chariots and iron weapons. However, there was never any chariots or iron discovered in Indus Valley sites. The whole idea of nomads with chariots has been challenged. How could these nomads travel through rough mountain valleys (in tough weather ) with these chariots? Horse drawn chariots, were vehicles that were most likely used in lands that were mostly flat. Therefore, it can be said that the metals and wheel fragments that were discovered could come from the Vedic culture. Opponents of the Aryan Invasion theory, point to many different flaws in the theory. First off, some scholars now believe that it may have been just a pure biased opinion that has been passed on throughout time. The Aryan Invasion Theory served to divide India into a northern Aryan and southern Dravidian culture, which were hostile to each other. This theory also gave the British an excuse in their conquest of India. They could claim to only be doing what their Aryan ancestors had previously done. Lastly, by implementing the Aryan Invasion Theory, the history and science of India was given a mostly Greek Aryan Invasion Theory :: essays papers Aryan Invasion Theory The major theory that has been repeated throughout time, to interrupt the evolution of India and migration of man, has been the Aryan Invasion Theory. According to this account, India was invaded and conquered by a nomadic tribe of Indo-European tribes from Central Asia around 1500-100 BC. It was said that these light skinned nomads fought a major battle with the darker skinned "Dravidian Civilization, from which they took most of what later, became the Hindu culture." The Aryan Invasion Theory is based upon ruins that were discovered in the Indus valley. The Aryan people also cite how the Aryan Vedic scriptures explain a war between the powers of light and darkness. This was therefore interpreted throughout time, to mean that the war occurred between a lighter skinned civilization (Aryans) and more dark skinned civilization. Scholars believed that the Aryans came into India around the time of 1500 BC, since the Indus Valley culture was earlier than this, they concluded that it had to be preAryan. It was also assumed by these same scholars, much of them who were of Christian origin, and unsympathetic to the Vedic culture, that the Vedic culture originated from primitive nomads from Central Asia. Thus, the Vedic culture could not have found any "urban culture like that of the Indus Valley." The Vedic culture was thus said to be warriors of Central Asian decent who came into India with horse drawn chariots and iron weapons. However, there was never any chariots or iron discovered in Indus Valley sites. The whole idea of nomads with chariots has been challenged. How could these nomads travel through rough mountain valleys (in tough weather ) with these chariots? Horse drawn chariots, were vehicles that were most likely used in lands that were mostly flat. Therefore, it can be said that the metals and wheel fragments that were discovered could come from the Vedic culture. Opponents of the Aryan Invasion theory, point to many different flaws in the theory. First off, some scholars now believe that it may have been just a pure biased opinion that has been passed on throughout time. The Aryan Invasion Theory served to divide India into a northern Aryan and southern Dravidian culture, which were hostile to each other. This theory also gave the British an excuse in their conquest of India. They could claim to only be doing what their Aryan ancestors had previously done. Lastly, by implementing the Aryan Invasion Theory, the history and science of India was given a mostly Greek

Fossil Fuel Consumption, Co2 And Its Impact On Global Climate Essays

Fossil Fuel Consumption, CO2 and Its Impact on Global Climate Background: At the beginning of human history, we had to satisfy our energy needs (for food, heat and movement) by using our own muscle power and gathering or hunting naturally available plants, animals and wood. Each stage in the evolution of human society (the development of farming, domestication of animals, harnessing of wind and water power) increased the average per capita energy use, but it was the Industrial Revolution and the exploitation of fossil fuels which marked the transformation of societies into the energy-intensive economies of today. Since the eighteenth century the industrialising countries have come to rely on non-renewable energy resources, and at present about 80 per cent (Myers, 1994) of the world's commercial energy is derived from oil, coal and gas. Although it has been observed that the growth of energy consumption is closely correlated with the increases in gross national product thus our economic development, the major sources of energy (that is fossil fuels) are 'stock resources'. Fossil fuels are consumed by use and the current consumption patterns are non-sustainable. It is recognised that energy conservation and the development of renewable energy sources will be needed to sustain economic growth. The quantity of ultimately recoverable fossil fuels is limited by geology and remains a matter of suspicion, but the view of the 1970s that scarcity was imminent is still popular. It is the 1973 Oil Crisis marked the transition from abundant, low-cost energy to an era of increasing prices and scarcity. Today concerns over scarcity have been overtaken by the question of whether human beings can afford to meet the environmental costs of continued fossil fuel consumption. One of the most widespread concern related to global climatic changes. Introduction: Climate represents normal weather condition of an area over a period of many years. This is in contrast to weather which is the day to day changes in the atmosphere. It is now realised that our global "climatic normals" had fluctuated in the past millions of years which was nowhere related to human activities. Nevertheless, with the increasing human population and our reliance on fossil fuels since the last century, we have definitely 'participated' in the climatic changes which are taking place to a certain e... ...creasing over the last decade. More on that, it is a fact that the burning of fossil fuels do release infrared-absorbing carbon dioxide to our atmosphere. Therefore, it is just a logical conclusion that the greenhouse is here, as it always does. It appears that there is excessive heating within the greenhouse which is induced by our increasing rate of fossil fuel consumption, and the problems that lies behind global climatic change are far reaching . Perhaps, the real limit to our fossil fuel consumption will be the CO2 problem but not the size of the resource. A Chinese proverb says that "prevention is better than cure." Approaches to energy conservation could be the key. Bibliography: Benarde, M. A., 1992, Global Warning†¦ Global Warming, John Wiley & Sons, Inc., 52-65. Goudie, A., 1994, The Human Impact on the Natural Environment, Cambridge: The MIT Press, 301-7. Kraushaar, J. J. & Ristinen, R. A., Energy and Problems of a Technical Society, John Wiley & Sons, Inc., 394-400. Myers, N., 1994, The Gaia Atlas of Planet Management, London: Gaia Books Limited, 96-113. Tolba, M. K., 1992, The World Environment 1972-1992, London: Chapman & Hall, 61- -71.

Euthanasia: Kantianism vs Utilitarianism Essay

The deliberate act of ending another’s life, given his or her consent, is formally referred to as euthanasia. At present, euthanasia is one of the most controversial social-ethical issues that we face, in that it deals with a sensitive subject matter where there is much uncertainty as to what position one ought to take. Deliberately killing another person is presumed by most rational people as a fundamental evil act. However, when that person gives his or her consent to do so, this seems to give rise to an exceptional case. This can be illustrated in the most common case of euthanasia, where the person who is willing to die suffers from an illness that causes great pain, and will result in his or her demise in the not-so-distant future. In this case, killing the person would seem to be the most humane and reasonable thing to do, whereas keeping the person alive would be akin to torture; which is also presumed to be a fundamental evil act. But euthanasia, in essence, is murder, and this might lead one to ask whether there can ever be an exception to murder? And if one were to make an exception in this case, what would then prevent us from making exceptions in other cases? In the worst case scenario, would this not leave an opening for cold-blooded murders to kill people without their consent, and make false claims that they did have their consent? There are a variety of positions, based on the numerous ethical theories that have been developed, that one can take in order to resolve the issue of euthanasia; but the positions I will be looking at in particular, are the positions based on John Stuart Mill’s ‘Utilitarianism’ ethical theory, and Immanuel Kant’s ‘Categorical Imperative’ ethical theory. According to Utilitarianism, euthanasia can be morally justified, whereas according to Kantianism, euthanasia is not morally justifiable; but I will argue that neither position provides an adequate resolution to the issue, due to the significant flaws that are inherent in the reasoning that led to their particular positions. According to Utilitarianism, ethics is primarily an empirical science; essentially implying that the moral standard must be based on human experiences, and not abstract principles that are largely impractical. Hence, based on an understanding of human experience Utilitarianism proposes that the ultimate end of every human action is simply pleasure, and the absence of pain. This fundamental idea then forms the basis for Utilitarianism’s Greatest Happiness Principle which states, â€Å"actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness. By happiness is intended pleasure, and the absence of pain; by unhappiness, pain, and the privation of pleasure† (Mill, 7). Also, Utilitarianism asserts that actions are judged as moral solely based on their consequences, and not on their motives. So, if a person acts out of good intentions, but does not produce beneficial results, then his action does not qualify as a moral action. Finally, Utilitarianism asserts that an action is good only if it promotes the greatest happiness for the greatest amount of people. Therefore, an action that slightly increases your own pleasure, but in turn, dramatically decreases the pleasure of other, according to Utilitarianism is not moral action. Thus, in the context of the case mentioned in the introduction, the Utilitarian position on euthanasia would go something as follows: With respect to the individual who is willing to die, he/she would simply be happiest dead, and unhappiest alive. With respect to the people who care for the individual, they would be happy that he/she is alive, but unhappy at the same time because he/she is in great pain; or if the individual underwent euthanasia, happy because he/she is no longer in pain, but unhappy because he/she is dead. So, in applying the Utilitarian principle to this case, the greatest happiness for the greatest amount of people occurs when the person is dead. The reason being that the people who care for the person are both happy and unhappy regardless of whether the person is dead or alive, but the person will only be happy if he/she is dead. Therefore, since euthanasia meets the moral standards set by Utilitarianism, it would support the act of euthanasia as a morally sound action. Unlike Utilitarianism however, Kantianism states that ethics is a purely a priori discipline, thus, independent of experience, and that ethical rules can only be found through pure reason. Also contrary to Utilitarianism, Kantianism asserts that the moral worth of an action should be judged on its motive and the action itself, and not on its consequences. Based on these ideas, Kantianism propose that an action is good only if it performed out a ‘good will’; which is the only thing that is good, in and of itself. To act out of a ‘good will’, one must act in accordance with a categorical imperative. According to Kant there is only one categorical imperative, which is to â€Å"act only on that maxim in which you can at the same time will that it should become a universal law† (Kant, 528); and can also be formulated as â€Å"act in such a way that you always treat humanity, whether in your own person or in the person of any other, never simply as means, but always at the same time as an end† (Kant, 532). Essentially, the categorical imperative states that your actions must not result in a practical contradiction, which can be determined by conceptualizing all other people performing the same act. To illustrate, if I were to make a promise with no intentions of keeping it, and I imagine all other people doing the same, then very idea of a promise would cease to have meaning, and thus, my action would give rise to a practical contradiction, and consequently, be immoral. Finally, the categorical imperative is an unconditional ought, which means that an action must be performed solely out of duty to the categorical imperative, without any ulterior motive, in order for it to be a moral action. Thus, with regard to euthanasia, Kantians would reject the act of euthanasia as a morally good action based on their reasoning that an action is good only if it acts in accordance with a categorical imperative. Taking the categorical imperative in terms of being able to act in ways that can, without contradiction, become a universal law, if one were to universalize killing another person – which is the fundamental act in euthanasia – this would result in a practical contradiction. That practical contradiction being if everyone were to kill one another, then there would be no people left in this world, and as a consequence, the very idea of murder would lose its meaning. Also, if one were to formulate the categorical imperative in terms of treating others (including oneself) as ends rather than means, euthanasia would violate the categorical imperative, in that the person is treated as a means by killing himself, to reach the end goal of eliminating the pain. Therefore, since euthanasia does not meet the moral standards set out by Kantianism, it would not support the act of euthanasia as a morally sound action. However, as I stated in my thesis, I believe that Utilitarianism, and Kantianism do not provide an adequate resolution to the issue of euthanasia, because of the significant flaws in their reasoning. With Utilitarianism, the significant flaw in their position lies in the fact that it is built on the false assumption that the consequences of actions can be predicted, when in actuality they cannot. For example, it is possible that the person, who underwent euthanasia because of the pain he/she suffered, could’ve been misdiagnosed and fully recovered shortly after. Also, inspired by his/her new life, the individual went on to form a charity that raised money for research in pain treatment, thereby increasing the happiness for a great many. Thus, under the utilitarian system, keeping the person alive in this scenario would have been the morally justified act, whereas killing the person would not have been. With Kantianism, the significant flaw in their position lies in the fact that they make an absolute, immutable statement – do not murder – without any consideration for the context in which murder takes place. It is unreasonable, and bordering on foolish, to claim to adequately resolve special cases of murder such as euthanasia through a simple, general statement without taking into consideration its context. Though it is indeed reasonable that deliberately killing another for the sake of harming them is an immoral act, in euthanasia, a person is killed by another only by their own consent, and for the most part, with a good motive. When a person is suffering tremendously and is most likely going to die anyways, it does not at all seem unreasonable to kill him. In fact, killing the person would seem to be the most humane act one can perform, and in not killing the person, and keeping him/her alive in such a state of pain and agony, would be like an indirect form of torture; which in Kantianism is not a moral act. Thus, for these reasons, the positions of Utilitarianism and Kantianism on euthanasia are inadequate in resolving the issue of euthanasia, and euthanasia still remains as a significant social-ethical problem in our contemporary society. Works Cited Mill, J. S. (1984). Excerpts from Utilitarianism, On Liberty and Considerations on Representative Government, 1, 4-42. London: Dent. Kant, I. (1956). Excerpts from Groundwork of the Metaphysic of Morals, trans. H. J. Paton, 61-62, 64-67, 74, 80-92, 95-107. London: Unwin Hyman. Reprinted in E. Sober, Core Question in Philosophy: A Text with Readings, 520-540. Upper Saddle River: Prentice Hall, 2001.

DEBT RETIREMENT IN PAKISTAN essays

DEBT RETIREMENT IN PAKISTAN essays The two gap theory suggests that the developing countries have to rely heavily on foreign capital in flows ( FCI s ) to fill two gaps: the import export gap and the savings investment gap.Despite the fact that all developing countries need FCIs for their development the volume the type: Project , non-project assistance The country size and the state of economic development mainly determines the size and type of FCIs . As a less developed country Pakistan has long been relying on foreign aid and has been the largest recipient of foreign direct investment. More over the external debt situation of an individual country may not seem to be interesting when analyzed from an international perspective. For example the external debt situation of a south Asian country as Pakistan. The external debt situation of this individual country has strong repercussions on their development. Debt is the largest capital in flow in Pakistan and it has played a critical role in the country development. The trends and pattern and the terms of have changed much in recent years. Pakistan lacks physical financial and human capital infrastructure and political and macro economic stability. Its economic structure remains in flexible and foreign transactions are regulated. ADVANTAGES AND DISADVANTAGES OF DEBT On one hand the debt augments the domestic resources of the recipient, helps to promote growth and structural transformation, assists to over come the balance of payments and government budget deficits, transfers advanced technology and improves human resources. On the other hand, foreign aid may distort domestic savings, introduce in appropriate technology, and increase the debt burden of the r ...

Debunking Ring a Ring a Roses

Debunking Ring a Ring a Roses There is a myth that the British children’s rhyme Ring a Ring a Roses is all about the plague- either the Great Plague of 1665-6 or the Black Death centuries earlier- and dates from those eras. The words describe the contemporary practice in treating it, and refer to the fate so many befell. The Truth The earliest known use of the rhyme is the Victorian era, and it almost certainly doesn’t date back to the plague (any of them). While the lyrics can be interpreted as being loosely connected to death and disease prevention, this is believed to be just that, an interpretation given in the mid-twentieth century by overeager commentators, and are not a direct result of plague experience, or anything to do with it. A Children’s Rhyme There are many variations in the words of the rhyme, but a common variant is: Ring a ring a rosesA pocket full of posesAtishoo, AtishooWe all fall down The last line is often followed by the singers, usually children, all falling down to the ground. You can certainly see how that variant sounds like it might be something to do with the plague: the first two lines as references to the bundles of flowers and herbs which people wore to ward away the plague, and the latter two lines referring to illness (sneezing) and then death, leaving the singers dead on the ground. It’s easy to see why a rhyme could be connected to the plague. The most famous of these was the Black Death, when a disease swept across Europe in 1346–53, killing over a third of the population. Most people believe this was the bubonic plague, which causes black lumps over the victim, giving it the name, although there are people who reject this. The plague was spread by the bacteria on fleas on rats and devastated the British Isles as much as continental Europe. Society, economy, and even war was changed by the plague, so why wouldn’t such a massive and horrifying event have ingrained itself into the public consciousness in the form of a rhyme? Robin Hood’s legend is about as old. The rhyme is linked to another outbreak of plague too, the Great Plague of 1665-6, and this is the one which was seemingly stopped in London by the Great Fire burning a huge urban area. Again, there are surviving stories of the fire, so why not a rhyme about the plague? One common variant in the lyrics involves ashes instead of atishoo, and is interpreted as either cremation of corpses or skin blackening from the diseased lumps. However, folklorists and historians now believe that the plague claims date only from the mid-twentieth century, when it became popular to give existing rhymes and sayings older origins. The rhyme began in the Victorian era, the idea it was plague-related began only a few decades ago.  However, so widespread was the rhyme in England, and so deep in children’s consciousness did it lodge, that many adults now connect it to the plague.

Bad Effects of Vitamin Excessive Intake Essays

Bad Effects of Vitamin Excessive Intake Essays Bad Effects of Vitamin Excessive Intake Essay Bad Effects of Vitamin Excessive Intake Essay Too much of a good thing is an adage that can apply to vitamins. The body needs vitamins to function properly, but high doses of certain vitamins can be toxic, especially fat soluble vitamins that the body stores for long periods of time. Water Soluble Vitamins Water-soluble vitamin toxicity is rare because the body does not store water-soluble vitamins and excess amounts are usually excreted in urine. Side effects associated with water-soluble vitamins occur due to intake of extremely high doses.Peripheral neuropathy, a nerve disorder that can cause numbness and pain in the extremities, is a possible side effect of too much vitamin B6, according to Merck. Medline Plus says more than 2,000mg of vitamin C a day is not recommended because it can upset the stomach and cause diarrhea. Vitamin A Vitamin A is a fat-soluble vitamin that supports vision, immunity, genes, growth, development and production of red blood cells. Vitamin A from food sources is not harmful in large amounts but may cause skin discolorations.However, supplemental vitamin A can be toxic. According to the Linus Pauling Institute at Oregon State University, acute vitamin A toxicity is rare but can cause nausea, headache, fatigue, loss of appetite, dizziness, dry skin and swelling of the brain. Side effects of chronic vitamin A toxicity include dry and itchy skin, loss of appetite, headache, swelling of the brain and bone and joint pain. Vitamin D Vitamin D is a fat soluble vitamin that the body needs for bone formation, calcium absorption and immune function.Too much vitamin D can lead to hypervitaminosis D, according to the Mayo Clinic. Side effects of hypervitaminosis D include calcium buildup, loss of appetite, renal failure, bone calcifications, weakness, nausea, vomiting, kidney stones, confusion and abnormal heart rhythms. Side effects of too much vitamin D are treated by discontinuing supplementation, restricting calcium intake and, in severe cases, hospitalization. Vitamin E Vitamin E is a fat-soluble vitamin and antioxidant that fights free radicals, harmful substances that damage the body.According to the Merck Manual, too much vitamin E can cause bleeding. Medline Plus also mentions that the American Heart Association made a statement in 2004 that more than 400 IU of vitamin E a day may increase the risk of death. Multivitamins Multivitamins are made up of a variety of water-soluble and fat-soluble vitamins and are often prescribed for people who need extra nutrients or are unable to get enough vitamins through diet alone. According to Medline Plus, various ingredients in a multivitamin can be toxic in high doses.Side effects of too much multivitamin include cloudy or frequent urination, dry and cracked lips, eye irritation, sensitivity to light, abnormal heartbeat, pain or weakness in joints, muscles and bones, cognitive and mood changes, itchiness, rash and hair loss. Intestinal side effects of too much multivitamin are constipation, dia rrhea, nausea, vomiting and stomach pain. Effects include(VA ) * Angular cheilitis * Birth defects * Coarse bone growths * Excessive skin dryness/peeling (desquamation) * Hair loss Intracranial hypertension (see  Idiopathic intracranial hypertension[1]) * Liver  problems * Premature  epiphyseal  closure[2][3][4][5][6] * Reduced  bone mineral density  that may result in  osteoporosis * Skin discoloration Symptoms of vitamin D toxicity include: * Dehydration * Vomiting * Decreased  appetite * Irritability * Constipation * Fatigue * Muscle weakness * Metastatic calcification  of the soft tissues[2] An excess of vitamin D causes abnormally high  blood  concentrations of  calcium  (hypercalcemia), which can cause overcalcification of the  bones,  soft tissues,  heart  and  kidneys.It can also damage the kidney and produce  kidney stones[citation needed]. In addition,hypertension  can result. [3]  Ongoing research indicates antagonism with oil sol uble  menatetrenone, MK-4, an internally transported natural form of  vitamin K2, which is associated with bone formation and calcium retention in the bones. [citation needed] Hypervitaminosis D symptoms appear several months after excessive doses of vitamin D are administered.In almost every case, a low calcium diet combined with  corticosteroid  drugs will allow for a full recovery within a month. - Symptoms and presentation[edit] * Blotchy skin * Increased bleeding * Increased  triglycerides * Decreased production of thyroid hormones * Decreased activity of  vitamin K * Increased hemorrhaging from aspirin or anti-coagulant medications * 29. Hypervitaminosis K Causes excess clotting of the blood leading to thrombosis and potential sudden death should clots form in brain or heart

Constitutional Law and The Criminal Justice System Coursework

Constitutional Law and The Criminal Justice System - Coursework Example This is more in presenting or challenging the evidences within a meaningful manner. Furthermore, the lawyer helps in maintaining the proper conduct of the defense, in addition to guiding their clients all through the trial in such a manner that the defense is displayed with its complete force plus effect (Harr, Hess, & Orthman, 2012 372). Both sides need to know how to establish their position that is why the presence of the lawyer is significant. Furthermore, given that the responsibility of the lawyer is to take steps for the benefit of another person is a fiduciary relationship, then the presence of the lawyer makes the trial to be fair as it generates particular legal obligations as well as responsibilities (Harr, Hess, & Orthman, 2012 374). Why People Prefer Pro Se Representation People would want to represent themselves in court pro se, mainly for the reason that they have a distrust for lawyers in general. Others believe that they can personally deal with their defense effecti vely, and others will seek to represent themselves owing to their lack of qualification for legal aid and hiring a private lawyer turns out to be expensive (Harr, Hess, & Orthman, 2012 387). ... with complexities, there should be a right to self-representation but this should only be based on the intricacy of the case as well as the formality of the debate (Harr, Hess, & Orthman, 2012 390). Notably, when individuals represent themselves they are accorded the possibility to truly articulate what they feel instead of having their insight filtered through the lawyer. However, when it comes to criminal trials, self representation should not be in place due to the complex nature of the trial process. In complicated trials it is difficult even for the most intelligent and educated citizen to learn the complex aspects of the law, and as a result precise court procedure can be complicated and stressful. Thus, the objective for a lawyer in complicated cases rather than self representation is to safeguard the integrity of the procedure and to guarantee a fair trial (Harr & Hess, 2007 388). Trial by Media Limitation Even though, a public trial advances the fundamental fairness of the t rial as well as the position of fairness when it comes to enhancing public confidence, there has to be a balance between the sixth amendment right of the defendant on one hand and the general public first amendment rights on the other hand (Harr, Hess, & Orthman, 2012 366). Hence, the media is not allowed to attend every trial unless there is a compelling reason in doing otherwise, in particular the safety. The other boundary is when the coverage by the media can cause a worry that the accused will be in danger due to disruption within the court, or the trial becomes somewhat of a three ring spectacle which in the end wipes out the dignified atmosphere as required in court proceedings (Harr, Hess, & Orthman, 2012 366). Barring the Media from Attending Trials This issue of the defendants

Democracy and Citizenship Essay Example | Topics and Well Written Essays - 1750 words

Democracy and Citizenship - Essay Example Specifically, the form of globalization that characterizes the current economy is one that seeks to establish one universal, synthetic culture that is entirely open to capitalistic rigidness, while at the same time rejects and erodes the older, deeper culture and traditions of individual societies and peoples. This hurts the world at a local level, and is bad for the greater population—for this general reason, I support the community economy as an alternative. Harvey’s critique of the system that the world depends on today points out how neoliberalism and capitalism have affected what society’s priorities are. He says that countries using such a system â€Å"typically favor the integrity of the financial system†¦ over the well-being of the population or environmental quality† (Harvey 71). This is a concept that I fundamentally disagree with, as I see it as a violation of business ethics and a lack of concern for two things that are of utmost importanc e—human life, and the condition of the planet we inhabit. Harvey also describes how neoliberalism enforces a redistribution of resources. This redistribution, however, is not the type that is favored by more communal systems, such as Marxist theory, but instead works quite the opposite. While many people may be conditioned to believe that capitalism is completely naturally in allowing money and wealth to flow where it is earned, it can accurately be said that, just as socialism may redistribute resources to the poor according to need, the neoliberal system is a redistribution of wealth to the upper classes (Harvey 9). Beyond the manipulation of wealth, neoliberalism also robs the population of some of its sovereignty. While citizens entrust their government with basic functions and resources, neoliberalism encourages the government to redistribute those responsibilities and resources to private corporations (Harvey 77). This is, in a sense, taking power from the hands of the government, which represents the whole population, and placing it in the hands of the few who have a private interest in profit. Indeed, this is a complete contradiction in my view. Harvey’s critique continues along these lines. He highlights two particular misgivings about the current system, one being the capitalist fixation with technology as a solution for everything. In reality, he says, technology is tied to the destruction of the environment, social breakdowns, and crises (Harvey 69). The even greater problem, however, is that neoliberalism has become so ingrained in law and society that it has created an inescapable web, making it extremely difficult for society as a whole to undo what groundwork has been laid (Harvey 63). These all demonstrate the complete lack of consideration in the modern economy for the community, for local benefit, and for human happiness. I do not support such an approach, as I believe in having a consideration for the well-being of all people, in following the Golden Rule of doing unto others as you would have them do to you, and in promoting the concepts of liberty and happiness rather than an unequal socio-economic systems that brings wealth and power into the hands of the few. The benefits of the community economy, as an alternative to capitalism, are superfluous. Many movements exist already that are rooted in the community eco

Criminal Law Coursework Example | Topics and Well Written Essays - 2500 words

Criminal Law - Coursework Example f reckless mens rea as well as evaluate Herring’s viewpoint with regard to, whether the current provisions in law are satisfactory in as far as reckless mens rea is concerned. Legally, recklessness implies the taking unwarranted risk. The term has brought about numerous debates with regard to the best test to determine it. In course of development of criminal law two main tests have been introduced; subjective and objective tests. R v Cunningham [1957] 2 QB 396 formed the base of testing recklessness. The case introduced subjective test. This means that the defendant’s ability to gauge the risk at hand is questioned as well as the actual action taken that result in the risk. In this regard, Cunningham recklessness seeks to find out whether the person was in a position to foresee the risk involved but then went ahead with actions despite the ability to foresee risks1. The subjective test was carried out in many other cases but was reviewed under the M.P.C v Caldwell [1982] AC 341. This case introduced the objective test which introduced the notion of, Failure of the defendant to take notice of a risk that was obvious and one which any reasonable person should have seen2. Introduction of Caldwell recklessness brought squabbles since it conflicted with Cunningham recklessness. It eventually turned out that both tests had weakness. The problem of subjective test is that it is based on the accused individual’s perception with regard to the matter at hand. The prosecution is thus tasked with proving that the accused person was able to foresee the risk but went ahead to engage in the act. However, it is not easy to prove a person’s state of mind. This test meant that whenever an accused person could prove inability to foresee the risk, acquittal was the only option. On the other hand, Objective (Caldwell recklessness) was also unfair because it led to convictions of many accused persons who, genuinely, were not able to foresee any risk. This aspect was

Family Genogram Family and Consumer Science Essay

Family Genogram Family and Consumer Science - Essay Example The women respect their husband’s decisions but they have control over a lot of things, especially regarding their children. Having dinner together is only one of the many practices that Israeli families have. This tradition helps to make the family intact. Family is central to Israeli life. Raised in an Israeli family, I observed a number of family traditions that are uncommon to other cultures. In my 18 years of existence, I have seen how my parents give importance to our extended family. Coming from ancestors whose history is dimmed by the horrific events of the Holocaust, my parents, especially my mother, have always valued their siblings. They maintained connection with each other despite the geographical distances and preoccupations at work. For instance, my father makes it a point to communicate with his mother and two sisters every day. Every Friday, my grandmother lights up two candles before sunset and prepares dinner for the whole family. We go to our grandmotherâ⠂¬â„¢s house to have the Shabbat dinner where we spend time to get to know other Israelis. Most of my father’s relatives are in Israel; despite this, I and my cousins have established a close relationship by communicating a lot through Facebook. Moreover, we visit our relatives in Israel once a year, which gives me time to bond with my cousins and other relatives. As Lamanna and Riedman (5) claim, my family serves as the â€Å"center of love and support† (5). My parents provide my physical as well as emotional needs. They encourage me and my sister to tell stories at dinnertime but as it is with other teenagers, I feel more comfortable to tell stories to my cousins. My concept of family is that of an extended family composed of my immediate family, grandparents, aunts, uncles, and cousins. As a family, I and my cousins openly share our thoughts, dreams and experiences to each other. Although I am also close to my mother, the nature of the Israeli family makes it more c onvenient to open up to my cousins and because I am used to having an extended family, I can tell my cousins secrets and dreams, which I cannot tell my parents. I can relate well to the class discussion about individual and communal values. Our family has communal values that each member should uphold. These communal values which emphasize needs, goals, and identity of the group (Lamanna and Riedman 13) are mostly related to the Jewish culture. Each part of the family or group is important, for every one contributes to the Jewish society and culture. As members of the Jewish society, we have to act based on the values and laws set in our religion. Part of these laws is being a Batz Mitzvah. When I was thirteen, I was declared as a Batz Mitzvah. In the Jewish culture, this means being accountable for one’s actions and decisions, thus, the tradition is similar to considering young people to be in the legal age. At this point, I am expected to act and base my plans and decisions in accordance to our religion. I am not totally rebellious; in fact, I always find it sound to obey my parents because they only want what is best for me but there are times when my personal preferences would disagree with my parents’. Living in the American culture for more than 11 years, I cannot help but be influenced by my environment. Thus, there are times when I want to obtain something, like material things, but my parents would disagree, and

Oil Industry's Trade Regime Research Paper Example | Topics and Well Written Essays - 500 words

Oil Industry's Trade Regime - Research Paper Example Various countries also have tax compliance policies that must be adhered to by foreign firms including trading certificates and licensing of the operation (Tarbell, 3). In most developing countries, the procedures for obtaining oil trading licenses and tax compliance certificate are very length, and a lot of time is taken in making negotiations with the government and initiating the oil business. Various countries also have tariff regulation to protect emerging firms in their industry and minimize competition. It is a fact that there are thousands of oil and service companies throughout the world, but it worth noting, that barriers to entering the oil industry are enough to scare all but the serious businesses. Restrictions and various trade regimes can vary depending on the region of the market in which the firm is situated. For instance, some kinds of pumping trucks required at well sites cost more than $1 million for everyone. In other regions of the oil business need highly specialized workforce to operate the machines and to take critical drilling decisions (Inkpen et al., 78). Most notable is health, safety and environmental regulations in the oil industry especially in developing countries. There is a continuous concern recently for safety in oil and gas operations, the effect that new projects have on surface environments, the probability of oil spills and the impact s of pollutants like CO2 and hydrocarbon combustion on change and air quality and global climate has prompt many governments to impose harsh regulations to foreign oil investors in their country. There are a lot of bureaucratic regulations and approvals required for the commencing business especially in developing countries. Trade regimes in oil and gas industry can also be manifested in internal policy perspective; many countries including oil producing countries always struggle with questions of how best to develop their resources and achieve long-term sustainable

Family Genogram Family and Consumer Science Essay

Family Genogram Family and Consumer Science - Essay Example The women respect their husband’s decisions but they have control over a lot of things, especially regarding their children. Having dinner together is only one of the many practices that Israeli families have. This tradition helps to make the family intact. Family is central to Israeli life. Raised in an Israeli family, I observed a number of family traditions that are uncommon to other cultures. In my 18 years of existence, I have seen how my parents give importance to our extended family. Coming from ancestors whose history is dimmed by the horrific events of the Holocaust, my parents, especially my mother, have always valued their siblings. They maintained connection with each other despite the geographical distances and preoccupations at work. For instance, my father makes it a point to communicate with his mother and two sisters every day. Every Friday, my grandmother lights up two candles before sunset and prepares dinner for the whole family. We go to our grandmotherâ⠂¬â„¢s house to have the Shabbat dinner where we spend time to get to know other Israelis. Most of my father’s relatives are in Israel; despite this, I and my cousins have established a close relationship by communicating a lot through Facebook. Moreover, we visit our relatives in Israel once a year, which gives me time to bond with my cousins and other relatives. As Lamanna and Riedman (5) claim, my family serves as the â€Å"center of love and support† (5). My parents provide my physical as well as emotional needs. They encourage me and my sister to tell stories at dinnertime but as it is with other teenagers, I feel more comfortable to tell stories to my cousins. My concept of family is that of an extended family composed of my immediate family, grandparents, aunts, uncles, and cousins. As a family, I and my cousins openly share our thoughts, dreams and experiences to each other. Although I am also close to my mother, the nature of the Israeli family makes it more c onvenient to open up to my cousins and because I am used to having an extended family, I can tell my cousins secrets and dreams, which I cannot tell my parents. I can relate well to the class discussion about individual and communal values. Our family has communal values that each member should uphold. These communal values which emphasize needs, goals, and identity of the group (Lamanna and Riedman 13) are mostly related to the Jewish culture. Each part of the family or group is important, for every one contributes to the Jewish society and culture. As members of the Jewish society, we have to act based on the values and laws set in our religion. Part of these laws is being a Batz Mitzvah. When I was thirteen, I was declared as a Batz Mitzvah. In the Jewish culture, this means being accountable for one’s actions and decisions, thus, the tradition is similar to considering young people to be in the legal age. At this point, I am expected to act and base my plans and decisions in accordance to our religion. I am not totally rebellious; in fact, I always find it sound to obey my parents because they only want what is best for me but there are times when my personal preferences would disagree with my parents’. Living in the American culture for more than 11 years, I cannot help but be influenced by my environment. Thus, there are times when I want to obtain something, like material things, but my parents would disagree, and

Healt effect of Roundup Ready Crops Research Paper

Healt effect of Roundup Ready Crops - Research Paper Example This report provides research that Roundup Ready crops have not proven safe for consumption. The primary audience for this paper is the consumers of Roundup Ready crops, with at least a high school diploma, some college education and perhaps a college degree. The audience may also be interested in gaining knowledge concerning the side effects from the consumption of Roundup Ready crops. More importantly, my instructor Robert Crane is also my audience for this paper. The purpose of this paper is to educate consumers about the adverse health effects that are caused by the consumption of Roundup Ready crops grown by genetically modified seeds. This paper will present research that has proven Roundup Ready crops and the residues left behind from spraying crops with Roundup can have adverse long term health implications. The various types of health effects will also be presented within this paper. The current report explored the viewpoints from authors who directly disagree as well asthose who directly agree with the thesis statement. The report concluded that there are a lot of recent articles that argue in favor of the thesis statement.Furthermore, the articles that argue against the thesis statement were harder to find and many of those articles were not as recent as articles that have been published supporting the thesis. The World Health Organization has reported that all genetically modified organisms including Roundup ready crops that are currently sold in the international markets today have all passed the risk assessment tests required to receive a permit to conduct such business(Domingo, 2007). According to the research from a 13 week study performed by Hammond et al. (2004) on two groups of Sprague Dawley rats did not show any significant health effects in either the control or non-control groups.Carpenter (2001)

Data Protection Act Essay Example for Free

Data Protection Act Essay Evaluate ways in which concerns about poor practice can be reported whilst ensuring whistle blowers and those who practice or behaviour being questioned are protected. The whistle blowing policy states that it is committed to openness, probity and accountability. The policy gives a voice to employees and others who have concerns about malpractice or feel that someone is not doing their job in school. In policies provide help and support if a member of staff for others need to speak up and feel that they are been supported. The school will take any concerns seriously and deal with them following procedures. The purpose of the policy is to make people feel that they are someone to talk to voice their concerns. How to raise the concern, you need to speak to a member of the SLT or write to the chair the governors. You will get a response within five working days. You will be asked to attend a meeting to voice your concerns and discuss them, they ask you write the problem down and give the names dates and places. After the meeting within 10 days you will receive a letter of your concern has been received and it outlined the issues and then tell you how they will deal with the matter if needed. If the SLT or chair a governor decides that an investigation is needed they will advise local authority, procedures for safeguarding of children will be followed. The investigation will not be carried out by anyone in your line management. If an investigation is carried out you will be informed of what is happening. The information that will be given to you may not be all the data involved because of the data protection act. If there is an anonymous allegation it can often be difficult to investigate it is better to raise concern in person. Anonymous allegations are investigated if the issue is a serious, the credibility of the allegation, being able to confirm the allegation (enough evidence). How the school trees whistleblowers. If you make an allegations in good faith no action will be taken against you if you make malicious allegations then disciplinary action can be taken against you. Disciplinary action can also be taken against other members of staff who try and stop employees raising concerns. Anybody who raises a concern has the opportunity to give feedback about any problems that you may have received this is so employees who raise a concern in good faith does not suffer.

Roles and responsibilities of a teacher

Roles and responsibilities of a teacher Review your own roles and responsibilities as a Teacher, in terms of the Teaching/Training Cycle, identifying boundaries that should be set. INTRODUCTION In every profession, there are roles and responsibilities and boundaries that are set in order to divide the line that indicates the farthest limit. Roles and Responsibilities are important because they would facilitate order in any given organisation and allow personal and organisational objectives to be met, as those with Roles will be accountable to their functions. Actions and activities assigned to or required or expected of a person or group are referred to as Roles while the obligations to carry forward an assigned task to a successful conclusion are referred to as Responsibilities. All learning institutions are subject to legislation. It is of relevance that in this assignment I link these roles and responsibilities to current legislative requirements such as Disability Discrimination Act, (DDA), Special Education Needs (SEN), and Equal Opportunities. Under the Professional Code of Practice, I have responsibilities as a teacher to undertake 30 hours of Continued Professional Development per year and I must also update my subject knowledge. I must therefore, have clarity on my roles and responsibilities in order to prevent omission of duty. In this assignment I will examine the Roles and Responsibilities of a Teacher in relation to the Teaching/Training Cycle. This will lead to focussing on professional activities within the learning cycle. I will also recognise the professional boundaries that govern a teachers behaviour in order to comply with the Professional code of conduct. It is therefore, of significance that I discuss where the teachers different roles stop. After analysing this topic, I will come up with a conclusion. Holtrop (1997) suggests that Obviously teachers wear many hats: friend, counsellor, judge, mentor, hundreds of roles and different roles for different classes, students and extracurricular duties. In relation to the Training cycle, I have a role of Assessor. A majority of learners will have different individual learning needs and for me to accommodate their needs, I need to have assessment skills that will promote equality, diversity and inclusion. I will link this to Domain A of the LLUK Standards which states one of the professional practices as Apply principles to evaluate and develop own practice in promoting equality and inclusive learning and engaging with diversity. I can achieve this by carrying out thorough initial assessments that will help me to identify different learner needs such as poor writing skills, poor reading skills, disabilities etc. This would be in line with Domain C Ways to identify individual learning needs and potential barriers to learning in own specialist area. This will make it easier for both the learner and me to access learning and deliver learning respectively, because based on the assessment needs that I will identify, I must have knowledge understanding of how I will apply the different assessment methods like formative and summative assessments to meet these needs. This may increase the level of motivation to both the learner and teacher. I will link this to Domain E which is about assessment for learning Theories and principles of assessment and the application of different forms of assessment, including initial, formative and summative assessment in teaching and learning. In my role as a teacher I am to conduct initial assessments which will help me to identify learners needs, knowledge and skills and also help to identify referral points against levels within the National Standards. When I identify needs that need to be referred, I will have to give the learner information, advice and guidance to where they are being referred. This will be linked to Domain F which is about access and progression- sources of information, advice, guidance and support to which learners might be referred. This also promotes the Wayt (2008) explains that Assessing varying learning styles within a group and considering learners motivation and previous experiences helps identify various teaching methods that could be useful throughout the programme. Sessions incorporating visual, auditory and kinaesthetic learning styles ensures students have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective. The initial assessment will provide me with some important detail to inform the plan, which will be revised on an on-going basis to monitor the learners progress and identify any subsequent support needs. Both learner and teacher will be aware of what the learner knows and is able to do and what he/she needs to learn. It is also important for me and the learner to know how the learner likes to learn; as this helps me to identify barriers to learning such as difficulties in reading, writing, numeric, language skills and any other disabilities and will make reasonable adjustments in order to use the appropriate assessment methods that will meet the individual learners needs and promote equality and diversity. At this stage, should any learner require support which is beyond my competence, I will refer and ensure that I give the learner the right information on their referral, so as to meet the professional standards in Domain F of the LLUK Sources of information, advice, guidance and s upport to which learners might be referred. This is in line with the Equal Opportunities Act (2004) which states that all learners must have equal access to learning regardless of their learning barriers, disabilities, sex, religion, and race. Under the Disability Discrimination Act 1995(as amended by the Special Educational Needs and Disability Act 2001) disabled learners must not be treated less favourably and teachers must make reasonable adjustments to ensure that disabled learners are not at a substantial disadvantage compared to their peers. . Following the initial assessment, I should do a diagnostic assessment in order to identify specific individual needs and support required and this will lead to the creation of a detailed personal profile, providing the basis for an Individual Learning Plan. As an Assessor, I have limits to this role. By doing a thorough assessment, I may identify needs that are beyond my competence and may need to refer the learner appropriately. For example, if I identify that a Learner has financial needs, I may need to refer the said learner to the appropriate department. This in itself is helping meet the learners need and adhering to the professional boundaries. It would be very unprofessional for a teacher to give money to a learner to fund his/her education or get money from a learner. This is to conform to the LLUK standard in Domain A which states that Conform to statutory requirements and apply codes of practice and also Domain F which says Boundaries of own role in supporting learners. And one of the professional code of practice introduced by the Institute for Learning (IFL) states that a teacher must protect the interest of the learners and the wider public and any member of the Institute for Learning who breaches the code will be subject t o disciplinary investigation as described by the disciplinary procedure. Let me look at another role of a teacher. As a teacher, I am a Planner, in that I plan appropriate, effective, coherent and inclusive learning programmes that promote equality and engage with diversity. This means I should plan for the use of different teaching methods and activities which are in line with the curriculum requirements and meet the needs of the learners. These may be group discussions, questioning etc. This is in line with the LLUK Standard Domains B and D BK2.1 Principles of learning and ways to provide learning activities to meet curriculum requirements and the needs of all learners. DK 1.1 How to plan appropriate, effective, coherent and inclusive learning programmes that promote equality and engage with diversity. Planning is a very important role for me because it will direct or guide me in the delivery session. My planning will depend on the identified individual needs, which will prompt me to use the appropriate teaching methods. This is because I am required to ensure that the identified needs of my learners are properly taken care of in my planning process. Without planning, I might not be able to meet the learners needs and may not deliver in line with the curriculum. This may result in de-motivation and dissatisfaction to both the learner and I, as learners will feel they have not been catered for and I will feel I have not played my role as a planner. In view of the on going assessments, I am responsible for preparing the assessments in such a way that they meet the needs of individual learners and promote equality, diversity and inclusion. In this case, it is important for me to use different assessment methods such as formative and summative assessments. These could be direct observation, oral questioning, professional discussion, witness testimony of case studies. When this is done, I will have met the LLUK Standard Domain E Theories and principles of assessment and the application of different forms of assessment, including initial, formative and summative in teaching and learning. It is part of my responsibility to ensure that learners are involved in planning for assessments. Learners should not be subjected to a surprise assessment. I should always involve them at the planning stage and be able to give them opportunities to make their own suggestions and choices without putting them in situations where they feel overwhelmed . This will give them a sense of ownership. This is in line with LLUK Standard Domain E Ensure that learners understand, are involved and share in responsibility for assessment of their learning. The planning session should be able to meet the individual learner needs, by considering different resources that will promote fair and effective assessment. For example, a teacher who is going to assessor a learner at a place of work must have planned in advance with the learner, who might have suggested that it was better to do the assessment in the morning because that is when a lot of activities take place. If this happens, it is most likely that the learner will feel at ease and have a sense of fulfilment because he/she has been involved in the planning process and his/her need met. This is linked to Domain E Apply appropriate methods of assessment fairly and effectively. A teacher is also an Information Provider (Lecturer). In reference to the Teaching/Learning cycle, this role requires me to deliver/implement teaching as planned and designed, inclusively to promote equality and diversity. Gay (2000) states that, It is very important for teachers to appreciate the impact culture has on learning. Furthermore, they must make their teaching well suited to the social cultural contexts and frames of reference of ethnically diverse students.  Ã‚   I must therefore, take the differentiation approach, to be able to offer a range of approaches and resources to meet the needs of an individual or a group of learners. It is my responsibility to develop and produce teaching and learning materials appropriate for a range of contexts, purposes and target audiences. Different learners have different levels of understanding and knowledge, and if I am to cater for their needs, I will have to use different teaching tools, such as DVDs, handouts and practical demonstrations(which must be referenced to the curriculum) When applied these teaching tools will promote equality, diversity and inclusion and will have the potential for language, literacy, numeracy and information and communicat ion technology for learners and will make it easier for those who understand visual, auditory and kinaesthetic learning. For example, a learner who understands well when they see might need to watch the video to get understanding. This can be linked to Domain B of the LLUK Standards Ways to ensure that resources used are inclusive, promote equality and support. This can also be linked to Bloom (1997)s taxonomy where he separates out learning into three Domains Cognitive domain concerns our thinking and memory and our capacity for understanding. The psychomotor domain deals with our abilities, the skills that we have, what we can physically do. Affective domain relates to our understanding, i.e. our approach, our attitude to what we do. I am also responsible for making the learning environment a safe place to comply with the Health and Safety at Work Act (1974.) This calls for risk assessments, which help to identify any hazards that would hinder learning. According to Maslows pyramid, everyone needs to feel protected against any life threatening cause. This is also in accordance with the LLUK Standard Domain B- which states that Ways to maintain a learning environment in which learners feel safe and supported. It is therefore important for me to maintain safety in the learning environment and to make learners be aware of their responsibilities in maintaining safety, as health and safety is everyones responsibility.   As a teacher, I have the role of a Mentor/ Counsellor in delivering the course. I should be able to apply appropriate teaching and learning strategies which take account of individual learner needs. When delivering the course, I must show understanding of the responsibilities and boundaries of my own role in providing support for individual learners for example, signposting and /or referring on specialist services. Learners should be given information on where they can find further information, advice, guidance or learning provision. I also need to ensure that learners understand the context of the course, for example the NVQ standards, its application and contribution to the care sector, the economy and the community. It is therefore, important for me to attend standardisation meetings in order to keep abreast with current standards in my specialist area, as required by the LLUK Standards Domain C Own specialist area including current developments and Domain C Ways in which own specialist relates to the wider social, economic and environmental context. Gravells (2007) asserts that, learners learn from each other as well as the tutor. To promote diversity in my delivery, I must ensure that there is involvement of all students in relevant activities, rather than excluding them for any direct or indirect reasons (inclusively), as mentioned in the Tomlinson report. Teachers must facilitate learning environments which will promote culture and ethnic diversity. Therefore, learners from different ethnic groups will be able to voice their cultural expression in order to increase content and learning processes. The assessment of learners competence is an important role of a teacher. I will assess what the learner has learnt and will be responsible for finding out what methods of teaching and learning would be most appropriate for the learner and to motivate the learner to continue and to do better. This can be achieved by using formative and summative assessments. In relation to my area of teaching NVQs in Health and Social Care, formative assessment is aimed to helping the learner become competent and meet specific performance criteria. This should be an ongoing process, where regular tutorial sessions take place, teacher following workplace observation and completing of written tasks. I am responsible for giving learners constructive feedback on their performance, which will motivate them, especially those that are unsure of their own abilities. This can be linked to Domain E The role of feedback and questioning in assessment for learning. I am also responsible for recording outcomes of formative assessment and keeping these records updated and stored safely for confidentiality to conform to the LLUK Standard Domain A Keep accurate records which contribute to organisational procedures. This will in turn give learners a clear guidance as to what aspects of performance they shall still need to work on. In view of the Data Protection Act (1998), I must keep all records within confidentiality agreements to comply with organisational policies and procedures and also to comply with the LLUK Standard Domain A The need for confidentiality, respect and trust in communicating with others about learners. Summative assessment will take place at the end of the learning, giving feedback on learning achievements, maybe a qualification, test or a completed Individual Learning Plan. In relation to NVQs, summative assessment will represent a formal summing up of the learners achievement on completion of a particular piece of work; this may be at a completion of each unit. I will be responsible for making a final judgement on the whole of a unit after making a series of formative assessments. This also must be recorded as evidence to represent the learners competence at the time of the summative assessment. A teacher has a role of an evaluator as well. It is my responsibility to make an assessment of, or to judge what I have delivered. Evaluation will help me to look back at how I delivered the learning and find out what could be done differently. I will need to evaluate my own practice on a regular basis, such as my opinions on the course and how it could be made better next time. Learners must be given the opportunity to evaluate the course whether they achieved something, were the teaching materials enough? Did the course meet individual learner needs? This will help to improve delivery in subsequent sessions. In my role as NVQ Tutor/Assessor, I may need to follow the established structure in place, that means I need to be observed actually assessing and giving feedback and then I will be given feedback on how I perform and how I could improve. Some of the ways of getting feedback on my assessment and teaching skills could be, asking an experienced colleague to observe me, get feedback- formal and informal from learners on different types of assessments I use and how these can be improved. This can also be done by writing reflections to explore and evaluate the different ways I assess, using information from colleagues and learners, as well as the actual experiences and results related to the assessments I use with learners. Reflective practice will enhance good practice and further improve what I do in my subject area. All this is in line with the LLUK Standard Domain E The role of feedback in effective evaluation and improvement of own assessment skills. Revising is about making changes based on the evaluation information and will enable continuous improvements to be made. I am responsible for making any changes to the assessment or teaching methods that were not effective to the learners in order to meet their needs. This can be linked to Domain E The role of feedback in effective evaluation and improvement of own assessment skills. A teacher is a researcher. I should take responsibility to engage in continuing professional development to inform my practice, as this is one of the Codes of Professional Practice. As a teacher, I need to do a lot of research by reading relevant books, using the internet, journals, attending training and other relevant sources to update my knowledge. I am responsible for attending Standardisation meetings to inform my practice and to work in line with the specified standards. I must take it upon myself to explore and keep my mind focused to get knowledge and understanding. Collaborating with others would help to improve my own and team performance. This is in relation to the LLUK Standards in Domain A Ways to reflect, evaluate and use research to develop own practice and to share good practice with others. There are boundarieswithin professional disciplines. Teachers are not supposed to borrow money from learners, neither are they allowed to lend money to learners. It would be unprofessional for a teacher to be found in such a situation. Teachers are also reminded not to go beyond their role by going to learners home for assessment or learner coming to teachers home for assessment. All assessments must take place at the centre and /or workplace. As a teacher, I must always follow organisational procedures in dealing with issues such as complaints and appeals and make references appropriately, especially where the issue is not within my competence. CONCLUSION Roles and responsibilities are important because they will promote accountability among teachers and will help meet personal, organisational goals and individual learner needs. It would be frustrating if teachers lacked clarity on their roles and responsibilities because they would be stuck with who is doing what and who answers to whom? When these roles and responsibilities are applied, they benefit both the learner and teacher, by delivering learning which is inclusive, and promotes equality and diversity. Boundaries will help teachers to work within their limits and adhere to the professional code of practice. . Wayt(2008) The responsibility of a teacher will be to continually   reassess development and change during the course and create a seamless transition   to ensure smooth delivery. This just confirms the teaching/learning cycle. I am responsible for ensuring that the cycle is on going, by seeing to it that action plans are put in place, constructive feedback is given to the learner where necessary and the cycle does not break. This will increase the level of motivation, satisfaction and will help to achieve the goals for both the learner and me. The teacher will also be responsible for inducting the learners to the organisation and course so that learners understand what is expected of them and what the organisation can deliver. This will also help the learners to have a clear understanding of the organisational rules and regulations and also of the course contents. This is likely to result in learners having a good foundation for their course and be able to prepare adequately. REFERENCES Bloom (1997) Maslin-Prosthero -page 185 Gay (2000) Available at http:/www.intime.uni.edu/multiculture/curriculum/culture/roles.htm Accessed on 6th December, 2009 Gravell A (2007) FE champion January, 2007- Post compulsory education and training. Available at www.pcet.net/articles63.html (Date accessed 6th December, 2009) Holtrop (1997) Available at http:/www.huntington.edu/education/lessonplanningroles.html Accessed on 6th December, 2009 Wayt S.(2008). Holistic Health and well-being. Available at http/:www.balance-therapy.co.uk Accessed 6th December, 2009 LLUK STANDARD DOMAINS LINKS Domain A AP 3.1 Domain C CK3.2 Domain E EK 1.1 Domain F   -FK 1.1 Domain A AP 6.1 Domain F -FK 2.1 Domain B BK 2.1 Domain D DK 1.1 Domain E EK1.1 Domain E EP3.1 Domain E -EP2.1 Domain B BK5.2 Domain B BK1.1 Domain C CK1.1 Domain C -CK1.2 Domain E EK4.1 Domain E EK5.1 Domain E EK4.2 Domain A AK4.

The Civil Rights Movement :: African-American Civil Rights Movement

In the postwar years, the NAACP's legal strategy for civil rights continued to succeed. Led by Thurgood Marshall, the NAACP Legal Defense Fund challenged and overturned many forms of discrimination, but their main thrust was equal educational opportunities. For example, in Sweat v. Painter (1950), the Supreme Court decided that the University of Texas had to integrate its law school. Marshall and the Defense Fund worked with Southern plaintiffs to challenge the Plessy doctrine directly, arguing in effect that separate was inherently unequal. The U.S. Supreme Court heard arguments on five cases that challenged elementary- and secondary-school segregation, and in May 1954 issued its landmark ruling in Brown v. Board of Education that stated that racially segregated education was unconstitutional. White Southerners received the Brown decision first with shock and, in some instances, with expressions of goodwill. By 1955, however, white opposition in the South had grown into massive resistance, a strategy to persuade all whites to resist compliance with the desegregation orders. It was believed that if enough people refused to cooperate with the federal court order, it could not be enforced. Tactics included firing school employees who showed willingness to seek integration, closing public schools rather than desegregating, and boycotting all public education that was integrated.   Ã‚  Ã‚  Ã‚  Ã‚  The White Citizens Council was formed and led opposition to school desegregation allover the South. The Citizens Council called for economic coercion of blacks who favored integrated schools, such as firing them from jobs, and the creation of private, all-white schools. Virtually no schools in the South were desegregated in the first years after the Brown decision. In Virginia one county did indeed close its public schools. In Little Rock, Arkansas, in 1957, Governor Orval Faubus defied a federal court order to admit nine black students to Central High School, and President Dwight Eisenhower sent federal troops to enforce desegregation. The event was covered by the national media, and the fate of the Little Rock Nine, the students attempting to integrate the school, dramatized the seriousness of the school desegregation issue to many Americans. Although not all school desegregation was as dramatic as in Little Rock, the desegregation process did proceed-gradually. Frequently schools were desegregated only in theory, because racially segregated neighborhoods led to segregated schools. To overcome this problem, some school districts in the 1970s tried busing students to schools outside of their neighborhoods. As desegregation progressed, the membership of the Ku Klux Klan (KKK) grew.   Ã‚  Ã‚  Ã‚  Ã‚  The KKK used violence or threats against anyone who was suspected of favoring desegregation or black civil rights. Klan terror, including intimidation and murder, was widespread in the South in the 1950s and 1960s, though Klan

The Future of Education Essay -- Teaching Teachers Essays

The Future of Education As teachers our primary concern should be the students and what type of learning environment will be best suited to meet their needs. There are many different opinions as top what the most effective or appropriate curriculum is for the students. I do not believe there is any one philosophy that can provide the ideal curriculum for each and every student. Just as there are numerous methods of teaching, there are also numerous ways to learn. It is essential that we keep this in mind as we help the students achieve their goals and discover their talents. Above all we must encourage the students to try new things and do what we can to prevent limiting them in any way. I do not feel that I completely fall under any of the major teaching philosophies, but I do mostly agree with the progressivists. The school system needs to attempt to keep their curriculum as current as possible with the ever changing technological advances. I also believe that the students will be able to retain what they learn if they are given hands on projects that pertain to the subject material. It is not my intent to undermine traditional book learning, which is still an essential part of the schooling process, but basic book learning cannot be the total emphasis of the school program. The school system should not eliminate some of the some of the classes such as Agricultural Science, Music, Art, or the Shop classes. Elimination of these types of classes ...

The Period in American History from 1781 to 1789

The period in American History from 1781 to 1789, when the United States was organized under the Articles of Confederation, was not characterized by a strong and effective government, but instead provided the framework upon which a more effective government could be built. The Articles of Confederation, since they prevented a strong central government from having power over states' rights, tended to create problems for a government that wished to rule with any amount of authority.This was particularly evident in the areas of foreign relations, internal discontent over tariffs, and political party struggles. While the United States was attempting to establish itself in diplomatic affairs, this became increasingly difficult to do since the federal government had little power when it came to tariffs and import duties, and also because it had no way of enforcing any agreement which it made with other countries. John Jay's Treaty with Great Britain proposed measures which would improve re lations between Great Britain and the U.S. , but because the U. S. was not a strong military power, it lacked the means to enforce the agreements of Jay's Treaty. A similar type of situation occurred when the U. S. tried to negotiate with Spain over the right to navigate on the Mississippi River. Because of the weakness of the government under the Articles of Confederation, the United States did not reach a peaceful settlement concerning the Mississippi River until the Pinckney Treaty of the 1790's.Political party struggles (or struggles between the beginnings of political parties) also tended to bring about disunity in the early government, thereby weakening its effectiveness. Rawlin Lowndes reflected the attitudes of the pre-Constitutional era in his speech to the South Carolina House of Representatives, when he stated that, rather than tear down the existing government and adopt a constitution, attempts should be made to improve the existing structure.Further conflicts over the n ature of the Constitution occurred between federalists, who supported a Constitution with provisions for a strong central government, and anti-federalists, who favored supremacy of states' rights. These conflicts added to the existing troubles of the government under the Articles of Confederation, thus making it even more difficult to rule effectively. Internal problems also existed in the area of land distribution, although these were solved fairly effectively by the Land Ordinance of 1785 and the Northwest Ordinance of 1787.The manner in which new lands acquired from Great Britain had been redistributed also caused an increase in the faith of the government between 1781 and 1789. However, internal struggles continued to exist. Tariffs that were passed between states caused internal friction for the new country and the lack of a unified monetary system brought additional problems. Since the government under the Articles was not given power to set up a sound currency system, or to e stablish a national bank, even greater disorganization prevailed.The founding fathers realized this need for a stronger central government and eventually organized at the Constitutional Convention in Philadelphia to discuss the problem. Although they recognized the present government's weaknesses, they also saw that the basic structure of it was based on a sound principle and should not be done away with completely. Although problems continued to exist over questions like whether to have a national bank, the Founding Fathers eventually agreed that a Constitution and a strong central government would be needed if the government of the U. S. was to rule effectively.

Indoor vs Outdoor

Well games should be such that they give us some sort of entertainment and also physical exercise.I prefer outdoor games to indoor games.I have the following reasons for my choice. At first,outdoor games give me more physical exercise than indoor games.I can do a lot of body work and movement in the outdooor games.They would help me keep my cholesterol level in control and also keep me aloof from all kinds of cardiovascular problems. Second,these would give me a more of exposure to the nature.I can enjoy the cool breeze and sizzling rainfall only during the outdoor games though not all the time.It is not at all possible in the indoor games like the computer games or the video games.Third,these can be done at all places and whenever required.Because a simple walk or jogging or playing badminton can be done at all places and some of them donot even require any devices. And also these would help me develop my social circle as I can get into contact with several people who have similar i nterests and from different walks of life. So for the above reasons I prefer outdoor games and enjoy playing them. Games should be such that they give us some sort of entertainment and also physical exercise.I prefer outdoor games to indoor games. I have the following reasons for my choice.At first,outdoor games give me more physical exercise than indoor games. I can do a lot of body work and movement in the outdoor games. They would help me keep my cholesterol level in control and also keep me aloof from all kinds of cardiovascular problems.Second, these would give me more exposure to nature. I can enjoy the cool breeze and DRIZZLING rainfall only during outdoor games, though not all the time. It is not at all possible in the indoor games like the computer games or the video games.Third, these can be done at all places and whenever required. Because A simple walk or jogging or playing badminton can be done at all places(,) and some of them do not even require any devices. And also t These would help me develop my social circle as I can COME into contact with several people who have similar interests and from different walks of life.So for the above reasons I prefer outdoor games and enjoy playing them.

Impact of Bankers Bonuses on the Economy Research Paper

Impact of Bankers Bonuses on the Economy - Research Paper Example A qualitative analysis would be conducted in order to accomplish the objectives of this research study, for which both primary as well as secondary data would be collected. The secondary data would be collected through authentic print as well as online sources, while for collecting primary data; a focus group interview would be conducted among 10 respondents.The spectacular collapse of financial institutions and banks has raised questions that link the bank executives and the payments that they received for their performance. Thomas Philippon and Ariell Reshef in their research report had mentioned that in the year 2000, the salary that the executives received in the banking sector were augmented by about 40 percent, in spite of having the same qualification (Fox, 2009). They were also offered stocks and other equity options in order to avoid their practice of short-termism. It was found that the level of pay of the executives increased dramatically in comparison to the non-executive s (The Independent, 2009). Standard & Poor 500 stated that the average total pay of the CEOs has increased to 10.5 million during the year 2008 from $850,000 in the 1970s. 1.2 Research Problem The research problem revolves around bankers’ bonus and its effect on the economy. This is because it was found that even during the economic crisis when the banks were collapsing, their bankers were receiving the hefty bonus for their performance, which is an underlying cause of financial crisis. 1.3 Research Aim and Objective The aim of this research paper is to identify the relationship between bankers’ bonus and the global economy. In order to fulfill this aim, the objective of the researcher would be to analyze the payment structure in the banking sector, which also includes the bonus. Secondly, the cause and effect of bonus payment on the financial status of the banks during the financial crisis would be also examined. Thirdly, the issues would be identified in order to pre sent the wrong practices if any in this regard. 1.4 Research Questions The research questions have been formulated in line with the aims and objectives of this research study; they are stated below: Q1: Did the bankers receive a bonus during the financial downturn? If yes, then how much? Q2: What was the financial status of the banks which distributed bonus to its executives? Q3: What payment of bonus to bankers an underlying reason which added to the financial crisis?   Bankers’ bonuses are awarded to the workers in the banking and finance industry, which was traditionally paid at the end of the year with the intention of rewarding employees. This was a way to appreciate their contribution to the growth and development of the organization. However, the present scenario of bankers’ bonus can be better explained through Peter Ducker’s words. He stated that when the bosses themselves get over indulged in the corporate trough, they tend to lose respect in the org anization.  Ã‚  

MGMT442 U5 DB Research Paper Example | Topics and Well Written Essays - 250 words

MGMT442 U5 DB - Research Paper Example Employers and employees can be able to pass information about the needs of their customers faster and get quicker response including even in the customer care department. The quickest way to outdo competitors is to gain and maintain customers. If customers are severed better because of faster communication through the programs, then they tend to be maintained outdoing competitors. With the constant upgrading of the communication programs with the current technology, the company is able to appease the stakeholders and the continue increasing investments. Challenges present in a multinational organization with the communication programs is the language barrier. Multinational means having employees speaking and communicating using different languages of their various countries (Wrench, 2013). The communication program therefore has to constantly keep on being reprogramed to accommodate the different languages and still perform its work effectively without disrupting or disorienting employees. Having the program be compatible with different languages of employees is an added competitive advantage to the organization in addition to making the organization work smoothly across the

Why is the notion of identity so important for the Constructivist Essay

Why is the notion of identity so important for the Constructivist approach - Essay Example Constructivist approach maintains central place in the disciplines including teaching and education, sociology and economics, and philosophy and psychology. However, it has obtained imperative significance in history, international relations and political science too due to its validity and vastness in respect of defining and encompassing the developments being observed at national and international scales by depicting the motifs and intentions behind the entire scenario of rabidly developing world at large. First articulated by the contemporary era American political scientist and theorist Nicholas Greenwood Onuf, the Constructivist approach submits to state that human actions appear to be the most dynamic factors of all progresses being observed in all parts of the world without discrimination. Consequently, it is human actions that give birth to social and political changes in accordance with the events taking place at international arena. These events and incidents appear to be r eliant upon one another in a sense that one event may give way to the others making a chain of developments subsequently (Onuf, 1989, p.49). For instance, it was the strict German political scheme against the vanquished France in the aftermath of the Franco-Prussian War of 1870-71, which had given a go to the establishment of several international alliances including the Dreikaiserabund (or Three Emperors League), Triple Entete, Triple Alliance and others from 1875 to 1912. Similarly, the Treaty of Versailles (1919) drafted by the then British and French prime ministers i.e. Lloyd George and Clemenceau respectively in the aftermath of WWI, certainly contained the seeds and elements of another horrible war for the future years to come (Lowe, 1996, p.238). Moreover, the active participation of America in the Russ-Afghan conflict (1979-89) not only led the circumstances towards the disintegration of Russia, but also