Battle of Monte Cassino in World War II

Skirmish of Monte Cassino in World War II The Battle of Monte Cassino was battled January 17 to May 18, 1944, during World War II (1939-1945). Quick Facts: Battle of Monte Cassino Dates: January 17 to May 18, 1944, during World War II (1939-1945).Allies Armies and CommandersGeneral Sir Harold AlexanderLieutenant General Mark ClarkLieutenant General Oliver LeeseUS Fifth Army British Eighth ArmyGerman Armies and CommandersField Marshal Albert KesselringColonel General Heinrich von VietinghoffGerman tenth Army Foundation Arriving in Italy in September 1943, Allied powers under General Sir Harold Alexander started pushing up the landmass. Because of the Apennine Mountains, which run the length of Italy, Alexanders powers progressed on two fronts with the Lieutenant General Mark Clarks US Fifth Army on the east and Lieutenant General Sir Bernard Montgomerys British Eighth Army on the west. United endeavors were eased back by poor climate, harsh territory, and a steady German protection. Gradually falling back through the fall, the Germans tried to purchase time to finish the Winter Line south of Rome. Despite the fact that the British prevailing with regards to entering the line and catching Ortona in late December, substantial snows kept them from pushing west along Route 5 to arrive at Rome. Around this time, Montgomery left for Britain to help in arranging the attack of Normandy and was supplanted by Lieutenant General Oliver Leese. Toward the west of the mountains, Clarks powers climbed Routes 6 and 7. The last of these stopped to be usable as it ran along the coast and had been overwhelmed at the Pontine Marshes. Therefore, Clark had to utilize Route 6 which went through the Liri Valley. The southern finish of the valley was secured by enormous slopes neglecting the town of Cassino and on which sat the nunnery of Monte Cassino. The zone was additionally secured by the quick streaming Rapido and Garigliano Rivers which ran west to east. Perceiving the guarded estimation of the territory, the Germans assembled the Gustav Line segment of the Winter Line through the zone. Notwithstanding its military worth, Field Marshal Albert Kesselring chose not to involve the old monastery and educated the Allies and Vatican regarding this reality. First Battle Arriving at the Gustav Line close to Cassino on January 15, 1944, the US Fifth Army quickly started arrangements to ambush the German positions. Despite the fact that Clark felt the chances of accomplishment were low, an exertion should have been made to help the Anzio arrivals which would happen further north on January 22. By assaulting, it was trusted that German powers could be attracted south to permit Major General John Lucas US VI Corps to land and rapidly involve the Alban Hills in the foe back. It was imagined that such a move would force the Germans to relinquish the Gustav Line. Hampering Allied endeavors was the reality the Clarks powers were worn out and battered after a battling their path north from Naples (Map). Pushing ahead on January 17, the British X Corps crossed the Garigliano River and assaulted along the coast squeezing the German 94th Infantry Division. Having some achievement, X Corps endeavors constrained Kesselring to send the 29th and 90th Panzer Grenadier Divisions south from Rome to balance out the front. Lacking adequate stores, X Corps couldn't misuse their prosperity. On January 20, Clark propelled his primary ambush with the US II Corps south of Cassino and close San Angelo. In spite of the fact that components of the 36th Infantry Division had the option to cross the Rapido close San Angelo, they needed defensively covered help and stayed segregated. Brutally counterattacked by German tanks and self-impelled firearms, the men from the 36th Division were at last constrained back. After four days, an endeavor was made north of Cassino by Major General Charles W. Ryders 34th Infantry Division with the objective of intersection the waterway and wheeling left to strike Monte Cassino. Intersection the overwhelmed Rapido, the division moved into the slopes behind the town and increased a solid footing following eight days of substantial battling. These endeavors were bolstered by the French Expeditionary Corps toward the north which caught Monte Belvedere and ambushed Monte Cifalco. Despite the fact that the French couldn't take Monte Cifalco, the 34th Division, suffering staggeringly unforgiving conditions, struggled their way through the mountains towards the nunnery. Among the issues looked by Allied powers were enormous zones of uncovered ground and rough territory that blocked burrowing foxholes. Assaulting for three days toward the beginning of February, they couldn't make sure about the nunnery or the neighboring high ground. Spent, II Corps was pulled back on February 11. Second Battle With the expulsion of II Corps, Lieutenant General Bernard Freybergs New Zealand Corps pushed ahead. Driven into arranging another ambush to calm weight on the Anzio foothold, Freyberg expected to proceed with the assault through mountains north of Cassino just as advance up the railroad from the southeast. As arranging pushed ahead, banter started among the Allied central leadership with respect to the nunnery of Monte Cassino. It was accepted that German eyewitnesses and big guns spotters were utilizing the nunnery for insurance. Despite the fact that many, including Clark, accepted the monastery to be empty, expanding compel at last drove Alexander to disputably arrange the structure to be shelled. Pushing ahead on February 15, an enormous power of B-17 Flying Fortresses, B-25 Mitchells, and B-26 Marauders struck the noteworthy monastery. German records later demonstrated that their powers were absent, through the first Parachute Division moved into the rubble after the besieging. On the evenings of February 15 and 16, troops from the Royal Sussex Regiment assaulted positions in the slopes behind Cassino with little success. These endeavors were hampered by cordial fire episodes including Allied mounted guns because of the difficulties of pointing precisely in the slopes. Mounting his fundamental exertion on February 17, Freyberg sent forward the fourth Indian Division against German situations in the slopes. In fierce, close-in battling, his men were turned around by the adversary. Toward the southeast, 28th (Mä ori) Battalion prevailing with regards to intersection the Rapido and caught the Cassino railroad station. Lacking shield support as the stream couldn't be crossed, they were constrained back by German tanks and infantry on February 18. In spite of the fact that the German line had held, the Allies had approached an advancement which concerned the authority of the German Tenth Army, Colonel General Heinrich von Vietinghoff, who managed the Gustav Line. Third Battle Rearranging, Allied pioneers started arranging a third endeavor to enter the Gustav Line at Cassino. As opposed to proceed with past roads of advance, they conceived another arrangement which required an ambush on Cassino from the north just as an assault south into the slope complex which would then go east to attack the nunnery. These endeavors were to be gone before by extraordinary, substantial shelling which would require three days of clear climate to execute. As an outcome, the activity was delayed three weeks until the airstrikes could be executed. Pushing ahead on March 15, Freybergs men progressed behind a crawling barrage. In spite of the fact that a few increases were made, the Germans mobilized rapidly and dove in. In the mountains, Allied powers made sure about key focuses realized Castle Hill and Hangmans Hill. Beneath, the New Zealanders had prevailing with regards to taking the railroad station, however battling in the town stayed furious and house-to-house. On March 19, Freyberg wanted to reverse the situation with the presentation of the twentieth Armored Brigade. His attack plans were immediately ruined when the Germans mounted substantial counterattacks on Castle Hill attracting the Allied infantry. Lacking infantry support, the tanks were before long taken out individually. The following day, Freyberg included the British 78th Infantry Division to the fight. Diminished to house to house battling, regardless of the expansion of more soldiers, Allied powers couldn't defeat the fearless German protection. On March 23, with his men depleted, Freyberg ended the hostile. With this disappointment, Allied powers solidified their lines and Alexander started conceiving another arrangement for breaking the Gustav Line. Trying to carry more men to hold up under, Alexander made Operation Diadem. This saw the exchange of the British Eighth Army over the mountains. Triumph finally Redeploying his powers, Alexander put Clarks Fifth Army along the coast with II Corps and the French confronting the Garigliano. Inland, Leeses XIII Corps and Lieutenant General Wladyslaw Anders second Polish Corps restricted Cassino. For the fourth fight, Alexander wanted II Corps to push up Route 7 towards Rome while the French assaulted over the Garigliano and into the Aurunci Mountains on the west side of the Liri Valley. Toward the north, XIII Corps would endeavor to drive the Liri Valley, while the Poles hovered behind Cassino and with requests to seclude the convent ruins. Using an assortment of misdirections, the Allies had the option to guarantee that Kesselring was uninformed of these troop developments (Map). Beginning at 11:00 PM on May 11 with a barrage utilizing more than 1,660 weapons, Operation Diadem saw Alexander assault on each of the four fronts. While II Corps met substantial obstruction and made little progress, the French progressed rapidly and before long entered the Aurunci Mountains before sunshine. Toward the north, XIII Corps made two intersections of the Rapido. Experiencing a solid German safeguard, they gradually pushed forward while raising scaffolds in their back. This permitted supporting reinforcement to cross which assumed a key job in the battling. In the mountains, Polish assaults were met with German counterattacks. By late on May 12, XIII Corps bridgeheads kept on developing notwithstanding decided counterattacks by Kesselring. The following day, II Corps started to increase some ground while the French went to strike the German flank in the Liri Valley. With his traditional faltering, Kesselring started pulling b

EXPRESSION AND COMMUNICATION essays

Articulation AND COMMUNICATION articles To begin with the article I might want to advance an episode from the film GOD MUST BE CRAZY , as this rung a bell while perusing the Envision yourself in Africa, meandering capriciously through the wilderness with tears spilling down your face and your heart broken in light of the fact that your pet gorilla has neglected you and escaped with a gathering of different gorillas. You discover a town of locals, who accumulate around you and appear to be interested as to whats going on in your life. Unfit to hold back the cries, you spill your biography, your expectations and dreams, delights and distresses. The locals simply stand and gaze at you, as you hear a couple of laughs and see a couple of grins. You develop bothered that they have not reacted the manner in which you figured they would, so you bounce around and shout furiously at them pretty much all the torment and bad form you have persevered. They still stand and gaze, their snickers becoming stronger, their grins more extensive. You cant see how it tends to be that you have communicated such extraordinary emotions and feelings to these individuals and have gotten no response, no compassion, no association. Simply, you don't communicate in their language and they don't talk yours, and you were excessively enveloped with your own hopelessness to take note. You most unquestionably have communicated, however there has been no correspondence. This may be the most boundaries of the model yet as gombrich in the exposition Expression and Communication says that our way of life and our training, besides have meddled with our crude responses. Our signals and articulations which we accept to be normal are as yet sifted through the shows of our culture(Gombrich 57). Gombrich begins the exposition with the Romantic thought of craftsmanship as the language of feelings. The craftsman attempt to utilize their work of art as instrument of articulation toward life. From the earliest starting point of time each show-stopper, barring the reproductions... <!

Cultural Similarities and Differences of Hip-hop in the U.S. and Essay

Social Similarities and Differences of Hip-bounce in the U.S. also, France - Essay Example Cost included that Hip Hop is an interesting music contained in that is the way of life and assumptions of the uprooted minorities. Thinking about the rise of Hip Hop in different Western nations, this paper centers around the Hip Hop culture in the U.S. furthermore, France. As needs be, this paper battles that the central similitude of Hip Hop culture in the two nations lies in the portrayal and methods of articulation of the minorities, paying little mind to the scope of contrasts, which lies in the various manners by which the uprooted minorities endeavor to recreate themselves. Likenesses Primarily, the Hip Hop culture in the U.S. also, France is a result of the Liberation Movement that endeavors to free minority bunches from social and social uprooting, especially the Afro-Americans. Generally, the Afrocentric topics of the American and French Hip Hop make the relatedness of the American and French Hip Hop. Hip Hop creates in the U.S. also, France in a similar time period, which is during the 1970s-1980s, and the said music class fills in as a mode of articulation for the uprooted minorities and migrants, especially the young in their endeavors at social mix (Marshall 570). The development plans to incorporate social minorities, for example, Afro-Americans and Latinos, with the standard society without partiality (Price 1).

Comparing the Role of the Ghost in Morrisons Beloved and Kingstons No

The Symbolic Role of the Ghost in Morrison's Beloved and Kingston's No Name Woman The eponymous phantoms which frequent Toni Morrison's Beloved and Maxine Hong Kingston's No Name Woman (excerpted from The Woman Warrior) epitomize the outcome of violating cultural limits through infidelity and murder. While the more extensive topical worries of the two books contrast, anyway the two writers utilize the phantom figure to speak to a subdued chronicled past that is stirred in their story retelling of the accounts. The apparitions encourage this retelling of stories that offer voice to that which has been quieted, testing this constraint and at last turning around it. The man centric constraint of Chinese ladies is shown by Kingston's account of No Name Woman, whose two-faced pregnancy is rebuffed when the locals assault the family home. Cast out by her embarrassed family, she births the infant and afterward suffocates herself and her youngster. Her family oust her from memory by going about as though she had never been conceived (3) - without a doubt, when the storyteller's mom recounts to the story, she introduces it with an exacting directive to mystery so as not to disturb the storyteller's dad, who denies her (3). By denying No Name Woman a name and spot ever, leaving her eternity hungry, (16) the male centric society applies a definitive restraint in its endeavor to oust the offender from history. However her phantom keeps on existing in a liminal space, staying on the edges of memory as a useful example went somewhere around ladies, yet is denied full presence by the men who would prefer not to hear her name (15). Kingston's storyteller handles this constraint when she thoughtfully outlines No Name Woman's story as one of enslavement, calling attention to that ladies in the old Ch... ... The Woman Warrior as a Search for Ghosts, Sato inspects Kingston's representative utilization of the apparition figure as a methods for moving toward the emotional structure of the content and valuing its topical quest for personality in the midst of a regularly dumbfounding bicultural setting. Sonser makes this contention through an examination of Beloved with Nathaniel Hawthorne's The Scarlet Letter. Her paper, The Ghost in the Machine: Beloved and The Scarlet Letter, draws solid equals between the two female heroes, Sethe and Hester, who challenge the harsh systems of their social orders. Notwithstanding the ideological incoherency of Hawthorne's male centric Puritanism and Morrison's supremacist bondage, Sonser still finds a mutual topical crossing point of subjectivity and social force (17) that reverberates in the narratives of two ladies' endeavors at self-definition from the edges of society.

Mistakes vs. Bad Decisions

Mistakes vs. Bad Decisions A politician cheats on his wife, gets caught, and says he “made a big mistake.” A businesswoman omits a chunk of revenue on her taxes and says something similar to the IRS. A son lies to his mother and later fesses up to his “mistake.” These examples aren’t mistakes, thoughâ€"they’re bad decisions. Selecting the wrong answer on a test is a mistake; not studying for that test is a bad decision. The mistake was something you did without intention; the bad decision was made intentionallyâ€"often without regard for the consequence. It’s easy to dismiss your bad decisions by reclassifying them as mistakes. It takes the edge off, it softens the blow. But it’s much worse than that: reclassifying a bad decision as a mistake removes your responsibility, making it no longer your fault. And it’s much easier to live with your bad decisions if they aren’t your fault. Consequently, you’re more likely to make the same bad decision repeatedly if you simply consider it a mistake. Such behavior is, by definition, insane. We all make mistakes. We all make bad decisions. They are part of the human experience. We can celebrate our mistakes (failure is often the key to success), and we can learn from our bad decisionsâ€"but let’s not confuse the one with the other. Subscribe to The Minimalists via email.

Approaches to Dealing with Conduct Behaviors in Children - 3850 Words

Approaches to Dealing with Conduct Behaviors in Children (Essay Sample) Content: Approaches to Dealing with Conduct Behaviors in ChildrenSubject:Name:InstitutionIntroductionCounseling can be defined as the contact and the relationship that ensues between the counselor and the individual that is seeking help concerning a certain problem. The counselor helps the individual understand themselves better in the process of finding solutions to their problems. This in turn helps the affected overcome their challenges. Children in the course of their growth period undergo many challenges that make it necessary to seek counseling. These challenges range from child abuse to cases of violence in children. These are grave matters that if a child is not assisted and counseled at that tender age may end up ruining their future. However to bail these children out of these horrific acts requires appropriate steps and guidelines together with both the parents and the community cooperation.Violent behavior or the conduct disorder is a major challenge to many childr en and parents which must be treated for a smooth growth of a child. Conduct disorder manifests in many forms, kinds and actions. It can be defined as a bad behavior that is intended and meant to hurt another person or another child in the case of children. These behaviors manifest in form of threats to other kids and even adults, open and hostile aggression towards others, the children show explosive and uncontrollable temper tantrums, bulling, armed assaults and causing intentional harm to animals. Children who depict these kinds of behavior are often diagnosed with a disorder referred to as the conduct disorder (Scott, 2014).Conduct disorder in children manifests itself during the initial periods by having a fussy child who exhibits inconsistent eating and sleeping behavior patterns. This progresses to a difficult temperament and lastly the kid starts showing signs of low frustrations for novel events. During the early ages and preschool ages the kids are seen to be more hyperact ive displaying oppositional and aggressive behaviors. It is due to these behaviors that the children are isolated by the others hence adopting and incorporating antisocial characters in their lives. Due to this isolation from their peers, the violent children school lives are mostly full of academic failures. In addition to this the children also has reading problems and exhibit truancy in their characters (Scott, 2014).Conduct disorder may be exhibited in the childrenà ¢Ã¢â€š ¬s adulthood if appropriate measures are not undertaken to correct it when the children are still young. Children who are left to continue with this behavior to their teen hood and eventually to the adulthood encounter many major challenges. These include being in and out of jails and constantly being convicted for criminal activities due to associations with deviant peers. However some children are known to improve as they grow. These are usually the kids with few or no deviant friends, have parents who are more socially skilled and show fewer problems of themselves and the kids who have low levels conduct disorder. In order to help these children out of conduct disorder the counselor and the parents have to understand the possible causes of these disorders and the way to approach the situation.Illustrative cases of conduct disordersTimà ¢Ã¢â€š ¬s mother narrates the history of his six year old boy Tim to a physician. She narrates a series of destructive behaviors that the boy had adopted that had earned him four suspensions while the boy was in his kindergarten year. She says that Tim usually gets uncontrollable at home. The boy has also broken and destroyed many glasses and furniture in the house. Tim had started a small fire as he was playing with the gas stove in their house. Timà ¢Ã¢â€š ¬s older sisters had also refused to look and take care of the boy as they had been doing since he was young as the boy had been reported to through a can of hot soup to one of them. Tim had also developed a habit of pulling and dragging their dog around the compound by the tail. The mother also explains that they had visited a lot of physicians in the bid to have Tim receive an immunization. They however could not succeed due to Timà ¢Ã¢â€š ¬s disruptive behavior that saw the nurses and physicians giving up on the boy (Russell et.al 2014).Another illustrative case study of the boy Brandon as narrated by his the teacher. The teacher begins by referring to Brandon as the terrorist of the four year old kids back in the daycare classes. The teacher says that the boy always results to an aggressive behavior when dealing with his classmates. The children always reports Brandon of having punched them, biting and even going to the extremes of throwing the kids off the swings during break time in the playground. This happens without any form of provocation the boy. The boy is also reported to be rude to animals. Despite the much he is told that swinging the cat by the tail is pain ful to the animal he continues doing it. He frequently swings the class pet rabbit by the tail. The parents tell how temperamental and difficult the boy has been since the time he was an infant (Russell et.al 2014). These two illustrative case studies give an insight of the common behaviors of the violent children.Causes of conduct disorderMany of the conduct disorders are seen to originate from environmental factors, psychological, biological, social and genetic causes. In the environmental factors one of the main causes of conduct disorder in children is believed to be from media exposure. The exposure of children to violent television programs and movie scenes increases the chances of children turning aggressive towards the others. This is because watching these violent scenes and exposure to the young children triggers an aggressive thinking in them as they try to emulate and imitate the violent characters in the scenes. The children also adopt aggressive emotions and have low t olerance to aggression from other kids. The kids tend to be more violent in line with the mental pictures of violence that the violent scenes create in their brains (Soledad Chaves, 2008).In an experimental study that was done to establish whether those children who watched many violent television programs and movies tended to grow and became more aggressive proved right. Two groups of five to six years old children were exposed to different types of movies. One group of children was exposed to the violent movies while the other group of the children was exposed to non violent movies. These two groups of children were later put in the same room and their behaviors observed. During their play sessions, the kids who had watched the violent movies were seen to portray physical assault to other kids and were much aggressive (Soledad Chaves, 2008). These children exposed to media violence tend to be more aggressive verbally, physically and indirectly in their adult life. They may resul t to beating, punching, using treats and even using weapons towards others.Poor parenting and the people who interact with the children during their tender age is another great contributing factor towards child conduct disorder that cannot be overlooked. Infant and young children of three to ten years temperament have a direct proportionality to the parenting styles which also tend to affect their later life. Harsh parenting styles during the early ages of the children which in turn lead to an insecure or shaky parent-child relationship lead to conduct disorder. In addition to this, inconsistence in the parents and coerciveness in disciplining the children have been proven to result to poor outcomes in children. Temperamental infants are more susceptible to conduct behavior upon reaching the age of three. This is solely because by this age their mothers are usually seen to result to coercive styles hence exposing the children to the effects of coercive parenting styles (community, 2 014).Related to poor parenting styles is the exposure of children to violence within the family. This exposure of conflicts in the family inflicts both mental and emotional harm to the children who endure with it. These children are seen to likely to engage in violence during their childhood and also as adults (Scoot, 2014). In high conflicting families, the children are believed to have more temperament as compared to children who come from calm families that are conflict free. However the opposite could be true where children with conduct disorder who are violent but come from a family that has less conflict tend to become resilient. Meanwhile, children who are less temperamental but come from families that have a lot conflicts turn out to be more difficult (Community, 2014).Genetic factors are other major causes of violence in children aged three to 10 years. Some behaviors have been proven to be highly to moderately inheritable to the children from their parents. Cognitive defic its which have been highly associated with aggressive behaviors in children fall under this category of sustainably inheritable characters. Other inheritable characters although they are not as highly inheritable are the antisocial and temperamental behaviors. However it is equally important to appreciate the fact that these genetic influences are mostly probabilistic and not necessarily deterministic. This stresses on the importance and the need to have different types of genes and their correlations with the environment. Also of great importance are the genes and the interactions they have with the environment. This way the chances of passing the disorder to the children are minimized (Community, 2014).Family dysfunction and parental stresses during the children tender age positively contribute to making the children more vulnerable to violent and aggressive behaviors. This is not leaving behind the other variables like poverty and lack...

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Is Hamlet s Madness Genuine Or Feigned - 1671 Words

Jordan Avery Mrs. Joyner Honors English IV 17 December 2015 Is Hamlet’s Madness Genuine or Feigned? One of the most controversially discussed themes in William Shakespeare’s play, Hamlet, is the theme of Hamlet’s madness. Shakespeare left it up to the audience to decide whether he was truly crazy or not. Although, there are many deliberate acts of fabricated insanity repeated throughout the play. Hamlet’s life events such as the death of his father, loving someone he cannot have, and not mention the marriage of his mother to his uncle, was enough to make someone go off of the deep end. However, Hamlet even admits that he was going to â€Å"feign madness† in order to avenge his father’s death in a less apparent manner. The death of King Hamlet singlehandedly was the reason behind Hamlet’s acts of antic disposition. After Hamlet’s father died, he came back in what seemed to be an apparition. In Act I, scene V, the ghost speaks to Hamlet and claims to be his father’s spirit. In this conversation, he was asked to avenge the death of his father by killing King Claudius, which would be King Hamlet’s brother. Prince Hamlet’s worst fears about his uncle have now been confirmed and he is ready to begin the process of a hasty revenge. He promises to keep his word of obeying what the ghost asked of him by saying, â€Å"†¦meet it is I set it down that one may smile, and smile, and be a villain. At least I’m sure it may be so in Denmark. So, uncle, there you are. Now to my word†Show MoreRelatedThe Madness Of Hamlet By William Shakespeare1047 Words   |  5 PagesTate McWhorter Period: 3 The Madness in Hamlet In William Shakespeare’s Hamlet, madness is a condition which is difficult to identify whether it is genuine or fraudulent. After the encounter with the ghost of Hamlet Sr. and Hamlet, Hamlet decides to put on an antic disposition. But thereafter he decides this, Hamlet s actions embody someone that is truly mad. 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Hamlet Oedipus Rex In Shakespeare’s Hamlet and Sophocles’ Oedipus Rex, there is a seemingly close common relationship shown between the two plays regarding mainly the community and era in which they took place in. As well as different scenes throughout both stories which show very similar ideas from the writers such as, murder being the common theme in both plays. One example comes from the story, Oedipus the King, and it is that there is a direct

The Topic Of Sexuality - 1144 Words

Introduce the topic of sexuality (para)- Horrocks (1997) points out in his book that sexuality encircles multiple aspects of human existence. Sexuality is then, not a uniform or simple phenomenon and is influenced by the interaction of psychological, biological, social, cultural factors and many more. Horrocks (1997), suggests that to try and understand or explain a definitive conclusion about sexuality seems impossible as sexuality has different meanings to so many groups of people. Introduce the perspectives being used in essay (para)- There are a wide variety of models and perspectives relating to sexuality. Many perspectives on sexuality use biology and physiology as the basis, which are then often perceived as being factual. Two†¦show more content†¦However this can commonly lead to confusion and lack of understanding of the terms. Diamond (2002), states that, â€Å"It can be said that one is a sex and one does gender; that sex typically, but not always, represents what is between one’s legs, whereas gender represents what is between one’s ears.†p.232. The term ‘sex’ refers to the biological makeup of that person. ‘Sex role’ or ‘sex typical’ behaviour is then, usually the acting out of a person’s biological predisposition. Whereas the term gender is society’s common perception of how females or males are expected to behave or act and how they should be treated. King (2009), points out that the nature of sexuality is dependent on how its accepted biological basis is interpreted at a particular time by a particular society. Recognition of a clear distinction between the two words is useful and valuable for the psychological understanding of identity, particularly with relation to intersexuality and transsexuality (Diamond, 2002). Describe and explain what gender roles, identity and orientation are: Roles: Gagnon and Simon (2011) assert that,

The Overuse of Technology in Our Daily Life Essay

†¢ An Introduction Would that be possible to stay away from our technology’s devices for just a day? The answer for this question will bring a lot of negative answers, and of course if we ask this question in a survey, â€Å"NO† will be the winner of this survey. Talking about the use of technology reminded me one of the sources from my annotated bibliography by Amy Petersen, who is the Theatre and Media Arts Department Chair and Associate Professor in the College of Fine Arts and Communications at Brigham Young University. In her article which she wrote about the overuse of tech in our daily life and its affects, she said â€Å"If you would have told me a few years ago that I would feel completely lost without a cell phone, I never would have†¦show more content†¦The reason why I want to get the attentions of teachers and parents is because they can play a very good rule in changing minds of our new generation about the use of technology and its side effects. Even though my res earch will manually focus on the negative side of the technology, but my impaling propose will be to show the negative effect of technology to my intended audience so they can distinguish the good and the bad use of technology in their lives. The reason why I choice to write about this research question rather than writing about my others two research question is because technology’s violence and technology’s effects on our societies are becoming a widely controversial issue. Taking a part in this controversial issue and uncovering the effect of technology on our lives will be interesting. Furthermore, by researching my research question and making annotated bibliography I personal learned a lot. Continuing with more research to make my proposal and my research paper will be another good addition to my knowledge. On the other hand, as I mentioned that technology has several effects on our societies and of course on our new generation, this will be also a very interesting and useful information for my audience. †¢ Review of sources For supporting my thesis for my research paper, I stream a lot of collages and universities websites, and read bench of articles about the changes in our societies which are caused by technology. As it appeared inShow MoreRelatedThe Double Edged Sword We Call Technology1098 Words   |  5 Pages The Double Edged Sword We Call Technology In the recent years, modern technology has heavily impacted nearly every aspect of human life. The things we experience, how we communicate, our values, how we develop from a child, technology impacts us in such a way that we don’t even realize it. As technology advances us into a more futuristic world, it is declining us a society as well, hence the term â€Å"double edged sword†. 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When you consider why technology is under such ridicule, you will find that general reasoning is that the constant use of smartphones and the internet addictions brought upon by the perpetual cycle of these products’ usage. Recently, the United States has seen an outrageRead MoreHas Technology Made Americans Lazy?925 Words   |  4 PagesTechnology has become a significant attachment in our lives. According to an article titled â€Å"U.S. Smartphone Use in 2015† by Aaron Smith, he states â€Å"nearly two-thirds of Americans own a smartphone, and 19% of Americans relied to some degree on a smartphone for accessing online services and information and for staying connected to the world around them.† Even with all of the wonderful advancements in technology, one question that seems to arise is: has technology made Americans lazy? One of the purposesRead MoreThe Impact Of Internet On The Internet1418 Words   |  6 Pagesbusinesses, etc. Matt Richtel, New York Times journalist, points out the negatives and positives of what overuse of technology does to an individual. I agree with Richtel’s points because technology has taken over some people’s lives. Throughout his article, Digital Overload: Your Brain on Gadgets, he sends a message across by stating how much of the internet has an effect on an individual’s everyday life. Richtel acquired a bachelor degree in 1989 at the University of California at Berkeley. Soon after

Maximizing Profits in Market Structures Essays - 1238 Words

Maximizing Profits in Market Structures Maximizing Profits in Market Structures Competitive Markets The basic characteristics of a competitive market are one of many suppliers provides basically the same goods or services. There are so many suppliers and so many consumers that one supplier alone cannot influence the market prices. Each supplier, or price taker, is at the mercy of the current market conditions at any given time. (N. Gregory Mankiw, 2010, p.290).This market structure makes it necessary for suppliers in a competitive market to somehow make the goods or services more desirable to consumers than its nearest competitor. One way of achieving this goal is to competitively price goods and services†¦show more content†¦At any given time, the barriers of entry most likely are not going to affect a competitive market. Because the basic structure of a competitive market is based on many suppliers and many consumers buying and selling a similar good or service, no one supplier or consumer entering or exiting the market will disrupt the competitive market. Since no on e buyer or seller greatly affects the market, it can be said that a competitive market is a series of checks and balances for the economy. In a free market economy there are checks and balances in supply and demand. Competition affords buyers the prospect of receiving the best value for their money. Thus the competitive market is born. Monopolies The most prominent characteristics of a monopoly’s market structure are that a monopoly is the sole provider of a good or service and does not have any close competitors in the current market. This allows the company to set a price for the good or service that is not based on the market conditions. 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How does Shakespear represent the Character Shylock in the Merchant of Venice Essay Example For Students

How does Shakespear represent the Character Shylock in the Merchant of Venice Essay The Merchant of Venice is one of William Shakespeares best known plays and was written within 1596 98. This was the Tudor period. The play is set in this time, in Venice, Italy. During the Tudor/Elizabethan period society and morals were very different from today with Christianity being the main religion in Venice and many other places. One of the main disgusts of the time was that of Anti-Semitism or basically the dislike and repulse of the Jewish Religion. Of course this isnt new as Jews have been bullied, spat upon and murdered because of their beliefs throughout history. Shakespeares play homes in on the appalling treatment of Jews and this is the main background of the play, we meet a Jew called Shylock. Shylock is a tormented character during the play; however he is also a tormentor himself. Shylock is a usurer which means he lends money to make profit. This is both wrong in the Christian and Jewish religion but because Shylock doesnt lend money to other Jews and only to Christians this is fine. Christians regarded usury as a sin, yet as we can see from the play it did happen. In Act 1 Scene 3 the bond is accepted and Shylock agrees to lend Antonio 3000 ducats for three months under one condition that if the money is not returned to Shylock exactly three months from the bond being sealed then Shylock can have an equal pound from, In what part of your body pleaseth me. In this bond Shylock is not interested in making more money he wants to spite Antonio, hoping he doesnt return so he can really smite Antonio. Now the reader would feel that Antonio is a hypocrite as this is against Christian religion yet he is still asking for money from a Jew and Shylock is seen as a horrible man out to see what he can get, thus cause pain to his main enemy, a Christian. When this play was first performed and it came to the point where the bond was being agreed Shylock says, I hate him for he is a Christian this would have only backed up what a Christian audience in the Elizabethan times thought of Jews as a whole. They would have hated Shylock more for this and felt rage against him and this would have been likely to follow throughout the play and thus when Shylock receives his punishment they would have been happy. However, with a modern day audience people have more education and are not brain washed into thinking one thing and so they will read more into the situation and seen that both the Christians and the Jews are in the wrong. Act 4 Scene 1 is the court scene in which Shylock receives his punishment. When the tables turn, the Duke tells Shylock that he will strip away all of his possessions but spare his life. Since the Duke can legally condemn him to death, sparing his life is the morally correct act. Antonio takes this action one step further when he decides to minimize some of Shylocks punishment. But we may also question whether it is merciful to return to Shylock half of his goods, only to take away his religion and his profession. By forcing Shylock to convert, Antonio makes him unable to practice usury, which was Antonios main reason for berating and spitting on him in public. Throughout the play the main question is whether or not Shakespeare wanted the audience to feel that Shylock deserved his punishment. In the court scene Shylock is seen as a heartless man when he says, I hate him for he is a Christian. This is wrong and hatred against Shylock can be justified as we learn he isnt just a man who is being bullied for no reason. Conversely, we could see this comment in a way that Shylock is giving as good as he gets and so the main people to blame would be both the Christians and the Jews. .u5111afe17559531c3cdb853b5c1cc051 , .u5111afe17559531c3cdb853b5c1cc051 .postImageUrl , .u5111afe17559531c3cdb853b5c1cc051 .centered-text-area { min-height: 80px; position: relative; } .u5111afe17559531c3cdb853b5c1cc051 , .u5111afe17559531c3cdb853b5c1cc051:hover , .u5111afe17559531c3cdb853b5c1cc051:visited , .u5111afe17559531c3cdb853b5c1cc051:active { border:0!important; } .u5111afe17559531c3cdb853b5c1cc051 .clearfix:after { content: ""; display: table; clear: both; } .u5111afe17559531c3cdb853b5c1cc051 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5111afe17559531c3cdb853b5c1cc051:active , .u5111afe17559531c3cdb853b5c1cc051:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5111afe17559531c3cdb853b5c1cc051 .centered-text-area { width: 100%; position: relative ; } .u5111afe17559531c3cdb853b5c1cc051 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5111afe17559531c3cdb853b5c1cc051 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5111afe17559531c3cdb853b5c1cc051 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5111afe17559531c3cdb853b5c1cc051:hover .ctaButton { background-color: #34495E!important; } .u5111afe17559531c3cdb853b5c1cc051 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5111afe17559531c3cdb853b5c1cc051 .u5111afe17559531c3cdb853b5c1cc051-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5111afe17559531c3cdb853b5c1cc051:after { content: ""; display: block; clear: both; } READ: Romeo's Character Analysis EssayIn the same scene we can feel sympathy for Shylock when the Duke and Antonio are speaking, an inhuman wretch incapable of pity, void and empty from any dram of mercy. This is a little uncalled for and the audience can build up commiseration for Shylock. This play sends the audience into all different emotions and really keeps their minds working on whether or not the punishment is deserved and quickly Shakespeare enters a reason for why we should have anger against Shylock when he cant justify his reason for not accepting more than 3000 ducats to pay off what is owed to him; Shylock wants a pound of Antonios flesh. So I can give no reason, n or I will not Shylock means here he had no reason for not taking money so he wont make one up he is seen to be stubborn, unkind and ghastly. Shylock wont let up on this bond and his true colours really show through, he is brutal and barbaric and only wants blood, it is easy from here to understand why he deserved his punishment. Although we can see from the play as whole, most of the time Shylock is heartless and has no feelings no matter what happens and so his punishment he received must have been right. However, if we really read into the situation and think how Jews have been treat throughout history and how Shylock himself has always been treat and spoke about we understand why he has such a grudge against Christians and why he feels he must really hurt one. So when the audiences do read into the play they can sympathize with Shylock and feel that he didnt deserve his punishment. Overall within the play the Christians and the Jews are both to blame for the awful and foul bullying that go on, on both sides. I think that Shakespeare intended for his audience to feel anger for the both the Christians in the play and Shylock as they are both dreadful. We see a horrific side to Shylock that may shock many people, but he is complex because his character has to be read into to really understand the moral behind the play; and I think that it is a very big one with many teachings. I dont think that Shakespeare sided with anyone during the play he just played on real life and thats what really makes The Merchant of Venice what it is.

Social and Emotional Confinement free essay sample

Hardy’s Jude the Obscure was not intended to offend as many people as it did when it was published, but amid the social criticisms, frank descriptions of sexual desire, and a, extremely tragic and disturbing climax, the general public of 20th Century England was completely shocked. For years, critics and the public denounced Jude, while overlooking perhaps the most important conflict within the book. Thomas Hardy, in the introduction to the first non-serial edition of the novel, explains to readers that while the novel did contain many criticisms of socials structures in England, the main purpose of composing the book was â€Å"to tell, without a mincing of words, of a deathly war waged between flesh and spirit, and to point the tragedy of unfulfilled aims†. (Hardy, 3). As protagonist Jude Fawley works against some of the most sacred social institutions in England, he is forever battling uphill against society and fate itself. Jude, hoping to transcend his low social stature and break free from the contract of his marriage, is not only left with â€Å"unfulfilled aims† but is constantly confined; he cannot break from his marriage or from his embarrassing social stature. This idea of a person being confined or imprisoned by society and life itself contributes to the tragic nature of the novel, as Jude finds himself at the mercy of the world around him. Another example of confinement in Jude the Obscure is the institution of marriage. In the context of the novel’s setting and the period in which it was published, marriage, like Jude’s values and goals, are rooted in tradition while facing new values and ideas, some of which are hard to swallow for society and the citizens of Wessex. Many individuals were starting to question the contractual nature of marriage; â€Å"That marriage had become a problem, that somehow it was in crisis and need of reform was an idea very much in the air. † (Howe, 134). What Hardy believes to be the ideal structure for marriage is almost opposite what the church and law governed marriage to be. In the introduction of the original publication of Jude, Hardy outlines his belief that â€Å"a marriage should be dissolvable as soon as it becomes a cruelty to either of the parties† (Hardy, 5); if marriage were this way, than the entire cast of characters within the novel would have been spared of numerous tragedies, as the binding nature of marriage has been â€Å"used in great part as the tragic machinery of the tale† (Hardy, 5). He and a host of other characters are trapped into a marriage that they are rawn back to, regardless of divorce or feelings for other characters. Throughout the novel, Jude feels trapped by marriage, and â€Å"[inquires] what he had done†¦that he deserved to be caught in a gin which would cripple him†¦for the rest of a lifetime† (Hardy, 63). When he is forced into marrying Arabella in response to her announcement of pregnancy, Jude is forced to give up his dreams of the distant Christminster and his future as a scholar, as he informs her that the marriage is a â€Å"complete smashing of [his] plans† (Hardy, 58). When Arabella reveals that she was not actually pregnant, Jude begins to believe that the marriage was a trick, to which Arabella replies with â€Å"What can ‘em do otherwise? Married is married. † (Hardy, 61) Throughout their time together, Jude concludes that ‘[t]heir lives were ruined†¦by the fundamental error of their matrimonial union: that of having based a permanent contract on a temporary feeling† (Hardy, 71), and this contract continues to â€Å"ruin† Jude’s life even after Arabella departs, as Jude is still technically married to despite her departure from his life. A similar marriage befalls Sue, despite her cynical views towards marriage; she believes that â€Å"the social moulds civilization fits us into have no more relation to our actual shapes than the conventional shapes of the constellations have to the real star-patterns† (Hardy, 212), and thereforeâ€Å"[doesn’t] regard marriage as a Sacrament† (Hardy). Unaware of how binding a marriage was, she eventually promises to marry Jude’s former mentor, Richard Phillotson. She and Jude may see marriage differently, yet they are both trapped in tragic marriages caused by forethought. The once individualistic, â€Å"Ishmaelite† Sue has been transformed into a domestic housewife by marriage, even though Jude still believes that she is â€Å"not Mrs. Phillolson†, but is still â€Å"dear, free Sue Bridehead, only [she] [doesn’t] know it! † (Hardy, 194). When Sue’s feelings of regret for marrying Phillotson are revealed to Jude, it becomes apparent that both their dreams and beliefs have been confined by marriage; Sue’s image as an independent woman and Jude’s dream of higher education and marrying Sue are put on hold indefinitely. This confinement, however, eventually inspired the pair of star-crossed lovers to break free from the confines of their marriage and live together. The confinement of their first marriages, however, is not erased by divorce. Jude and Sue find brief happiness as they return to Christminster, free from the tragedies of married life. The following scene shows the bond Jude and Sue share: Sue, in her new summer clothes, flexible and light as a bird, her little thumb stuck up by the stem of her white cotton sunshade, went along as if she hardly touched ground, and as if a moderately strong puff of wind would float her over the hedge into the next field. Jude, in his light grey holiday-suit, was really proud of her companionship, not more for her external attractiveness than for her sympathetic words and ways. That complete mutual understanding, in which every glance and movement was as effectual as speech for conveying intelligence between them, made them almost the two parts of a single whole. Hardy, 298). The touching moment is distrubted, however, by Arabella’s view and commentary of the event. Michael Millgate notes that â€Å"[t]he momentary upward movement is skillfully held in check by the looming background presence of a scornful yet envious Arabella, appearing here†¦as a figure of ill omen. If the promise of what might yet be is strong, so is the blighting threat of what must be† (Millgate, 328). Hardy designed this scene to show that while Jude and Sue may be legally separated from their first partners, their first marriages will continue to bring tragedy into their lives. For Jude, this is symbolically shown through Little Father Time, a product of Jude and Arabella’s marriage that eventually tears Jude and Sue apart for good. Sue is initially upset when she first see’s the child, as she says to Jude â€Å"I see you in him†¦But the other half of him is-she! And that’s what I can’t bear! † (Hardy, 284). When Father Time hangs himself and Sue’s two children, the symbolism is clear; Jude is still confined to his first marriage because it continues to affect his life, and the event caused by his first marriage confine him once again to Arabella as he and Sue return to their original partners. Jude’s ambitions and desires, although inspiring, were implausible at best, and Jude’s failure to realize his dreams contributes greatly to the tragic nature of the story as the societal standards of the novel serve as a trap stronger than marriage. Within the first few pages of the novel, Jude’s fervor for education has already been expressed by his Aunt, who proclaims that â€Å"[t]he boy is crazy for books,’ (Hardy, 14), and eventually â€Å"[becomes] †¦ romantically attached to Christminster† (Hardy, 24), a city filled with the promise of traditional education. However, Jude’s aspirations to attend one of the colleges based in Christminster leads to tragedy, as Jude comes to realize that his social status will prevent him from attending any major university. After a failed marriage and months of working in Christminster, Jude receives acknowledgement from only one college, and this acknowledgement comes in the form of a polite suggestion that â€Å"as a working-man †¦ [Jude] will have a much better chance of success in life by remaining in [his] own sphere and sticking to [his] trade† (Hardy, 121). This is the second instance of Jude’s plans being thwarted, and yet another instance of Jude being confined to his social status. As Jude leaves Christminster, he pursues a career in divinity â€Å"without taking double-firsts in the schools of Christminster, or having anything but ordinary knowledge† (Hardy, 133), but when Jude fails to realize this goal because â€Å"[w]hat Sue had said in warmth was really the cold truth†¦He was unfit, obviously, by nature, as he had been by social position, to fill the part of a propounder of accredited dogma† (Hardy, 224). Jude’s â€Å"nature†, (sexual desire for Sue) would make it social and morally unacceptable for Jude to work in divinity, just as it was unlikely for someone of Jude’s economic status to be accepted to a college, and it becomes apparent that Jude will always be confined to a life of simple labor and a lowly career. Jude becomes increasingly more aware of this as his aspirations shrink after each attempt at improvement is thwarted by disaster. When looking at the entire timeline of Jude’s life, Bloom makes this statement: If we were to represent graphically this pattern of Jude’s progressively declining aspirations and the repeated checks upon them, they would appear as a line with a succession of peak representing his aspirations followed by a subsequent decline, the peaks and valleys becoming progressively lower and flatter, until reduced to scarcely more than a ripple† (Bloom, 91). Jude’s entire life is, when examined in full, confined to not only to the lower social class, but because of the ever-increasing discrimination against him and his eventual family with Sue, it is also trapped in a series of personal failures. The unusual situation of Sue and Jude’s marriage leads to rumors and judgments from the Christminster community, and they are both quite aware. â€Å"’They are talking about us, no doubt! ’ [moans] Sue. ‘We are made a spectacle unto the world, and to angles, and to men! ’† (Hardy, 346). One of the most dramatic outcomes of the social rejection of Sue and Jude’s lifestyle is their eviction following their landlady’s attempt to â€Å"gather something of the circumstances of the family she had taken in† (Hardy, 339). The landlady’s actions are symbolic of how society as a whole snares Jude’s family into a vicious cycle of poverty. While the social institutions of the 20th century confine Jude to a life of obscurity and poverty, the natural forces ensuring Jude’s â€Å"unfulfilled aims† are just as important; even if they are not elaborated on as much as the aforementioned societal road-blocks of Jude’s life, they serve an equally powerful purpose as they take Jude’s confinement to another level. Little Father Time, already a symbol for Jude’s inability to escape his marriage, also serves as a very naturalist view on confinement – that is, Little Father Time is confined to a life of cynicism and poverty simply because he was born into misfortune. When commenting on Little Father Time’s murder suicide, Jude remarks that â€Å"[i]t was in his nature to do it. The doctor says there are such boys springing up amongst us†¦They seem to see all [life’s] terrors before they are old enough to resist them† (Hardy, 345). An even more obvious example of natural prisons for Jude’s aspirations is death itself ignoring Jude when he becomes fixated on killing himself. While Jude taunts Arabella, promising that â€Å"[she’ll] see [his] spirit flitting up and down [their home]† (Hardy 403), Jude â€Å"recovered somewhat, and worked at his trade for several weeks† (Hardy, 408). Class prejudice, marriage, and now death itself have all confined Jude to the obscure life of a common worker with a tarnished past. The cycle of marriages, divorces and remarriages furthers the tragic elements of the novel as it mirrors Jude’s inability to fulfill his aims. As Jude recites his story to a group of former co-workers, he presents to them the dilemma of choosing â€Å"whether to follow un-critically the track he finds himself in, without considering his aptness for it, or to consider what his aptness or bent may be, and re-shape his course accordingly†, and Jude admits that.

Jimmy Carter Essay Sample - How To Find Them

Jimmy Carter Essay Sample - How To Find ThemSo, you are wondering if you can find Jimmy Carter essay sample online. The answer is 'yes.' You can use the internet to find Jimmy Carter essay sample from the internet. However, there are some things you need to do in order to find Jimmy Carter essay sample.First of all, if you don't know Jimmy Carter, then you should probably not be looking for Jimmy Carter essay sample. If you want to find an essay sample that you can actually read, then you need to look for a website that offers some sort of free trial. Look for one that doesn't charge you. You have no idea what you are getting, so you don't want to be charged a ton of money for it. The better the essay sample, the more money you will be able to save.The next thing you should look for when you are looking for Jimmy Carter essay sample is the place that offers the best price. I would suggest that you go to Google and do a search for a website that offers this type of essay sample. A few of the places that are on this list are CheapJimmyCarterEssaySample.com, Slate Essay.com, and WriterEssayFinder.com. You might also want to look into an essay sample service. An essay sample service will make sure that you get some of the highest quality sample you can find for this person.The next thing you should be looking for when you are looking for an essay sample for Jimmy Carter is the place that offers the best bonus. There are plenty of places that offer Jimmy Carter essay sample. You need to make sure that you choose the one that has some of the best bonuses. This is where you will find the best deals. You don't want to pay high prices for something that you can get for free.Lastly, make sure that you look for the place that offers the best return policy for Jimmy Carter essay sample. It is common for sites to give you a sample, and then they will not provide you with a full version. If you don't want to pay for the full one, make sure that you check for this.Remember, i f you do not have the money for a full version, you need to look for a site that gives you a free trial. If you do not have the money for a free trial, you will want to look for a site that offers a full version for free. So, remember the three things that you should be looking for when you are looking for Jimmy Carter essay sample.These three things are the main three things that you should be looking for when you are looking for an essay sample for Jimmy Carter. Just remember that Jimmy Carter essay sample is what you are looking for, so you need to take a little time to make sure that you are using the best site that you can find.

Witch Dbq free essay sample

The Witch Witch. A word that, nowadays, carries along with it thoughts of pleasant schools of magic and candy corn for Halloween. But several hundred years ago, from about 1480 to 1700, the term witch was an altogether sinister and grave term, one that was not thrown around lightly, as it often brought upon those tagged with it fates arguably worse than death. It was the era of the Inquisition, in which panels of judges were created for the sole purpose of condemning witches, and executioners prospered like never before. It was a time of religious fanaticism and political unning, of death and wrongful accusations. Witches were persecuted for mainly three reasons, namely for religion, profit, and dislike towards the old, lower-class women. Pope Innocent VIII himself endorsed the trials, claiming that the Devil had taken reign of the weak-willed, while others noted how the executioners prospered from all the executions to the point of their wealth rivaling that of the nobility. We will write a custom essay sample on Witch Dbq or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And then there are so many statistics showing that a good eighty percent of those executed were female, all of them lower class, and most of them around the age of ixty at a time when people lived not a day beyond seventy. Of course, religion was the base of this paranoia, and the biggest reason for all the persecutions. Religious reasons were the biggest reasons when it came to persecuting witches. People believed that witches were ultimately seduced by the Devil into doing his work for him, which encompassed killing babies and eating them (docA1). Others even considered simple acts such as caring for those with strange diseases as witchcraft (docA4). Others targeted witches for their un-Catholic behavior and difference of religion and faith (docB2). And there were those, such as Calvin, who found reason enough for burning witches in the Bible (docB4). The religious paranoia also had an adverse effect on the youth, who began to believe in devils and demons inhabiting peoples bodies (doc 85). Even scientists gave proof that the Devil was taking over old and embittered souls (docC1). Of course, not all persecutions were carried out for mere religious reasons. Some people had more concrete, materialistic gains to be had from the trials. Many people had much to gain from the trials. Some nobles were promoted for their extraordinary work in ridding the land of the Devil, while xecutioners raked in money with all the new business. Towns and inns in general profited from the great masses of people who would attend the trials and executions of the supposed witches (docA2). And then, of course, any important persons with power that stood in the way of someones advancement could always easily be disposed of by accusations of witchcraft (docA7). The mayor of Bamberg, Germany was one of several cases in which persons were bumped up the political ladder because of executions of those holding high government posts. Of course, not all

Hewlett Packards Supply Chain Management

Hewlett Packards Supply Chain Management Hewlett-Packard Supply Chain The Hewlett-Packard supply chain consists of â€Å"manufacturing, research and development (RD) sites in 16 countries, and sales and service offices in 110 countries† (Lee and Billington, 1995, p. 43).Advertising We will write a custom essay sample on Hewlett Packard’s Supply Chain Management specifically for you for only $16.05 $11/page Learn More As suggested by Lummus and Vokurka (1999) in their study, supply chain cha be defined with the help of the following description, â€Å"the processes from the initial raw materials to the ultimate consumption of the finished product linking across supplier user companies† (p. 11). I other words, HP needed a supply chain that would make them more competitive than their rivals and enable them to deliver products manufactured on time in a timely manner. The supply chain later used in Hewlett-Packard was developed after weighing up the uncertainty issues, identifying a nd solving the data recording problems, trying to forecast the preferences of customers and probability of orders in future periods of the fiscal year. For instance, HP â€Å"often contracts for raw materials eight months or more before the final product will reach finished goods inventory† (Davis, 1993, p. 39). In this respect, the new strategy was called to analyzing the gaps and drawbacks and applying the latest inventions to the operation. Strategic Goals of HP As Hewlett-Packard deals with processing of orders, manufacturing of products and delivery, the company’s CEO and president Lew Platt recognize the necessity of changes and improvements and introduced new strategic goals. So, Lew Platt identified the key strategic goals for the company in the period of 1993 fiscal year as the most important ones to win the competitive battle and order fulfilment became the top important issue for the managerial. In other words, the company’s goal was to analyze the un certainties with regard to operational performance and improve the delivery of products as a part of the supply chain. This supply chain supports the strategic goals of Hewlett-Packard designed for this period by improving the fulfilment of orders as a part of supply chain.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In other words, the WINO (Worldwide Inventory Network Optimizer) was applied to optimize the supply chain for HP that included identification and representation of each separate operation in the network of other operations on every order to increase the forecasting effectiveness; â€Å"receiving and production† became the two main operations in the supply chain (Lee and Billington, 1995, p. 47). So, the goal of order fulfilment was supported by improved supply chain that was also improved. HP supply Chain As analysis of supply chain was performed, each site identified the prioritizing areas of concern and the areas for investments. In this respect, the strengths of the HP supply chain include that it enables the company to make adequate decisions on each order and fulfil the order in a timely manner attracting more customers and developing the customer loyalty. Besides, supply chain modelling transferred to HP made it possible to map out the problems and identify the less effective areas and solve problems with regard to the identified gaps. The weaknesses of supply chain still include inventories that depend on forecasting of customer demands and analysis of uncertainties that always occur in any business. The only thing that can be done on this issue has been applied to Hewlett-Packard by prioritizing the area for investment by excluding uncertainties in turn. However, all these weaknesses can be contrasted to strengths that make HP one of the leading companies due to their advanced supply chain management. Reference List Davis, T. (1993). Effective supply chain management. Sloan Management Review (Summer), 35-46. Lee, H. L., and Billington, C. (1995). The evolution of Supply-chain-management models and practice at Hewlett Packard. Interfaces, 25 (5), 42-63. Lummus, R. R., and Vokurka, R. J. (1999). Defining supply chain management: a historical perspective and practical guidelines. Industrial Management and Data Systems, 99 (1), 11-17.

Final project Essay Example | Topics and Well Written Essays - 1000 words - 3

Final project - Essay Example The first part of the paper discusses in detail the views of the author towards his philosophy. The second part of the paper will present a counter argument of Friedman’s philosophy. In a free market economy, businesses should utilise the existing market forces to generate as much profits as they can from their operations. Friedman argues that â€Å"The businessmen believe that they are defending free en ­terprise when they declaim that business is not concerned "merely" with profit but also with promoting desirable "social" ends; that business has a "social conscience" and takes seriously its responsibilities for providing em ­ployment, eliminating discrimination†¦Ã¢â‚¬  He goes on to state that only people have responsibilities not a corporation which is an artificial person. In other words, a corporate has artificial responsibilities which means that business as a whole cannot be said to have any responsibilities. The main argument here is that corporate leaders have a responsibility to their employers and that responsibility is to make as much money as possible from the operations of business. The manager of such corporate is an agent of the peopl e who own the business and he has a responsibility to them not the society. As an individual, the manager of the corporate can have responsibilities such as assisting the need but he should do it from his own money not the company’s. Spending other people’s money according to Friedman is not the responsibility of the leader who should serve the best interests of the owners of business. In other words, the executive is just an agent acting on behalf of his principal. According to the author of the above mentioned article, it becomes a political principle to make expenditures to foster social objectives. Friedman argues that there are people who are elected into office to serve that purpose

Rob Blagojevich Research Paper Example | Topics and Well Written Essays - 2000 words

Rob Blagojevich - Research Paper Example In the end, the governor received 14 years in prison, of which he will have to serve 12 years. Since this was one of the longest prison sentences on record for a public official, the message in this case is that corruption will end in prison. Introduction Rod Blagojevich was an Illinois Governor who was probably one of the most, if not the most, corrupt politicians of all time. This governor was involved in several â€Å"pay to play† schemes, which means that he would only give political favors if he received something in return, mainly campaign contributions. He was wiretapped by the FBI, and was heard on tape discussing these schemes. They include a corrupt deal involving a tollway, a horse racing track and a children's hospital. He also was caught attempting to extort the editors at The Chicago Tribune, stating that, if they did not fire certain editors and start giving him favorable press coverage, he would block the sale of Wrigley Field, which was a deal that the Tribune was attempting to make. The most egregious example of corruption, however, and this example made him nationally famous, is the deal regarding the vacant senate seat of Barack Obama. The governor was caught on tape attempting to sell this seat for political favors for him and his wife, or, in the alternative, substantial campaign contributions. The government brought charges against him with regards to these incidents, in the case of The United States of America v. Rod R. Blagojevich and John Harris, AO 91 (Rev 5/85). The final trial where the governor was convicted of 17 charges of corruption was in May and June of 2011, with the sentencing of 14 years occurring in December of that same year. In the end, the message to not only Blagojevich, but to corrupt individuals everywhere, is simple – if you engage in corruption, then you will pay. The Events The events that eventually led Rod Blagojevich into prison were long-standing and wide-reaching. Indeed, he was probably one of the most corrupt politicians in the history of politics. The summary of what Blagojevich was involved in can be stated in the words â€Å"pay to play.† In other words, Rod was shaking down multiple players in efforts to enrich himself as governor. The tollway project was $1.8 billion, and Governor Blagojevich was privately seeking the person to benefit from this contract to contribute $100,000 to Blagojevich’s campaign (Justice Department Briefing on Blagojevich Investigation). Other examples include a shakedown involving Children's Memorial Hospital. The governor awarded $8 million funding for this project, and was privately asking the CEO of that hospital to make a $50,000 contribution to him. When the contribution was not forthcoming, the governor was intercepted by the government on the telephone, asking that the funding for the hospital be rescinded. A 2007 horseracing scandal was also included in the 76 page complaint against the governor. In this case, the gover nor had a bill on his desk that would divert money from casinos in the state and put this money into horseracing tracks. A phone interception showed that the governor was seeking $100,000 from an individual who was working with the person who was attempting to get the bill passed. The governor further stated to this individual, and this was also intercepted by the

Strengths and weaknesses in sampling

Strengths and weaknesses in sampling Firstly, it is essential to understand a sample, and its purpose. A sample can be defined as a section of a population who are selected to be participants in a study. The specific selection of participants is chosen to give an overall representation of the whole population. Due to a variety of factors, particularly money and time constraints, it is not always possible to study the entire population, with the sample taking a considerable amount time, that when the sample if complete, the data acquired may no longer be representative of the population. As a result a sample is conducted, considered to be part of the population which is observed. (Cochran, 1977) Without sufficient forms of sampling, generalising with a respectable degree of accuracy is unachievable. There are 2 types of sampling, non-random and random, and this sampling is reliant upon the notion of unsystematic selection. The basic principles denote that in order to provide generalisations related to unique population, the characteristics of the sample must reflect the characteristics of the unique population that has participated in the sample. Thus, a sample can be understood as a miniature population. The only accurate alternative would be to select the entire population to take part in the sample. Whilst there are scenarios where this could be achieved, it is highly unlikely that this could be achieved, but for the population being small enough. When conducting a sample, many see a direct relationship between the overall accuracy of the sample and the population used to create the sample. Consequently, several people will consider a sample to be more accurate when the population used within the sample is greater. This is not necessarily true, as a sample of 100,000 people will not be 10 times as accurate as a sample with a population of 10,000. When conducting a sample, it is essential to consider a variety of factors when calculating the size of the sample that will be used. For example, the cost of the sample, the time duration of the sample, and the size of the population that will be used in order to obtain relevant information and the level of sampling error that will occur once the results of the sample are complete. However, using a larger population when conducting a sample leads to less sampling error, also known as standard error. Therefore, this simply insinuates that the larger the sample, the smaller the error. As a result, those chosen for national samples and national surveys are assiduously selected, resulting in specific samples of only 2,000-3,000. With participants for samples and surveys being specifically selected, the level of sampling error diminishes considerably; nevertheless it is imperative to remember that sampling error can never be eliminated, irrespective of population size. (Barnett, 1991) Random sampling, also referred to as probability sampling, involves a type of random selection which is responsible for choosing the element of the sample. Considerably more confidence can be found in random sampling compared to non-random sampling. The main methods when conducting random sampling include cluster, simple random, stratified random and systematic. The selection procedure ensures each element within the population has an equal, as well an independent chance of being selected to take part in the sample. The elements within a non-random sample are selected through non-random method. This has a detrimental effect on producing representative samples compared to random sampling. However, many researchers still choose to use non-random samples when conducting their research. Their non-random samples are determined by the 3 main methods used within the sample; convenience, purposive and quota. Random samplingensures that each and every member within the population has an equal and identical chance of being included within a sample. Thus, many believe random sampling to be the easiest, fastest and simplest method in order to draw a sample from a population. When choosing random sampling to conduct research, it is essential to have a complete and full list of the population in order to select a completely random sample. (Jessen, 1978) However, this can be seen as very difficult to accomplish. Developing a thorough population list is considerably simpler when using a distinct and smaller population. Several researchers and those involved in conducting samples consider random sampling to be most beneficial, believing random sampling should be used as often as possible. This is very much due to random sampling highlighting authentic, realistic and reliable generalisations. For example, researchers would prefer to conduct a random sample of 100 people, rather than a non-random a sample of 1,000 people, therefore highlighting random sampling as a general preference amongst those who are responsible for conducting samples. Accordingly the advantages of using random sampling are that the population sample is only influenced by chance, ensuring the sample is fair, non-biased and non-discriminative. However, obtaining a list of the entire population is complicated, and as a result this can prevent entirely random sampling. (Wiley, 1992) The method of systematic sampling consists of two factors that will determine involvement in the sample, and they are chance and the system. This system can be described as the process of facilitating random selection within systematic sampling. For instance, when selecting a sample of 50 names from the population of 100, instead of random selection taking place within the population to determine who takes part in the sample, a researcher may select every second name from within the population to take part in the sample. Systematic sampling can as similar to random sampling, unless a systematic bias is evident through the presentation of names on the population list. However, it is very simple to avoid a systematic bias from occurring, through examining the list prior to conducting the sample, as well as communicating with those in charge of putting together the list, asking how the list was assembled. (Foreman, 1991) Quota sampling is a type of sampling that is frequently used in market research and in opinion polls. Those conducting the sample are given a quota of specified subjects to recruit. For example, when conducting a sample concerning favourite music, the interviewer might be asked to find and select 10 adult females, 10 adult males, 10 teenage boys and 10 teenage girls. (Wiley, 1992) However, many imperfections exist when conducting a quota sample, with the simplest fault being that the sample is not random; consequently this means that the sampling distributions of all and any statistics are unknown. The non-random sample is selected in a precise and specific manner in order to ensure that the known characteristics correspond with the overall population sample. When conducting a quota sample, it may be advantageous to set the quotas before the sample is selected; in spite of this it is also possible to use quota sampling strategies spontaneously. Some researchers may feel that it is no t beneficial to carry out research prior to conducting the sample as they are working with an intact group. As a result, the researcher may include questions concerning the characteristics of his respondents; this is in addition to questions related to the outcome variables. The additional questions to those within the questionnaire should concentrate on the topics that are most expected to introduce biases. Once the data has been has been analysed, in order to validate that there are no obvious biases, the researcher could compare and contrast the characteristics between the population and the sample. For example, a small association with a minor budget may want to conduct a private investigation to find out the attitudes, opinion and viewpoints of British University students concerning alcohol and drug issues. Being realistic, the association will believe that the students will respond to the questions by giving socially desirable answers. Therefore, the organisation may hire a co unsellor/researcher from a local University in order to meet the students, gradually build a strong rapport with the students, and this will result in the students feeling calm and comfortable around the counsellor/researcher, meaning they are considerably more likely to respond to questions with authentic, realistic and truthful answers. (Cochran, 1977) Planning prior to conducting a quota-sampling greatly minimises differences, ultimately leaving the researcher with more accurate and precise results. A significant advantage of using quota sampling is that it can be used when random sampling is impossible; quota sampling is also a very simple process that is quick to carry out, and therefore an ideal form of sampling when restricted by time constraints. However, within the quota sample, biases may still exist, with them being difficult to eliminate as they are not controlled by the quota sampling. (Kalton, 1983) Stratified sampling involves putting the members of the population into categories/groups. The advantages of using stratified sampling are that is focuses on the priority subpopulations, ignoring the less relevant subpopulations. Stratified sampling also allows the use of different sampling techniques for different subpopulations, this considerably improves the overall accuracy of the hypotheses and result, in addition to being a practical and valuable solution to sampling when the population is too large to use in one long list. However, the selection of relevant stratification of variables is difficult to achieve, with the data not permanently useful when there are no identical or similar categories/groups. Stratification sampling is also an expensive form of sampling as it requires accurate information about the population that is being used, with the risk of biases being introduced due to there being errors within the measurements, or a clear bias when the selection takes place. Stratified sampling can also be combined with other sampling techniques in order to achieve the most accurate results possible. (Barnett, 1991) Quota sampling and stratified have some very clear similarities. Both specify the number of subjects that are to be included within the sample based on selected characteristics. The function of quota sampling is to ensure the sample gives an accurate, genuine and realistic representation of the population regarding important characteristics that have been put into place prior to the sample being conducted. This is achieved through subjects with specific characteristics that have been placed into sub-categories containing similar populations. Stratified sampling can be seen to take place in order to ensure adequate and ample numbers for sub-analysis once the sample has been concluded. (Foreman, 1991) Many respected organisations and researchers are forced to rely and use non-random sampling due to random sampling being difficult to accomplish. Non-random sampling can be clearly justified if it is highly unlikely, or impossible, to conduct a truly random sample. As a result of these difficulties, the organisations and researchers are most likely to resort to conducting a quota sample or stratified sample. (Kalton, 1983) Cluster sampling involves the population being divided into groups, or clusters. The researchers involved randomly select the clusters to be included in the sample, with each element being assigned to one group solely. Providing the size of the sample is continuous across all the sampling methods, cluster sampling does not provide as much accuracy as other sampling methods, namely random sampling and stratified sampling. Thus, it is logical for people to ask, when conducting a sample, why use cluster sampling? With the answer being when using a limited budget to conduct the sample, the researcher(s) will be able to use a bigger sample using the cluster sampling method, with the increased size of the sample compensating for and counteracting the deficit of precision. Therefore, when on a limited budget for a sample, cluster sampling may be seen as the most appropriate and suitable method to use. (Jessen, 1978) Convenience samples are conducted through the researcher, at their own convenience and discretion, choosing whether to make a valid attempt to ensure the sample is an accurate representation of the general population. An example of this is the researcher standing in a public area, for instance a shopping centre, and choosing who to stop and ask question and/or fill out a survey. Therefore convenience sampling is a form of non-random sampling, meaning the data obtained is inconsistent and does not give an accurate representation of the whole population. Whilst it is difficult to generalise the results of a convenience sample, they can still be informative, although not used by many to gain information and statistics. (Wiley, 1992) When choosing a sampling method, it is essential to choose the method that most effectively links the particular goals involved. Budget can greatly affect the sampling method chosen, therefore it is important to ensure the sample is as accurate and precise as possible, identifying the types of sampling method that will bring the best results, achieving the goals set prior to sample being conducted. Therefore, it is not possible to choose an outstanding sampling method, as each method is dependant on a variety of factor, as mentioned before such as budget, population size and time constraints. It is the responsibility of the researcher to pick the best method, studied to the sample in order to illustrate a fair and realistic representation of the population. Bibliography Barnett, V. 1991. Sample Survey Principles and Methods. Edward Arnold, London, 173pp. Cochran, W.G. 1977. Sampling Techniques, third edition. John Wiley Sons, Inc., New York, 428pp. Foreman, E.K. 1991. Survey Sampling Principles. Marcel Dekker, Inc., New York, NY. Jessen, R.J. 1978. Statistical Survey Techniques. John Wiley Sons, Inc., New York. Kalton, G. 1983. Introduction to Survey Sampling. Quantitative Applications in the Social Sciences 35, Sage Publications, Beverly Hills, CA, 96pp. Levy, P.S. and S. Lemeshow. 1991. Sampling of Populations: Methods and Applications. John Wiley Sons, Inc., New York, 420pp. Thompson, S.K. 1992. Sampling. John Wiley Sons, Inc., New York, 343pp.