Part 3- The Baroque Era Flashcard

Part 3- The Baroque Era

Parallel Forces Physics Lab Essay Example

Parallel Forces Physics Lab Essay Example Parallel Forces Physics Lab Paper Parallel Forces Physics Lab Paper Parallel Forces Objective: Find FA and FB on the apparatus which are parallel to both Fulcrum A and B. Calculations: Theoretical FB = 0 +FB 0. 5 (0. 1kg x g x 0. 1m) (0. 2kg x g x 0. 4m) (0. 05kg x g x 0. 7m) (0. 1kg x g x 0. 3m) = 0 -[{(0. 1kg x 0. 1m) + (0. 2kg x 0. 4m) + (0. 05kg x 0. 7m) + (0. 1kg x 0. 3m)}x 9. 8] + 0. 5FB = 0 0. 5FB = [(0. 1 x 0. 1) + (0. 2 x 0. 4) + (0. 05 x 0. 7) + (0. 1 x 0. 3)]x 9. 8 FB = FB = 3. 04 N Experimental FB FB = mpanB g mfulcrumB g FB = (0. 385kg x 9. 8) (. 0816kg x 9. 8) = 3. 77 . 800 FB = 2. 97 N Theoretical FA -[(0. 1kg x g) + (0. 2kg x g) + (0. 5kg x g) + (0. 1kg x g)] + FA + FB = 0 -[(0. 1kg x g) + (0. 2kg x g) + (0. 05kg x g) + (0. 1kg x g)] + FA + 3. 04N = 0 -4. 41 + FA + 3. 04 = 0 FA 1. 37 = 0 FA = 1. 37 N Experimental FA FA = (mpanA x g) (mfulcrumA x g) FA = (0. 205kg x 9. 8) (. 0693kg x 9. 8) = 2. 01 . 679 FA = 1. 33 N Conclusion: Since the distance of FB is greater than that of FA, the torque of FB is larger. The line of FA, lies directing on the 0. 2 m axis, causing a torque of zero for FA. The theoretical and experimental values for both forces are very close, supporting the theory of torque and parallel forces.

External communication method for retailers Essay

External communication method for retailers - Essay Example More importantly, the communication mix will be part of the discussion with major focus on the retail business. The growing market of retailers, increased competition, and their hunger of constantly attracting and retaining their customers has made it important to achieve excellence at communicating the value and the rest of this paper would discuss the same. Since most of the retailers engage in mass marketing, the formula for them remains somewhat low per unit profit, high volume of sales, and board customer base, which in turn result in some handsome gross profit (Bhatia, pp. 161-164, 2008). In addition, high volume of sales means that everyday retailers have to deal with many customers coming from diverse backgrounds. However, life would have become easy if customers would have all the information and they would have perceived the product, prices, and the offer the way retailers wanted. Most of the marketing experts agree to the fact that the external retail communication mixes endeavor for building brand equity and other all other retail communication methods or channels consist of six major modes of communication. These elements namely are advertising, sales promotion, personal selling, public relations, direct marketing and events, and experiences (Reynolds, Cuthbertson & Bell, pp. 69-75, 2004). It is also important to note that retail communication goes far beyond these specific platforms and goes on to include things like packaging, style, price, colours, infrastructure of the store, location, sales person’s outlook and others (Samli, pp. 56-58, 1998). However, since most of these things are internal, therefore, they will not be able to create a place for themselves in this discussion. In this regard, advertising is the most feasible option for any retailer who wants to build a long-term image for its brand. In fact, advertising may be the answer for any retailer who wishes to trigger the sale quickly. However, it is an

Impede International Strategy Implementation Essay

Impede International Strategy Implementation - Essay Example The writers undertook a qualitative research in a post-1992 UK University where they carried out 20 interviews from three different departments. The authors have done a critical analysis of issues of strategy implementation in internalization and finally identified critical issues impeding international strategy implementation within a learning institution’s context. The writers have ensured that they contribute to the rich understanding of challenges of higher education internalization and further showed different understanding of critical issues of higher education internalization as well as highlighting specific areas that they feel should be improved. A methodology that was used is a qualitative research where 20 participants from a post-1992 university were selected from key departments. The university that was selected is among the UK universities undertaking higher education internalization but do not have established satellite overseas. The participants were selected based on job responsibilities and their positions where they were divided into the corporate group, the marketing group and the faculty group on 1:1 interview conducted over a period of six months. In addition, a literature review helped in conducting the study and making a conclusion. The selected solutions for the problem that almost all interviewees agreed on included were sufficient allocation of resources, efficient communication and information sharing among various departments, operational processes within home campuses and the satellite branches should be harmonized. Moreover, there was a need of cooperation and coordination.

Help me make a topic Essay Example | Topics and Well Written Essays - 1000 words

Help me make a topic - Essay Example However, the term globalization gained prominence during the mid-1980s, and more so, after the 1990s. Scholars denote that innovation plays an important role in ensuring the development of globalization. They argue that innovations in telecommunications and information technology have led to the reduction of international and national transactions. Because of these reductions, opportunities in manufacturing have increased, especially so in remote areas (Rivoli, 31). This is because it is easy to communicate with various players within the manufacturing industry, at whatever location they are. Effective communication is an important element of the manufacturing process. Another important factor that has led to globalization is the various changes in the governance structure of the various national countries. These countries have opened up their economies, leading to free flow of goods, resulting to commerce. There are four basic elements of globalization, namely transactions and trade, migration of people and their movements, capital movement and investments, and dissemination of knowledge (Caporaso and Mary, 33). Basing on this background, this paper analyzes the globalization of coffee in its early stages of globalization. That is the periods of 1960s and 1970s. Coffee was introduced in African, Asia and some parts of America by the colonialists. During this period, colonial governments grew the product in their colonies for purposes of satisfying their domestic markets. For example, the British introduced coffee in the colonies of East Africa, and some countries of West Africa. They grew this product, and after harvesting, they took the coffee beans to Britain for processing and consumption. When they left, their colonies began to produce the substance for export, and as a means of earning foreign exchange (Peyser and Bill, 42). For instance in Kenya, the government that took over

Using Semi Structured Interviews Health And Social Care Essay

Using Semi Structured Interviews Health And Social Care Essay Before initiating the interviews, approximately eighteen semi-structured questions were formulated, some of which were changed or re-worded during the course of the interview. Interview subjects were selected based on their position. The name of the delegation leader for each African member state was obtained from the UNFCCC secretariat. For certain member states, where the leading delegate was unable to be interviewed due to security reasons or timing, an alternative senior member of the delegation was sought. A total of 23 African leaders were interviewed. Appendix E lists the African Group leaders who were interviewed as part of the study. The African leaders who were interviewed consisted of Presidents, Ministers, Ambassadors, Director Generals, Directors and other senior personnel of the countries delegation such as the UNFCCC Focal Point Representative. The choice of a semi-structured rather than a structured interview was employed as it offered sufficient flexibility to approach the individual respondents in different ways, while collecting the same data. All interviews were held in the various meeting rooms of Bella Centre and half of the interviews took place during the high level segment of COP15, i.e. between the 16th 18th December 2009. The interviews were pre-scheduled; however, due to the overrunning of a number of the COP15 Plenary sessions, a certain degree of flexibility was required by the researcher. In some of the interviews, an interpreter had to be used. In all cases, this interpreter would be a member of the same African delegation as the interviewee. The duration of each interview varied from 45 minutes to 1 hours and 15 minutes. Before each interview commenced, the researcher gave an introduction highlighting the purpose and background to the research, the interview questions, the length of the interview in terms of time and the confidentiality of the results. Most senior interviewees were accompanied by security officers, directors or special assistants. A number of interviewees had invited one or two members of their delegation to give comments or information in addition to their own response and these were also recorded. The interviews were recorded using a combination or methods. Some were recorded using a tape recorder, whilst others were transcribed or a combination of both methods was used during the interview. The intention was to use a tape recorder for all interviews conducted, as this would ensure the most accurate account of the conversations held. However, due to certain reasons, some security aides and ministerial assistants did not allow the use of a tape recorder. In these instances, the interview was transcribed and a synopsis of the interview was read back to ensure the accuracy of the data captured. However, this slowed down the progress of the interview. 4.7.5 Participant Observer According to Jorgensen (1989), participant observation is most appropriate when certain minimal conditions are present: The research problem is concerned with human meanings and interpretations gained from the insiders perspective. The phenomenon is sufficiently limited in size and location to be studied as a case Study questions are appropriate for a case. The research question can be addressed by qualitative data gathered by direct observation and other means pertinent to the field setting. Jorgensen (1989) further states that participant observation is especially appropriate for exploratory studies [as it is a] a special form of observation and a unique way of collecting data [] Direct involvement in the here and now of peoples daily lives provides both a point of reference for the logic and process of participation observational inquiry and a strategy for gaining access to phenomena that commonly are obscured from the standpoint of a non-participant. Furthermore, according to Iacono et al (2009), participant observation can arise from an on-going work situation where the researcher is an industry practitioner. Given this researchers professional status as a practitioner in the field of management consultancy and her current assignment as the Special Technical Assistant to the Minister of Environment, participant observation was used as a method to further understand the group decision-making process of African leaders within the context of the African Group. Observed were the daily activities in relation to how decisions were made, the interaction between delegates and the group dynamics. The formal African Group meetings scheduled from 8am 9am daily were attended, as well as the African Group meetings relating to the Kyoto Protocol between 7pm 8pm, each day. These African Group meetings were at the technical level. A total of 18 African Group meetings at the technical level were attended during COP15. The researcher also attended all four meetings of the African Ministers Committee on Environment (AMCEN) and the two meetings of the Conference of African Heads of State on Climate Change (CAHOSCC). The plenary sessions of the COP15 / MOP5 were closed to party delegates. However, as the researcher was registered as a participant to the Conference, further need to negotiate access to the plenary sessions was not required. During the meetings of the African Group, AMCEN, CAHOSCC and the plenary sessions, detailed observations and field notes were made, including observations on the culture of the UNFCCC decision-making environment. As a researcher, being in the midst of the decision-making process allowed my own understanding and notions to be continually challenged by the action and words of the African leaders within COP15. Conversations were had and questions were asked during the African Group meetings only. 4.7.6 Focus Groups According to Morgan (1997), Focus Groups are a way of collecting data through group interaction on a topic determined by the researcher. Morgan (1997) also states that focus groups are especially useful when seeking to gather a large amount of interaction on a topic in a limited period of time. According to Greenbaum (2000), the goal of a focus group is to delve into attitudes and feelings about a particular topic, to understand the why behind certain behaviours. Other researchers, such as Gibbs (2007) states focus group research involves organised discussions with a selected group of individuals to gain information about their views and experiences of a topic that is particularly suited for obtaining several perspectives about the same topic. Gibbs further states the benefits of focus group research includes gaining insights into peoples shared understandings of everyday life and the ways in which individuals are influenced by others in the same situation. According to Fern (2001) focus groups can be distinguished in terms of the research purpose they serve, the types of information and knowledge they produce, their scientific status and methodological factors. Fern (2001) also states that there are three types of focus groups i.e. exploratory, experimental and clinical. This research uses the exploratory type, as this type is used to explore a new issue, generate a hypothesis and for theory applications including generating theoretical constructs, causal relationships, models and theories. The researchers choice of using an Exploratory Focus Group can be summarised as follows: The nature of the topic under investigation; The exploratory nature of the research; The fact the researcher had ready access to members of the African Group; The data collected would strengthen the findings of the research in conjunction with other research methods adopted for the research. The focus group process consists of seven components. These include: group cohesion, the discussion process, the outcome, group composition, research setting, the moderator and the group process factors (Fern, 2001). Some of these can be controlled by the researcher, while others cannot. The central component is the discussion process and the exchange of information. The discussion process, in turn, affects the nature of the focus group outcome. Fern (2001) also states that group cohesion is important to the success of a focus group as it provides the reason for participants to contribute to the discussion. Group composition and the focus group setting affect cohesion, both directly and in combination. Morgan (1997) states focus groups generally comprised of 6 10 individuals, whereas according to Fern (2001), smaller mini-group focus groups are also common with 4 6 participants. Morgan (1997) also states that the amount that each participant has to contribute to the discussion is a major consideration in determining group size. Small groups work best when the participants are likely to be both interested in the topic and respectful of each other when the researcher desires to gain a clear sense of each participants reaction to the topic. The researcher conducted 6 focus groups comprising of 4 9 members. Compatibility is a major concern when determining the composition of focus groups. According to Morgan (1988), when participants perceive each other as fundamentally similar they can spend less time explaining themselves to each other and more time discussing the issues at hand. Morgan (1988) also states that the classic way to achieve compatibility is by bringing together homogeneous participants. A shared background or demographic characteristics, i.e. gender, race or ethnicity, age, location or residence, educational level, occupation, income, marital status or family composition are a common basis for selection. Too much homogeneity, however, can restrict the range of issues and positions discussed; therefore a degree of heterogeneity was sought in the selection of the African Group members. In this research, the participants were selected on the basis of gender, occupation and location (in terms of the African county they represented). Gender was chosen to ensure female representations amongst members. In terms of occupation, all the respondents were leaders within the environmental sector and had a relatively good understanding of the purpose of COP15. Locality was an important factor, as the researchers aim was to have a member from each of the African states represented in the various focus groups. This was not achieved, due to the difficulty of getting participants together at the same time due to the volume of meetings and side events being held during COP15. The size of each focus group varied from 6 9 participants as stated above. The setting refers to the space in which the focus group takes place. Considerations for setting include the ambient (i.e. tangible or physical) characteristics of a room, the tables, chairs and recording equipment (Fern, 2001). The setting of the focus group meetings was fixed for the duration of the conference. The set-up of the meeting room for the focus groups is illustrated in Figure 5 below. This is based on a group comprising of six participants. The date of each focus group meeting was fixed; however there was need to be flexible on the timing due to meetings and plenary sessions over running. Most of the focus group meetings were held during the first week of the conference, to avoid impacting on the meetings scheduled to interview Ministers and Heads of Governments during the second week of the conference. The majority of the respondents used for the focus group interviews, were technical members of their delegation, but all were in a position of leadership. Suggestions about the optimal number of focus group sessions range from 2 to 8 (Fern, 2001). Though most focus group research shows that fewer than five sessions are adequate, if the purpose of the research, as is the case with this study, is to collect a total population of thoughts rather than common or unique ones (Fern, 2001). Appendix F gives a breakdown of the focus groups held, the participants and the country of origin of the participants. The aim of the researcher was to achieve a good representation of leaders across the continent. Morgan (1997) identifies some more considerations in determining the number of focus groups. Probably the most important of these is the variability of the participants both within and across the groups. Within groups, when there are more heterogeneous participants, this will typically require a larger number of groups to sort out the different sets of opinions and experiences. Degree of structure of the interview also has an impact on the number of groups required. Less structured interviews, with lower levels of moderator involvement, require more groups. Another significant consideration concerns the availability of participants. If there are fewer potential participants available or if they are highly dispersed, several smaller groups of a smaller size are required to address the criterion of saturation. All these factors were considered in determining the exact number of focus groups used in this research. Discussion process (Foulkes, 1964, as cited in Fern, 2001) provides a series of factors which guide the focus group discussion process. These factors represent sequential stages in the group discussion. The first factor, social integration, is the opportunity for equal participation of all group members in the discussion. The second, the mirror reaction, is the individual participants realization that others share similar ideas, anxieties, or impulses and this then relieves the anxieties they feel in relation to participation in the focus group. Condenser phenomenon, as the third factor, is an activation of the collective conscious and unconscious that makes it easier to talk about the issues raised in the discussion. Finally, exchange, is the process of sharing information and explanations that makes up the bulk of the discussion. In the 90 minutes scheduled for each focus group, the first 10 minutes were devoted to the first two factors, social integration and mirror reaction. This included time for participants to check in and become acclimatised to the room and engage in light conversation with the researcher and other participants. Introductions were made and participants got to know a little about each other. Participants were then asked to take a seat around the table. The researcher set the stage in terms of the role of the researcher, the purpose, and the ground rules (i.e. use of audio recorder) and the role of the researcher as the moderator for the session (Greenbaum, 2000). Interview questions were tailored for about 80 minutes of discussion. Each focus group was conducted in a moderately structured manner. As such, the researcher was guided by a set of questions, but neither the exact wording nor the order of questions was predetermined. Likewise, the questions themselves were adjusted from focus group to focus group as information gleaned and data analysed from previous groups was used to guide each subsequent group. As previously explained in earlier chapters, fully structured style was not used as this research is exploratory and the intent was to determine the participants perspective. On the other hand, a fully unstructured approach was not considered suitable as the researcher possessed insights into the relevant discussion topics from an extensive review of the literature and her personal experience as a consultant/practitioner. Generally, the focus group began with each participant providing a brief personal introduction. Questions were then asked about Africas preparedness for the COP15. This was followed by questions relating to how the African Group worked. These questions were used to ascertain, whether there was an understanding and awareness amongst members on the decision-making process of the African Group, and whether the Group leaders fully understood the process. Furthermore, it was important to ascertain whether members of the group were aware of the background and commencement of Africas common position. Other questions that were discussed included those relating to the participants views on the impacts of Climate Change on Africa and the main concerns of the African Group. In addition there were questions relating to their views on whether they felt the decisions made by African leaders were rational and what the likely outcome from COP15 in terms of the expectations of the African Group would be. A final important component to the discussion process is the moderator. In a focus group, the moderator is a facilitation or discussion leader, not a participant to the discussion (Fern, 2001). Two important considerations must be taken into account when deciding on a moderator. These are prior experience and relationship to the participants (Morgan, 1998). As the researcher had both, she made the decision to use an independent moderator for the focus groups. Focus Group Outcomes The focus group outcome refers to the success of achieving the researchers goal. Fern, (2001), defined outcome as: Task performance effectiveness (i.e. quality, quantity, and the cost of information); The users reaction (i.e. satisfaction with the process and output), and; Group member relations (i.e. cohesive, compatible, and lively groups) (Fern 2001).

Comparing Evil, Abuse and Escape in Oliver Twist and Great Expectations :: comparison compare contrast essays

  In Oliver Twist and Great Expectations by Charles Dickens, both main characters refuse to except the poor hand the world has dealt them.   Pip and Oliver reach a great epiphany in regards to social injustice, and in turn rebel against the system that oppresses them.   They are tired of being mistreated and neglected, and therefore decide to make a stand.   Charles Dickens exhibits through Oliver and Pip that the revolt of the weak against the strong results from the oppression of the poor.   As a result of their revolt against the system, Pip and Oliver are ostracized for their non-conformist ideals.   Thus change in an oppressing and conformist society can only be achieved through change in moral, social, and political instincts.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In both novels the main character faces abuse and neglect which result in rebellion and distancing of them from the society which chooses to hold them down.  Ã‚   In Oliver Twist, Oliver receives a great amount of abuse through the orphanage.   While suffering from starvation and malnutrition for a long period of time, Oliver is chosen by the other boys at the orphanage to request more gruel at dinner.   After making this simple request, â€Å"the master aimed a blow at Oliver’s head with a ladle; pinioned him in his arms; and shrieked aloud for the beadle† (Oliver Twist 16).   This pain and neglect caused a change in Oliver.   He realized that he must rebel against the society that wishes to oppress him, in order to truly start living.   In Great Expectations, Pip receives a great deal of abuse at the hands of his sister, Mrs. Joe Gargery.   On one occasion â€Å"I soon found myself getting heavily bumped from be hind in the nape of the neck and the small of the back, and having my face ignominiously shoved against the wall, because I did not answer those questions at sufficient length† (Great Expectations 12).   This anguish inflicted by the hands of his sister resulted in Pip distancing himself from any ties with his family.   Thus his independence grew as a direct result of the abuse he had faced.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In both novels the main characters have to escape from harsh living conditions and evil surroundings which in turn forces them to grow as individuals, and become independent from a conformist society.   Oliver finds himself residing in an orphanage that is dark and sordid.   As well he finds himself in London’s lowest slums, such as the pickpockets hideout, the surrounding streets, and the bars, which are all described as dark, gloomy, and bland.

Prejudice And Discrimination In Snow Falling On Cedars Essay

How does Guterson present the prejudice and discrimination against the Japanese Americans in chapter 1-15 of Snow Falling on Cedars. This book shows a great difference between cultures on the island of San Piedro. To start with the island is a very cosmopolitan island with its residents all from different backgrounds and countries, Japan, England, Germany, Spain and Denmark to name a few. We can tell this from the long lists of shops and their owners on page three. Chapter one tells us more about San Piedro. It tells us of the great beauty of the island. The â€Å"solitary fields and vales of alfalfa†, â€Å"careless roads† and the animals. It also tells us more about the residents. It says that they are close knit, a lot are deeply religious, they are respectful and are of limited means. The island in very quiet and so the trial is a very big event for them, â€Å"San Piedro generally lay clear of violence†. They also seem serious minded and conservative and traditional in their way of thinking. With the story being set after the Second World War and the bombing of Pearl Harbour the people of Japanese origin are experiencing the most discrimination on the island. In chapter four there is a scene with the fishermen at Amity Harbour. When they are talking about the accused man – Kabuo Miyamoto – also a fisherman, Dale Middleton referred to him as Miyamoto, not his first name. He then goes on to call all Japanese â€Å"suckers† and says â€Å"Never could tell them guys apart†. The term â€Å"Jap† is used throughout the book to refer to the Japanese. This is very insulting and sounds quite racist and rude. The first time this is used is by fellow fisherman William Gjovaag. This is the first real indicator in the book of the Japanese status on the island. Ishmael Chambers is the islands reporter and he is of Irish and Scottish descent. His function in the book is to be the person who experiences an inter-cultural relationship with a Japanese American girl. He isn’t a racist and his job as journalist is to give a fair view in the paper. He can’t be seen as discriminating in the paper. We learn more about this relationship as we read into the book. When Horace Whaley – the coroner and the local G.P. – sees Carl’s injury on his head he speculates straight away. He says of Sheriff Art Moran â€Å"he ought to start looking for a Jap with a bloody gun butt – a right-handed Jap to be precise†. He suggested all this from one wound in Carl’s skull, and instantly thinks it was a â€Å"Jap†. We learn from chapter five that Whaley is a war veteran and he feel bitter about the Japanese and this causes him to discriminate without any proof that it was a â€Å"Jap† to blame for the wound. Whaley wouldn’t say any of this in court, under oath, because he had no strong evidence, but he would speculate if he didn’t have to back it up. In chapter seven we learn that the Japanese people who are attending the trial sat at the back of the of the court room it says that they didn’t have to sit at there but did so because â€Å"San Piedro required it of them without calling it a law†. The chapter then continues to talk about the racism inflicted on the Japanese in the work place. They weren’t referred to by their Christian names, but by numbers or names that the census taker decided for them, such as; â€Å"Jap Number 1† or â€Å"Dwarf Jap†. This was very racist and disrespectful for them, aswell as embarassing and hurtful. We pity this verbal abuse. They were given the worst, most dangerous jobs. As if they were so insignificant it didn’t matter if they got injured. If this wasn’t bad enough the Japanese weren’t even paid the same as the other workers. They were made to sleep in barns and were treated like animals. They were on the same level as the Red Indians and treated with same amount of disrespect. Then in 1942 the government deported all of the Japanese workers out of San Piedro because of the start of the Second World War, they were seen as a threat or the â€Å"enemy†. Even though they were natives, it was thought that they could be spies for he Japanese government, and were therefore deported. Although many of the islanders were racist towards the Japanese some of the Japanese had their own views about the white people. To contrast Mrs. Shigemura taught Hatsue that white men were â€Å"dangerous egomaniacs† and that they had â€Å"fantasises† about Japanese girls and that it â€Å"distorted their sex drives†. Hatsue should â€Å"marry a boy of her own kind whose heart is strong  and good†.This shows us that all Japanese people don’t take the abuse. They practice their views like the white racists. The book carries a lot of detail about the Second World War and has many descriptions and feelings during and after the war. Also in this chapter we learn about Kabuo, his Buddhism and beliefs. These beliefs say that everything has a soul and shouldn’t be harmed and so he feels he carries the burden of war. The Americans didn’t think about, or take into consideration the fact that the Japanese Americans would be going out to fight their own kind, people from their homeland. Kabuo feels enormous guilt about this and carried it through out his whole life. Carl’s mother, Etta is asked to give evidence for the prosecution in chapter nine. She is a farmer’s daughter who was brought up in South Germany and she is very hardworking and proud. From the evidence she presented in court we feel she isn’t emotional in any way and that her traditional views make her seem set in her ways. It also becomes apparent that she is extremely racist and feels that the Japanese are below her. She talks about her husband – who doesn’t share her racist views – and Kabou’s father and about how they had an agreement, when her husband died she totally ignored the agreement, which is what she wanted to do in the first place. Carl was like his father in that he wasn’t racist either, he was friends with Kabuo and worried about them and their safety when they are told top leave the country. He relates to them and sees them as individuals rather than one awful race, like Etta. Carl’s and his mother’s views sometimes clashed. For example when he brought the fishing rod home that Kabuo gave him, she told him to take it back. Etta never gave Zanichi- Kabuo’s father – and his family a chance and she always talked down to him, even though he was constantly polite. This highlights the contrast between the two characters well and shows Etta to be old, bitter and twisted and very close-minded. When Etta tells the court about her and Kabuo’s conversation in chapter ten it emphasise Etta’s cold hearted, selfish, pathetic ways. She says that Kabuo has a â€Å"mean face†. She doesn’t realise that this is what the Japanese look like, and that it is impossible to read their faces. Yet she doesn’t  want to learn or listen either way. Etta’s character conveys racism very clearly and depicts how low, hurtful and quite petty some of the islanders actually are. We see how these attitudes effect the Japanese and how they cause problems and conflict, yet these people feel that it is their right to act this way toward them. A description of Pearl Harbour is given in chapter thirteen. It also tells us of what happens to the Japanese after and how they are discriminated against. Their bank accounts were stopped because there is a slight chance that they may be traitors. Also in chapter thirteen we learn more about Arthur Chambers, like his son he isn’t a racist at all and is a friend to the Japanese. He feels confusion when he hears the story of the bombing and doesn’t know what to print in his paper, because he doesn’t want to support or defend the actions of either the Americans or the Japanese. Instead he prints stories of Japanese contribution to the community. He is a balanced, stable character and isn’t racist in any way and therefore contradicts other characters in the book such as Etta and Horace. We learnt that Ishmael wasn’t racist right at the start of the book and here we start to find out why. Ishmael had his first relationship with Hatsue Imada who is Japanese. To Hatsue when she was growing up her relationship with Ishmael felt young, innocent and fun. They both enjoyed each other’s company and most of all liked each other. They found sanctuary in a hollowed out Cedar Tree in the woods earlier on in the book. There they were hidden away from the world and weren’t effected by anything going on in the outside. There they could be themselves and it wouldn’t matter that their love for each other was forbidden. Now in chapter thirteen the fortress of the cedar tree start to fall apart. The war starts it and now the fact that their countries are against each other upsets Hatsue and she realises that they have to stop meeting, especially as the relationship is starting to get sexual. Ishmael doesn’t see it that way he is naive and doesn’t see the problem as clearly as Hatsue as she starts to feel she is deceiving her parents. The F.B.I search on the Imada’s property takes place in chapter fourteen.  They come at night for the search. This instantly suggests they don’t have the decency to come during the day they arrive at night to cause upset and grief. The family is referred to as the â€Å"enemy† and â€Å"aliens† which misplaces them from the San Piedro community instantly. The men take away guns, dynamite and swords; they say that they are violent weapons and don’t listen when they tell them that they are only used to assist them with farming the land. The big men also take cultural objects, like a flute, some music and hatsue’s scrapbook. This is unjust and they are abusing their authority and their warrant. ThEy root through their draws and rummage in their underwear, this is embarrassing and very disrespectful. One of the officers deliberately says Hisao’s name incorrectly, this is very rude and must be frustrating because he said it wrong even when corrected. When the men unjustly arrest him they try to justify it as a sacrifice, even though none of this mess was their fault. Everything is taken away from the Japanese and they are then sent away to camps. The baseball team lost its best players and this saddened many people so they dedicated the match to them. This makes us realise that most people in San Piedro don’t want them to leave. Hatsue and her mother – Fujiko have a conversation about the discrimination she has been suffering or that she will suffer later in life, Fujiko is a bias character because she has suspicions about all white people and she has a very pessimistic outlook. She tells her how she and Hatsue’s father were embarrassingly poor yet they got through it with dignity. She explained about how she feels invisible to the whites of the island and that she was and is constantly ignored, but they should all except this because that was how it was and nothing was going to change. She tells Hatsue that the Japanese are worthless to the whites and their value is like â€Å"dust in a strong wind†. The journey to Manzanar is discussed in chapter fifteen. There is no comfort and they are treated like animals and we feel for these people because they don’t know the outcome of their fate, but they had to conform to the rules of the American Government. Fujiko tries to show she is strong by suffering  inwardly. The fact Manzanar is a desert we know there will be no escape and the hostile, barren, hot landscape will be a total contrast to San Piedro. Also in this chapter Fujiko finds out about Hatsue and Ishmael’s relationship. This is quite hypocritical because she talks to Hatsue about how white always discriminate against them but here a white person is being kind and loving to her daughter and she gets so upset. This is quite a contrast and shows that the Japanese can be just as bad at discriminating. In these fifteen chapters we see the suffering of the Japanese at the hands of the white islanders. The Japanese could not help many of the reasons at all and a minority of Japanese Americas punished for a war between the country they currently live in and the country they originated from. We pity the Japanese throughout and understand why some of them are suspicious. Some of the islanders are constantly hateful, spiteful and rude, with no respect for their fellow human beings. Whereas others are polite and kind and treat them as they would anyone else. Guterson conveys this pity in many of the nasty comments made by the whit islanders. Like the term â€Å"Jap† and many of the awful things they were subject to at work. Even though a couple of the Japanese characters don’t like whites. Much of the pity in the book is directed at the Japanese Americans.

My First Day in Mrsm Taiping Essay

My entire life change in a blink of an eye after I was accepted into MRSM. I was very happy and nervous. I never thought that I was accepted into MRSM Tiping because I’m apllying for MRSM Balik Pulau. I know nothing about this school. I knew that MRSM Taiping is a smart school after I step my legs here. I thought all MRSM are the same, the best. After the registration process settled, I went to check out my room. It was preety cool~ at that moment I started to feel full of grief as my parents would left me alone ? My dad and mom unpacked all my things. see more:paragraph on my first day at school Then, I secretly went to toilet and crying alone in the toilet without my parents knowledge~ Hahaha. That was so shameful when I thought about it again. I never told my parents about this. I cried a lot when I gave my parents goodbye. It took about half an hour for me to let my parents go. It was the hardest time for me as I’m very close to my family. I was being pampered by my dad and mom but that doesn’t mean I cannot managed myself. My dad said I have to leave my family because I want to success in my life. I would remember that words if I felt like I want to go back. After my parents leave, I went back to dorm and try to make friends. Then I have a conversation with Zai and we started being friend. I went to Dewan Selera for dinner. All the foods were nice. Eventhough it were not as good as my mom’s cooking, it’s still better than my former school food. It was seriously bad! Haha I think I was so cruel to say that words~ At first, I had a terrible homesick but all my friend can peace me up especially Zai and Afza. Thanks to them I still being here ? I think that’s all I can share with you guys. I hope I can perfome better here and prove to my friends that MRSM Taiping is the best.

28 Argumentative Essay Topics on AIDS Prevention Organization

28 Argumentative Essay Topics on AIDS Prevention Organization If you are tasked with writing an argumentative essay on AIDS prevention organizations, your goal by the end of your argumentative work is to convince the other side that the evidence you presented adequately supports your thesis, or that the evidence presented by the opposing side is false or insufficient. Some writers prefer explaining the flaws in the opposition while others prefer presenting evidence enough to not just disprove the opposition, but to prove their side in things. When writing on such a topic, you have to first select certain facts that support whatever claim you make. Below you will find a list of facts that might help you support your claims: Since the year 2000, over thirty eight million people have been infected with HIV. Since the year 2000, twenty five million people have passed away due to AIDS-related illnesses. Around the world AIDS remains one of the top three leading causes of death. Around the world AIDS remains the leading cause of death for women who are of reproductive age in lower income countries and middle income countries. Out of the total number of people who are living with AIDS today, roughly nineteen million of them do not realize they are HIV positive or have AIDS which roughly equates to one out of every two people who have HIV not knowing they have it and therefore not seeking out treatment. Right now roughly fifteen million people are getting treatment for HIV around the world. Right now 8.1 million of the people getting treatment for HIV are doing so through a program supported by the group Global Fund. AIDS no longer results in death as the only final option today, and in fact, with proper medication those with HIV can live the same length of time as someone without. Today HIV treatment consists of what are called antiretrovirals, or AVR’s which stop the virus from replicating inside of an infected individual and also helps to prevent the breakdown of the body’s immune system. Antiretrovirals, or AVR’s help to prevent the transmission of HIV in someone who is infected. An infected individual taking antiretrovirals, or AVR’s can reduce the likelihood of transmitting HIV by ninety seven percent. HIV can spread through the transfusion of blood which is infected. HIV can spread through sharing of infected needles which have been exposed to infected blood. HIV can spread through the exchange of all bodily fluids such as sex. HIV can spread from an infected mother to her child during pregnancy and/or birth. Prevention strategies for HIV have reduced the rate of infection around the world by thirty five percent since the year 2000 alone. The most impactful and effective prevention tool is the prevention of HIV spreading from mother to child during pregnancy and child birth which is done with antenatal care, HIV testing, ARV’s as necessary, and support after birth. Harm reduction services for those who inject drugs is a useful prevention tool for HIV. Distributing condoms to prevent the spread of sexually transmitted diseases including AIDS is a viable tool for prevention. AIDS prevention strategies must be rooted in a human-rights approach in order to meet with the needs in key demographics. Data over the last decade rating to HIV has become focused on key demographics beyond men who have sex with other men and on sex workers, migrants, prisoners, youths, and those who inject drugs. The populations who are at the highest risk for the transference of HIV/AIDS are the people who have the highest discrimination and lack of available health services within a reasonable distance. Some organizations such as the Global Fund offer treatment and medication free of charge. Discussions about sex and the disease itself are the first steps to prevention, treatment, and care. The encouragement of behavioral changes such as reducing the number of sexual partners can be useful in prevention. Increasing the use of condoms will reduce the spread of AIDS. Delaying the age at which sexual activity begins can be used to reduce the spread of AIDS. Rates of infection in girls between the age of 15 and 24 are double compared to the rates of infection for men of the same age. It is important to note that there is often fear and prejudice in any frank discussion or argument revolving around AIDS. There remains a strong stigma surrounding not only the disease itself but those people who are living with it. It is a result of this stigma that many people lack any basic knowledge about it and why the rate of infected who are unaware of their infection remains so high. Even if people have access to the information about the disease, they are often reticent to get a test officially because of fear, stigmas, and discrimination. Other forms of discrimination can also result in people not receiving access to the health services they need which results not only in a lack of treatment but in the continual spread of the disease. Refusing to acknowledge or write about the facts, no matter how unpleasant, will only perpetuate the prejudice and death. Overall, remember that these are merely facts which you can use as evidence to substantiate your argument. If you have troubles making up topics for your AIDS prevention essay, use ours that are prepared for you. You want to avoid using facts that you have twisted to support your claims and should instead rely only upon accurate information relevant to your topic. In some cases you might find a plethora of items you want to include, but if space or word limits are an issue, be sure to only rely upon those items which are the most relevant. The references included at the end are not only the sources from which these facts originate, but serve as viable resources for additional material, data, and perspectives for potential argumentative essays on AIDS prevention organization. Moreover, you can use our guide on writing an excellent argumentative essay and youll not be disappointed. References: AIDS 2012. AIDS 2012 Home.  AIDS 2012 Home. N.p., n.d. Web. 10 Nov. 2015. AIDS Crusades.  Uberpreneurs  (2013): n. pag. Web. Cherkerzian, Diane. Ray Carney Hacks Up Hollywood.  The Revolution Is Within. N.p., 06 Oct. 2009. Web. 08 Nov. 2015. Mayaud, P. et al. 1997. â€Å"STD rapid assessment in Rwandan refugee camps in Tanzania,† Genitourinary Medicine 73(1) International AIDS Society. Towards an HIV Cure.  Towards an HIV Cure. International AIDS Society, n.d. Web. 10 Nov. 2015. Office of National AIDS Policy. Office of National AIDS Policy.  The White House. The White House, n.d. Web. 10 Nov. 2015. Stratton, Stephen E., and Sarah Watstein.  The Encyclopedia of HIV and AIDS. New York: Facts On File, 2012. Print.

Why were the Manchus so much more successful in ruling China after Essay

Why were the Manchus so much more successful in ruling China after their conquest of the Ming than their predecessors, the Mongols, were in ruling over China after the fall of the Song - Essay Example The Mongols, initially, sought to segregate themselves and maintain different cultural identities, but eventually integrated with the society and adopted many of the ways of the Chinese. By concerning itself with the maintenance of power as a conquering force, and subjugating the Chinese people under a heavy handed rule, the Manchu dynasty would be a longer, more successful rule than the Mongol dynasty. During the time of the Song dynasty in China, a great growth of the country would take place. As advances in science, the arts, and in philosophy would expand, so to did the population double in size. All of these things are signs of a thriving civilization. However, these advancements were diminished by a government that did not recognize the need for a global attitude. Expansion of the government itself did not occur in order to meet the demands of a greater population. As the country of China and its people thrived, the roots of the country, the core government, did not sustain enough strength to hold onto its nation. In an attempt to expand and promote new growth, Wang Anshi created what is known as the ‘New Laws’. â€Å"Wang not only tried to expand channels of revenue and the apparatus of local order, but explicitly argued that the state must enlarge itself and in effect absorb into an expanding bureaucracy the growing wealthy and educated elite.† (Embree, p. 348) According to Ainslee T. Embree and Carol Gluck, in their book, Asia in Western and World History, if Wang Anshi’s reforms had taken place they would have rivaled advancements made in industry and state building that did not occur again until the late 19th and early 20th century. However, after the fall of North China, Wang’s reform party would be defeated and the advanced concept of ‘growth of the state’ would end. A general lack of interest in forward motions of modernity would stagnate the growth of the country as the growth of the

Effective Anti-Racist Guidelines in the British Education System Literature review

Effective Anti-Racist Guidelines in the British Education System - Literature review Example In this literature review, a brief description of the notion of race, ethnicity, and faith, as well as the distinctions among them, will be discussed. The concept of ‘ethnicity’ is quite new. Before the 1970s there was hardly any discussion of it in anthropology works and literature, even a mention of its definition (Faas 2010). Prior to the Second World War, the word ‘tribe’ was the chosen word for ‘primitive’ societies and the word ‘race’ for contemporary societies (May 1999). Because of the strong connection between the ideology of the Nazis and the concept of ‘race’, the word ‘ethnicity’ eventually succeeded ‘race’ in Europe and the United States (Spalek 2007). The discourse on ethnicity is confounded by a diversity of associated concepts applied to distinguish comparable trends, like the nation, race, minority, and tribe. Several researchers and scholars apply these concepts synonymously w hile others use them as distinct terms (Spalek 2007). Nevertheless, the connection between race and ethnicity is complicated. Even though there is much continuity they are different notions. For instance, Pierre van den Berghe defines the term ‘race’ as a specific classification of ethnicity that makes use of genetic attributes as an indicator of ethnicity (Cashmore & Jennings 2002, 122). Although the connection between the two notions is more complicated than the above definition, his description is quite accurate (p. 122). British scholars normally exclusively attribute ethnicity to minority groups.