A Day In The Death of Joe Egg †Prompted Essay

A Day In The Death of Joe Egg – Prompted Essay Free Online Research Papers A Day In The Death of Joe Egg Prompted Essay How does Peter Nichols play â€Å"A day in the death of Joe Egg† involve its audience in the problems of looking after a handicapped child? A day in the death of Joe Egg is a powerful dramatic novel written upon a husband and wife looking after a special needs child. Throughout the play Peter Nichols the writer uses meaningful devices that emphasises their situation and gives the reader a powerful insight to what its like being in they’re in their shoes. Although the play was written in 1967 it still closely resembles some of the harsh issues that parents face today. Many methods are use to by Peter Nichols to give the play a body; he uses features such as fraudin slip, metaphors, similes but by far the most striking method Peter uses is the suspension of disbelief. This striking method is used to hold the reader in suspense until a certain point believing something that is not actually the truth. The play is very open minded to the reader, at some points in the play it is very hard for the reader to actually understand what is going on. Powerful slow motion images of Joe skipping and being fed are used as if she is a perfectly normal child is used to confuse the reader. Peter Nichols also uses a clever device called a Freudian slip. A Fre udian slip is when the author purposely makes a certain character accidentally make a mistake in speech forcing out a word or sentence that should not have been said. It is used to give the reader or some one else in the play a hint on a certain subject that maybe another character should not know. A good example would be to tell a lie to someone then accidentally say something that would make it easy to understand that you were telling a lie. This is a play that I would highly recommend to anyone of all ages, some people may find this dramatic story disturbing and may become upset to see what Joe has to go through or how she is received from other people. Brian is Joe’s father who plays the part of what some people would say an ignorant grumpy aging man. The play begins with Brian teaching his class at school. Instantly it is easy to pick out Brian’s character. He gives the impression that he is a very strict man that is hard to take serious at times. Brian even calls on of his pupils a ‘flasher’. Sheila is Brian’s wife that respects the fact of the way Joe is but Brian likes to make little jokes out of it that some people may find funny and others may find harsh. I think this is a great idea because this is a play to attract all kinds of readers and here is a good example of Shelia respecting the fact and Brian making a joke about it. Problems that Bri and Sheila face are a big part of this play. It seems as if Bri becomes so stressed at one point that he tries to murder Joe because of stressful situations in looking after her. The couple come up against problems such as, Bri making jokes about everything Bri feeling as if he cannot compete with Sheila’s previous boyfriends Not able to have too much quality time together And finally a controversial that maybe Bri is jealous of all the attention that Joe gets. Over all this is a play that will attract anyone of any age, its interesting, disturbing, and partly funny but most of all the play resembles some of the harsh real life situations. This is guaranteed to keep any reader continuing their journey into a day in the death of Joe Egg. Research Papers on A Day In The Death of Joe Egg - Prompted EssayMind TravelHonest Iagos Truth through DeceptionComparison: Letter from Birmingham and CritoThe Effects of Illegal ImmigrationPersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenThe Masque of the Red Death Room meaningsArguments for Physician-Assisted Suicide (PAS)Harry Potter and the Deathly Hallows EssayHip-Hop is Art

Pros and Cons of Earning a Masters Degree Before a PhD

Pros and Cons of Earning a Masters Degree Before a PhD As a potential applicant to graduate school you have a great many decisions to make. The initial decisions, such as what field to study, may come easily. However, many applicants struggle with choosing what degree to pursue, whether a master’s degree or PhD is right for them. Others know what degree they want. Those who choose a doctoral degree sometimes wonder if they should first complete a master’s degree. Do you need a master’s degree to apply to a doctoral program? Is a master’s degree an essential prerequisite for gaining admission to a doctoral program? Usually not. Does a master’s degree improve your odds of admission? Sometimes. Is it in your best interest to earn master’s before applying to PhD programs? It depends. Pros and Cons of Earning a Master's Before Applying to PhD Programs There are both advantages and disadvantages to earning a master’s before applying to PhD programs. Below are some of the pros and cons: Pro:  A master’s degree will introduce you to the process of graduate study. Without a doubt, graduate school is different from college. This is especially true at the doctoral level. A master’s program can introduce to you the process of graduate study and help you understand how it is different from undergraduate study.  A master’s program can help you make the transition to graduate school and prepare you for making the transition from college student to graduate scholar.   Pro:  A master’s program can help you see if you are ready for doctoral study. Are you ready for graduate school? Do you have the right study habits? Are you motivated? Can you manage your time? Enrolling in a master’s program can help you see if you have what it takes for success as a graduate student – and especially as a doctoral student. Pro: A master’s program can help you see if you are interested enough to undertake a PhD The typical college survey courses present a broad view of a discipline, with little depth. Small college seminars present a topic in more depth but it will not come close to what you will learn in graduate school. It is not until students are immersed in a field that they truly come to know the depth of their interest. Sometimes new grad students realize that the field is not for them. Others complete the master’s degree but realize that they have no interest in pursuing a doctorate. Pro: A masters may help you get into a doctoral program. If your undergraduate transcript leaves much to be desired, a master’s program may help you improve your academic record and show that you have the stuff that competent graduate students are made of. Earning a master’s degree shows that you are committed and interested in your field of study.  Returning students may seek a master’s degree to obtain contacts and recommendations from faculty. Pro: A master’s degree can help you change fields. Are you planning on studying a different field than your college major? It can be hard to convince a graduate admissions committee that you are interested and committed to a field in which that you have little formal experience. A master’s degree can not only introduce you to the field but can show the admissions committee that you interested, committed, and competent in your chosen field.   Pro: A master’s degree can offer a foot in the door to a particular graduate program. Suppose you hope to attend a specific graduate program. Taking a few graduate courses, nonmatriculated (or nondegree-seeking) can help you learn about the program and can help faculty learn about you. This is even more true for master’s students. In many graduate programs, master’s and doctoral students take some of the same classes. As a master’s student, you’ll have contact with graduate faculty – often those who teach in the doctoral program. Completing a thesis and volunteering to work on faculty research can help faculty get to know you as a competent and promising researcher. A master’s degree might offer you a foot in the door and a better chance of gaining admission to the department’s doctoral program. However, admission is not guaranteed. Before you choose this option, be sure that you can live with yourself if you don’t gain admission. Will you be happy with a terminal master? Con:  A master’s degree is time-consuming. Typically a full-time master’s program will require 2 years of study.  Many new doctoral students find that their master’s coursework doesn’t transfer. If you enroll in a master’s program recognize that it will likely not make a dent in your required doctoral coursework. Your  PhD  will likely take an additional 4 to 6 years after earning your master’s degree. Con:  A master’s degree is usually unfunded. Many students find this a big con: Master’s students usually do not receive much funding. Most master’s programs are paid for out-of-pocket. Are you prepared to potentially have tens of thousands of dollars of debt before you begin your PhD.?  If you choose not to seek a doctoral degree, what employment options accompany your master’s degree? While I’d argue that a master’s degree is always of value for your intellectual and personal growth, if the salary-return of your degree is important to you, do your homework and think carefully before enrolling in a master’s program prior to seeking your PhD. Whether you seek a master’s degree before applying to doctoral programs is a personal decision. Also recognize that many PhD programs award master’s degrees along the way, typically after the first year and completing exams and/or a thesis.

Banking Globalization and Global Imbalances Essay

Banking Globalization and Global Imbalances - Essay Example As such, in order for a bank to operate profitably in the foreign market, it must be able to gain or realize gains that are not available to local competitors. These gains to be realized when a bank is operating in foreign financial sector usually stem from; geographical risk diversification, competitive and comparative advantage factors and efficiencies that are not attained when operating exclusively in the local markets. On comparative advantages, better intermediation technologies, superior management quality, and innovative products are among the factors frequently cited by both the internalization theory and the electric theory of multinational corporations (De Haas & Lelyveld 2010). However, these factors are not permanent in the case of banks diversifying internationally based on the assumption that financial firms usually have intangible assets that cannot be imitated and management quality is easily transferable. Information is a crucial comparative advantage for a bank to operate in abroad markets. Organizations prefer doing business with a less number of banks to ensure that their sensitive financial information is not revealed to too many financial firms. As such, once a bank establishes a relationship with an organization, it has a competitive advantage in serving the firm’s operations in the foreign markets. The increased importance of information in the banking sector has resulted to the shift from cross-border borrowing and lending towards the foreign banks’ local operations in the emerging countries (Mariotti & Piscitello, 2010). One of the best ways of exploiting comparative advantages arising from the private information in foreign markets is following the client. This means that banks usually expand in the countries where their client choose to invest so that they can be able to offer them services that they need.  

CEO Overconfidence and Corporate Investment Essay

CEO Overconfidence and Corporate Investment - Essay Example The paper is divided into seven sections, in the first section; Ulrike and Tate have developed a model that predicts that managerial overconfidence leads to positive investment-cash flow sensitivity. The second part they give the data that they used and the third section explains the building of overconfidence instruments and the substitute instruments. The fourth section gives the evidence they collected that supports the idea that CEO’s overconfidence increases the sensitivity of investment to cash flows, the fifth section deals with evidence to support the proposition that CEO overconfidence is more in the equity dependent firms. Section 6 examines the relationship of CEO’s overconfidence to other personal characteristics and section seven is the conclusion. In the first section, they use a 2 period model that shows the effects of a CEO’s overconfidence on a firms investments in an well-organized market. In coming up with the model, they assume that asymmetry of information and agency relationships does not affect the investment decisions of a manger and that the only factor affecting the decisions is the CEO’s overconfidence. ... In section 2, the paper uses data of 477 large publicly traded firms in the United States between the years 1980 and 1994, in order to compare the data on how the CEO’s managed their personal account and the firms account, more information was derived from COMPUSTAT database. The data measured include investments as capital expenditure, cash flow as earnings before extra ordinary items plus depreciation, and capital as property, plants and equipments, and investments and cash flow are normalised with the beginning of the year capital. In addition, information on the CEO’s employment histories is collected where the CEO’s are classified into three groups based on their education history, that is, those with technical education, those with finance education and those with other degrees In the results, the y found out that the out of the 113 CEO’s who qualified the holder 67 selection criteria, 115 of them displayed characteristics of overconfidence in their personal portfolios. From the results there were minimal cases correlation between overconfidence and the firm or the CEO’s characteristics, this relationship was found to be opposite for different subsamples or the different measures of overconfidence used. Some of the alternative explanations to the measures that Gate and Ulrike gave include the following. Inside information, this is where a CEO may decide to lower risk exposure of a company due information that he has on the future stock prices, this information will also influence the investment cash flow sensitivity. The second alternative is signalling where a company would be passing information to the capital markets that its prospects are better than of rival firm, signalling in most

Book Critique Family to Family Essay Example for Free

Book Critique Family to Family Essay Author Information The authors of the book are Jerry Pipes and Victor Lee. Content Summary In the book, Family to Family, Families Making a Difference, the writers detail the major premise of the work within its first few pages: â€Å"Family to Family will help you discover God’s purpose for your family, develop a family mission statement, establish core values, make time for quality and quantity family time centered around God’s purposes, and equip you to lead your children to Christ and mentor them spiritually† (3). The book’s purpose is to maximize family time in the Lord, bringing family members closer together by helping them actualize their standing first in Christ, and then as they relate and interact with each other. The book promotes the idea of discovering â€Å"the critical link between being on mission as a family and passing the baton of your faith on to your children† (3). This line of thought is prevalent in the book and it seems to summarize the mission of the writers. The book views itself as being based and rooted in the solid foundation of the scriptures, and the authors express as much: â€Å"The bottom lineGod’s plan for the family has been revealed in His Word†¦ The success of our families will be determined by our commitment to know and live the principles of God’s Word† (3). In the first chapter of the book, the writers make the contention that many families are not healthy and are not spending quality time with one another. The writers reference research gathered from The American Family Association and George Barna. Through the accumulated research, the writers state that, â€Å"only 34 percent of America’s families eat one meal together each day. (In addition) the average father spends only eight to 10 minutes a day with his children. This includes meal times.† (6) Another alarming statistic that they present to their audience is that â€Å"only 12 percent of America’s families pray together, (and) the average couple spends only four minutes of uninterrupted time together a day† (6). After the writers finish sharing some alarming statistics, they proceed to identify what a healthy Christian family should look like. They call for persons to examine their own families and to ask the following questions: Is it a cohesive unit or a disjointed collection of individuals? Is it on mission for God or unsure of its mission? Is it flowing or fumbling? Disciplined or destructive? Purposeful or pointless (7)? From the second chapter onward, the writers seek to allow the book to serve as a guide to nurture an unhealthy family as they move towards an improved level of spiritual health. The writers begin by proposing a family mission statement, stating that, â€Å"A family mission statement will serve as a centerline and guardrails for your family on the road through life† (25). The writers lead us on an extensive exposition on the importance of a familial mission statement and how to initiate one and incorporate one into our families. In chapter two, they present seven realities, which are geared towards accepting and incorporating the fact that God is and can be an ever-present reality within your family. The writers then discuss the importance of teaching and sharing the Gospel with children. They present the fact that 90 percent of all Christians have accepted Jesus before the age of 25, and therefore, place a premium on passing the baton onto the next generation as early as we can (51). The remainder of the book becomes a summary of other evangelical programs and ideas, shared in an effort to encourage the entire family to become an evangelizing force together. They include the models of concentric circles (75) and other familial evangelistic ideas, which are geared towards the family being unified and presenting that unification before others as a witness to their unity in Christ. In the final chapter of the book, the writers detail the importance of Biblical based evangelism for all of those persons involved in the family unit. The writers advocate what they call the FIRM approach to evangelism, which involves: F ask about family, I ask about their interests-listen, R ask about religion-listen, and M share the message (114-115). Lastly, the writers provide some practical methods for sharing the Gospel, which include some scripture memorization and tips on a salvation-testimony presentation. Evaluation The book seeks to establish a rationale for the disunity of the modern family and then to provide mechanisms to promote unity within the family through the Word, then to evangelize through the family as a united front in Christ. The book is short, efficient and to the point. It allows for easy reading and presents an effective rationale for families being unified first in Christ (with each other), and then presenting that unification as an active, vibrant testimony to others. The writers identify early on that this is a book for families in crisis, and the greatest contributing factor to that difficulty involves time and busyness within the members of the family itself. Due to the simplistic presentation of the material, the writers allow for a potential impact for a wide variety of persons and family units (beyond the traditional ones). The writer’s presentation of unhealthy families and the facts provided which detail children who have fallen away from the church cannot be understated in its level of importance, and serves to provide the reader with a foundation for the rest of the work. The flow of the work involves a clever method employed by the writers that mixes conversational and anecdotal stories with necessary information, which is important to hold the interest of the target audiences. The writers may have perhaps offered a more compelling argument, had they given their target audience a little more background information concerning the statistics they compiled, rather than just highlighting that information in endnotes. The chapter on mission statements feels rushed, and gives the impression that research for the work appears to be somewhat lacking. Case in point: there is no citation offered concerning the comparison of Jonathan Edwards and the Jukes families. This cannot help but offer the audience the false notion that the writers composed the necessary research to develop the notion they are putting forth (24-25). The writers provide another example without properly citing and giving credit to the source on page 26, in the example of the bucket of sand and the big rock and the little rock. This is an illustration which has been used by many in the past, and the writers are not the original source of it. They state, â€Å"Perhaps you have seen the illustration of the big rocks and little rocks† (26). Again, this may be nitpicking; however, I believe that they need to demonstrate responsibility, since the book is a Christian work. The book contains relevant study questions and provides a plethora of workbook-like material. That being said, the work is ideal for small group studies in the church and provides a foundational approach for working with families. Beyond being simple enough for the new convert to understand, the book is filled with practical and insightful applications for all believers to use in their endeavors to spread the Word within their families and to others. The writers have fulfilled their purpose in the book. It is obvious to see, with the statistics presented and the commentary offered, that families are in trouble and the church needs to respond to their needs. The church is comprised (mostly) of families. The enemy is aware that if he destroys the family unit (as presented in scripture), then he goes a long way to placing a major injury on the church. Pipes and Lee are to be commended for their efforts. They wrote Family to Family: Leaving a Lasting Legacy, as a reply to the susceptibility of even supposedly Christian families to the status quo. This status quo, as presented by the writers, involves an adherence to one of the varying levels of dysfunction that many families experience. The outline for families in the scriptures is one man, one woman, and if they are blessed, then children. This work provides an excellent evangelistic modality within which to engage all types of families (single parent, no children, etc). This is due to the fact that, regardless of the construction of the particular family, salvation is needed within and should be displayed cohesively to the world. That being said, one can see that, once a family mission statement is adopted, the potential for manipulation within a family is obvious. Potential problems could arise should one of the parents attempt to use the mission statement to manipulate their children to act and perform in the manner that they desire. Should conflict and divorce arise in the family (which is a startling reality for the church as well as the world), then these paradigms constructed originally to help could instead be used to further divide the entire family. With any risk of developing methodology and then instructing others to incorporate this methodology into their lives, without being able to control all extraneous variables (which only God can), there is the potential danger for some using the writer’s material for abusive purposes. Yet in taking this risk, the writers succeed. This is largely due to the fact that they speak the truth of the scriptures in love, and are to be applauded for developing and exhorting others to incorporate these methods into their lives to improve their families and evangelize the lost. There is something pure and right about someone trying to assist others whom are in desperate struggles in this life. The writers have presented a unique and challenging way for the church to implement and instruct families which are in desperate need of such tutoring. A most wonderful encapsulating quote is found on page 114, which states, â€Å"The bottom line is sharing the way of salvation through Jesus Christ. This is what this book is all about: raising your family to follow Christ. Following Christ means sharing the gospel with those who do not know Him. Jesus said, ‘Follow me, and I will make you fishers of men’ (Matt.4:19). If you are not fishing, you are not following. You and your family are on mission to be fishers of men† (114). This is a rousing call to families and the Body of believers. Those who endeavor to heed the call must realize the writer’s purposes in desiring to show them a way to raise their families to serve and follow Jesus. BIBLIOGRAPHY Pipes, Jerry and Victor Lee. Family to Family, Families Making a Difference. Lawrenceville, GA: Jerry Pipes Productions, 1999.

Miranda in Jennifer Johnstons Fool’s Sanctuary Essay -- Jennifer John

The Irish Psyche as Portrayed through Miranda in Jennifer Johnston's Fool’s Sanctuary In her novel Fool’s Sanctuary, Jennifer Johnston reflects on the Irish psyche and gives an insight into some of the factors that appear to create such a unique culture. This aspect of the novel is explored particularly through the novel’s protagonist, Miranda. She acts like a symbol, the embodiment of the typical Irish person. Miranda’s characteristics, attitudes and values are shaped by the influences of her country, therefore reflecting possibilities that typically set the Irish people apart. These characteristics include a symbolic and surreal outlook on life, a love of poetry and music, the importance placed on memories, a sense of humour, the way they love and an inability to accept happiness as reality. Ireland is a spectacular island whipped by harsh weather, steeped in history and torn by wars that have raged for centuries and it is these aspects that contribute to the Irish psyche. Great Irish writers throughout history, such as Yeats and Joyce, have written about these influences in Ireland and the impact that they have on its people. Johnston equally explores similar concepts in Fools’ Sanctuary. It is a powerful story, Miranda’s story, showing how the turmoil in Ireland in the 1920’s affects an individual’s life and changes it irrevocably. Johnston’s delicate mixture of emotion and caustic observations provide a unique analysis of the Irish psyche. Furthermore, she explores the concept that many of the characteristics that are developed are fundamentally self-destructive. Miranda tries not to be affected by Ireland’s conflict and there are a number of ways in which she tries to escape. However, ultimately this only ends in h... ...trayed by Johnston. However, Fool’s Sanctuary, not only serves as an exploration of the unique characteristics of the Irish people, it also serves as an explanation. It is an explanation, offering an insight into why certain traits are unique to the Irish psyche, what the traits could be attributed to and how they ultimately lead to self-destruction. Jennifer Johnston’s careful and powerful depiction of Ireland at the brink of war, is like a magnifying glass and when examined, it essentially reveals a unique portrayal of the Irish psyche. The Student May Wish to begin the essay with one or more of the quotes below: Out of Ireland we have come. Great Hatred, little room, maimed us at the start..... W.B. YEATS, 1931 The Irishman’s house is his coffin. J.A. JOYCE, 1922 Work Cited Johnston, Jennifer. Fool’s Sanctuary London: Hamish Hamilton 1987 Miranda in Jennifer Johnston's Fool’s Sanctuary Essay -- Jennifer John The Irish Psyche as Portrayed through Miranda in Jennifer Johnston's Fool’s Sanctuary In her novel Fool’s Sanctuary, Jennifer Johnston reflects on the Irish psyche and gives an insight into some of the factors that appear to create such a unique culture. This aspect of the novel is explored particularly through the novel’s protagonist, Miranda. She acts like a symbol, the embodiment of the typical Irish person. Miranda’s characteristics, attitudes and values are shaped by the influences of her country, therefore reflecting possibilities that typically set the Irish people apart. These characteristics include a symbolic and surreal outlook on life, a love of poetry and music, the importance placed on memories, a sense of humour, the way they love and an inability to accept happiness as reality. Ireland is a spectacular island whipped by harsh weather, steeped in history and torn by wars that have raged for centuries and it is these aspects that contribute to the Irish psyche. Great Irish writers throughout history, such as Yeats and Joyce, have written about these influences in Ireland and the impact that they have on its people. Johnston equally explores similar concepts in Fools’ Sanctuary. It is a powerful story, Miranda’s story, showing how the turmoil in Ireland in the 1920’s affects an individual’s life and changes it irrevocably. Johnston’s delicate mixture of emotion and caustic observations provide a unique analysis of the Irish psyche. Furthermore, she explores the concept that many of the characteristics that are developed are fundamentally self-destructive. Miranda tries not to be affected by Ireland’s conflict and there are a number of ways in which she tries to escape. However, ultimately this only ends in h... ...trayed by Johnston. However, Fool’s Sanctuary, not only serves as an exploration of the unique characteristics of the Irish people, it also serves as an explanation. It is an explanation, offering an insight into why certain traits are unique to the Irish psyche, what the traits could be attributed to and how they ultimately lead to self-destruction. Jennifer Johnston’s careful and powerful depiction of Ireland at the brink of war, is like a magnifying glass and when examined, it essentially reveals a unique portrayal of the Irish psyche. The Student May Wish to begin the essay with one or more of the quotes below: Out of Ireland we have come. Great Hatred, little room, maimed us at the start..... W.B. YEATS, 1931 The Irishman’s house is his coffin. J.A. JOYCE, 1922 Work Cited Johnston, Jennifer. Fool’s Sanctuary London: Hamish Hamilton 1987

Teaching Assistant Essay

Question 1 Describe how you might contribute to a lesson given to a group of seven year old children learning to play percussion instruments. First I would speak to the class teacher I was working with and find out the following points. 1. Which percussion instruments will be needed? 2. How many students will be in the group? 3. Where will we be practising with the instruments? 4, When will the instruments be required? 5. Where the instruments are kept? 6. What is required of me during the lesson (help students? Take photographs or other tasks needing completing) 7. If the member of staff requires me to research some fun activities that can be done to build up the children’s confidence in using the instruments. Firstly I would research the fun confidence building activities if it was required by talking to a musically inclined member of staff or search the internet for age appropriate tasks that lend to the varying skills of the students. After the directions were discussed I would make the space suitable for the lesson, taking into consideration adequate space for the group of students to work comfortably with the instruments with out fear of hitting one another, I would also check the surrounding area for any other dangers present. Next I would gather the necessary equipment making sure to check that it was in working order and safe to be used by the students noting any damaged equipment that I found needing repair or replacing to inform the class teacher, also recording what equipment I have borrowed and when so that others going for the same equipment knew where it was. Then I would set out the instruments in the space the students will be using for this lesson before the teacher is ready to bring the students in so that the lesson could commence with out disturbing the students by making them have to wait for equipment to be set up. During the lesson I would do the tasks discussed with member of staff before the lesson so that they could concentrate on the lesson at hand. Finally after the lesson has finished I would gather up the equipment I had borrowed and check it again to make sure no damage had occurred and it was still in safe working order, return the items and store them safely in there correct storage space noting that the equipment had been returned. Question 2 What might your role be in organising, using and maintaining the learning resources, material and equipment for this percussion lesson? My role organising would be determined in the discussion I would have prior to the lesson with the member of staff which might be to check the amount of working instruments we have available in school and if they are available for the time we require them. I might have to record the lessons for use on a DVD or school website if parental consent has been given, meaning I would need to acquire and be proficient in the use of a digital camera or camcorder. If a CD containing music is to be used I would need to set up a CD player. Any electrical equipment needed I would check to make sure they have been tested recently by a qualified electrician. If a music CD is required to help give the students an idea of keeping timing with a rhythm or beat so this would need to be sourced and checked for scratches, making sure we have the relevant rights to use the material on the CD. In respect of using and maintaining the equipment would check all the available equipment needed for the lesson as much in advance as I could so that I would be able to inform the member of staff of damaged or broken equipment that needs repaired or replaced. Doing so in advance would be of great benefit to the teacher, as then depending on how many instruments we have in safe working order a decision could be made to either source more or maybe get the students to share. After the lesson I would gather the items we used and check them once more before I put them back into storage and inform the teacher of any change in the condition of them. Question 3 Describe how you act in class in order to be an effective role model for the standards of behaviour expected in pupils? In class and also anywhere around school premises I would act in a respectful manner towards all people staff, parent or student meaning I would talk to them politely and listen carefully to what they had to say. Respect also comes in the way to approach a student I would walk over ready to help however possible instead of race over in a hurry to get a job done. I would conduct myself in a calm and collected manner where my voice would sound friendly and my body language would be welcoming so that students could feel relaxed and safe helping them to work well with myself and build a rapport. When working with students who have good standards of behaviour they would be praised verbally in front of there peers with an added bonus of maybe a sticker for a full lesson or full day of good behaviour and contribution in class giving that student a sense of accomplishment. Where as a student who does not practice good standards of behaviour would be asked in front of the other students on the table to think how that action was not appropriate and told it will not be accepted again. I would always talk to the student misbehaving with a sterner voice but never yell or shout as it would be counter productive and a form of bullying in itself, if the behaviour remained unacceptable I would refer them to the class teacher. At anytime with a student or group of students and I had to correct them for example a misspelled or incorrect pronunciation of a word, I would correct them in a way that did not make them feel unimportant or belittled because they got something wrong as it is always better to try and fail than never try at all. I would then make more of an effort to find something that the student does well and give praise for there contribution to the task at hand as well as for trying there best with the thing they got incorrect. My behaviour and approach in class and outside of class towards the people I would come into contact with would always be consistent so that the students would know what I accept in regards to standards of behaviour. Which would also help students think that I would be approachable and not over react or dismiss a problem they may have with there work or in there life. Question 4 What strategies might you employ to encourage pupils to behave appropriately? Describe how you might react to incidents of bullying and violence. I would first off read the schools behaviour policy to get an outline of what is expected from the students along with any notes on consequences and rewards for any actions, also use common knowledge of acceptable behaviour. Consistency in my standards of behaviour would be foremost in a practical example to the students of what behaviour is acceptable; giving them a model they can see to work towards in respect to how they want to act. My consistency would also breed predictability for example when I first see the students in the morning they would be greeted warmly and asked how they were feeling today, nurturing there social and empathetic development while they express there feeling. Respect will be shown at all times to who ever I interact with making it easier for students to show respect towards myself and in turn their peers. I think the student would better understand and be more likely if as a school or a class to make it more personal made a poster of what they consider good and unacceptable behaviour. This way they have contributed and feel the rules are fair as they made them not just told this is what you have to do. Confrontation should always be respectful meaning do not just start shouting at a student for there inappropriate behaviour but develop numerous ways to confront a student by discussing with staff to see which forms they believe work well. In promoting good behaviour I would reward with praise as my main reward and if I believe a student does something extra to what is normal, say opening a day to a member of staff or helping someone in their group comprehend the task they are having difficulty with I would reward them with a sticker which would serve as a visible sign of recognition to a good deed and encourage other children to do the same. The sticker would also make the student who received it feel important and appreciated for their effort, especially knowing that rewards are not given out at random but for consistent good work or behaviour, not forgetting to reward students who are trying but are not as good as others in certain areas to give a confidence boost. If I witnessed or an incident of bullying was brought to my attention I would firstly ensure I was calm and consistent to what my interaction with a student in an everyday matter would be so not to make anyone feel uncomfortable whether it be a child informing, bullying or being bullied. Then I would start a record in a note book at first of people involved and what it was about. The incident would be isolated from the other students so that no one else was involved giving a calmer atmosphere to ascertain what is happening by talking calmly to the students as always practiced in school. Once the situation has calmed down I would inform the class teacher as to what happened giving any notes taken so they could read the account. I would then be inclined to do an assembly on bullying and why it is not accepted in our school so that the messages went out to all the students and did not target any one person. This would be better learned if I got students involved in maybe suggesting how to deal with a situation before it escalates to bullying or if an incident of bullying is observed, making anti bullying posters would be a good task to perform to raise awareness. Question 5 Describe how you might appropriately observe the physical abilities and skills of a nine year old boy. I would discuss with the teacher as to what kind of observation they required as they may want a observation of where the child’s abilities are at the moment or how they develop over a set period of time. Then understanding exactly what is required from the observation and the protocols set out within the school for observing students I would plan the observation. Firstly I would plan to do it either at an active play time or when the students are all doing P.E. so that I can observe the student with out them realising it giving a more accurate account. I would make a sheet for the observation stating date, time started, time finished, student and reason for observation and have boxes for small notes regarding different aspects of physical abilities and skills such as; 1. Confidence setting up a sports game to be played.  2. Hand-eye co-ordination. 3. How they completed the task asked of them 4. Did they require any assistance during the task? 5. The way they interact with others during tasks. 6. Is the child challenged by the tasks or did they find them easy. 7. Concentration of student during task. And a conclusion along with any other points discussed with the teacher before hand. Once the observation had finished I would then make a neater copy of the notes making sure everything recorded is fact and not my interpretation of events. I would keep a blank copy of the sheet used so that I could observe the same aspects each time. At a pre arranged time I would give feedback to the member of staff in which ever way they requested be it written or talked about with or with out the student present. If the student is present I would praise there accomplishments and constructively subject areas that could be improved. The notes taken during the observation would be kept in a safe place for five years designated by the member of staff and would not be open for discussion to anyone respecting the student’s confidentiality.

Richard Meier’s Douglas House

1- Where? This Project, just as many other Richard Meier projects, is built within a heavily contrasting context of nature, hovering over the shores of lake Michigan. The white reinforced concrete and glass are easily distinguishable from it’s exuberant background heavy in shades of green which invokes a sense of being deep within a forest, away from all man made things, making the project all the more contrasting and also creating a sense of privacy for the entire property which is seldom achieved through other methods.This natural environment plays a key role to the house, as it provides astounding views of lake Michigan and the vegetation surrounding it from the more public sectors making up the house. Concerning the atmosphere of the house it is of great interest the clear separation of public and private spaces in the house. The living room receives a great amount of sunlight creating a very contemplative atmosphere, which is the result of the conscious arrangement of fur niture and other elements in the direction of the natural beauties surrounding the house.As previously mentioned, the house is built within a context of nature and relies heavily on the contrast it’s white reinforced concrete walls will provide against the house’s natural background with changing colors around the season. It is built with the intention to be as close to it’s natural environment as possible, with as few trees as possible removed to make way for the construction of the house, it is lodged overlooking lake Michigan. So steep is the fall of the land from the road down to the water that the house appears to have been notched into the site (Meier & Partners.Online. ). The house has a very simple intention in respect to type, to be a comfortable place to live, separating successfully the public and private areas of the house, exposing the living room and other public spaces to astonishing natural views we can appreciate from the inside the house thanks to the prominent glass panels facing them, while the more quiet and private sector of the house is hidden from this view and closer to the street on the backside of the building, bringing together under the same roof the two different kinds of spaces needed for a house to be truly complete. – When? The Douglas House is the culminating work of the first period of Meier, where all the ideas developed in the experiments in single-family homes resulted in a more balanced and imaginative structure. Built in the 1970's, it became a symbol of that period of rationalism. It is an architectural piece very closely associated with the period of time it was created, a true symbol of it’s time. Meier was able to capture the powerful tendencies of the time with his personal touch and a revolutionarily modern angle from which we can very still learn very much today.The memory the house emerges is one of the modernist movement in the seventies, it brings thoughts of the time when mod ernism was beginning and being experimented with evoked by the house’s purity and whiteness, common in Richard Meier’s architecture 3- How? In this house, Meier proposes formal, space-rich compositions. He organized the internal space such that the small, tight main entrance opens into a large space encased in glass. This style allowed him to express various themes: the contrast between light and shadow, the change in spatial scale, and access via ramps, bridges and stairs.A skylight running nearly the full length of the roof deck focuses sunlight into the living room reinforcing the separation between the public and private sectors of the house (Meier ; Partners. Online. ). The exposure to sunlight the public section of the house has helps differentiate and bring a different mood to the separate spaces of the house, light is a definining element in this project which allows for the view and the public area to be really shine and stand apart from the opposite section o f the house.The house’s color or lack thereof is part of a usual attribute in Richard Meier’s architectural work, his aesthetics focus on clean lines and a strong sense of function. The lightness to his architecture of planning grids, his play of light and shadow and the absence of any color but white are a mechanism for purification. His white, block-like structure can’t get more white. â€Å"Whiteness is perhaps the memory and the anticipation of color. Has claimed Richard Meier on interviews. The color white has become a symbol of modernismo in architecture thanks in no small part to him. Here we see the whitness of Meier’s projects illustrated in his Modern White Beach House. There is much to observe in the shape of Richard Meier’s Douglas House, The shape is a large white prism that emerges from between the trees, further intensifying the concept of the house’s dependance and unity with it’s environment.The back of the house is a closed facade with small openings while the front features with large glass panels offering extensive views over the horizon. The shape and arrangement of the windows are in strict compliance with the privacy required in each area of the home. 4. – What? The function of the house is clearly intended to be for a single family, with all the necessary spaces required for the commodity of the family, and a very interesting combination of public and private spaces in the house that are very clearly separated.The function of the house defines a great part of the creative process, and ultimately shapes a great deal the way the house turns out from an architectural standpoint. The character of the house, is defined by the materials used in it, it’s form and function all describe the type of structure it is intended to be by the architect. Richard Meier’s signature of sorts can be seen here as the Douglas House shares several attributes with many other Richard Meier wo rks. 5. – For Who?Use is fairly clear in this structure, it is meant as a home for a single family, this mans everything designed in the house has the final objective of being useful or adequate for a single family, every part of the house must have the family’s best interest in mind, just as is the case with Richard Meier’s planning of the Douglas House User in this case is again a reference to the expected future occupants of the architectural piece; the entirety of the house’s design is oriented in order to fit those needs of the people who will be living there when the house has been finished . – With What? Beginning with reinforced concrete, Meier makes desired subtractions from the volume but maintains the glass structure independently of the foundation. The house is positioned on a very inclined plane, which makes it necessary for the structure to be very resistant and to be planned in such a way that it can maintain the level of the house, having foundations that reach deep under the ground. Bibliography Rodolfo Barragan An architectural score: Recording and reading orchestrating an architectural experience Chicago, Illinois May 2008Adrian Forty Word and Buildings: A vocabulary of Modern Architecture Thames ; Hudson USA 2008 Meier, Richard /preface by Richard Meier ; essays by Paul Goldberger and Joseph Giovannini ; afterword by Joseph Rykwert.. Richard Meier : Houses and Apartments. New York, NY: Rizzoli International Publications. , 2007. Richard Meier architect : 1992-1999 / Richard Meier / essays by Kenneth Frampton, New York: Rizzoli, 1999 Douglas house, Harbor Springs, Michigan, design: 1971; completion: 1973; architects: Richard Meier and Associates. Magazines J. Michael Welton. Under Waterfront. † Dwell October 2011: 118-124. Author: Giovannini, Joseph, Source: Form: pioneering design 2007 May-June, p. 50-57 Document: English Author: Stephens, Suzanne, Source: Architectural record 2003 Mar. , v. 191, n. 3, p. 65-66,[68,70] Document: English Web Pages Elizabeth Edwards. â€Å"Step Into The Douglas House, a Richard Meier Renowned Home in Harbor Springs. â€Å"Mynorth. com. 2010. Traverse. September 6 2012 http://www. mynorth. com/My-North/February-2010/Step-Into-The-Douglas-House-a-Richard-Meier-Renowned-Home-in-Harbor-Springs/.Perez , Adelyn . â€Å"AD Classics: Douglas House / Richard Meier† 28 May 2010. ArchDaily. Accessed 09 Oct 2012. Glei, Jocelyn K. â€Å"Richard Meier ; Partners Architects: Limitations Are An Opportunity† 20 June 2009. 99u. Accessed 12 Nov 2012. http://99u. com/articles/6883/Richard-Meier-Partners-Architects-Limitations-Are-An-Opportunity ——————————————– [ 2 ]. Nature invoked to justify artistic license. The sixteenth-century garden of Italy, like the Villa Lante, (†¦ had aimed to make out nature works that demonstrated the superior po wer of human intellect and artifice over nature’s inability to attain beauty when left to itself. Andre Felibien. (Forty, 227) [ 3 ]. Atmospheres are percieved through human emocional sensibity. This form of perception Works incredibly quickly and humans evidently need it to help them survive. Humans are capable of immediate appreciation of a spontaneous emocional response of accepting or rejecting things in a flash (Zumthor, 2006, 13) (Barragan, 89). [ 4 ]. Context.The task of the architectural project is to reveal, through the transformation of form, the essence of the surrounding context. V. Gregott, 1982 introducing to French edition of Gregotti 1966, 12 (Forty, 132) [ 5 ]. Type. In the pursuit of meaning. The two remedies to this lay in the revalorization of ‘type’, and in the configuration of ‘context’ [ambiente] as part of architectural. â€Å"Ultimately, we can say that type is the very idea of architecture, that which is closest to its esse nce† A. Rossi 1966, 1982, 41. (Forty, 309 and 304) [ 6 ].Time is constituted not by the movements of objects but by the multiple structure of the threefold present, a structure of human experience. The representation of time in threefold present retains the notion of time as linear succession. By Saint Augustine(Barragan, 67) [ 7 ]. Memory â€Å"This secondary pleasure of the imagination proceeds from the action of the mind, which compares the ideas arising from the original objects, with the idea that we receive from the statue, picture, description, or sound that represents them† (†¦ The concept of empathy which reincorporates an emotional state or physical sensation projected upon the object of attention and popularized within architectural literature by Geoffrey Scott in The Architecture of Humanism (1914)†¦ Wilson. (Barragan, 92) [ 8 ]. Architecture is at all times the simultaneous visualization of these three ideas of space: of a three-dimensional coordi nated space, of place, and of the four dimensional space-time continumm. (Van De Ven, 46. ) (Barragan, 59. ) [ 9 ]. Light.When an architect finally discovers that light is the central subject of Architecture, that is when he o she has began to understand something and begun to be a real architect (†¦ ) Not for nothing does the sun rise ever day. Alberto Campo Baeza. (Barragan, 71) [ 10 ]. Color can be understood through the optics and phsiology of visual perception as well as the physics of Light and wave lenght. In visual perception, a color is almost never as it really appears. In order to use color effectively it is necesary to recognize that color continually deceives visual perception. Barragan, 77) [ 11 ]. Form in antiquity. Plato and Aristotle. For Plato form provides the solution to a complex of problems; Form is apprehended by opinion with the aid of sensation. (Forty , 150) [ 12 ]. In English-speaking countries between about 1930 to 1960 ,â€Å"functional† beca me a catch-all term for modern architecture (Fory, 186) [ 13 ]. The charactr of his [the architect’s] work must refer solely to construction, and costruction to the idea which is to be expressed and to the material which is at his command for the purpose (Fory, 130) [ 14 ].Architecture is produced by ordinary people; Therefore it should be easily comprehensible to all. It is base don a Lumber of human instincts, on discoveries and experiences common to all of us at a very early stage in our lives (Rasmussen, 14) [ 15 ]. What the â€Å"user† is meant to convey in architecture is clear enough: The Person or persons expected to occupy the work (Fory, 317) [ 16 ]. Structure in relation to architecture has had three uses. Any building in its enteriety , the system of support of the building,

Aristophanes on Homosexual and Heterosexual Soul Mates

Aristophanes on Homosexual and Heterosexual Soul Mates The Greek comedy writer Aristophanes (ca 448-385 BCE), wrote more than 40 plays, many of them comedies which are bawdy and over-the-top, a genre in Greek literature called Old Comedy. Many of them were aimed at Socrates, like this inspired myth about how there came to be people with different sexual orientations.   This treatise appears in the Symposium by Plato, written by 360 BCE, and is from the Greek. In the Beginning In the beginning, there were three parents: Sun, Moon, and Earth. Each produced an offspring, round and otherwise like itself. From the  sun was produced the man; from earth, the woman; from the  moon, the union of the two, the androgyne. Each of these three was a double, one head with two faces looking out in opposite directions, four arms and legs, and two sets of genitalia. They moved about on the earth with a great deal more freedom and power than humans do now, for they rolled rather than walked- ran hand over hand and foot over foot at double speed. One day, these fast, powerful, but foolish creatures decided to scale Mt. Olympus to attack the gods. What should the gods do to show the foolish humans the error of their ways? Should they shoot them down with thunderbolts? No, they decided, too boring. Theyd done that before to the giants. Besides, who would pour out libations and offer sacrifices to them if they destroyed their worshipers? They had to devise a new punishment. Arrogant Humans Zeus thought and thought. Finally, he had a brainstorm. Humans werent a real threat, but they did need a dressing down. Their arrogance would be checked if they lost their speed, strength, and confidence. Zeus decided that if they were cut in half, they would be only half as fast and half as strong. Even better, it was a re-usable plan. Should they act up again, he would repeat the operation, leaving them with only one leg and one arm each. After he revealed his plan to his fellow Olympians, he asked Apollo to join him in putting it into effect. The king of the gods cut the man-man, woman-woman, and man-woman creatures in half and Apollo made the necessary repairs. The face which previously facing out, Apollo turned inward. Then he gathered all the skin together (like a purse) with an opening in the middle as a reminder to mankind of his earlier state. Rejoining Soul Mates After the surgery, the half-creatures ran around frantically looking for their other halves, seeking them out, embracing them, and trying to join together again. Unable to join, the creatures despaired and began to starve to death in their sorrow. Zeus, mindful of his need for worship, decided something must be done to recharge the creatures spirits, so he instructed Apollo to create a means to rejoin temporarily. This Apollo did by turning the genitals to the belly side of the body. Before, mankind had procreated by dropping a seed on the ground. This new system created an interesting new means of producing offspring. The creatures who had been double women before, naturally sought out women, those who had been androgynous, sought out members of the opposite gender, those who had been double men, sought out the company of men. They sought out their other halves,  not simply for intercourse, but so they could become whole again by being rejoined with their souls. Sources Plato. Symposium. Trans. Benardete, Seth [1930–2001] Internet Archive. Web Plato. Symposium. Trans. Jowett, Benjamin [1817–1893]. Project Gutenberg 2008. Web.   Plato. Symposium. Trans. Shelley, Percy Bysshe [1792–1822]. Internet Archive. Web.

Introduction and Overview to World War I

Introduction and Overview to World War I World War I was a major conflict fought in Europe and around the world between July 28, 1914, and November 11, 1918. Nations from across all non-polar continents were involved,  although Russia, Britain, France, Germany, and Austria-Hungary dominated.  Much of the war was characterized by stagnant trench warfare and massive loss of life in failed attacks; over eight million people were killed in battle. Belligerent Nations The war was fought by two main power blocks: the Entente Powers, or Allies, comprised of Russia, France, Britain (and later the U.S.), and their allies on one side and the Central Powers of Germany, Austro-Hungary, Turkey, and their allies on the other. Italy later joined the Entente. Many other countries played smaller parts on both sides. Origins  of World War I European politics in the early twentieth century were a dichotomy: many politicians thought war had been banished by progress while others, influenced partly by a fierce arms race, felt war was inevitable. In Germany, this belief went further: the war should happen sooner rather than later, while they still (as they believed) had an advantage over their perceived major enemy, Russia. As Russia and France were allied, Germany feared an attack from both sides.  To mitigate this threat, the Germans developed the Schlieffen Plan, a swift looping attack on France designed to knock it out early, allowing for concentration on Russia. Rising tensions culminated on June 28th, 1914 with the assassination of  Austro-Hungarian Archduke Franz Ferdinand  by a Serbian activist, an ally of Russia. Austro-Hungary asked for German support and was promised a blank cheque; they declared war on Serbia on July 28th. What followed was a sort of domino effect as more and more nations joined the fight. Russia mobilized to support Serbia, so Germany declared war on Russia; France then declared war on Germany. As German troops swung through Belgium into France days later, Britain declared war on Germany too. Declarations continued until much of Europe was at war with each other. There was widespread public support. World War I on Land After the swift German invasion of France was stopped at the Marne, the race to the sea followed as each side tried to outflank each other ever closer to the English Channel. This left the entire Western Front divided by over 400 miles of trenches, around which the war stagnated. Despite massive battles like Ypres, little progress was made and a battle of attrition emerged, caused partly by German intentions to bleed the French dry at Verdun and Britains attempts on the Somme. There was more movement on the Eastern Front with some major victories, but there was nothing decisive and the war carried on with high casualties. Attempts to find another route into their enemy’s territory led to the failed Allied invasion of Gallipoli, where Allied forces held a beachhead but were halted by fierce Turkish resistance. There was also conflict on the Italian front, the Balkans, the Middle East, and smaller struggles in colonial holdings where the warring powers bordered each other. World War I at Sea Although the build-up to war had included a naval arms race between Britain and Germany, the only large naval engagement of the conflict was the Battle of Jutland, where both sides claimed victory. Instead, the defining struggle involved submarines and the German decision to pursue Unrestricted Submarine Warfare (USW). This policy allowed submarines to attack any target they found, including those belonging to the neutral United States, which caused the latter to enter the war in 1917 on behalf of the Allies, supplying much-needed manpower. Victory Despite Austria-Hungary becoming little more than a German satellite, the Eastern Front was the first to be resolved, the war causing massive political and military instability in Russia, leading to the Revolutions of 1917, the emergence of socialist government and surrender on December 15. Efforts by the Germans to redirect manpower and take the offensive in the west failed and, on November 11, 1918 (at 11:00 am), faced with allied successes, massive disruption at home and the impending arrival of vast US manpower, Germany signed an Armistice, the last Central power to do so. Aftermath Each of the defeated nations signed a treaty with the Allies, most significantly the Treaty of Versailles which was signed with Germany, and which has been blamed for causing further disruption ever since. There was devastation across Europe: 59 million troops had been mobilized, over 8 million died and over 29 million were injured. Huge quantities of capital had been passed to the now emergent United States and the culture of every European nation was deeply affected and the struggle became known as The Great War or The War to End All Wars. Technical Innovation World War I  was the first to make major use of machine guns, which soon showed their defensive qualities. It was also the first to see poison gas used on the battlefields, a weapon which both sides made use of, and the first to see tanks, which were initially developed by the allies and later used to great success. The use of aircraft evolved from simply reconnaissance to a whole new form of aerial warfare. Modern View Thanks partly to a generation of war poets who recorded the horrors of the war and a generation of historians who castigated the Allied high command for their decisions and ‘waste of life’ (Allied soldiers being the Lions led by Donkeys), the war was generally viewed as a pointless tragedy. However, later generations of historians have found mileage in revising this view. While the Donkeys have always been ripe for recalibration, and careers built on provocation have always found material (such as Niall Fergusons The Pity of War), the centenary commemorations found historiography split between a phalanx wishing to create a new martial pride and sideline the worst of the war to create an image of a conflict well worth fighting and then truly won by the allies, and those who wished to stress the alarming and pointless imperial game millions of people died for. The war remains highly controversial and as subject to attack and defense as the newspapers of the day.

History and Motivators of Terrorism Essay Example | Topics and Well Written Essays - 2500 words

History and Motivators of Terrorism - Essay Example "In Nairobi, where the US Embassy was located in a congested downtown area, the attack killed 291 persons and wounded about 5,000. The bombing in Dar es Salaam killed 10 persons and wounded 77." (Homeland security: Attacks on US embassies in Kenya and Tanzania, 2009). The death rate shows the intensity of the attack and the cruel mentality of the terrorists in killing the poor innocent people. When analysing these explosions, it is understood that those explosions were aimed at the Americans, working in the U.S. Embassies. The terrorists select different nations to execute their heinous mass killing by presenting lame excuses as comparing their activities to 'holy war'. It was with the U.S. embassy attacks the American Federal Bureau of Investigation began to suspect the Egyptian Islamic Jihad, Osama Bin Laden and Ayman al-Zawahiri as the master planners of these attacks. It is after this attack, American Investigative agency placed Osama bin Laden on its Ten Most Wanted list. Followed with the embassy bombings, world identified many terrorist attacks including the 1996 attack in Saudi Arabia and World Trade Centre attack in September 11, 2001. The proposed paper is an attempt to find out whether the attacks of the different terrorist groups in different parts of the world are justifiable and to analyze the reality behind these attacks. It also analyses their claim, 'holy war'- whether their actions go with their motto. The U.S. security forces have identified the reason for the attack as the revenge of the terrorist groups for the American involvement in the banishment, and alleged torture, of four members of Egyptian Islamic Jihad who had conducted attacks in Egypt and were arrested in Albania. It was after this incident; some of the militant leaders were also arrested and send out of Egypt. These arrests caused for rousing a grudge of the militants against the Americans, and they waited for a response that ended in the U.S. Embassy attacks in East Africa and Kenya. "The Nairobi operation was named after the Holy Kaaba in Mecca; the Dar es Salaam bombing was called al-Aqsa, after the mosque in Jerusalem." (Al Qaeda's 1998 attacks on Africa, 2008). From their way of naming the attacks, it is identical of the importance they attribute those attacks. Their method of attack also shows the prominence in their planning and executing the attack. Most of the investigations reveal that the real aim of bin Laden was to tempt America to Afghanistan, as he was aware of the disagreement between America and the Taliban.Though one can justify the terrorism, as an effective tactic of the weaker to attain their needs through conflict, terrorism in the modern sense is contrary that it keeps its eye only in attacks. It is the secretive nature and the small size of the terrorist groups often prevents the security forces from taking proper action against terrorists. It is the same privilege that Laden and his followers enjoy, after different attacks and the killings of many innocent people. When actions are taken to prevent terrorism, it leads to conflict, making it a criminal activity. The so- called freedom fighters- terrorist groups mainly stood for the religious cause. They claimed that their race or the community should be the only community existing in the world; other religions should be rooted out. The same mentality is seen in the terrorists of the 1998 U.S. embassy attacks.

Succession & Retention of Offshore Managers Essay

Succession & Retention of Offshore Managers - Essay Example The current problems and challenges of the global environment will also be taken into consideration. The case study for this research is Technip UK Ltd, the UK subsidiary of the Technip Group based in France. However, this case study will be supplemented with research obtained from two more organizations, to benchmark Technip, as well as provide a basis for comparison of HR practices. The two organizations selected for this purpose are Saipem SPA and Stolt Offshore M.S. Ltd, a UK Company. The author seeks to broaden his knowledge in key areas of HR, especially in the retention of a skilled and competent workforce within a rapidly expanding market where demand for personnel is outstripping availability, and risk factors have complicated this task. The author also seeks insight into the challenges associated with maintaining a globally diverse, international personnel base for engineering projects. The following manger has assured his support. Through the benchmarking exercise with its main competitors, this research study aims to arrive at a relevant examination of Technip’s human resource practices and whether it is enhancing recruitment and retention, or proving to be a detriment. Since all the three firms will be faced with similar challenges in the global environment, benchmarking will be useful to establish specific problems or good practices at Technip. Major investment (Â £100 million + per unit) in new Diving vessels by Technip UK Ltd and its main competitors will mean that recruitment and retention will be key to competitive advantage and building distinctive capabilities. Following an introduction and background to the subjects being researched, the third chapter will provide a literature review. Chapter five will discuss the research methodology and the results will be analysed in chapter six. Chapter 7 will contain recommendations for improvement and conclusions. This research study will employ a qualitative