Conclusion Assignment Example | Topics and Well Written Essays - 250 words

Conclusion - Assignment Example Since the company is fragmented into independently owned restaurants the company does not utilize a universal human resource framework. One of the HR tools the firm utilizes is strategic integration. The utilization of strategic integration creates consistency in the application of HR practices through the organization. The organization applies a combination of ‘hard’ and ‘soft’ human resources approaches. McDonalds is a flexible organization that adapts to the specific market and business condition of the environment. The application of ‘hard’ human resources practices ensures that the each franchise is able to meet its business objectives including achieving a good profit. The ‘soft’ human resource approach within McDonalds is utilized in order to motivate employees and empower them to achieve high levels of performance. McDonalds utilized a combination of both hard and soft HR practices. The adaptability of the company enables to firm to achieve a competitive advantage. As a global organization McDonalds realizes that it is important to attend the needs of all its stakeholders which include the community, environment, and its employees among other groups. The ability of satisfying the stakeholder’s demands has enabled the company gain acceptance from stakeholders groups across most countries in the world. McDonalds is a publicly traded enterprise and one of its primary objectives is to maximize shareholder’s wealth. As we move forward into the second deca de of the 21st century McDonalds will continue to succeed as long as the firm maintains emphasis in the importance of its human

Sylvia Plath and Spirited Away Essay Example for Free

Sylvia Plath and Spirited Away Essay The inner journey is a metaphysical process in which an individual travels into their own psyche often resulting in form of self realization. Although the journey is not physical, an inner journey is a powerful tool in which one can enhance their knowledge of the world and their own human nature, commonly encountering imaginative obstacles which assist in the individual’s self-realization. The texts that I will use to illustrate the inner journeys are â€Å"You’re† and â€Å"A Birthday Present† by Sylvia Plath and The animated film â€Å"Spirited Away† directed by Hayao Miyazaki. Sylvia Plath utilizes the inner journey as a way to explore aspects of her life through the medium of poetry. Her poem â€Å"You’re† explores the emotional journey of an expecting mother, using poetic techniques to highlight the joys and mysteries of the baby in the womb, In contrast to Sylvia Plath’s poem â€Å"A Birthday Present† which explores the persona’s fear of death, despite desperation to end ones life, effectively using techniques to highlight the fear and want for death. Comparatively Hayao Miyazaki utilizes his film â€Å"Spirited Away† to demonstrate the protagonist’s, Chihro journey to develops and overcome circumstances to become a self-sufficient and self-reflective girl, by emphasizing the development with camera techniques and layout of particular scenes. These texts demonstrate the importance of inner journeys, demonstrating how journeys result in knowledge of their own nature and the world around them. Plath’s poem â€Å"You’re† conveys, a deep sense of joy and excitement, as a mother goes through the emotional journey, going through the delight of bearing a child, while still going through the mysterious and vagueness of the child referencing it to the furthest place imagined, for the persona â€Å"farther off than Australia†. Plath uses a range of techniques to express the joy of bearing a child and the warm comfort of it being â€Å"wrapped up in yourself like a spool†, the simile reinforces the idea of always being safe and loved, as well as the metaphor â€Å"Snug as a bud† creating the sense of the small baby being safe. It can also be lively and playful â€Å"Jumpy as a Mexican bean† all the techniques restate that the journey so far is positive and delightful and how she continues to try to understand her coming child with similes â€Å"like a sprat in a pickle jug†. However the mother experiences the mysteries and vagueness of the unborn child, noting her difficulty in describing it, she relies on terms from the world she knows for example â€Å"gilled like a fish† comparing it to a fish as it is all wrinkled and complex, as well as describing it as a â€Å"travelled prawn† and â€Å"moon skulled†, we understand the difficulty of understanding how it looks. The mother continues to try describing and understand the child she is about to have using the metaphor â€Å"vague as fog† to show how mysterious and undefined the child is, yet it is still eagerly anticipated and â€Å"looked for like mail† showing no matter what, the mother is overcome by joy on having the child. The Mother ventures through all these emotions, grasping to understand the unborn child, using similes and metaphors to figure out how the child may be and reflecting upon the joy of it all. Recognizing the uniqueness of the child arriving with its â€Å"own face†. Comparatively Sylvia Plath’s â€Å"A Birthday Present† deals with the persona inner battle of to decide to live on. â€Å"A birthday Present† is an extended metaphor, symbolizing death, allowing the audience to understand the shocking irony of the poem and the persona’s real want of what is â€Å"behind this veil†. However the fear of death is the only obstacle stopping the persona from killing themselves. The inner journey which is present in this poem is of the personas hesitation to kill herself she â€Å"would not mind if it were bones, or a pearl button† demonstrating her want for something tangible, Questioning her inner self if she actually wants it â€Å"can you not give it to me? † the change of voice to reassure herself. Tempting and luring her inner self to choose death with the continuous repetition of â€Å"let down the veil, the veil, the veil†. Ultimately the persona is fearful of death stating â€Å"You are terrified† confirming to herself that she is unsure reinforced by the simile â€Å"shimmering like curtains† reflecting the unstable curtains as her uncertainty. However her pessimistic outlook upon life and repetitious suppression of adhering to rules, to rules, to rules† gives her the strength to take her life. Her cynical tone â€Å"My god what a laugh† gives her courage to the view the world pessimistically and take her life, as well as continuously referring her life with little importance â€Å"I will only take it and go aside quietly†, â€Å"A marvel to your grandchildren †¦ it is not so† stating that no one will care after she is gone. The persona is now definite about taking her life and that â€Å"only you can give it to me†, representing now that behind the veil is death and how she asks for a quick death â€Å"you will not hear me opening it†. And that there is nothing left to fear as â€Å"the universe slide[s] from my side†, showing that through the inner journey the persona was able to understand the pessimistic world around her and how utilizing repetition, rhetorical questions and cynical tone to find the courage to no longer fear death. Comparatively â€Å"Spirited Away† is both a mental and physical journey to save her parents, which results in the growth and self-realization of Chihiro’s true self, facing challenges that allow Chihiro to learn lessons such as patience and understanding to survive and return home, with important scenes and symbolic items throughout the film to represent Chihiro’s growth. Chihiro was bought up in materialistic and idle world â€Å"don’t worry, you’ve got Daddy here. He’s got credit cards and cash† as well shown when Chihiro lying on the backseat, which is in shocking transition to when Chihiro has to work for herself in the bath house. At first she works ineffectively with other workers commenting â€Å"get out of the way†, representing her incompatibility and unwelcomed arrival, however she slowly progresses and gradually through the determination to save her parents becomes better, with the scene of washing of the stink spirit determining her capabilities to grow and become accepted, with rejoicing music and cheers from fellow workers, showing a close up a shot of Chihiro showing a sense a achievement and happiness, demonstrating Chihiro’s growth of maturity through working at the bath house. In comparison we learn Chihiro is a stoic young girl fearful of changes, shown in the first scene when her flowers start to die representing her old life wilting away. Yubaba takes away Chihiro’s name, she appears completely frightened, whimpering and shaking in a close up shot when Yubaba, and only takes the job to survive. Chihro clings desperately to her old self shown crying and curling up in a ball, with classical music playing in the background emphasizing the scene. Yet during her time as Sen her true self develops, showing unconditional compassion and kindness to several of the bathhouse inhabitants, especially Haku. One particular scene when Sen climbs the bathhouse to reach Haku, demonstrates her growth to protect Haku, even when endangering her life. Using the low angle camera shot to add to the enormity of seeing Chihiro on the roof tying her clothes, to risk her life to save Haku, portraying Chihiro’s growth to not only face her fears, but do so for others. She develops to also be able to stand up to Yubaba, in the final test, a high angle long shot, shows Chihiro striding confidently across the bridge as well as a close up of Chihiro’s determined face while facing Yubaba, depicting Chihiro no longer a scared frightened girl that she used to be. In â€Å"Spirited Away† Chihiro goes on a inner journey, which develops her from the immature, fearful child to the self-sufficient and self-reflective young girl, portrayed by the camera angles and shots and symbolism.

war on drugs Essays -- essays research papers

The war on drugs is not a war that can be fought on the beaches of Normandy or in the jungles of Vietnam. It is a war fought in the backyards of all Americans, every day. This is a war that cannot be won with the aid of nuclear weapons or the help of any other forms of artillery. The number of casualties, however, will be determined by whether or not the legalization of drugs occurs. Many will suffer the same outcome as a soldier killed in battle if drugs become legal.   Ã‚  Ã‚  Ã‚  Ã‚  If marijuana and other drugs are legalized, obtaining drugs will be easier for people of all ages. With the increased use of drugs, there are bound to be more traffic accidents resulting from those who are under the influence of drugs. Also, if more people are lawfully able to use drugs, more people will buy them and the prices of them will go down making them much easier to buy. Drugs will be everywhere, even in the hands of America’s youth.   Ã‚  Ã‚  Ã‚  Ã‚  Many drugs, even ones that are legal, cause health problems if they are used too often. Cigarettes and other tobacco products contain nicotine, an addictive substance that can cause illnesses such as lung cancer and other cancers to users. The legalization of narcotics that cause illnesses will mean that people who use the drugs are in danger of becoming sick and dying at an earlier age. If the narcotics fall into the hands of younger children, they will be at risk as well. Because their bodies are still developing, the narcotics will have a more devastating effect on them.   Ã‚  Ã‚  Ã‚  Ã‚  The government spends a great amount of money on centers for the rehabilitation of those who are addicted to different types of drugs. If drugs are legalized, more and more people will become addicted and more rehabilitation centers will be needed for them. The more rehabilitation centers that are built, the more money our government spends which is less money that can be spent on more important things.   Ã‚  Ã‚  Ã‚  Ã‚  Certain drugs are illegal for a reason. They damage the physical and psychological state of the user. If the legalization of drugs occurs, the American public may assume that the government condones the use of drugs. Those who once were addicts and those who may be curious about the drug will be able to buy them. The number of users will increase and so will the numb... ... released, causing recidivism rates to increase as well. The only way to make sure that drug use in the neighborhoods of America does not get out of hand is for the communities to work together to do their best to prevent it. The schools and the parents should work together to teach children what is acceptable in their community and enforce the rules that are made to prohibit drug use (Glassner 223-226). Schools should also supply students with after school activities to keep them from boredom and promote a drug free life. Groups such as SADD (Students Against Destructive Decisions) should be offered and support groups for all students should also be provided in order to discourage drug use among teens. The legalization of drugs is an ever present threat to Americans of all ages. Legalization will cause more traffic accidents, increased drug use among teens as well as adults, and most importantly increased crime and death rates. Every American could be at risk of becoming a victim of a crime, a traffic accident, or problems resulting from a friend or family member that uses drugs. The legalization of drugs is a foe that must be fought with all the strength that Americans possess.

Performance Appraisal Essay

Performance appraisal is a universal phenomenon with the organization is making judgement about one is working with and about oneself. It serves as a basic element of effective work performance. Performance appraisal is essential for the effective management and evaluation of staff. It aims to improve the organizational performance as well as individual development. Performance is an employee’s accomplishment of assigned work as specified in the critical and as measured against standards of the employee’s position. The term â€Å"Performance Appraisal† is concerned with the process of valuing person’s worth to an organisation with a view to increasing it. EXERCISE : STEP 1: Divide participant in group of 3. STEP 2 : Let them to select upon themselves a manager, an employee and an observer. STEP 3 : Assign each group with one scenario to begin with. STEP 4 : Each scenario will take approximately 5 min to play. STEP 5 : manager and employee has to take part in play and observer has to write down the Observations. STEP 6 : Observer has to focus on following questions – †¢ What worked? †¢ What didn’t? †¢ How did the â€Å"manager† shows caring during the play? †¢ How did the â€Å"employee† react to a caring approach? †¢ Was the manager candid with the employee? How? †¢ How did the employee react to the candid approach? †¢ Did a collaborative effort surface? Describe it? Different scenarios are : Scenario 1 : Was it that important? Manager : You’ve missed the three of those meetings during the last two quarter. Employee : But I thought they were optional. I’ve been missing meetings all week†¦. I never realise it as a problem Manager : Well I am telling you now your attendance is mandatory. But that’s not the only reason you scored low in this category†¦.. You also been consistently coming to work late. Employee : But I am always here by 8:15. The switchboard doesn’t even open until 8:30. Manager : ( Ad lib from here, and see where it takes you! ) Employee : ( Ad lib from here, and see where it takes you! ) Scenario 2 : Are you done yet? Manager : I know you are working hard on this report I assigned, but you keep getting them to me late. I can’t prepare next year’s budget unless I know exactly how much money each contract brought in this year. So you are going to have to get them into me by tomorrow afternoon, Okay? Employee : Sorry, sometime I have trouble prioritizing†¦.. I didn’t realised they were that important. Manager : Well, they are important, and I need your report on time from now on. Okay? Employee : ( Ad lib from here, and see where it takes you! ) Manager : ( Ad lib from here, and see where it takes you! ) In that manner we can assign different scenario to different groups. STEP 7 : Now the manager and employee are going to provide with a paper and they were asked to write down the behaviour of one other in role play. ( In this way manager appraise their employees performance and employee appraise their managers performance. ) STEP 8 : Finally observer has to share his observation with others.

Mermaids

The French Revolution in the Minds of Men Author(s): Maurice Cranston Reviewed work(s): Source: The Wilson Quarterly (1976-), Vol. 13, No. 3 (Summer, 1989), pp. 46-55 Published by: Wilson Quarterly Stable URL: http://www. jstor. org/stable/40257906 . Accessed: 31/05/2012 21:13 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www. jstor. org/page/info/about/policies/terms. jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive.We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email  protected] org. Wilson Quarterly and Woodrow Wilson International Center for Scholars are collaborating with JSTOR to digitize, preserve and extend access to The Wilson Quarterly (1976-). http://www. jstor. org 1789 THE FRENCH IN THE REVOLUTION OF MEN MINDS by Maurice Cranston July 14, 1989- BastilleDay- political and culturalleaders of every ideological persuasion assembled in Paristo celebratethe bicentennial of the French Revolution.Was there something strange about their unanimous applause? All subsequent major revolutions, such as those that took place in Russia and China, remain controversialtoday. But the French Revolution, which served as the direct or indirect model for these later upheavals, now passes for an innocuous occasion which anyone, Marxistor monarchist,can join in celebrating. Wasthis proof only of the anaesthetizing power of time, that two centuries could turn the French Revolutioninto a museum piece, an exhibitionacceptable to all viewers, even to a descendent of the old Bourbon monarchs?Or is there something about the French Revolution itself that, from its beginning, sets it apart from later revolutions? The tricouleur, the Marseillaise, the monumental paintings of David all celebr ate a series of connected events, alternatelyjoyous and grim, which make up the real, historical French Revolution. But there is another French Revolution, one which emerged only after the tumultuous days were over and the events and deeds became inflated or distorted in the minds of later partisans. This is the French Revolution as myth, and it is in many ways the more importantof the two.It is so, one could argue, because the myth, and not the reality, inspired the scores of revolutions that were to come. The actors of the French Revolution, anWQ SUMMER 1989 nouncing their principles on behalf of all mankind, clearly intended their deeds to have a mythic dimension. They wanted to inspireothers to follow their example. Consider the Declarationof the Rights of Man, passed in Augustof 1789. At no point does it refer to the specific conditions or laws of France. Instead, it speaks in grand universals, as if it were the voice of mankinditself.Replete with terms like citizen, liberty,th e sacred rights of man, the common good, the document provides the lexicon for all future revolutions. By contrast, the earlier revolutionary models which stirredthe French in 1789 to act- the English Revolution of 1688 and the American Revolution of 1776- had been essentiallypolitical events, limited in scope and conservative in objectives. The English revolutionists claimed to restore the liberty that the despotic James II had destroyed; the American revolutionaries made the kindredclaim that they were only defending their rights against tyrannical measures introduced by George III.Neither revolutionsought to change society. The French Revolution, however, sought to do exactly that. Indeed, to many of the more zealous French revolutionaries, the central aim was the creation of a new man- or at least the liberation of pristine man, in all his natural goodness and simplicity, from the cruel and corrupting prison of the traditionalsocial order. It is easy to see how this grandiose vi sion of the Revolution's purpose went hand-in-handwith the emergence of Romanticism.The great Romantic poets and philosophers encouraged people through- 46 1789 out the West to believe that imagination could triumph over custom and tradition, that everything was possible given the will to achieve it. In the early 1790s, the young William Wordsworth expressed the common enthusiasm for the seemingly brave and limitless new world of the Revolution: France standingon the top of golden hours, And human nature seeming born again. Here we encounter one of the many differences between reality and myth.The reality of the French Revolution, as Tocqueville maintained, was prepared by the rationalist philosophers of the 18th-century Enlightenment, by Voltaire, Diderot, Helvetius, d'Alembert, and Holbach no less than by Rousseau. Its myth, however, was perpetuated during the 19th century by Ro- mantic poets such as Byron, Victor Hugo and Holderlin. Byron in his life and in his poetry bore witnes s to that romanticized revolutionary idealism, fighting and then dying as he did to help the Greeks throw off the Turkish yoke and set up a free state of their own.The grandeur of its lofty aims made the French Revolution all the more attractive to succeeding generations of revolutionaries, real and would-be; the violence added theatrical glamor. The guillotine – itself an invention of gruesome fascination together with the exalted status of its victims, many of them royal, noble, or political celebrities, made the Terror as thrilling as it was alarming. The wars which broke out in 1793, when France declared war on Great Britain, Holland, and Spain, were fought not by professional soldiers but by conscripts, ordinary men who were ex-Duringthe 1790s, the FrenchArmybecame the â€Å"schoolof the Revolution,†where volunteers learned to â€Å"knowwhat theyfoughtfor and love what they know. † WQ SUMMER 1989 47 1789 pected to †know what they fought for and love w hat they know. † These wars were thought of as wars of liberation. It hardly matteredthat Napoleon turnedout to be an imperialist conqueror no better than Alexander or Caesar;he was still a people's emperor. If historians of the French Revolution are unanimous about any one point, it is this:thatthe Revolutionbroughtthe people into French political life. To say that it inwould be to say too troduced â€Å"democracy† much.Althoughpopularsuffragein varying degrees was institutedas the revolutionunfolded, no fully democratic system was set up. But popular supportcame to be recognized as the only basis for legitimatingthe nationalgovernment. Even the new despotism of Napoleon had to rest on a plebiscitary authority. These plebiscites, which allowed voters only to ratifydecisions already made, denied popular sovereignty in fact while paying tribute to it in theory. (The vote for the Constitutionwhich made Napoleon emperor in 1804-3,500,000 for versus 2,500 against hardlysugg estsa vigorous democracy. But if Napoleon's government was not democratic, it was obviously populistic. The people did not rule themselves, but they approvedof the man who ruled them. The end of Napoleon's empire in 1815, which was also in a sense the end of the historicalFrench Revolution,could only be brought about by the intervention of foreign armies. Those foreign armies could place a king on the throne of France, as they did with Louis XVIIIin 1815, but they could not restore the principle of royal sovereignty in the hearts of the French people. They simply put a lid on forces which would break ut in anotherrevolution 15 years later,this time not only in France but in other parts of the Westernworld. The French Revolution had turned the French into a republican people. Even when they chose a king- Louis-Philippe to lead that revolution of 1830, he was more of a republican prince than a royal sovereign in the traditional mold. LouisPhilippe,the â€Å"CitizenKing,†had to recognize, as part of his office, â€Å"the sovereignty of the nation. â€Å"And what kind of sovereign is it, one may ask, who has to submit to the sovereigntyof the nation?The answer must clearlybe, one who is king neitherby grace of God nor birth nor lawfulinheritancebut only through the will of the people, who are thus his electors and not his subjects. of â€Å"sovereignty the nation†was a new and powerful idea, a revolutionaryidea, in the 19th century. At the philosophical level, it is usually asto cribed,with some justification, the teachof JeanJacques Rousseau, whom Eding mund Burke, Alexis de Tocqueville, and many lesser commentators considered the ideologue of the French Revolution.What Rousseau did was to separate the concept which he said should be kept of sovereignty, the people in their own hands, from the by which he urged the concept of government, people to entrustto carefullychosen elites, their moral and intellectual superiors. Rousseauheld that neither h ereditarykings nor aristocratscould be considered superiors of this kind. Rousseau was uncompromisinglyrepublican. To him a republic could be based only on the collective will of citizens who contracted to live together under laws that they themselves enacted. â€Å"Myargument,†Rousseauwrote in TheSo-Maurice Cranston, a former Wilson Center Guest Scholar, is professor of political science at the London School of Economics. Born in London, he was educated at St. Catherine'sCollege and The His OxfordUniversity. books include John StuartMill (1965),Jean-Jacques: EarlyLife and Work of Jean-JacquesRousseau, 1712-54 (1982), and John Locke: A Biography(1985). WQ SUMMER 1989 48 1789 Three Leaders Three Phases of the Revolution. The liberalMarquisde Lafayetteinitiallyguided the Revolution. GeorgesDanton helped overthrowthe monarchy,but was executedfor being too moderate. Robespierre was both directorand victim of the Terror. ial Contract, â€Å"is that sovereignty, being nothing othe r than the exercise of the general will, can never be alienated; and the sovereign, which is simply a collective being, cannot be represented by anyone but itself- power may be delegated, but the will cannot be. † The sheer size of France, however, with a population in 1789 of some 26 million of people, precluded the transformation the French kingdom into the sort of direct democracy that Rousseau a native Swissthe Americanshad very reenvisaged. Still, cently proved that a nation need not be as small as a city-statefor a republican constitution to work.And as an inspirationto the average Frenchman, the American Revolution was no less importantthan the writings of Rousseau. The American Revolution thus became a model for France,despite its conservative elements. Moreover,the AmericanRevolution later served as a model for others largely because its principles were â€Å"translated† and universalized by the French Revolution. In Latin America, the Spanish and Portuguesecol onies could not directly follow the American example and indict their monarchs for unlawfully violating their rights; Spain and Portugal, unlike England, recognized no such rights.But following the example of the French RevoWQ SUMMER 1989 49 1789 lution, LatinAmericanslike Simon Bolivar and Jose de San Martinwere able to appeal to abstract or universal principles. To describe Bolivia's new constitution in 1826, Simon Bolivarused the same universaland idealisticcatchwordswhich the French had patented 37 years before: â€Å"In this constitution/' Bolivar announced, â€Å"you will find united all the guarantees of permanency and liberty, of equality and order. † If the South American republics sometimes seemed to run short on republican liberty nd equality,the concept of royal or imperial sovereignty was nonetheless banished forever from American shores. The short reign of Maximilianof Austriaas Emperor of Mexico ( 1864- 1867) provideda brief and melancholy epilogue to such ide as of sovereignty in the New World. Even in the Old World,royal and aristocratic governments were on the defensive. In 1815, the Congress of Vienna, under Prince Metternichof Austria'sguidance, attempted to erase the memory of the Revolution and restore Europe to what it had been before 1789.Yet only five years after the Congress,Metternichwrote to the Russian tsar,AlexanderI, admitting,†Thegovernments, having lost their balance, are frightened, intimidated, and thrown into confusion. † French Revolution had permanently destroyed the mystique on which traditional regimes were based. No king could indisputablyclaim that he ruled by divine right; nor could lords and bishops assume that their own interests and the nationalinterestscoincided. After the French Revolution, commoners, the hitherto silent majorityof ordinaryunderprivilegedpeople, asserted the right to have opinions of their own- and to make them known.For once the ideas of liberty, democracy,and the rightsof men had been extracted from philosophers'treatises and put on the agenda of political actionwhich is what the French Revolution with its â€Å"universalprinciples†did- there could be no security for any regime which set itself againstthose ideals. In old history textbooks one can still find the interpretation of the French Revolutionfirstadvancedby Jules Micheletand Jean Jaures and other left-wing historians who explained the Revolution as one abolishing feudalismand advancing bourgeois capitalist society.While few historians still view the Revolution this way,the Micheletinterpretation was widespread during the 19th century,and its currency promptedmany an aspiring Robespierreto â€Å"comThe revolutionaryuprisingin Frankfurt 1848. â€Å"Thedull sound plete† the revolution. in Completing the revoluof revolution,†which VictorHugo had detected â€Å"pushingout under every kingdomin Europe,†grew dramaticallyloud thatyear. tion meant overthrowing 50 WQ SUMMER 19 89 1789 the bourgeoisie in favor of the working class, just as the bourgeoisie had supposedly overthrown the feudal aristocracyin 1789.The convulsive year of 1848 was marked in Europe by several revolutions which attempted to complete the work of 1789. Their leaders all looked back to the FrenchRevolutionfor their â€Å"historicjustification. â€Å"Tocquevilleobservedof these revolutionaries that their â€Å"imitation [of 1789] was so manifestthat it concealed the terrible originalityof the facts;I continuallyhad the impression they were engaged in playactingthe FrenchRevolutionfar more than continuing it. If the 19th centurywas, as many historians describe it, the â€Å"century of revolutions,†it was so largelybecause the French Revolution had provided the model. As it turns out, the existence of a proper model has proved to be a more decisive prod to revolution than economic crisis, political unrest, or even the agitations of young revolutionaries. Indeed, the role of pr ofessionalrevolutionaries seems negligible in the preparation of most revolutions. Revolutionaries often watched and analyzed the political and social disintegrationaround them, but they were seldom in a position to direct it.Usually,as HannahArendtobserved,†revolution broke out and liberated,as it were, the professional revolutionistsfrom wherever they happened to be- from jail, or from the coffee house, or from the library. † Tocqueville made a similar observation about the revolutionaries of 1848: The French monarchy fell â€Å"before rather than beneath the blows of the victors, who were as astonishedat their triumph as were the vanquishedat their defeat. † Disturbances which during the 18th century would hardly have proven so incendiary ignited one revolution after another during the 19th century.They did so because now there existed a revolutionary model for respondingto crises. During the 1790s, revolutionaries outside of France such as ToussaintL'Ouverture Haiti and in Wolfe Tone in Ireland tried simply to import the French Revolution,with its ideals of nationalism,equalityand republicanism, and adapt it to local conditions. And well into the 19th century,most revolutionaries continued to focus their eyes not on the future but on the past- on what the French duringthe 1790s had done in roughlysimilar circumstances. e sure, the French Revolution possessed differentand even contradictory meanings, differences which reflect die various stages of the historical Revolution. The ideals and leaders of each stage inspired a particulartype of The revolutionarymen later revolutionary. of 1789-91, including the Marquisde Lafayette, inspired liberal and aristocratic revolutionaries. Their ideal was a quasiBritish constitutional monarchy and suffrage based on propertyqualifications. The revolutionariesof 1830-32 realizedthis liberal vision in France and Belgium.The Girondins and moderate Jacobins of 1792-93 became the model for lowermiddle-class and intellectual revolutionaries whose political goal was a democratic republic and usually some form of a â€Å"welfare state. â€Å"The French Revolutionof 1848, with its emphasis on universal manhood suffrage and the state's obligation to provide jobs for all citizens, initiallyembodied their vision of society. A third type of revolutionary,the extremists of 1793-94 such as Robespierre and GracchusBabeuf, inspired later working-classand socialist revolutionaries.A reactionarysuch as Prince Metternich would hardly have distinguished among these three types of revolutionaries. But a later observer,Karl Marx,did. Seeing that the nationalist revolutions of his time igWQ SUMMER 1989 51 1789 Lenin (shown here in a 1919 photograph) exploitedthe precedentof the FrenchRevolution to legitimizethe BolshevikRevolutionin the eyes of the world. nored the socialist-radical strain of the French Revolution, he came to deplore its influence on later revolutionaries.Marx,who by 1848 was alreadyac tive in communist politics, condemned what he considered the confusion of understanding in most of these revolutionarymovements. An emotional yearning to reenact the dramas of 1789-1815 seemed to him to stand in the way of a successful revolutionary strategy. In a letter to a friend in September, 1870, Marxwrote: â€Å"The tragedyof the French, and of the working class as a whole, is that they are trapped in their memories of momentous events. We need to see an end, once and for all, to this reactionary cult of the past. † VladimirIlyich Lenin had no such resWQ SUMMER 1989 ervations.He passed up no rhetorical opportunityto present his Russian Bolsheviks as the heirs of the French revolutionary traditionand the RussianRevolutionof 1917 as a reenactment of France'sRevolution of 1789. Lenin went so far as to call his Bolshevik faction â€Å"the Jacobins of contemporarySocial-Democracy. † is not difficult to understandLenin's motives. Throughoutthe 19th century, most of th e successful revolutions in Europe and Latin America had been nationalist revolutions. (Indeed, when the revolutionaryGerman liberals of 1848 issued their Declaration of Rights, they ascribed those rightsto the GermanVolkas a whole and not to privatepersons. But the 52 1789 into his hands but the ideology and propaexample of the French Revolution suga revolutioncould be more than ganda adopted by the Allied powers in gested that World War I did so as well. When their just a matter of nationalism. Takingthe example of the French Revolution under the earlymilitarycampaignswent badly,the Alfanatical Robespierre,one could argue, as lies attemptedto make the war more popuLenin did, that the true goal of revolution lar, and the enormous casualties more tolwas to alter the way people lived together, erable,by declaringtheir cause to be a war In for â€Å"liberty. the name of liberty,Great socially and economically. as we know, Lenin looked back Britain, France, and the United States enYet , a century when attempts at radical couraged the subject nations of the Gerupon social revolutions had been ultimatelyand man, Austrian and Turkish empires to uniformlyabortive. The French Revolution throw off the imperialyoke. of 1848, which removed the â€Å"liberal†King But in championingnationalliberty,the Allies were guilty of hypocrisy.Neither Louis-Philippe,briefly gave greater power to the working class. Duringits most prom- GreatBritainnor France had any intention of permittingnationalistrevolutionswithin ising days, the anarchist Pierre-Joseph Proudhon (1809-1865) even accepted a their own empires or those of any neutral seat in the legislative chamber. But the power. But Leninwas able to catch them in the trap of their own contradictions. coup d'etat of Napoleon III in 1851 soon brought an end to all this.The communist By declaring to the world that the Bolshevik seizure of power in 1917 was a removement, which Marx described as a enactment of the French Revolutio n, he specter haunting Europe, produced no more tangible results than most specters was able to attach to his regime all those do. Before World War I, Marxwas notably less influential as a theoretician than were the champions of â€Å"revolutionary socialism† such as Proudhon and FerdinandLassalle(1825-1864) who persuaded the workers that their interestswould be better served by reform and democratic process than by revolution.It was World War I which put revolutionarysocialism back on the agenda again. The â€Å"war to end all wars†gave Lenin the opportunityto persuade the world that the French Revolution could be repeated as a communist revolution in, of all with a Chinese face†: Mao's Cultural Revolution â€Å"Robespierre places, Russia. Not only did hoped to realizeRobespierre'sdream of pushing beyondpolitical the upheavals of war play reformto remakeman and society. WQ SUMMER 1989 53 1789 strong, if mixed, emotions which the French Revolution had kindled in the outside world from 1789 on.In symbolicways, both large and small- such as naming one of their first naval ships Marat, after the French revolutionaryleader- the early Soviets underscored their connection with the earlier revolution. The attempts of the Allied powers to send in troops to save TsaristRussiafrom the Bolshevikswas immediately seen by a war-wearyworld as a reactionary,counter-revolutionary†White Terror,†and public opinion soon put an end to that intervention. After1917,the Soviet Union'sself-image became less that of a revolutionaryregime socialist and more that of a well-established empire.This transition unexpectedly enabled its adherents at last to obey Marx's injunctionto abolish the cult of the revolutionary past and to fix their eyes on the present. The idea of revolutionthus passed from the left to the ultra-left,to Stalin and Trotskyand, later, to Mao Zedong and his CulturalRevolutionin China. Yet even during the extreme phase of the CulturalRevo lution, Mao still evinced his debt to the French Revolution, a debt which he shares with the later â€Å"Third World†revolutionaries.Whenever a revolutionary leader, from Ho Chi Minh and FrantzFanonto Fidel Castroand Daniel Ortega, speaksof a new man, or of restructuring a whole society, or of creating a new human order,one hears againthe ideas and assumptionsfirst sounded on the political stage during the French Revolution. fact, there can be no doubt that a â€Å"cultural revolution† is what Robespierre set afoot in France, and what, if he had lived, he would have tried to bring to completion. As a disciple of Rousseau, he truly believed that existing culture had corruptedmodern man in all classes of society, and that an entirely new culture was WQ SUMMER 1989 ecessaryif men were to recover their natural goodness. The new religious institutions which Robespierre introduced the cult of the Supreme Being and the worship of Truthat the altar of Reason, as well as the ne w patrioticfestivalsto replace the religious holidays were all intended to be part of what can only be called a cultural revolution. Robespierredid not believe that political, social, and economic changes alone, however radical,would enable men to achieve their full humanity.But while the ideals and the languageof the cultural revolution sound nobler than those of the political revolution,such elevation of thought seems only to authorize greater cruelty in action. Robespierre's domination of the French Revolution lasted for only a short period, from April 1793 until July 1794, when he himself died under the same guillotine which he had used to execute his former friendsand supposed enemies. Moderationwas restoredto the French Revolution after his execution by the least idealistic of its participants a a cynical Talleyrand, pusillanimousSieyes, and a crudely ambitious Napoleon. ikewise, moderation was restored to the Chinese Revolutionby the Chineseadmirersof Richard Nixon. Yet while moderation had been restored to the real historical French of Revolution,the inevitability the returnto was often conveniently ig†normalcy† nored by later revolutionaries. And what of France itself? At first glance, all the majorsubsequent â€Å"dates†of French history seem to be in a revolutionary tradition or at least of revolutionary magnitude- 1830 (Louis-Philippe); 1848 (the Second Republic); 1852 (the Second Empire); 1871 (the Third Republic); 1940 (the Vichy French State); 1945 (the Fourth Republic); 1958 (the Fifth Republic).Yet these headline dates, all suggesting recurrent tumult, may be misleading:Francehas not been wracked by major upheavalsnor 54 1789 that left the structure by social earthquakes of society unrecognizable, as Russia and Chinawere aftertheir revolutions. Continuity may be the most striking feature in Frenchlife. Robertand BarbaraAnderson's Bus Stop to Paris (1965) showed how a village not more than 10 miles from Paris remained unaffec tedyear afteryear by all the great rumblingsin the capital. Are we dealing with a revolutionwhose myth is all out of proportionto the facts?Tocqueville,that most dependableof all politicalanalysts,offersan answer:The major change effected by the Bourbon kings duringthe 17th and 18th centuries was the increasingcentralizationof France and the creation of a strong bureaucracyto administer it. This bureaucracy,in effect, ruled France then and has continued to rule it through every social upheaval and behind every facade of constitutionalchange. This bureaucracyhas providedstabilityand continuitythroughthe ups and downs of political fortune.The French Revolutionand Napoleon, far from making an abrupt break with the past, continued and even accelerated the tendencytowardbureaucraticcentralization. Tocquevillealmost broached sayingthat the French Revolution never happened, that the events not only looked theatrical but were theatrical:The French could afford to have as many revolutions as they pleased, because no matter what laws they enacted, or what persons they placed in their legislative and executive offices, the same civil servants, the functionaries,the members of V would remain Administration, in command. any revolutions can the historian cite as having left the people better off at the end than they were at the beginning? Unfortunatelythe discrepancybetween its mythand its reality may have made the French Revolution a deceptive model for other nations to imitate. The mythtreatedsociety like a neutral, ahistoricalprotoplasmfrom which old corrupt institutions could be extracted and into which new rules for human interaction could be inserted at will. The reality was that France, with its unusually strong state bureaucracy, could withstand the shocks and traumas of radical constitutional upheaval.In modern history, revolution often seems a luxurythat only privilegedpeoples such as the French and the Americansand the English can afford. Less fortunatepeoples, f rom the Russiansin 1918 to the Cambodians in 1975, on whom the burden of the establishedregimes weighed more cruelly, have often enacted their revolutions with catastrophicresults. It is perhaps one of the harsherironies of history that, since the defeat of Napoleon in 1815, the more a country appears to need a revolution, the less likely it will be able to accomplish one successfully. WQ SUMMER 1989 55

Morality and Legality in Lord of the Flies essays

Morality and Legality in Lord of the Flies essays In this day and age, morality and legality are two things that often dont go hand in hand. While the definition of being moral is at times sketchy, attempted murder in this case could by no means by considered moral. Jack represents savagery and the desire for power and his power was threatened immediately when the boys voted ralph as their leader. He continues to persue a leadership role and pushes his boundaries. Jack becomes obsessed with killing and hunting and funny devotes himself to the job. Ralph represents leadership even through the conch even though most of his tribe left for jacks tribe out of fear. Im scared of him, said piggy.(93) Jack had a motive to kill Ralph: jealously. he was jealous Ralph had been elected first and Ralph posed as a threat to his power. He had a stake sharpened at both ends ready for mounting ralphs head on and using as a symbol of power and savage leadership. In an attempt to make jack see reason, piggy and Ralph visit him. Jack fights Ralph, roger rolls a boulder on to piggy killing him and crushing the conch, and Ralph is then hunted like an animal. Jack wrenched free and swung at Jack with his spear(177) Attempted murder is defined as an attempt to kill. () Jacks attempt was with the spearing and tried again. (Pointing to piggys lifeless body) See? See? Thats what youll get! I meant that?,viciously, with full intention, he hurled his spear at ralph.(181) the key words are with full intention He did intend to kill Ralph. That was his plan, premeditated even because he had the spear sharpened and ready. Beyond the shadow of a doubt, jack is morally and legally guilty of attempted murder. ...

Studying art in Denmark will make your artistic future better

Studying art in Denmark will make your artistic future better Studying Art in Denmark Are you a creative and talented person with vivid imagination and unusual way of thinking? Are you patient? Do you often feel inspired? Then, studying art is for you, still it`s not an easy ambition. But this will certainly help you to get the fresh insights while exploring the subject. There`s a great range of institutions which offer to share the best ideas of real professionals. But today let`s check the where you can study art in Denmark. The Royal Danish Academy of Fine Arts Schools Of Architecture, Design and Conservation School of Design In this school everyone can find something according to own tastes and intentions. The institution offers 5 various departments of education. Each center specializes on own way of art. For example, the Centre for Communication Design is responsible for expressing art with help of different modern technologies. The second department deals with fashion, it`s the Centre for Textile and Fashion. It shows clothes designing, so that this kind of work can be also called art. You can also find interesting and useful lectures and information on interior designing and architecture. The Centre for Furniture, Spatial and Industrial Design is responsible for the furniture creation, the traditional furniture making along with modern and extraordinary ways are taught. So this can help to implement your ideas of comfortable home into life. Those who like fragile work will be pleased to attend the Centre for Glass and Ceramics, where new ways and techniques of glass and ceramics making are shown and encouraged to be used. And finally the Centre for Theory and Method explores the culture itself and searches for its main concepts and basis. Royal Danish Academy of Art This academy is a treasure for all connoisseurs of visual art. Here you are welcomed to 6-year studying which is though divided into 2 parts of 3-years each.   The first 3 years you are studying to get Bachelor`s degree in Fine Arts of Visual art. And the next 3 years are devoted to getting Master`s degree. There`s also a study board which consists of teachers and students. They are to supervise whether all points of quality policy (which is very important here as it helps to ensure the qualified education) are followed. The Danish National School of Theatre and Contemporary Dance This school offers a great range of interesting classes. It`s opened to students from all over the world. Here all are offered to study acting, scenography, direction, light and production management, contemporary dance and partnership etc. Students are welcome to get useful knowledge and develop their skills in these kinds of work. The Rhythmic Music Conservatory (RMC) Here you get a great chance to be enrolled in the studying of various kinds of music, pop, rock, jazz – you will be aware of everything. 3-year studying is for Bachelor`s degree and 2-year for Master`s degree. In addition, you can continue studying for 2 years to get the Advanced Postgraduate Diploma. The Royal Academy of Music, Aarhus/Aalborg You can get here the Bachelor`s and Master`s degree in performance, music teaching and composition. The Bachelor`s program is to introduce music to students, tell them important details and information required. Getting Master`s degree you can choose the sphere you like the most. Each student is allowed to create own program to find themselves in their own sphere. The Royal Danish Academy of Music, Copenhagen In this institution you can get both Bachelor`s and Master`s degree in a specific instrument or any other field of music. A lot of programs are offered, such as percussion, woodwind, brass instruments, opera and voice. Funen Art Academy This institution is known all over the world, international students are welcome here. Students can get degree in visual arts. Teachers tightly cooperate with students and help them develop their skills. The Jutland Academy of Fine Arts Here work international and local artists, all classes are held in Danish. Still some guests come and deliver their speeches in English. Kolding School of Design This school offers the Bachelor`s degree but only in Danish, so if you are an international student then you are to pass special test to check whether you are good in Danish. You will be taught to work alone and in team, your designing skills will be improved. Aarhus School of Architecture In this institution you can get not only Bachelor`s and Master`s degree but also PhD. The PhD program is according to all requirements of Danish Ministry of Culture`s Act. It depends on you which institution to choose, all of them will completely satisfy your ambitions.

Store a String Along With a String in Delphis ListBox

Store a String Along With a String in Delphis ListBox Delphis TListBox and TComboBox display a list of items - strings in a selectable list. TListBox displays a scrollable list, the TComboBox displays a drop-down list. A common property to all the above controls is the Items property. Items define a list of strings that will appear in the control to the user. At design-time, when you double-click the Items property, the String List Editor lets you specify string items. The Items property is actually a TStrings type descendant. Two Strings Per Item in a ListBox? There are situations when you want to display a list of strings to the user, for example in the list box control, but also have a way to store one more additional string along the one displayed to the user. Whats more, you might want to store/attach more than just a plain string to the string, you might want to attach an object to the item (string). ListBox.Items - TStrings Knows Objects! Give the TStrings object one more look in the Help system. Theres the Objects property which represents a set of objects that are associated with each of the strings in the Strings property - where the Strings property references the actual strings in the list. If you want to assign a second string (or an object) to every string in the list box, you need to populate the Items property at run-time. While you can use the ListBox.Items.Add method to add strings to the list, to associate an object with each string, you will need to use another approach. The ListBox.Items.AddObject method accepts two parameters. The first parameter, Item is the text of the item. The second parameter, AObject is the object associated with the item. Note that list box exposes the AddItem method which does the same as Items.AddObject. Two Strings for One String Since both Items.AddObject and AddItem accept a variable of type TObject for their second parameter, a line like: //compile error! ListBox1.Items.AddObject(zarko, gajic); will result in a compile error: E2010 Incompatible types: TObject and string. You cannot simply supply a string for the object since in Delphi for Win32 string values are not objects. To assign a second string to the list box item, you need to transform a string variable into an object - you need a custom TString object. An Integer for a String If the second value you need to store along with the string item is an integer value, you actually do not need a custom TInteger class. ListBox1.AddItem(Zarko Gajic, TObject(1973)) ; The line above stores the integer number 1973 along with the added Zarko Gajic string. A direct typecast from an integer to an object is made above. The AObject parameter is actually the 4-byte pointer (address) of the object added. Since in Win32 an integer occupies 4 bytes - such a hard cast is possible. To get back the integer associated with the string, you need to cast the object back to the integer value: //year 1973 year : Integer(ListBox1.Items.Objects[ListBox1.Items.IndexOf(Zarko Gajic)]) ; A Delphi Control for a String Why stop here? Assigning strings and integers to a string in a list box is, as you just experienced, a piece of cake. Since Delphi controls are actually objects, you can attach a control to every string displayed in the list box. The following code adds to the ListBox1 (list box) captions of all the TButton controls on a form (place this in the forms OnCreate event handler) along with the reference to each button. var   Ã‚  idx : integer; begin   Ã‚  for idx : 0 to -1 ComponentCount do   Ã‚  begin   Ã‚  Ã‚  Ã‚  if Components[idx] is TButton then ListBox1.AddObject(TButton(Components[idx]).Caption, Components[idx]) ;   Ã‚  end; end; To programmatically click the second button, you can use the next statement: TButton(ListBox1.Items.Objects[1]).Click; I Want to Assign My Custom Objects to the String Item In a more generic situation you would add instances (objects) of your own custom classes: type   Ã‚  TStudent class   Ã‚  private   Ã‚  Ã‚  Ã‚  fName: string;   Ã‚  Ã‚  Ã‚  fYear: integer;   Ã‚  public   Ã‚  Ã‚  Ã‚  property Name : string read fName;   Ã‚  Ã‚  Ã‚  property Year : integer read fYear;   Ã‚  Ã‚  Ã‚  constructor Create(const name : string; const year : integer) ;   Ã‚  end; ........ constructor TStudent.Create(const name : string; const year : integer) ; begin   Ã‚  fName : name;   Ã‚  fYear : year; end; begin   Ã‚  //add two string/objects - students to the list   Ã‚  ListBox1.AddItem(John, TStudent.Create(John, 1970)) ;   Ã‚  ListBox1.AddItem(Jack, TStudent.Create(Jack, 1982)) ;   Ã‚  //grab the first student - John   Ã‚  student : ListBox1.Items.Objects[0] as TStudent;   Ã‚  //display Johns year   Ã‚  ShowMessage(IntToStr(student.Year)) ; end; What You Create You Must Free Heres what the Help has to say about objects in TStrings descendants: the TStrings object does not own the objects you add this way. Objects added to the TStrings object still exist even if the TStrings instance is destroyed. They must be explicitly destroyed by the application. When you add objects to strings - objects that you create - you must make sure you free the memory occupied, or youll have a memory leak A generic custom procedure FreeObjects accepts a variable of type TStrings as its only parameter. FreeObjects will free any objects associated with an item in the string list In the above example, students (TStudent class) are attached to a string in a list box, when the application is about to be closed (main form OnDestroy event, for example), you need to free the memory occupied: FreeObjects(ListBox1.Items) ; Note: You only call this procedure when objects assigned to string items were created by you.

Competition Law in the European Union and the United Kingdom Essay - 10

Competition Law in the European Union and the United Kingdom - Essay Example Kingdom laws that relate to the infringement of competition laws by some of the world’s biggest oil companies including BP Plc, Statoil ASA, and Royal Dutch Shell. More emphasis is conferred upon the relevant facts and legal principles regarding competition law. Â  The Competition law was formulated with the intention of safeguarding consumer and state interests from unfair business practices by firms in Great Britain. (Prosser; 2005) This was necessitated by the threat posed by unscrupulous collusions aimed at maximizing market shares and revenues by individual firms that may lead to boated price levels or supply of inferior quality goods and services. For instance, an increase in the price of crude oil by your company will directly lead to increased costs of production, transport, energy and consumer products and services in order to cater for additional overhead costs. Â  The United Kingdom had its maiden law against unfair Competition in 1998.It was subjected to further adjustments later on in Enterprise Act of 2002 to incorporate new ideas and discard contentious clauses. The formation of the European Commission, the present-day European Union, which sought to cater for interests of member countries also made immense contributions to the ongoing protective policy changes among member states. Under its social and economic pillar, it fashioned the Competition law which later on gained prominence becoming part of The Treaty on the Functioning of the European Union. Â  Britain joined the European Union and consequently adopted the statute on Competition which as stated above was applicable to all the member states. This combined with the Competition Act 1998 and the Enterprise Act 2002 governs the conduct of businesses within the United Kingdom. The articles 101 and 102 provide the policy guidelines for the Treaty on the Functioning of the European Union whereas chapters I and II outline the provisions of the Competition Act 1998 and the Enterprise Act 2002.

THE COUNTRY OF GREECE Research Paper Example | Topics and Well Written Essays - 750 words

THE COUNTRY OF GREECE - Research Paper Example The Greeks were filled with the passion to fight for freedom. They spent 9 years fighting for their independence from 1821 to 1829. Their struggles ended up with the liberation of Greece when it was officially declared as an independent nation. The small part of Greece which was liberated then became the home for Greek patriots who gained the rule of lonian islands in 1864 (Gardiner et al 1985, p 382). Later on Epirus, Thessaly, Crete, Macedona, Western Thrace and Dodecanese islands were added to make this small nation one of the prominent states of the world. Greece is one of the members of European Union since 1981. It is a developed country and also a major part of other independent bodies working for the welfare of the member countries. Shipping and tourism are considered as the most profitable industries of Greece. Greek merchant ship fleet is also a reason of fame for this country. Greece follows the parliamentary democracy as its political system of Greece. This political system is defined in the constitution of Greece. The recent amendments in the constitution of Greece were found in May 2008. The powers lie with the Prime Minister and the cabinet and the government accepts the majority call in taking parliamentary decisions. The governmental system of Greece is divided into 3 branches. The executives include the president and the prime Minister who are designated as the head of the state and the head of the government respectively. The Legislative branch consists of a 300 seat unicameral â€Å"vouli† and the judicial branch comprises the Supreme Court (Clogg, 1987 pp 223-230). The Greek constitution distributes the political powers in 5 major components. These include the power held by the President of Greece, the legislative power, the power held by executives, the judiciary power and the power allocated to the local government of Greece. The electoral system adopted by Greece calls for more

Apple Company Domestic and International Market Research Paper - 1

Apple Company Domestic and International Market - Research Paper Example Understanding the domestic market is a necessary requirement to determine economic performance and forecast on future objectives. Apple has initiated innovative strategies that ensure they stay relevant in the market, even with the high price of their products (Davies, 2007). However, the European market has reported slow growth because of competition from the android, Microsoft and windows phones. Asia and other emerging markets such as Africa provide a fertile ground for Apple’s expansion. Cook maintains that segmentation to Asian countries has been beneficial, and it has been able to claim a considerable share of the market. The international market involves multifarious factors such as cultural adaptation, political interference, and consumer trends in the region. Apple has a considerably large market in Europe and Asia that presents diverse consumers of its products. Planning and strategizing is necessary to capture such complex markets, especially with the current competition and globalization concerns (Davies, 2007). HP and Dell are two large competitors in the international technology market that concern Apple. While China provides Apple’s largest international market, Europe provides a considerably large market for their products. However, it has declining sales in the international market (Asia and Europe) that is worrying. Apple plans to retain most of large financing outflows in the domestic market. Capital expenditures, share purchases, and dividends characterize the outflows. Its international target market largely hinges on a well-off market, and Asia presents a large market for this objective as the nation continues to build on its richness. The company has no intentions to reduce the price of its commodities or manufacture inferior products to widen its international market. The iPhone, despite its high price, remains to be a considerable selling point for the Apple products. It perceptibly will dominate the international Asian market, just

Artificial Reproduction in Humans Research Paper

Artificial Reproduction in Humans - Research Paper Example In IVF or in-vitro fertilization, where the egg is fertilized by sperm cells outside the womb in a glass container, is a major process that is undertaken when all other methods of artificial reproduction have failed. AI or artificial insemination is the process where the sperm cells from the husband or an anonymous donor are placed within the uterus of the female recipient, by using methods other than sexual intercourse, for the purpose of impregnating her. Embryo transplantation is the process where one or more eggs that have been fertilized under in-vitro conditions, is placed within the uterus of a recipient female that carries the embryo to its full term. Thus all the three processes aim to procreate for childless couples and also for gay partners, that is, for all those who fail to have children normally or cannot adopt, due to certain reasons. However, as in all latest techno-medical innovations, here also, there are certain ethical considerations to be made. The concept of hav ing ‘designer babies,’ and opting for embryo sex selection, have all been made possible with advances in the assisted reproductive technology, and these are the very ideas that have come under controversy in the recent times. Religious morals and certain medical ethics have placed these processes under considerable scrutiny, with a debate going on as to whether having children by artificial means is indeed morally or ethically correct. It will also consider the various ethical and religious sentiments that speak against the procedures, and also scrutinize the various medical benefits of these techniques. This article has taken up a topic that is very interesting, yet extremely controversial too.

Performance Management Paper Essay Example | Topics and Well Written Essays - 500 words - 1

Performance Management Paper - Essay Example Coaching can be very effective in eliminating workplace conflicts, cementing relationships and having teams focus on their core work hence achieve the set objectives. To effectively coach my team, I will focus a lot on developing interpersonal skills and improving interactions instead of developing individuals. This is because the way individuals act and communicate with each other are crucial factors that drive effective performance in the team. One guiding principle in my team training therefore has to be team work, learning to work with colleagues and understanding to relate with others. To begin off, I must understand team dynamics; it is obvious that all of us have our own ways of working and communicating hence one can really be frustrated if not understood by colleagues. The objective is to have team members come together, discuss their personal profiles and assist them devise means to work together. Once managers understand this then they definitely do the same even with the junior most employees. Another guiding point in team training is establishing behaviour expectations; understanding the perspectives of others can greatly improve performance and relationships. But there must be some ground rules guiding the team members as they work to accomplish set goals. Having a very clear behaviour code and communication expectation is thus very important. Another key point of training is evaluating rewards and recognitions systems. It is very common for values held by different individuals to compete and hinder effective performance in teams. As the manager, it will be my role to determine any sources of competition in values and devise ways to fix the same. Supporting individual performance is another essential point in team coaching as some members may require to be supported in learning new skills so as to meet team expectations. Readiness for

The Emotional Nature of Love in Love is a Fallacy and Romeo and Juliet Essay

The Emotional Nature of Love in Love is a Fallacy and Romeo and Juliet - Essay Example Love is an emotional response, something that can interact with logic, sometimes agreeing with it, sometimes overpowering it, and sometimes falling to it, but they are inherently different things. Love is probably the most often used theme in works of fiction – it is powerful, evocative, can easily create conflict, and people care about it more than almost anything else. Shakespeare is one of the English language’s most famous playwrights largely because of his ability to depict the emotional rollercoaster that is a romantic relationship. In the story â€Å"Romeo and Juliet† Shakespeare shows the essentially illogical, emotional nature of love. This story does emotionally heighten the importance of love, both by seemingly contrasting love with death on several occasions and by artificially raising the stakes of love by making the two lovers part of rival families bent on a blood feud. â€Å"Romeo and Juliet† and â€Å"Love is a Fallacy† actually agr ee on the most important point about love: that it is an emotional response that is separate from reason. The stories differ, however, in their portrayal of love: in â€Å"Romeo and Juliet† love acts as an uncontrollable force, whereas love is depicted as something one can choose in â€Å"Love is a Fallacy,† and â€Å"Romeo and Juliet† displays a selfless love, while â€Å"Love is a Fallacy† depicts love as entirely driven by self-interest.... Coveting something is very different from loving something, and this contrast of love and coveting shows that love, unlike covetousness, cannot be a calculated thing. In fact, the main character does not even use the word â€Å"love† until the end of the poem, in a setting where it seems like a calculated move to try to acquire the thing he covets, Polly. Polly cleverly shows that every expression of love that the main character can possibly create is a logical fallacy of some sort – again highlighting the emotional nature of love, which falls in the face of reason. â€Å"Romeo and Juliet† also depicts love as something that is entirely emotional, because the protagonists regularly commit acts that are entirely unreasonable and in fact harmful to themselves and others because of love. Juliet, for instance, asks Romeo to â€Å"deny [his] father and refuse [his] name† in order to form a romantic relationship with her (Shakespeare, 2.2). It is entirely unreas onable to expect someone to give up their family and their whole life, but love, clearly, is not a reasonable thing – Romeo does in fact give everything up for her. Furthermore, both Romeo and Juliet commit suicide at the end of the story when they think their lover is dead, showing an almost hysterically emotional response. Clearly, love and logic are entirely separate things in both â€Å"Love is a Fallacy† and â€Å"Romeo and Juliet† Though both stories agree that love is â€Å"fallacious† in the sense that it is illogical, they disagree on how love affects one’s self. In â€Å"Love is a Fallacy† all of the characters are able to choose whom they are attracted to, whereas in

Performance Management Paper Essay Example | Topics and Well Written Essays - 500 words - 1

Performance Management Paper - Essay Example Coaching can be very effective in eliminating workplace conflicts, cementing relationships and having teams focus on their core work hence achieve the set objectives. To effectively coach my team, I will focus a lot on developing interpersonal skills and improving interactions instead of developing individuals. This is because the way individuals act and communicate with each other are crucial factors that drive effective performance in the team. One guiding principle in my team training therefore has to be team work, learning to work with colleagues and understanding to relate with others. To begin off, I must understand team dynamics; it is obvious that all of us have our own ways of working and communicating hence one can really be frustrated if not understood by colleagues. The objective is to have team members come together, discuss their personal profiles and assist them devise means to work together. Once managers understand this then they definitely do the same even with the junior most employees. Another guiding point in team training is establishing behaviour expectations; understanding the perspectives of others can greatly improve performance and relationships. But there must be some ground rules guiding the team members as they work to accomplish set goals. Having a very clear behaviour code and communication expectation is thus very important. Another key point of training is evaluating rewards and recognitions systems. It is very common for values held by different individuals to compete and hinder effective performance in teams. As the manager, it will be my role to determine any sources of competition in values and devise ways to fix the same. Supporting individual performance is another essential point in team coaching as some members may require to be supported in learning new skills so as to meet team expectations. Readiness for

The Learning Organisation (HRM) Essay Example | Topics and Well Written Essays - 1250 words

The Learning Organisation (HRM) - Essay Example Filling this knowledge gap is, however, not an easy job. The reasons are twofold. First, it has been shown that due not only to change resistance, but also to feelings of stress and insecurity, people do not learn new behaviors when they are forced' to, which is the case in many change processes (e.g. Argyris, 2002; Lahteenmaki, Toivonen and Mattila, 2005; McHugh, 2005; Miner and Mezias, 2004). Second, even if they did learn, organization flux in times of change makes it of the utmost difficulty for researchers to distinguish the learning effect from all the other change effects. There has been keen discussion on organizational learning (OL) and learning organizations in recent years. At the moment, as various typologies of extant OL theories or models demonstrate (e.g. Easterby-Smith, 2005; Fiol and Lyles, 1985; Miner and Mezias, 2004; Shrivastava, 1983), these models are not as yet synergistic, but instead OL research is scattered across different scientific fields. There are many different, partially overlapping, approaches to both organizational learning and learning organizations. The processual approach is taken by some, whilst others concentrate on finding out who are the main actors of organizational learning. ... adaptive learning, assumption sharing, the development of the knowledge base and also institutionalized experience effects (for more details see Shrivastava, 1983). By giving different weightings to either cognitive or to behavioural developments, even more definitions, such as the evolutionary development of learning systems, habit formation, the discovery of new cognitive modes and the diversification of outcomes have been introduced (for more details see Fiol and Lyles, 1985). So far, the most prominent modellings seem, however, to be the division between single-loop and double-loop learning as presented by Argyris and Schon (1978) as well as the division between adaptive and generative learning presented by Senge (2002). Because of the different ways of perceiving and defining OL, it appears to be extremely difficult to find synthesis, much less compare these models with one another. One of the most crucial, but almost totally neglected questions is, whether all learning is valuable (Miner and Mezias, 2004). In OL literature there seems to be an underlying concept that learning always means attaining the desired developments. However, one has to keep in mind that organizations, just like people, learn bad habits as well and this may be even more probable than the opposite (e.g. Argyris and Schon, 1978). Therefore the question needs to be reformulated: do the cognitive and behavioural changes of the organization's members have to improve the firm's performance before they are considered to be reflections of organizational learning, or are all the changes in attitudes and behaviors, no matter how good or bad, gathered under the concept of organizational learning Despite the fact that in

Nursing Ethics Essay Example for Free

Nursing Ethics Essay What is personal ethics? Many people have their own perceptions and definition of what personal ethics are. When speaking about personal ethics this topic deals with what an individual believes to be morally right or wrong. Personal ethics comes from what one was taught by child by their caregiver whether it was mom, dad, grandmother, grandfather, aunt, or uncle. Since these ethics were instilled in us as children by our caregivers we carried these ethics into our daily lives and the decisions that we made. As a child my mother main focus was to make sure I knew right from wrong. As a parent she just didn’t say that something was wrong, but she told me why it was wrong. I think this is the most important aspect when understanding ethics and why people make the decisions they make. I think it is important to hold personal ethical views so when one is being faced with a challenging moral issue they will be able to efficiently handle the situation. My mother and grandmother based their ethical views according to their religious background. Both my mother and grandmother are Christian ministers and their views were guided from the Bible. As a nurse I make ethical decisions every day. Some of these ethical decisions are easy and some not quite so easy; however, my decision is based upon how I was taught and my personal beliefs and what is the best outcome for the patient. I think as a nurse I am still learning and can always make room for improvement. My personal ethics are constantly being tested as a nurse and the decision I make not only influences patients but also my peers. As a nursing manager in my facility it is my job that I make good ethical decisions because I have other nurses looking at me to make concrete decisions in some cases. Values are a person’s principles or standards of behaviors. My value is what I consider to be important in life. What is important to me may not be important to someone else. This is what I had to consider in the world of nursing. I  would come to accept that everyone is different and though they are different and values are different we both should be able to respect one’s views and decisions. This is important so that we may achieve our primary goal of purpose which is to care for the patient. My values and beliefs are rooted and grounded in my Christian background. Values that I was taught as a child was â€Å"do unto other as you would have them do unto you†. Simply put to treat people how you want to be treated. This causes a sort of immediate feedback for creating our moral standards and making ethical decisions (Scivicque, 2007). As a manager, I have learned how to be humble, and listening and learning from others. Another important value that was instilled in me as a child was to share and to be grateful for what you have. This I come to realize that I being a young woman most women my age have not accomplished the things that I have. By knowing this I do not take my career for granted. I enjoy my co-workers and patients that I work with. I enjoy overall caring for people and watching them thrive towards their highest potential. An example of an ethical dilemma I might encounter in the nursing field is the giving of blood to a Jehovah Witness. According to a Jehovah Witness’ beliefs they do not believe in administering blood or blood products for life-saving measures. The ethical dilemma is what do you do in an emergency situation? What if their beliefs go against everything you stand for? M best response in this situation is to focus on the patient as a whole. As a nurse we have to care for the patient physically, spiritually, mentally, and socially. Physically the patient would need a blood transfusion, but spiritually the patient will decline due to beliefs. I think this is the perfect opportunity to educate the patient of the risk and benefits of receiving the blood transfusion. As a nurse I take my job very seriously. While I’m working I ask myself what if these patients were my family members. How can I be present with the patient and listen to their concerns without judging them as a person? These are all questions I have to ask myself when providing care to my patients. I am not a perfect nurse by far but I am striving to be the best versatile nurse I can be to ensure that my patients reach their optimal level of wellness. References Scivicque, C. (2007). Developing Personal Ethics. Retrieved from http://suite101.com/article/developing-personal-ethics-a34018

Christ’s Resurrection Foretold and Witnessed Essays -- Religion, Bible

I suppose, since I became a Christian (born again July 31, 1975), I have heard a lot of different opinions concerning different areas and events of the Bible. Of all the topics and points of interest, none has intrigued me as much as the Death, Burial, and Resurrection of my Lord and Savior, Jesus Christ. As you read this study there is one main point that all Christians will agree on. It may not be the day of the week or the hour of the day Jesus died, but we will all agree to the fact that Jesus did arise from the dead and is currently at the right hand of God the Father. You might be a religious person, yet not believe Jesus arose from the dead. That belief would not negate you from being religious, but it would negate a profession of one being a Christian. If a person believes in his heart and confesses with his mouth that God raised Jesus from the dead, he shall be saved. (Romans 10:9) With this in mind, I want to guide you into some of the scriptures concerning the cruc ifixion, burial and resurrection of our Lord Jesus Christ. Chapter 1 One of the most difficult things for me to understand (being raised in our western culture, and religious background) are the Jewish Holy Days, Feast, and Laws. Therefore it took the Holy Spirit to show me how the puzzle pieces fit together. One of the pieces of the puzzle was how Jesus could have been crucified on Friday and resurrected on Sunday and still been in the grave for three days and three nights. All of my Sunday School literature since I was a child has always eluded to these days. I’ve looked into literature in several Protestant Denominations and they all teach the same days of Crucifixion and Resurrection. As I prayed and studied, I wondered why no one ever e... ...e the body of Christ gone. It was there the angel from Heaven told of his resurrection and said to go and tell the others who were in mourning and waiting. It was when Peter and John got to the tomb, and seeing the grave clothes and the head wrap, lying there where Jesus had lain, that in a brief span of time the Holy Ghost revealed to John the things concerning the current events, that Jesus was alive and risen forevermore and he believed. John 20:8(KJV) I truly believe that if you study the scriptures referenced here you will concur that Jesus was crucified on Wednesday afternoon, and arose on Saturday afternoon. The witness of the resurrection and the visual body of Jesus was seen and recorded in each of the four gospels, Matthew, Mark, Luke, and John. I trust that you may truly believe the word of God is the infallible, inerrent, inspired, word of God..

Disability and the Theatrical Event :: College Admissions Essays

Disability and the Theatrical Event    When I was 10, I was hit by a car. Actually, I was 9 years old, got hit by the car and turned 10 in hospital.    I was walking home with my friends after school. It all happened in the blink of an eye. Someone was driving. Someone didn't look. Someone was careful but not careful enough. They ran. I waited. Not in the right place. And I was hit. Just like that. A piece of glass from the headlight pierced my skull and entered my brain. My brain was damaged. They call it ABI. Aquired Brain Injury. I was meant to die.    My fist did come down from my chin. I learnt relaxation processes by living and practicing Yoga in an Ashram. Yoga also helped me learn to walk with a reduced limp. I toned and strengthened my body through Yogic practice. I recommend Yoga to anyone who wants to work with his or her body. And I discovered theatre.    In the theatre I was magical. I could create a world where I was good enough. Moving my body to music was empowering. And when I feel empowered, disability and difference do not matter.    I become one with the music. I transcend to a plane of just . . . being. In drama my difference doesn't have to matter. But -- if I want it to matter -- my difference is treasured. I can use my difference to my advantage to say something to the world. I decided to help others through counseling work and began a Social Work degree at the University of South Australia. I graduated from my social work degree in 2000.    I have finally realized that only by celebrating disability and difference -- -- only by making our disability visible -- can we get out of the trap. We reconstruct ourselves through theatre and make choices. We create new opportunities. We turn the situation around.

Social Media and the Egyptian Revolution

January 2011 marked the beginning of peaceful protests and movement demonstrations staged by citizens throughout Egypt. Movement actors fought for democratic advances, political freedoms and equality. The genuine commitment for change, the unity of the people and most notably the tactful com/the-effects-of-social-media-on-communication-skills/">manipulation of social media resulted in the disposition of the suppressive regime. Modern social media has significantly changed the traditional forms of activism and has simplified the efforts needed to provoke civic mobilization.Social media applications such as Twitter, Facebook and YouTube hold the dynamic power to manipulate, control, inform and motivate. Essentially, they have become excellent tools for activists. This paper seeks to describe and assess specifically the relationship between social media and the Egyptian Revolution. Building on this foundation, this essay will prove that social media platforms were the major catalysts fo r social change in Egypt. To begin, social media, or more precisely Twitter and Facebook, defined and formed the movement's collective identity.These platforms represented safe environments that permitted individuals to consult about common grievances and share revolutionary ideas (Comunello & Anzera, 2012; 466). Furthermore, social media applications played key roles in facilitating the efforts needed for communication, organization, and recruitment (ibid). These applications were highly trusted as they allowed activists to network effortlessly and moreover, assisted in turning rational individuals into constituents. Lastly, social media aided in attracting global support and ‘helped spread democratic ideas across international borders' (Comunello & Anzera, 2012; 466).By referencing the works of scholars such as Kenneth Pollack, Halim Rane and Francesca Communello, this paper will prove social media as the underlying force of the Egyptian revolution. To begin, the con versations held on Facebook and Twitter shaped the collective identity that would make ‘individuals feel capable of effecting change' (Staggenborg, 2008; 191). Twitter and Facebook were the underlying catalytic forces of the movement as they provided a space that would allow Egyptians to publically aspire for changes and ‘express opposition to the existing order' (Doran, 2011; 41).â€Å"We Are All Khaled Said† was a Facebook page that established Khaled Said's death as the spark of the Egyptian movement. With Said's brutally beaten face as the banner, this page quickly spurred anger as it emphasized both the unreasonable level of cruelty that was exerted towards him and as well as the oppression Egyptians faced daily. Remarkably over the course of a few weeks, half a million Egyptians were on Facebook, expressing their anger and sharing their grievances over police brutality, rising food prices and corruption.This platform page assisted in framing the movement â⠂¬Å"in terms of demands for dignity, justice, freedom and democracy† (Rane et al, 2012; 80). The establishment of the movement's frame gave rise to many other Facebook pages. These highlighted the corrupted practices of the government and educated both constituents and adherents to the movement about democracy and its benefits. Facebook succeeded in breaking down the psychological fear barrier that obstructed Egyptians from participating.Once fear was no longer an issue, the Egyptian social capital progressed intensively as the collective consciousness emerged. Facebook was used as a mobilization structure that would undeniably give back the power to the people and restore their self esteem. Correspondingly, Tunisia's success in toppling their dictator, had inspired a wave of revolutions in the Middle-East. Socio-political debates and ideas of democratic advances in Egypt were highly influenced by the current events in Tunisia. These influences had left a marginal impact on th e Egyptian collective identity.By using social media platforms, Tunisian activists guided their Egyptian counterparts regarding the matters of revolution. On Facebook, Tunisians inspired Egyptians by further highlighting the benefits of democratic advancements and by providing words of encouragement and advice ( Rane & Salem, 2012; 85). Tunisians contributed to the empowerment and collective morale of the Egyptian people entirely through the use of social networking applications. Social media is what ultimately allowed the Egyptian people to be galvanized.It created a type of common room that allowed dissidents to speak feely which gave emergence to the movements collective action frame and identity. As Twitter and Facebook were deduced as safe and anonymous environments, the psychological fear barrier had eventually been broken, thus supporting the thesis that social media was undeniably a prominent feature in the outcome in Egypt. (Rane & Salem, 2012; 84) In addition, Twit ter and Facebook had facilitated the movement's needed efforts for mobilization.Activists used these platforms as reliable tools  to propagate their message and contact fellow movement actors. Both Twitter and Facebook contain features that allow statements to be liked, shared or quoted; therefore breaking down all geographical barriers. Egyptian activists, while by passing government restrictions, would use these applications to strategically organize peaceful protests and other forms of collective activities and events. Movement actors would organize ways to contest authorities on Twitter or Facebook as they knew their great power to spread news (Idle and Nunns, 2011, p. 20).Specifically, Twitter played a key role during the revolution as it held the power to potentially turn a simple tweet into a worldwide trending topic. Similarly to the diffusion theory, Twitter along with Facebook became key channels of diffusion. Both these applications accelerated the speed at which the ad opters received the innovations initiated by the transmitters, resulting in the instantaneous mobilization of individuals and resources ( Rane & Salem, 2012; 78). The pertinent example of this phenomenon presents itself a few days prior to the massive revolutionary demonstrations of January 25.To avoid attracting authorities, main organizers of this uprising had avoided disclosing details too early. When details were finally shared, it diffused virally over social media applications at an impeccable speed that would attract 80, 000 protestors in two days, thus proving social media as a prominent inciting force. Social media was used to raise expectations of success and coordinate strategy (Howard et al. 2011; 9). These networks were manipulated in ways that would inspire â€Å"dissidents to organize protests, criticize their governments and spread ideas about democracy† (ibid).Twitter and Facebook supported Egyptian activists by sustaining collective action and by facilit ating the process of diffusion (Rane & Salem, 2012; 90). To deduce, social media simplified the dynamics needed to provoke the mobilization of the Egyptian social movement, thus supporting the thesis that Twitter and Facebook were the catalysts to the movement. Lastly, social media platforms galvanized foreign support and â€Å"helped to globally spread voices against [oppressive] regimes† factors that contributed to the movement's success (Comunello & Anzera, 2012; 466).As previously mentioned, social media networks had broken down the geographical barriers that would otherwise limit activists. Twitter, Facebook and YouTube disseminated images and videos of police brutality towards the relatively peaceful protestors; which heightened awareness in countries. Activists used these platforms in their favour to gain international support, thus weakening the oppressive regime. Simply put, the more Egyptians attracted awareness, the more likely Mubarak would fall.Specifical ly, Egyptians directed these images to Western countries as they recognized that added pressures from these States was paramount (Khamis & Vaughn, 2011). An important speech permitted Egyptian movement actors had known of their success days before Mubarak had actually resigned. When Obama publically stated his discontentment with the Egyptian government's abuse of power, there was a cry of victory in all of Egypt. The Leader of the Free World's statement had rekindled the fire of passion and had empowered Egyptians, inspiring them to continue their pursue for change.Moreover, similarly to the Tunisian Revolution, the Egyptian Revolution had sparked movements throughout the Middle East. Countries across the Middle East and North Africa (MENA) region share many common elements, thus explaining the wave of uprisings (Rane & Salem, 2012; 84). The Egyptian movement was merely a response to a lack of human rights and freedoms and its success, motivated all pro- democratic activist s in the MENA region. These activists learned of the power of social media by following the Egyptian movement on Twitter and Facebook.In hoping to rid their countries from â€Å"adverse social, economic and political situation†, activists look at social media platforms as the initiators for change (ibid).. Consequently, current oppressive governments in the Middle East have taken example from the failures of the Egyptian and Tunisian governments and â€Å"have been subjected to a new level of scrutiny† (Doran, 2011; 43). In Syria, the authoritative government has been behaving with great brutality in response to mobilization efforts. Assad has ruthlessly killed many of the rioting individuals all while censoring the media, in efforts of shielding ‘himself from foreign audit' (ibid).The social media tactics used by Egyptian and Tunisian activists have weakened their respective government all while strengthening other authoritarian governments in the region. Twitte r and Facebook supported Egypt during its plight for social change as they assisted activists in raising international awareness. Because of their abilities to cascade information virally with no geographical limits, the Egyptian Revolution became an international topic in a matter of weeks; ultimately leading to the movements success.Lastly, social media aided with  spreading ideas of revolution and democracy in the MENA region (Rane & Salem, 2012; 84). The diffusion of Egypt's success on Facebook and Twitter, inspired pro-democratic movements throughout the Middle East; thus supporting the statement that social media was the seminal impulse for social change in Egypt and as well as the rest of the Middle East. â€Å"The best practical reason to think that social media can help bring political change is that both dissidents and governments think they can† C. Shirky ( Comunello & Anzera, 2012; 461).The Egyptian Revolution and the contributory role played by Twitter and Facebook demonstrate the predominant effect social media platforms have on social movements. The achievement of the movements objectives didn't solely depend on social media; offline efforts were required. Nevertheless, Twitter and Facebook were the major driving forces of the movement as they accelerated the movement's progression towards success. To begin, these social media applications shaped the collective action frame and defined the collective identity, ultimately leading to the mobilization of the movement.Furthermore, these platforms facilitated communicational efforts and the transfer of pertinent information thus simplifying all the dynamics involved with mobilization. Lastly, Twitter and Facebook helped in the spreading of democratic ideas and attracted the international awareness needed that would essentially overthrow the Mubarak regime. Considering these statements aforementioned, it is extremely likely that without these social media platforms, the revolution wou ld have evolved at a much slower pace, therefore proving that these platforms were verily major catalysts for social change in Egypt.

The Shadow – Creative Writing

The sun rose from behind the hill, at tower hill, as it climbed higher in the sky, its rays beamed through the window pains of the roof of the train station. Mr Hitchin's stood staring at the train schedule; he didn't know where to go, London, or Leeds? Mr Hitchin's was looking for work, tower hill just wasn't good enough, he had bigger and better things in mind, he wanted to make the money and give the orders, but this time he wasn't going to let happen what happened last time. He had decided, he was going to Leeds. He was wearing a black trilby hat, and a black pin striped suite, he was also wearing a long brown trench coat, that traipsed along the floor as he made his way to the ticket office. â€Å"One way to Leeds† he said to the ticket officer. â€Å"What time?† said the ticket officer? â€Å"12:35, please if that's the one that goes the earliest† questioned Mr Hitchin's â€Å"Yes sir, that is the earliest train to Leeds today sir, that's à ¯Ã‚ ¿Ã‚ ½12.50 please† Mr Hitchin's handed the officer the money â€Å"Thank you sir, you look familiar have we meet before? you remind me of somebody that I saw in the paper, but I can't remember what for, ow well was probably somebody else, have a pleasant journey sir† â€Å"Thank you† Mr Hitchin's replied. He made his was to the platform ready to catch the train, the time was now 12:39, 4 minutes late, two police officers walked through the entrance of the train station, Mr Hitchin's stood with his back to the wall, around the corner from the platform, wedged between the wall and a vending machine. The police officers were getting closer to him, as they walked down the platform asking people questions and showing them a piece of paper. â€Å"Excuse me sir, have you seen this man?† Mr Hitchin's looked at the sheet of paper there was a picture of him and the words ‘wanted, for attempted murder' on it! He quickly jerked his head down and slightly pushed the brim of his hat over the edge of his face. â€Å"No, sorry† he quickly replied. The train was now at the platform, and people were boarding it, one of the officers' looked him up and down. â€Å"Excuse me sir, do you mind if you come with us, so we can ask you some questions?† â€Å"Of course† Mr Hitchin's replied, as they made there way to the exit of the train station, Mr Hitchin's turned and ran to the doors of the train, the police officers stumbled behind him trying to catch him. As Mr Hitchin's jumped onto the train the doors firmly closed behind him. The train set off, as the police officers ran at the side of it trying to catch it, but the train carried on going, all the way to Leeds. Mr Hitchin's was scared; the police were onto him again†¦ Mr Hitchin's was awoken as the train jerked to a halt; people clambered over each other as they exited the train. He rose from his seat, collected his belongings, and left the train as well. Here he was Leed's city station, he looked around there was police at the entrance and still the wanted posters were around on the walls as well. He made his way over to a news paper stand, were he brought a copy of the Yorkshire post, were he had happened to make the front page, again, the headline read â€Å"convict on run for attempted murder†. He jerked quickly hading over the cash and makes a swift exit of the station, he turned out of the station, and made his way to the Queens hotel. He exited the hustle and bustle on the streets, and made his way into the reception of the queen's hotel. The warm air welcomed him with the smell of peaches, he swiftly made his way to the front desk, were he rang for some service. â€Å"Hello sir, and welcome to the queens hotel† said a man, who emerged from behind the counter, he was quite short and had jet-black hair. â€Å"Hi, I'd like a room for one, for 4 week's,† said Mr Hitchin's â€Å"Yes sir, the total will be a total of à ¯Ã‚ ¿Ã‚ ½2,100, when would you like to pay?† â€Å"On my departure† replied Mr Hitchin's â€Å"Very well sir, we do insist of a deposit of 10% sir† Mr Hitchin's handed the receptionist the money â€Å"Thank you sir, her is your room key, it is room number 24 it is up the stairs and is the first room on your right†. Mr Hitchin's made his way to his room, he opened the door and walked in, he paced over to the window and peered out, the streets were full of people making there way to work, what was he going to do? He needed a job, so he grabbed the Yorkshire post he bought earlier and started to look for a decent job. Half an hour had past, he still hadn't found anything. He needed a new identity, a now look, so he grabbed his phone and called Steve, â€Å"hi Steve, it's Greg, well I'm in Leeds and as you know in a spot of trouble and I need a cover, can you help?† â€Å"Meet me outside the royal armoires in 2 hours† replied Steve. Mr Hitchin's set off to meet Steve, he walked down bridge gate end, over the river Aire, and onto dock street, soon he reached armouries way and waited for Steve to arrive. He saw Steve inside, and sharply made his way inside, making sure his identity wasn't recognisable. He sat in an arm chair by the side of the door, Steve walked over and sat down next to him, he placed an envelope that he had in his hand on the arm of the chair, Steve then got up, leaving the envelope on the chair arm and walked away, Mr Hitchin's took the envelope and placed it in his inside pocket, and made his way back to the hotel. On his way back, Mr Hitchin's noticed that there was a black ford escort following him, with two men on foot, who also seemed to be following him, Mr Hitchin's quickened up his pace, he was just about to turn into the street were the hotel was, when a police officer stepped in front of him and said â€Å"Greg Hitchin's, I think we need to talk†