Emotion, Memory, And Decision Making - 917 Words

Emotional arousal appears to have a huge effect on processing, memory, and decision making. For memories specifically, we tend to rehearse and review episodes of intense emotions frequently, allowing them to be stronger and more relevant memories (Gluck, 2014). Flashbulb memories suggest that emotion can greatly increase memory coding, though is still subject to misattribution errors. Still, evidence suggests that emotion can boost memory encoding (Webbe slides). When creating emotional experiences in a story against a non-emotional story, explicit memory was strengthened by emotion (Webbe slides). These factors influence the way memory of stored, but an effect known as mood congruency of memory effect how memory is retrieved. This effect states that it is easier to retrieve memories based on our current mood. In this way, people who are depressed and asked to recall memories will recall sad ones, and people asked to recall episodic memories from neutral nouns would recall memories t hat match their current mood states (Webbe slides). Life stressors can impact the development or retrieval of memory, resulting in distorted or false memories. This could result from psychological stress or trauma, resulting in functional amnesia. Additionally, guided imagery or hypnosis recovered memories can be distorted, resulting in false memories and can make it difficult to distinguish false memories from recovered ones. Emotional memory is processed by the amygdale, and damage to theShow MoreRelatedThe Feeling Brain : The Biology And Psychology Of Emotions Essay1402 Words   |  6 PagesThe Feeling Brain: The Biology and Psychology of Emotions Book Review Summary: Chapter 1 explains the work of a Harvard psychologist named William James. William published the article â€Å"What is an Emotion?† in a philosophical journal entitled Mind in 1884. His paper is an argument for the primacy and necessity of bodily systems in producing emotional feelings. James-Lange theory states that physiological arousal instigates the experience of emotion. A Harvard physiologist, Walter Cannon, roundlyRead MoreCognitive Affective1347 Words   |  6 Pageshuman activities, related to knowledge and emotions, such as, how we think, learn, and remember. It is grounded on the theory that thoughts and emotions affect our behavior; furthermore, behavior can be changed through a modification of our thoughts or emotions. Cognitive psychologists examine how our minds obtain, apply, organize, and retrieve information. In addition, the topics of attention, decision-making, critical thinking, reasoning, creativity, memory, perception, problem solving, thinking,Read Mor eCognitive Confusions Between Imagination And Memory986 Words   |  4 Pagesthat cognitive confusions between imagination and memory sometimes reflect increased activity in regions associated with visual imagery during memory encoding or retrieval. These findings provide information concerning the neural basis of imagination and memory that could be helpful in further developing jury instructions that explain how and why the former can be mistaken for the latter,† (Schacter Loftus 121). Although neuroimaging of false memories research has come a long way Schacter and LoftusRead MoreThe Effects Of Stress On Organizational Leadership932 Words   |  4 Pagesstress can have on their thinking and decision making that affects the success or demise of the organizations they lead (Amabile Kramer, 2011; Kaipa, 2014; Thompson, 2010). 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While reading LoisRead MoreThe Theory Of Self Control And The Decision Making Systems1394 Words   |  6 PagesSome people argue that many unconscious decision-making systems such as reflexes, Procedural, and Pavlovian are not a part of oneself. However, I would argue that these systems are definitely parts of oneself because of their correlation with the brain that brings about changes in the mind, and their neural basis that share some similarities with the deliberative system. Moreover, to claim that only a decision-mak ing system that exerts self-control belongs to oneself is to overemphasize on self-controlRead MoreThe Film Inside Out ( 2015 ) Produced And Directed By Pixar Animation Studios And Walt Disney Pictures1523 Words   |  7 PagesThe film Inside Out (2015) produced and directed by Pixar Animation Studios and Walt Disney Pictures, is a movie based on the emotions of a 11-year-old girl called Riley. The film’s principal characters are five emotions located in Riley’s brain. These emotions are Joy, Sadness, Disgust, Fear, and Anger. All of them work together inside Riley’s mind to accomplish one goal: Her Happiness. Everything revolves around Riley because she is facing a hard move with her family from Minnesota to San FranciscoRead MoreEvidences for Materialism Essay903 Words   |  4 Pagesinclude beliefs, knowledge,memories, understanding and experiences. Conative states are aimed at changing the world through decisions, choices, will and desires. Affective state s are states that happen and that we feel such as sensations, emotions, feelings, experiences. (source lecture notes 1) Materialism is the theory that mental states are brain states, that the mind is located within the brain. That the brain is responsible for such things like memories, feelings and emotions. Dualism says that theRead MoreChapter 4 5 Study Guide Essay1225 Words   |  5 Pagesdifferent emotions involve different physiological profiles -were inconclusive. An example is an individual study might show specific patterns associated with different emotions, but different studies would find completely different results. 5. Which measure of physiological activity appears to be a â€Å"pure† measure of SNS activity, unaffected by parasympathetic activity? Galvanic skin response 6. What are some disadvantages of using measures of ANS activity as a way to measure emotion? SimilarRead MoreFunctionalist Theory And Its Impact On Society s Chances Of Survival1510 Words   |  7 Pagessociety. The community in the movie believes that memories, decisions, color and freedom are social dysfunctions that cause strains in society. The components stated above led to the destruction of the community and feelings of pain and sadness. As a result, changes and laws were set to maintain a stable society to protect the citizens. This community prohibits all memories, it’s black and white, the right to make personal decisions is nonexistent, and everyone must obey the rules set by the

Asylum seekers and refugees as a social problem in the UK Free Essays

string(53) " great focus on asylum seekers in the British media\." Abstract A growing number of asylum seekers in the UK led to the great media focus on this group of foreigners. As the media presented asylum seekers and refugees in an unfavourable light and emphasized the negative consequences of these massive arrivals, the British citizens and politicians started to perceive them as a social problem. In order to address this problem, the British government implemented strict measures aiming to reduce a number of asylum applications in the UK. We will write a custom essay sample on Asylum seekers and refugees as a social problem in the UK or any similar topic only for you Order Now Recently, many academic scholars and organizations underlined that these measures had a very negative impact on the lives of asylum seekers in the UK. The financial support for asylum seekers in the UK is limited to the minimum; they meet difficulties in accessing basic public services such as health care or education; they are not allowed to work during their application process. The evidence show that a growing number of asylum seekers is vulnerable to poverty and destitution; discrimination and social exclusion (Prior et.al., 2008; Williams and Kaye, 2010; Crawley, 2010). Nonetheless, the government seems to undermine these postulates and continues its strict policy towards asylum seekers and refugees. Introduction Historically, the United Kingdom has been characterized by a long tradition of granting asylum to significant number of foreigners. In return, these people have often contributed to the development of the UK. Amongst the best known individuals are Joseph Malin[1] and Michael Marks[2]. As the number of people seeking asylum in the UK has grown rapidly from the early 1990s, the Home Office was not able to cope with this high volume of application and many asylum cases remained unsolved. At the same time, the British media has started to promote the perception of asylum seekers as economic workers whose decisions on where to seek asylum are based on the opportunities for employment and welfare benefits. Thus, the issue of asylum seekers became a top concern of the British policy-makers. (Prior et.al., 2008). Prior to considering the problem of asylum seekers in the UK, it seems to be crucial to define the term asylum seeker and refugee. Following the UNESCO definition, asylum seeker is a person who â€Å"has applied for protection as a refugee and is awaiting determination of his or her status.† (UNESCO, 2011). The reason for seeking protection is a fear of torture or prosecution in origin country. In turn, refugee is a person who has been given protection (UNESCO, 2011). Asylum seeker becomes a refugee when the local immigration authority (or refugee authority) decides that the candidate fits the international definition of refugee. According to the international law, to become a refugee a person needs to meet the criteria for refugee status regulated by the Article 1(A)2 of the 1951 Refugee Convention. Under the following article these are three basic characteristics of refugee. First, a person needs to be outside the country of origin or the country of his previous habitual r esidence. Second, the person is unable to stay safe and protected in that country due to the fear of prosecution or torture. Third, the fear of being prosecuted is based on at least one of the following reasons: race, religion, nationality, membership of the particular social group or political belief (RULAC, 2012). Due to the word count, the term asylum seekers will refer to both asylum seekers and refugees in the following work. The following essay aims to examine why asylum seekers have been perceived as a social problem in the UK as well as to analyse how the government approaches this problem. First, the essay considers the changes in the number of asylum seekers in the UK over the past twenty years. Further, the essay discusses different perspectives of asylum seekers in the social context. Finally, the essay presents the government responses to the problem. Asylum seekers in the UK – statistical approach From the 1990s the UK has been characterized by significant fluctuations in numbers of asylum applications, as demonstrated in Appendix 1. Between 1993 and 2002 the number of asylum applications has increased rapidly from 19,700 to its peak of 103,080 in 2002. In this period of time a number of applications fell slightly in 1996 and 2001, based on year-to-year changes (Institute of Race Relations). The four major countries, from which the asylum applications were addressed to the UK at that time were Iraq, Zimbabwe, Somalia and Afghanistan. Wars, conflicts and political oppression, being the key features of these countries in the 1990s are perceived as major causes of the dramatic increase of the asylum applications to the UK from the mid-1990s (Prior et.al., 2008). From 2002 the number of applications was gradually reduced, reaching 17,916 in 2010 (Refugee Council, 2011). Currently, most of the applicants come from Pakistan, Iran, Sri Lanka and Afghanistan (Refugee Council, 2011). S uch decrease is a consequence of the government policy, strongly restricting the border control in the past decade. Additionally, from 2002 the government continues to reject almost 70% of applications each year. In 2010 68% of applications were refused; 24% of them were granted the refugee status; 7% – Discretionary Leave, while 1% – Humanitarian Protection (Refugee Council, 2012). Nonetheless, the UK continues to be a country with one of the highest numbers of asylum applications in the European Union, next to Sweden, France, Greece and Germany, as presented in Appendix 2 (Eurostat, 2012). According to the report prepared by the Asylum and Destitution Working Group, there are four major pull factors that shape, shaping a decision to apply for asylum in the UK. These are the perception of the UK as a safe, democratic and tolerant country; the ability to speak English or willingness to learn the language; previous connections (including colonialism) between the country of origin or residence and the UK; and having relatives or family in the UK (Prior et.al., 2008). Asylum seekers and refugees as a social problem in the UK A rapidly growing number of asylum applicants in the UK led the great focus on asylum seekers in the British media. You read "Asylum seekers and refugees as a social problem in the UK" in category "Essay examples" The media started to present asylum seekers in an unfavourable light, emphasizing the negative socio-economic effects of the massive inflows of foreigners. For instance, the Daily Express has published 22 negative front page stories on asylum within 31 days period of time in 2003, often using very abusive language. Further, the issue of asylum became a hot topic of the debate between the two main parties during the 2005 general election (Prior et.al., 2008). Exaggeration of the issue and misinformation resulted in spreading the perception of asylum seekers as a thread to the British people in the socio-economic context. Numerous research and surveys conducted amongst the British seem to confirm such approach. For instance, the IAC’s Citizens Speak research from 2008 revealed that most of the respondent perceived the asylum seekers as economic migrants, stealing jobs and welfare benefits from the British. Further, they believed that asylum seekers had a privileged access to housing and public services as well as that there were too many asylum seekers within the country. In turn, the 2003 Citizenship Survey conducted amongst the young British showed that 15% of them cited prejudice against the asylum seekers (Aspinall and Waters, 2010). Also the YouGov survey from 2011 demonstrated that the respondents had the poorest perception of asylum seekers amongst various groups of people, including the categories such as people from ethnic minorities; people from Christian religious groups; or people with disabilities (YouGov, 2011). Additionally, another survey conducted by YouGov in 2008 disclosed that 59% of the respondents argued that asylum seekers were a â€Å"drain on resources† and did not contribute to the economic growth of the UK. Addit ionally, 30% of the respondents saw the reduction in the number of asylum seekers as the most welcome change in the British system (YouGov, 2008). It is important to add that at the same time the British have a highly exaggerated view on the number of the asylum applications in the UK. In YouGov survey from 2007 46% of the respondents estimated this number at 80,000 when additional 31% – at 160,000. In fact, there was actually 23,430 asylum applicants in 2007 (Prior et.al., 2008). While the British media built the image of asylum seekers as a social problem amongst the British citizens, many academic scholars emphasized that asylum seekers are a disadvantaged group and that they often have to face various social problems. In particular, asylum seekers are vulnerable to poverty and destitution (Aspinall and Waters, 2010). They usually arrive to the UK without any financial reserves. Additionally, the financial support offered by the government to asylum seekers constitutes only 70% of Income Support, while they are not permitted to work (Buster, 2010). According to the British Red Cross in 2006 there was approximately 26,000 asylum seekers living in poverty in the UK (Prior et.al., 2008). Asylum seekers also have a limited access to the basic health care services mainly due to the registration problems (i.e. lack of documents proving the address or identity; lack of interpreting services). Similarly, asylum seekers face difficulties in education and training[3] what is mostly caused by limited knowledge of the British education system, poor level of English and high costs (NIACE, 2009). Finally, asylum seekers are the victims of crime rather than offenders. Although there are no official records, the research conducted by Stanley in 2001 revealed that a third of the respondents have experienced racism, harassment or bullying. Also 81% of the asylum seeking women interviewed by the Refugee Strategy Women Group in 2007 admitted that they had experienced racial harassment (Aspinall and Waters, 2010). The policy response to the problem of asylum seekers As asylum seekers started to be perceived as a thread by the British society, the government aimed to reduce their number by implementing new policies and regulations from 1999. The 1999 Immigration and Asylum Act tightened the borders control to block new arrivals to the UK by extending visa requirements, pre-entry controls as well as by imposing financial penalties on the companies that transported passengers without permission to enter the UK (Crawley, 2010). The 2002 Immigration and Asylum Act gave greater power to the authorities responsible for application process, including the right to detain the application at any time during the process, not just prior to removal. Additionally, people applying for legal staying in the UK by granting citizenship need to meet English recruitments; take Life in the UK test and attend citizenship ceremony (Guardian, 2009). Further, in 2004 the government established the juxtaposed UK border control in France and Belgium and thus, the UK was abl e to decide whether the foreigners are eligible to enter the UK on the territory of another country. Further in the framework of the New Asylum Model from 2007, the application process became accelerated (new screening process; single case workers), while detentions and deportations became commonly used (Aspinall and Waters, 2010). More importantly, the new legislation affected the asylum seekers’ access to accommodation and welfare. The 1999 Immigration and Asylum Act established the financial support for asylum seekers at the level of 70% of Income Support. Additionally, the food vouchers were granted to the asylum seekers instead of the cash. In 2007 the government reduced the support rate for lone parents (66% of Income Support) and for the single adult above the age of 25 (55% of Income Support) (Williams and Kaye, 2010). Despite numerous controversies around the effectiveness of the voucher system, the government still supports such solution. Further, the government implemented the dispersal policies, providing the accommodation and housing to asylum seekers on ‘no-choice’ basis (Crawley, 2010). From 2002 asylum seekers are not permitted to work when their application is considered. There are only a few exceptions from this rule. It is crucial to emphasize that despite the overall fall in asylum applications to the UK and rising concerns on the government policy on asylum, the government continues to implement restrictive measures. These measures often worsen further the living conditions of asylum seekers in the UK (Prior et.al., 2008). Conclusions The UK is one of the main destinations of asylum seekers in Europe. From the 1990s the number of asylum applications rose sharply, reaching its peak in 2002. Asylum seekers started to be perceived as a thread within the British society. Such negative attitudes were mainly caused by the British media, postulating that asylum seekers steal jobs and welfare benefits from the British. Thus, the government aim became to reduce the number of asylum seekers by new legislation. From 1999 the government implemented numerous regulations and policies. Particularly important were the 1999 Immigration Asylum Act, the 2002 Immigration and Asylum Act as well as the 2007 New Asylum Model. As a consequence, the UK border control was tightened, including higher visa requirement and pre-entry control. The asylum process became faster and more effective; the detentions and deportations are commonly used. The government also decided to limit the access to welfare for asylum seekers, seeing it as an impor tant pull factor for high number of applications. To achieve that, various measures have been implemented. Amongst the most important were dispersal policies, withdrawing the rights to work for these asylum seekers whose applications has not been decided; as well as low financial support delivered in kind instead of cash. While the government is proud of reducing in 2010 the number of asylum application to the level from 1993; a number of academic scholars postulate that asylum seekers are not a thread to the British. Asylum seekers do not take the employment opportunities from the British. They have a very limited access to the welfare benefits. They also do not increase the crime level across the country. The scholars underline that asylum seekers are at the risk of poverty, discrimination and social exclusion due to the government policy. Additionally, some international organizations (i.e. Amnesty International; the Refugee Council) argue that the British policy â€Å"may also have the impact of denying the internationally agreed rights of people to seek asylum† (Aspinall and Watters, 2010, p.10). Despite these claims made by the academic scholars and various organizations, the British government seems to continue its strict policy towards asylum seekers and discourage asylum seekers from c hoosing the UK. It indicates that the government still perceives asylum seekers as a social problem rather than notice serious social problems that asylum seekers struggle with.pplications in selected European countries, 2007. References: Aspinall P. and Watters (2010). Refugees and asylum seekers. A review from an equality and human rights perspective. Manchester: Equality and Human Rights Commission. Buster M. (2010). Asylum seekers and refugees. London: Social Inclusion Unit. Crowley (2010). Chance or choice. Understanding why asylum seekers come to the UK. London: Refugee Council. Eurostat (2012). Asylum applications [online] Available from: http://epp.eurostat.ec.europa.eu/tgm/graphDownload.do?tab=graphlanguage=enplugin=1pcode=tps00021 (Accessed on 24.06.2012). Guardian (2009). Nationality, Immigration and Asylum Act 2002 [online] Available from: http://www.guardian.co.uk/commentisfree/libertycentral/2009/jan/15/nationality-immigration-asylum-act (Accessed on 24.06.2012) Institute of Race Relations (2012). Asylum Statistics [online] available from: http://www.irr.org.uk/research/statistics/asylum/ (Accessed on 24.06.2012). NIACE (2009). Refugee and asylum seekers in the UK: the challenges of accessing education and employment. Leicester: NIACE. Prior J., McDowell , Morell G., Taruvinga Y., Zanre L., Garner K. and Stranack A. (2008). Asylum Matters: Restoring Trust in the UK Asylum System. London: The Centre for Social Justice. Refugee Council (2011). Asylum Statistics. London: Refugee Council. Refugee Council (2012). Asylum Statistics. London: Refugee Council. RULAC (2012). International Refugee Law [online] Available from: http://www.adh-geneva.ch/RULAC/international_refugee_law.php (Accessed on 24.06.2012). UNESCO (2011). Asylum seeker [online] Available from: http://www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/glossary/asylum-seeker/ (Accessed on 24.06.2012). YouGov (2008). Juniper TV Survey Results. London: YouGov. YouGov (2011). Stonewall attitude tables. London: YouGov. Williams R. and Kaye M. (2010). At the end of the line. Restoring the integrity of the UK’s asylum system. London: Amnesty International. How to cite Asylum seekers and refugees as a social problem in the UK, Essay examples

Green Porno Response Paper free essay sample

Regressions content is not experimental because it is rooted in scientific fact. Regressions performance is first and foremost a science lesson, but the way she educates the audience is done in an experimental fashion. The show resembles a large lecture class, and Reselling is the quirky and over-zealous biology professor. Though the audiences may be slightly distracted by her hand-made props and raggedy hamster costume, they serve as visual aids to help transcend her teachings. The stage is Very minimalist, set with a projection screen and a basic black podium.The show s stylistically underwhelming but the ideas discussed are most fascinating and entertaining. Green Porno garners strong audience reaction. Prior to the show, I had preconceived notions the show would portray human sexuality and pornography. Was undoubtedly mistaken. Learned about the strange oddities of various animals reproductive habits. My opinion of wildlife changed drastically during the course of the performance. We will write a custom essay sample on Green Porno Response Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Regressions creative approach to science and enthusiasm was inspiring. The lack of theatrical visuals was surprising as she wore a black dress on a black stage with a bland lighting scheme.Of course I was surprised by the topics covered throughout the show, hard to ignore a gigantic whale phallus in a theatrical 7 Radiometers: Radiometers: The World On Stage, 2014. Print. McKinley 4! Setting. Unfortunately there was not a question and answer session following the performance, but I do not believe this would have enhanced my understanding. Green porno is a delightful experimental play grounded in scientific fact. Would recommend this show to all who are willing to toss all preconceived notions. McKinley 5! Work Cited Radiometers: The World On Stage. Green Porno Live on Stage Playbill.

Irans influence and balance of power in the Middle East

Introduction The structure and balance of power that was established and amended in the Middle East after the Cold War has been greatly affected with Iran becoming a principal player influencing balance of power in the region. Studies indicate that the increasing levels of unrests in the Middle East play a pivotal role in transforming the dynamics and balance of power in the region (Barzegar 2010, 78).Advertising We will write a custom proposal sample on Iran’s influence and balance of power in the Middle East specifically for you for only $16.05 $11/page Learn More The balance of power in any region depends heavily on the involvement of great power and how this is put into force in regional systems. Iran’s dependence on powerful allies and its superior capabilities have equipped it sufficiently to influence regional power balances. Research question: Why has Iran influenced the balance of power in the Middle East in light of the Arab unres t? Background: For the purpose of this study, some of the keywords and main concepts to answer the research question will include Influence, balance of power, Middle East and Arab’s unrest. Research Objective: To determine why and in what ways Iran is influencing the balance of power in the Middle East Context: The physical setting of the research and the study environments will be in the Middle East and it will be completely natural. Literature review Iran’s regional influence Nasri (2009, 70) points out in her article Iran: Island of stability or land in Turmoil that Iran’s neighbors and the United states have over the years expressed serious concerns over the regional ambitions that Iran has, the role it has played in influencing its neighbors domestic political circumstances and the capability it has to spoil any peace process.Advertising Looking for proposal on diplomacy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many scholars and analysts argue almost unanimously that events happening in the Middle East are due to power struggles between the Arab states which are ruled by the Sunni who are being led by Saudi Arabia and Egypt, and Iran which has formed a team with its proxies and allies like Hezbollah, Hamas and Syria (Pilisuk, Jeniffer Gianina 2008, 112). Opponents of the paradigm regard it as overly one-dimensional and argue that the regional influence as well as the role of Iran in the region is due to its demographic and physical attributes. Nasri and Takeyh (2008, 86) concur with the opponents’ arguments and indicates that Iran is a rich country of considerable resources and size which consequently gives it the ability to impact the region both negatively and positively. Iran’s nuclear power In their publication called beyond moderates and militants, Malley and Halling (2010, 24) posit that though determining the intentions of Iran in developing a nuclear program may b e difficult, the program has massively empowered it as a stronghold in the region able to influence power balances. Iran’s nuclear program and its weaponization have been perceived by many analysts as a certainty. The international community, Iran’s neighbors and the United States have also shown concern over Iran’s nuclear program and its nature perceiving it as an imminent threat. Malley and Halling continue to observe that the program could be due to competing political and economic interests, and which may eventually lead to arms race, regional and territorial wars, complicated relationships with the US and damaged economies. Iran’s ability to produce energy Iran’s source of funds which it uses to support terrorism, fund its nuclear program and as leverage over those who condemn its activities come from its energy resources. Herman (2002, 668) points out in his article ABU DHABI-Abu Dhabi: oil and beyond that out of the entire world oil, Iran o wns up to 10% of global oil reserves and is the third largest owner from Canada and Saudi Arabia. In terms of crude oil, it exports large volumes and is considered fourth largest behind Norway, Russia and Saudi Arabia (Herman 2002, 669). Besides, it has massive oil and gas reserves second to Russia. Analysts point out that even with these, security and economic concerns between Iran and those of its neighbor countries conflict in terms of policies, priorities and relationship. Iran uses its energy resources to influence and control the regions political activities. Its ambitions have been perceived by many analysts as those which outweigh security concerns and which could easily trigger regional military conflicts (Ulrichsen 2009, 49). Those nations opposed to its influence may not policy challenge its influence for economic and dependence reasons.Advertising We will write a custom proposal sample on Iran’s influence and balance of power in the Middle East specifically f or you for only $16.05 $11/page Learn More Support for terrorism Iran’s support for terrorist activities in the Middle East is one of the major strategies it uses to influence balance of power in the region (Franssen 2010, 22). Reports on terrorism issued by the US State Department indicates that Iran has over the years offered support to US-designated militant groups and terrorist organizations which include Afghanistan Taliban fighters, Iraqi militants, Palestinian terrorist groups, Hamas and the Lebanese Hezbollah (Nasr Takeyh 2008, 89). Oktav (2011, 139) points out in his article The Gulf States and Iran: a Turkish perspective, that this has massively undermined the regional political stability especially in Iraq and posed great threats to Lebanon and Israel among others. In addition, its support for terrorism is a great influence that challenges the efforts put by the US to advance peace process, promote regional stability and stabilize Afghanis tan and Iraq. Oktav continues to point out that through supporting terrorism, Iran easily exploits the existing sectarian and political discord in Lebanon and Palestine. Besides, by ensuring that there is a proxy military in Hezbollah, it can indirectly perpetuate conflict between Israel and Arabs. Hypothesis The high level of unrest in the Middle East and the political security arrangements tailored along balance of power are incapable of ensuring and maintaining stability and the much needed security in the region, especially with the fall of Iraq’s Baathist regime. Studies indicate that the settings of balance of power are normally based on rise of rival actors to power as well as on a win-lose or zero-sum game. The unrest in the region has been brought about by a balance of power system which has generated wars, crises, distrust and tensions (Oktav 2011, 140). In addition, the US and Iran are the only two trans-regional and regional actors with the capabilities of establi shing solutions on political security and conducting military operations in the region. Is it nuclear power, energy abilities, political and economical interests in the region amidst the instability and unrest that Iran is taking advantage of and intends to use it to influence balance of power, advance its policies and establish new governments?Advertising Looking for proposal on diplomacy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Research method and design Testing hypothesis The two basic approaches that will be applied to determine the reason for Iran’s influence in the Middle East will be qualitative and quantitative. In quantitative, the study will involve 300 respondents to represent the total population which is the proportion of the entire population that would have been approached for interviews. On the other hand qualitative research will be conducted through interview either in-depth one-on-one or in groups. Focus groups will also be used. Dependent and independent variables To determine the dependent variable, the study will examine the causes of unrest and the Middle East and the factors that are making Iran to influence power balance. On the other hand, independent variables will be obtained from studying the effects of balance of power in the Middle East. Data collection The research methodology applied in this research will be designed to achieve the set objective and test of the paper. Data collection methods for this research will be conducted through primary and secondary methods. The latter method will include books, academic journals, online articles, past projects by different authors, statistics from government and non-governmental organizations on Iran’s influence on balance of power in the Middle East. It will also involve a study of various academic works and research papers balance of power, reasons for unrest in the Middle East and security measures by the US. Primary data will be collected from surveys and interviews that will be conducted on various government and military leaders in the Middle East. Data analysis and discussions will be written from the findings on different academic resources, the survey and the interview. The study will review and classify findings, dependence and independence variables from different statistics and the situation in the Middle East as far as Iran’s influence in balance of power is concerned. It will a lso present statistics and information collected from the outlined sources to get a professional understanding of the issue References Barzegar, Kayhan. â€Å"Balance of power in the Persian gulf: an Iranian view.† Middle East Policy 17, 3 (2010): 74-87. Franssen, Herman. â€Å"ABU DHABI-Abu Dhabi: oil and beyond. The Middle East Journal 63, 4 (2009): 668-669. Malley, Robert Harling, Peter. â€Å"Beyond moderates and militants.† Foreign Affairs 89, 5 (2010): 18-29. Nasri, Grace. â€Å"Iran: Island of stability or land in Turmoil.† Domes 18, 1 (2009): 57- 73. Nasri, Vali Takeyh, Ray. â€Å"The Costs of Containing Iran; Washington’s Misguided New Middle East Policy.† Foreign Affairs 87, 1 (2008): 85-94. Oktav, Zeynep. â€Å"The gulf states and Iran: a Turkish perspective.† Middle East Policy 18, 2 (2011): 136-147. Pilisuk, Marc. Rountree Jeniffer and Pellegrini Gianina. â€Å"Playing the imperial game: the mindset behind the attack on Iraq .† Peace Research 40, 2 (2008): 39- 59,112. Ulrichsen, Kristian. â€Å"Internal and external security in the Arab Gulf States.† Middle East Policy 16, 2 (2009): 39-58. This proposal on Iran’s influence and balance of power in the Middle East was written and submitted by user Cailyn Cruz to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

My Life Timeline Activity for Kids

My Life Timeline Activity for Kids History is sometimes a hard concept for kids to grasp- not that events happened, but that they happened to real people and that to those people it wasnt history, it was the present. One of the best activities to help show your child the idea of being a part of history is to help him create My Life Timeline depicting their history and accomplishments. Note:  One thing to remember as you tackle this activity is that a child who was adopted may find this activity a little difficult, but there are ways to adapt it to make it more general. Instead of focusing on everything that happened from the time when your child was born and beyond, think about using less specific terms, like past and present. That way your child can decide what events in his â€Å"past† are of importance to him without feeling pressured to know the details of what happened in the time before he was adopted. What Your Child Will Learn (or Practice) Your child will get a sense of historical perspective while practicing sequencing and expository writing skills. Materials Needed: Roll of butcher paper  or some pieces of paper taped together to create a strip about 6 to 10 feet long.Pencils, a ruler, and markers.Pair of scissorsGlue or tapeIndex cardsPhotos commemorating events of your child’s lifetime. (They don’t have to be big events, just a good selection of photos that span his lifetime.) Starting a My Life Timeline Provide your child with some index cards and ask him to help you think about some moments in his life that are most important or memorable to him. Start by having him write his date of birth on an index card. Tell him what day of the week he was born on and the time if you know it, and ask him to add that information to the index card, too. Then, have him label the card with a phrase like Today, I was born!Challenge him to think of other days in his life that were important in his personal history. Prompt him to think about things like brothers or sisters being born, first days of school and family vacations. Ask him to write down the events and their descriptions, one on each index card, without worrying about whether they are in order.Complete this process up to the present day. The last card might say, Made a My Life Timeline.When he’s done coming up with events, have him place all the index cards the floor or on a table. Now, ask him to sequence the events according to whe n they happened, starting with the oldest (his birth date) on the left and working toward the most recent on the right. If your child is having trouble remember which events came before others, you can help him identify when something happened. Providing him with the month and year will be a big help in putting his personal history in order.Look through the photos together to try to find one to match each index card, but don’t stress if there isn’t one. Your child can always hand illustrate an event. Putting Together a My Life Timeline Lay the piece of butcher paper down on a hard work surface (the floor works best).Help your child use the ruler to draw a horizontal line in the middle of the paper from one end to the other.Start at the left end of the paper and draw a small line upward (vertically) from the middle of the paper. This mark will represent the day your child was born. Have him write his birth date above that line. Then ask him to make a similar line at the very end of the paper, writing today’s date and a little bit about himself and his life today.Have him place the index cards- in order- between those two dates, making a small line to connect each card to the line in the middle of the paper.Ask him to match the photos with the events and put each one below the correct index card (under the line on the paper). Glue or tape the pictures and index cards in place.Let your child decorate the timeline, trace the information he’s written with markers and then tell you his personal history!

A Profile of Greek Mathematician Eratosthenes

A Profile of Greek Mathematician Eratosthenes Eratosthenes (c.276-194 B.C.), a mathematician, is known for his mathematical calculations and geometry. Eratosthenes was called Beta (the second letter of the Greek alphabet) because he was never first, but he is more famous than his Alpha teachers because his discoveries are still used today. Chief among these are the calculation of the circumference of the earth (note: the Greeks did know the earth was spherical) and the development of a mathematical sieve named after him. He made a calendar with leap years, a 675-star catalog, and maps. He recognized the Niles source was a lake, and that rains in the lake region caused the Nile to flood. Eratosthenes - Life and Career Facts Eratosthenes was the third librarian at the famous Library of Alexandria. He studied under the Stoic philosopher Zeno, Ariston, Lysanias, and the poet-philosopher Callimachus. Eratosthenes wrote a Geographica based on his calculations of the circumference of the earth. Eratosthenes is reported to have starved himself to death at Alexandria in 194 B.C. Writing of Eratosthenes Much of what Eratosthenes wrote is now lost, including a geometrical treatise, On Means, and one on the mathematics behind Platos philosophy, Platonicus. He also wrote the fundamentals of astronomy in a poem called Hermes. His most famous calculation, in the now lost treatise On the Measurement of the Earth, explains how he compared the shadow of the sun at Summer Solstice noon in two places, Alexandria and Syene. Eratosthenes Calculates the Circumference of the Earth By comparing the shadow of the sun at Summer Solstice noon at Alexandria and Syene, and knowing the distance between the two, Eratosthenes calculated the circumference of the earth.The sun shone directly into a well at Syene at noon. At Alexandria, the angle of inclination of the sun was about 7 degrees. With this information, and knowing that Syene was 787 km due south of Alexandrian  Eratosthenes calculated the circumference of the earth to be 250,000 stadia (about 24,662 miles).

Jerusalem Essay Example | Topics and Well Written Essays - 500 words - 1

Jerusalem - Essay Example Obviously entry to Jerusalem is the privilege of Palestinians and Christians alike because their religious beliefs are also highly associated with this Holy Land. Christianity emerged from Judaism around 4 B.C. since the birth of Jesus Christ who was born and brought up as a true Jew. In the same way, Muslims believe that Mohammad ascended into heaven at al-Haran-al-Sharif which also is one of the areas of current dispute. Irrespective of the discrepancy, Israel permits all religious beliefs to be cherished in Jerusalem. The Prime Minister Benchamin Netanyahu (2009) expressed the Israel policy on this issue in his address on the occasion of Jerusalem Day State Ceremony. â€Å"United Jerusalem is the capital of Israel. Jerusalem has always been-and always will be-ours. It will never again be divided or cut in half. Jerusalem will remain only under Israel’s sovereignty. In the united Jerusalem, the freedom of worship and freedom of access for all three religions to the holy sites will be guaranteed, and it is the only way to guarantee that members of all faiths, minorities, and denominations can continue living here safely.† (Prime Minister’s Office). To illustrate, in 1947 when the United Nations established two states in Palestine, one Jewish and other Arab Jerusalem was considered as Independent international city. However, in 1948 the Arabs attacked Jewish sector of Jerusalem but Israel force gained upper hand in the battle. In 1948, when the modern state Israel was established, Jews were persecuted and expelled from the Old City. (Ullian K,2008 p.110). It was later in the Six Day War of 1967 Jerusalem was reunited by the Israel. Jerusalem is safe under the sovereignty of Israel because everyday hundreds of pilgrims and tourists from all over the world visit Jerusalem. Moreover, this secularism will only be maintained as long as the City remains under the control of Israel. For instance, although the Temple

Technology Social Media Social Apps Music Assignment

Technology Social Media Social Apps Music - Assignment Example MixPod is a music application that lets you create and embed your own playlist on Facebook profile. Music selection can be viewed at the MixPod site where you can choose among a large number of playlist styles. This also requires a MixPod account to set-up, thus you have to create one (http://mashable.com/2009/11/10/music-facebook-applications/). Music Challenge is a very popular music trivia application to have almost 3.4 million monthly users who are active. It is one of the best ways to put your knowledge of music into a challenge. This will let you and the other players answer the trivia of identifying the song based on the audio player (http://mashable.com/2009/11/10/music-facebook-applications/). My Band is another famous music application tool in Facebook that is promotional in nature. It aims to enhance your page in Facebook providing information about gig schedules, mailing lists, music sales and analytics who are listening and sharing your uploaded tunes (http://mashable.com/2009/11/10/music-facebook-applications/). Share Song is a simple yet effective music application that helps you find and share music easily. It allows the users to search, listen and share tracks. If the track exists in Grooveshark database, the users can post it to their profile and share it with their friends (http://mashable.com/2009/11/10/music-facebook-applications/). Tinysong is powered by Grooveshark’s P2P music sharing service which offers the users an enormous library of the song to choose from which can be shared through Twitter.  Twt.fm is another famous music application for Twitter users that allows you to connect to your twitter account and let you recreate your page to store your playlists, background, and avatar through an OAuth.  Ã‚  

Training of Airline Pilots Essay Example for Free

Training of Airline Pilots Essay This motto goes: â€Å"One mile of runway can take you anywhere†. Through my little time of being an aviator this has proven to be true. Aviation is an incredibly exciting field of interest that has no limits as to how far an individual can take it. Flying airplanes for a living can be very challenging, fun, and exciting; however looking past the outer shell, aviation is a main component of what makes the global economy work. According to Airsaftey.Aero, the aviation industry supplies 4. 5 million jobs directly related to airports and has a multiplier of 1.7, meaning that for every 100 jobs in aviation their are 170 jobs in associated industries. They also state that the total global value is US $880 billion. The industry allows faster, cheaper, and more efficient ways to travel for business, tourism, cargo, and mail. As you can see aviation is a huge power in the development and success of the global economy. The companies can make big profits and the economy is obviously better off with this industry. One item that is in direct correlation with the revenue of these companies is safety. Some people say that a pilot will make his whole life’s earnings in one flight and that may or may not be true, but the fact that the training of these pilots is crucial cannot be denied. This paper will discuss the attitude needed to become a pilot, the medical requirements to become a pilot, the beginning steps of becoming a pilot, the three main routes to become a professional pilot, and the continuing training required to maintain a professional pilot’s license. Attitude of Becoming a Pilot A pilot’s attitude can be the most important and valuable asset he has, yet it can also be the most dangerous. Decision-making is what separates a good pilot from a bad pilot. Every decision is a reflection of the attitude that a pilot has. Human factors are the number one cause of all aircraft accidents, and most of these stem from undesirable attitudes. It does not take an outstanding set of physical talents to become a pilot. Most people need to understand that the skills are within themselves to become a professional pilot. Aviation is very unforgiving to those who push the limits. There have been five hazardous attitudes identified that can be most detrimental to becoming a successful pilot. These attitudes have been classified as: Anti-Authority, Impulsive, Invulnerability, Macho, and Resignation. (Haz) The Anti-authority attitude is found in pilots who do not like anyone telling them what to do. This pilot may disregard rules, regulations, and procedures as silly or unnecessary. They have a â€Å"Don’t tell me† type of attitude and the proper antidote would be to say, â€Å"Follow the rules: they’re usually right†. The Impulsive attitude is displayed when the pilot feels the need to make decisions without fully thinking through the situation. Instead of saying â€Å"do something quickly,† this pilot should be saying, â€Å"Not so fast, think first†. Pilots who tell themselves that accidents and malfunctions cannot happen to them face the invulnerability attitude. Instead of â€Å"It can’t happen to me† pilots need to think, â€Å"It can happen to me†. Another undesirable attitude is described as macho. This is when the pilot has the attitude that he can take risks and that he is invincible. Instead of saying â€Å"I can do it,† pilots with a macho attitude need to train themselves to say, â€Å"Taking a chance is foolish†. The fifth category of undesirable attitudes is resignation. Pilots have no room for blaming occurrences on bad luck and that is what this attitude is. The pilot blames an undesired situation on luck and gives in. Someone with this attitude usually says, â€Å"What’s the use,† when they should have the attitude that â€Å"I can make a difference.† Pilots need to be committed to keeping a positive, levelheaded attitude. A good way to do this is to review human factors before every flight, recognizing the outside factors such as stress, money, commitments, etc. that will effect the decisions they make (Haz). Obtaining a Medical Certificate Obtaining an FAA medical certificate is required of every aviator, whether he will be at the controls as a student pilot or an Air Transport pilot. In this process a certified AME (aviation medical examiner) will perform what seems to be a basic physical examination on the patient. The examiner will check the patient’s eyes for distant visual acuity of 20/20 or better in each eye separately, with or without corrective lenses, near vision of 20/40 or better, the ability to perceive colors necessary for the safe performance of airman duties, and normal fields of vision. Next he will check the ears, nose, and throat of the patient making sure a certain decibel level can be heard, and that no preexisting issues can be identified within the nose and throat. Those are some of the main things that the examiner will be looking for in the physical components of the exam; however the rest of the examination will also include mental health, neurologic health, cardiovascular strength, and anything left that falls under general medical condition. It is recommended that if one wants to become an airline pilot that he obtain an FAA First Class Medical Certificate rather than the required Third Class Medical rating before beginning training as he cannot and will not be hired without one. The FAA does have an option to give waivers to those who may be on the border of passing one of these sections of the medical exam; however with the costs of training being very high it would be wise to make sure to meet all job qualifications prior to training (Con). Beginning Steps Now that the attitude required to be a professional aviator as well as the medical requirements have been discussed, the next step is to ask oneself some very important questions before beginning the actual training. The first question should be, â€Å"how much will this all cost?† There is no concrete number, but expect non-military training to cost somewhere around $60,000 for all the ratings. The next question to ask is, â€Å"how long will it take?† Again, there is no set time frame on this as some might learn faster or slower than others. From personal experience, expect two to four years to obtain all of the ratings unless doing military training, which is an accelerated program. Another question to ask would be, â€Å"what topics will you need to learn?† Most professional aviators did not just wake up one day and decide that they were going to try to be pilots. They have a passion for what they do and that is what makes them stand out in the fierce competition of the industry. This leads to the desire to learn many different aviation subjects such as Aircraft systems, Aerodynamics, Navigation, Weather, Aircraft operations, and Regulations. The last question one should ask is, â€Å"where should I go for flight training?† This question leads to the discussion of the three main types of flight training, which include Part 61 civilian, Part 141 flight schools, and military training. After considering whether one has what it takes to become an aviator, then the next step is to evaluate the fastest, cheapest, and most efficient way to obtain the required ratings while looking good on a resume. Part 61 Civilian Training While there is no college requirement to be an airline pilot, most employers will look for some college time and prefer a bachelor’s degree. Part 61 training is probably the simplest and easiest to complete, as there is no set time requirement for completion. The private pilot license, instrument rating, commercial license, and multi-engine license can all be obtained through part 61 training. This type of training is usually done outside of a school and all bookwork is done using a self-study style. A certified flight instructor will give all of the endorsements needed to complete the ratings up to the point when the student must fly with an FAA examiner. The timeframe is set on the student’s urgency and is usually a little less expensive than a Part 141 program. The most attractive attribute of a Part 61 flight school is the flexibility it gives its students. Even though this path has the least direction from the FAA, the pilots get a well-rounded training experience. Part 141 Civilian Training Part 141 flight schools have a more focused curriculum that requires not only flight checks but ground courses also. The FAA gives a lot of direction to the trainees. There are clear outlines for every part of the training to obtain each rating including the ground lessons, flight lessons, and stage checks. This is the best option for pilots who are serious about making a career out of flying and not interested in serving in the military. As with Part 61 training, there are several check rides required before completing flight training. The curriculum of the flight portion is set up to save flight hours creating a less expensive alternative. A Part 61 school requires a minimum of 40 hours, whereas a Part 141 schools only requires 35 hours. This may seem appealing, but many students at part 141 schools need over the 35 required hours. According to Patch on hubpages.com â€Å"The place where you may want to look at a part 141 school is when you go on to your advanced ratings. This is where your decreased requirements may actually have a true cost savings for you. For example, if youre getting your instrument rating at a part 61 flight school, youll need to have logged 50 hours cross country as pilot in command (PIC). Thats not a requirement for part 141 schools. Thats a considerable cost savings for most students.† Military Training Military aviator training is the toughest, least expensive to the pilot, and most desired because one can build turbine time. In the United States Air Force, officers go through a 4-phase program leading to receiving their wings. Phase-one is academic classes and pre-flight training. In this phase pilots learn and test in subjects such as Aerospace Physiology, Altitude Chamber, Ejection Seat / Egress Training, Parachute Landing Falls, Aircraft Systems, Basic Instruments, Mission Planning / Navigation, and Aviation Weather. In phase-two the officers begin primary aircraft training. This phase includes approximately 90 hours of flight training, lasting 22 weeks, with the Purpose of teaching students basic flying skills, Focus, Contact, Instruments, Formations, and Navigation. At the end of this 6-month phase, students pick which Advanced Track in which they wish to fly. Students pick based on their performance ranking in Phase-2. In Phase-3, advanced aircraft training begins. After Approximately 120 hours of flight instruction in 24 weeks of training, the hope is to put these pilots in fighter/bomber aircraft. Finally these select few are ready for phase-4, which is graduation. After roughly 52 weeks of training, officers receive their silver wings and are awarded the aeronautical rating of pilot (Spe). This method of training is desirable because one can get paid to become a pilot, can receive instruction from the worlds best, and can build turbine time before applying for an airline job (assuming the pilot are placed in a fixed-wing aircraft). The negatives of this path, on the other hand, is the competition and risk that one may end up not being a pilot, as well as a contract requiring a lengthy commitment to service. Overall this can be the way to go if one is confident in his own skills and abilities. Airline Training Once one has completed getting all of the ratings, certificates, and licenses and thinks all the training is over, well guess again. The airlines require even more training. Joel Freemen of Howstuffworks.com says: â€Å"Regardless of your background, the airline will train you based on its procedures and its FAA-approved training curriculum. Even though all airlines fly the same kinds of airplanes, each airline has slightly different methods and procedures. The goal of an airline is to train you to be qualified in your position and to be standard. Standardization is one of the pillars of a safe airline. The concept is that, within the airline, cockpit behavior and procedure will be the same in every flight, no matter which pilots are at the controls, to prevent confusion and misunderstanding.† The initial training includes regulations and company-specific procedures. The pilot will then spend two weeks learning specific systems and equipment that they will be operating. Next is the simulator training. The airline will simulate every emergency procedure and mishap imaginable to ensure the ability of the pilot before allowing them to fly their million dollar airplanes. Next the pilot will be fly to obtain initial operating experience. This experience includes at least 25 hours of flight time. After this, the pilot is released to operate scheduled flights as a crewmember. What to Expect From an article on nytimes.com here are three short testimonies of the life of a few regional pilots: â€Å"Alex Lapointe, a 25-year-old co-pilot for a regional airline, says he routinely lifts off knowing he has gotten less sleep than he needs. And once or twice a week, he says, he sees the captain next to him struggling to stay alert. Neil A. Weston, also 25, went $100,000 into debt to train for a co-pilot’s job that pays him $25,000 annually. He carries sandwiches in a cooler from his home in Dubuque, Iowa, bought his first uniform for $400, and holds out hope of tripling his salary by moving into the captain’s seat, then up to a major carrier. Assuming, that is, the majors start hiring again. Capt. Paul Nietz, 58, who recently retired from a regional airline, said his schedule wore him down and cost him three marriages. His workweek typically began with a 2:30 a.m. wake-up in northern Michigan and a 6 a.m. flight to his Chicago home bases. There, he would wait for his first assignment, a noon departure.† These scenarios go to show that it takes a lot of hard work, passion, and love for aviation to be an airline pilot. These guys start off making awful wages, are kept away from home, get little sleep, and eat unhealthy fast food most of the year until they obtain seniority. Conclusion Pilots are the poster child’s of the aviation business. They are the most seen by the public; therefore it is essential that they demonstrate professionalism when they put on the uniform. Professionalism is not something that a pilot obtains when he/she begins making money for an airliner but rather a personality that shows respect to his/her crew, passengers, and aircraft. Professionalism is what airlines are looking for when they are hiring, they are looking for a potential Captain. Being an airline pilot isn’t for everyone though. You can probably tell from the rest of this paper that it really requires a passion as well as a great deal of sacrifice to make it through the rigorous and lengthy training. The sacrifices don’t end there, as pilots are often in major debt for years before they make enough to pay off the loans they acquire, they sacrifice time spent with their families, and they are physically tested from day one. Although this all seems negative, it is a must. Hopefully the passengers see these as a positive. The more training a pilot has, the safer he/she will be in the cockpit. The excess in training provides more protection to the passenger and/or the cargo. Training also improves accident rates therefore keeping passengers flying and keeping aviation stimulating and allowing our economy to grow.

Freud :: Essays Papers

Freud The theories of Sigmund Freud were advanced and are very influential to modern society. This Austrian physician and neurologist is commonly considered as having one of the greatest creative minds of recent times. Throughout his entire childhood Freud had been planning a career in law. Not long before he entered the University of Vienna in 1873 Freud decided to become a medical student. In school he met a boy that was much older than him. Looking up to him and respecting his thoughts, Freud developed a wish to study law as this older student did, and interact in social activities. Also at this time Freud was interested in the theories of Charles Darwin. He heard Goethe's beautiful essay on nature read aloud and that made him decide to become a medical student.2 He was drawn to a study of science and he wanted to solve problems facing the scientists of his day.3 His intention was not to be a conventional doctor but pressed by his "greed for knowledge," he studied philosophical-scientific questions.4 One of the scientists he studied he studied with was a French psychiatrist named Jean Martin Charcot who was the director of a mental hospital. Freud was impressed a great deal while he was with Charcot. He took a lot of interest in his latest investigations upon hysteria. Charcot's demonstrations provoked in many people a sense of astonishment and skepticism.5 Charcot's influence channeled Freud's interest toward psychopathology. He was Freud's model and had an insatiable willingness to see and listen.

Government Intervention: Airbus and Boeing

Government Intervention at Boeing and Airbus Towards the beginning of aircraft manufacturing, Boeing and McDonnell Douglas stood as the leading aircraft manufacturers on a global scale. Working alongside the U. S. Department of Defense, Boeing received multiple contracts aiding the industry with tax breaks and infrastructure support. Meanwhile, Spain, France, Germany, and Britain formed an alliance to help start the second most leading aircraft manufacturer, Airbus. Since democratic socialism was the current system in Europe, it was customary for the government to play such a large role.Thus, Airbus received billions of Euros in subsidies and soft loans from these founding governments. Not only did their money nurture the birth of Airbus, but also helped this company to continue to succeed and compete against Boeing. In their defense, EU officials claimed that this stimulated approximately 53,000 jobs, created a large capital in Europe, and generated massive tax revenues. By the 2000 ’s, Airbus ended up exceeding Boeing’s sales, which led the United States to bring the case to the World Trade Organization.On the contrary, EU came back with a counter-claim stating that the United States had massive defense contracts with Boeing, and even an alliance with Japanese business partners such as Kawasaki and Mitsubishi. The Japanese partners, alone, funded $1. 5 billion in soft loans. The heavy subsidies and soft loans provided by the EU can be considerably unfair in the development and success of Airbus. With the support of the four countries Spain, France, Germany, and Britain, Airbus is practically incapable of failing.The main issue to be argued is not how the governments of the four founding countries helped the birth of Airbus, but how the millions of dollars in aid and â€Å"loans† are allowing Airbus to quickly gain market share and help surpass Boeing’s annual sales. Airbus has several advantages in terms of gaining such a healthy su pport from the EU governments. For example, they can cut their costs in production, and use those finances towards market research, and better understanding and mastering the market.According to BBC News Article â€Å"Europe Considers Airbus Soft Loan†, the aid helped Airbus gain the A350 aircraft at a lower price, and thus compete in the same market as Boeings 787 Dreamliner. In terms of Europe’s history of socialism, it is more acceptable for such government aid since the government plays a large role in mass transit. However, these loans and grants still cross the line, and the government has intervened too much in such a private industry. At the same time, the U. S. military contracts are equivalent to subsidiaries. Although the U. S. military has defense contracts with Boeing, they do not own Boeing.The U. S. military would not want a foreign country producing its defensive weapons. It makes sense that they would be involved in contracts with the largest global ai rcraft manufacture in the United States. It is felt by the United States government that contracts with the United States military are not the same as direct grants from the United States government. Through this arrangement, Boeing receives an unfair advantage. Over the years, Boeing has received $23 billion United States taxpayer dollars. Boeing also received infrastructure support and tax breaks from the government.In 2010, the WTO found Airbus to be illegal because they had acquired $20 million dollars in EU aid. It appears that the Americans are helping to fund Boeing, while the Europeans aid Airbus. Much like it’s French competitor, Boeing enjoys considerable benefits from the state of Washington. Boeing employs more than 80,000 people in Washington State; providing high salary, high skill jobs to Washingtonians. In order to keep the company’s headquarters in state, Washington has provided significant corporate tax breaks and infrastructure support. State tax dol lars are used to make sure doing business is easy in Washington.At this point, evaluating fairness is pure conjecture. It can be argued that the USA’s lawsuits against European subsidies provided to Airbus are hypocritical, if Washington is offering government benefits as well. Washington operates in a legal grey area when it comes to international trade. As Washington is not it’s own country, it cannot be held to World Trade Organization standards. The US government argues that the tax-breaks and infrastructure development provided by Washington State are miniscule when compared to the billions provided in subsidies and soft loans to Airbus.Washington’s tax breaks and infrastructure assistance are obviously advantageous for Boeing. Judging whether it gives Boeing an unfair competitive advantage is, again, pure conjecture. It is beneficial to recognize how small such advantages seem when compared to the billion dollar subsidies offered to Airbus and the defense contracts offered to Boeing. Airbus generates a huge amount of money and employs thousands of people in the world. Currently the European Union is supporting the company financially through multiple loans.The Airbus Company is not responsible for paying back their past debt unless they make a profit. Boeing has brought about multiple lawsuits in regard to the government support, and believes that Airbus would not be able to continue if they were not supported by the European Union. It can be suggested that the European Union will not discontinue support to Airbus because of the 53,000 people who are employed by the company. Airbus also generates a lot of money for Europe and would not only cost the jobs of 53,000 people, but also a huge market for European profits.The European Union’s support of Airbus is in its best interest of the economy for Europe. There would be a huge loss of jobs for Europe and the economy would be directly affected. The benefits from Airbus to Europe are much more valuable to them than the money they may be losing from their investment. At the same time, Boeing is also benefiting from the support of the United Nations. In recent years, the government has been supporting Boeing as means of competing with the European government support towards Airbus.In the event that the world trade organization rules against Airbus, and tells it to stop providing subsidies, Airbus will most likely find alternative ways to preserve their company. They would most likely find different ways to provide loans. They would also argue that this is what the US is doing, like the subsidies they’ve received from Japan. Maintaining the aircraft industry is very difficult because there are many expenses that go into making and conserving an aircraft. Airbus would have to seek help elsewhere to assist with the finance so that they could turn a profit while still holding up competition with Boeings newer aircraft.Although this is most likely what they would do, a new approach that could help them without using subsides is finding newer and more effective forms of technology. Inputting newer technological advances would make the Airbus airplane more desired than the Boeing airplanes. New technologies may include a fuel-efficient airplane, or an airplane built with more comfort; by making the aircraft more appealing and run cheaper, they might be able to beat out the competition of Boeing without help from the government. This approach is how Airbus can again be a leader in the global commercial aircraft industry.

Identity – I am an American, not an Asian-American

‘I am an American, not an Asian-American. My rejection of hyphenation has been called race treachery, but it is really a demand that America deliver the promises of its dream to all its citizens equally.' What is identity? Many of us would think that the answer to this question is simple but once placed on the stop and asked to answer it, the answer creates more of an issue than the question. Identity can be defined in many different ways and there is more than one identity. The most obvious of these is an individual identity, regarding one person and their ability to establish their identity and locate themselves. There are also social identities, and collective identities. Usually identity is to do with ideas that are derived from society and often requires some reflexivity as it is to do with being a social being part of a society. It is mostly acquired through social interaction and the meanings we decide of social positions and is often marked through symbols. Identity is all about similarities and differences. These help one identify their sense of self in relation to others who are similar or different. For example it can help identify distinctive characteristics that make one different from others, or identify a shared viewpoint or physical features that make one similar to others. Identity is about how we think about ourselves, other people around us and what we think others around us think of us, many people would imagine social life unimaginable without a social identity. Mukherjee grew up in a Hindu, Bengali-speaking and middle-class neighbourhood. The general belief in her birthplace was that ‘one's identity was fixed, derived from religion, caste, patrimony, and mother tongue.' One did not need to ‘discover' their identity because it was unchangeable and one hardly had an individual identity. As the society was one consisting of similar people, there was a sense of a shared and collective identity, even if not socially, at least within one's family it was shared. Her neighbourhood had influenced her identity greatly, especially when regarding social divisions. For example; gender. In the article, certain sentences make it clear that Mukherjee comes from a male-dominated society. ‘Men provided and women were provided for. My father was a patriarch and I a pliant daughter†¦I didn't expect myself to ever disobey or disappoint my father by setting my own goals and taking charge of my future.' It also seems that class played an important role in the social divisions of the collective identity where she lived. ‘Two commands my father had written out for me†¦marry the bridegroom he selected for me from our caste and class'. She also claims that intercaste, interlanguage and interethnic marriages were forbidden within their traditional culture. Even emigration was frowned upon in Bengali tradition as it was seen as a form of diluting true culture. It seems that a woman's identity was set by the identity (or status) of her father, or after marriage; her husband. Mukherjee also states ‘I was who I was because I was Dr. Sudhir Lal Mukherjee's daughter'. It should also be noted that Mukherjee chooses to use the word ‘was' rather than ‘am'. This suggests that she has in a way cut off ties with her previous identity. She now sees her main identity as being American. Once in America, Mukherjee regarded herself as an Indian foreign student who intended to return to India to live. Her short and impulsive marriage ceremony led her into a whole new world regarding identities and their importance. She felt cut off from the ways of her life in Bengal as she had done something she never would have ever dreamed of doing. She now felt as if she had conflicting loyalties between two extremely different cultures. In America, women have more rights and participate in society just as much as men. This was new to Mukherjee as she now struggled to find her true identity; something she had never really paid attention to before. There had been a recent uproar in America concerning things such as ‘who is an American?' and ‘what is American culture?'. These led to issues involving the scapegoating of immigrants which further pushed Mukherjee into adopting America as her new homeland and following American culture. However, Mukherjee done all with her own choice and therefore takes her citizenship very seriously. The United Nations adds new members almost every year, many ‘old nations' now find themselves challenged with ‘sub' – nationalisms. It looks more and more likely that there will be a creation of more nationalities and people may lose true sight of what their nation once was. Many people in one society do not know each other or even of one another's existence, yet there is a sense of a ‘community'. Anderson (1983) describes this situation as an ‘imagined community'. Members cannot know each other and despite inequality there is still an imagined meaningful friendship. One can, and does have more than one identity. Goffman (1971) talks about impression management and gives life the metaphor of a drama. Humans are seen as actors and play many different roles. He believes that they follow certain ‘scripts' which are relevant in some situations but not in others and interaction is seen as a performance to the audience. This is known as his ‘dramaturgical analogy'. William Shakespeare once famously wrote ‘ All the world is a stage, And all the men and women merely players. They have their exits and entrance; Each man in his time plays many parts'. This means that a concept, even if not widely agreed with, to do with Goffman's idea has been around for a long time. In the debate of culture and identity, the notion of agency is a central theme. Agency is about choice, the ability to exercise this choice in order to shape our own identities. Agency is highly related to reflexivity; a post modern idea. Reflexivity is to do with the capacity of humans to reflect upon themselves, their actions and others around them in order to change or improve themselves. Mukherjee was brought up in an environment where the notion of agency in regards to identity did not exist. Identity was fixed, and one could not change it. Therefore, when she adopted her new found culture in America, she automatically was using agency to choose and shape her own identity. Identity is ever-changing; it changes with time, place and an individual's perception of reality (Vithu Jeyaloganathan – Sri Lankan born Canadian, b. 1991). An Indian politician and founder of the Indian Constitution ( B.R.Ambedkar) once said that ‘Unlike a drop of water which loses its identity when it joins the ocean, man does not lose his being in the society in which he lives. Man's life is independent. He is born not for the development of society alone, but for the development of his self.' This may be representative of India's changing views on the topic of identity and more importantly, individual identity.

Free Essays on “Rape Fantasies” vs. “Looking at Woman”

â€Å"Rape Fantasies† vs. â€Å"Looking at Woman† The following essay goes in depth about the concern for female power and if females even have any power over males. â€Å"Rape Fantasies† is written in a woman’s perspective and â€Å"Looking at Woman† is written in a male’s perspective. As you continue to read this essay you will see the differences that men and woman share, and how the authors differ when talking about the roles of woman today. â€Å"Rape Fantasies† is an essay where a woman named Estelle is the narrator and she speaks to the reader about her life and her own rape fantasies. The fantasies are not so much rape fantasies, but fantasies of meeting different people in the wrong way. Estelle befriends the rapists and has conversations with them and this is her way of meeting different people. Estelle narrates this essay. She is at work with her co-workers and is listening to each one of them tell their rape fantasy stories and then goes on to tell hers too. At this point when she is telling hers, it is Friday night and she is at a bar with a complete stranger. Estelle is in her mid-thirties, roughly, and seems to have a dull, boring job. Due to the lack of excitement at her job, she creates these fantasies about men entering her life and wanting to have sex with her, but she always end up feeling sorry for that person in each fantasy. One has an acne problem and she wants to give him the name of her dermatologist and the other has a cold and she offers him some Kleenex and he ends up staying the night with her. These fantasies are created by her need to be with someone and not to be lonely. When Estelle enters the bar on a Friday night she sits at a table and begins talking about her rape fantasies with a random stranger that she meets. She reveals a lot about her self to this complete stranger and I believe that she is trying to fulfill one of her fantasies with this man. Estelle wants to have someone in... Free Essays on â€Å"Rape Fantasies† vs. â€Å"Looking at Woman† Free Essays on â€Å"Rape Fantasies† vs. â€Å"Looking at Woman† â€Å"Rape Fantasies† vs. â€Å"Looking at Woman† The following essay goes in depth about the concern for female power and if females even have any power over males. â€Å"Rape Fantasies† is written in a woman’s perspective and â€Å"Looking at Woman† is written in a male’s perspective. As you continue to read this essay you will see the differences that men and woman share, and how the authors differ when talking about the roles of woman today. â€Å"Rape Fantasies† is an essay where a woman named Estelle is the narrator and she speaks to the reader about her life and her own rape fantasies. The fantasies are not so much rape fantasies, but fantasies of meeting different people in the wrong way. Estelle befriends the rapists and has conversations with them and this is her way of meeting different people. Estelle narrates this essay. She is at work with her co-workers and is listening to each one of them tell their rape fantasy stories and then goes on to tell hers too. At this point when she is telling hers, it is Friday night and she is at a bar with a complete stranger. Estelle is in her mid-thirties, roughly, and seems to have a dull, boring job. Due to the lack of excitement at her job, she creates these fantasies about men entering her life and wanting to have sex with her, but she always end up feeling sorry for that person in each fantasy. One has an acne problem and she wants to give him the name of her dermatologist and the other has a cold and she offers him some Kleenex and he ends up staying the night with her. These fantasies are created by her need to be with someone and not to be lonely. When Estelle enters the bar on a Friday night she sits at a table and begins talking about her rape fantasies with a random stranger that she meets. She reveals a lot about he rself to this complete stranger and I believe that she is trying to fulfill one of her fantasies with this man. Estelle wants to have someone in...

An Analysis of Tone in The Road Not Taken, a Poem by Robert Frost

An Analysis of Tone in The Road Not Taken, a Poem by Robert Frost Robert Frosts work The Road Not Taken conveys a very simplistic, yet introspective theme. The poem describes the dilemmas and choices one must make in life, and how those specific decisions affect that person. Frost establishes this theme with an allegorical illustration of two paths in the woods. Later in the poem, the author reveals the attributes and personality of the main character as he or she contemplates past life choices. This characterization helps to bridge the gap between the reader and the character, allowing the poem to communicate a deeper resonance. Frost strengthens the readers figurative presence in the poem by presenting such emblematic diction and setting. The use of such devices again aid to the connection between the reader and the character-forcing Frosts message to become even more insightful. Robert Frost portrays a very pensive and impactful tone in his poem The Road Not Taken through means of symbolic imagery, representative setting, thorough characterizati on, and powerful diction, in order to encourage the reader to reflect upon his or her own life choices. One of the most significant elements of this poem is Frosts use of imagery. In the opening lines of the poem, the main character stops at a forked path in the forest, pondering which direction he or she will go. This part, being one of the most vital, symbolizes a choice needing to be made, most likely in life. Roads in literature often correlate with travel or a migration from one place to the next. So, the characters consideration about which road to take reveals a self-reflection the character has about which direction to go in life. Secondly, before the character continues his or her journey, he or she notes that the end of the first trail is covered by a sort of undergrowth, metaphorically indicating the perplexity of life and the inability to predict the consequence of life choices. The poem unmistakably exhibits this analysis in the first stanza, Two roads diverged in a yellow wood, / And sorry I could not travel both / And be one traveler, long I stood / And looked down one a s far as I could / To where it bent in the undergrowth (lines 1-5). Furthermore, it can be said that Frosts use of these figurative images are centralized to exemplify his tone of self-reflection and cogitation, as they boldly depict the importance of lifestyle decision-making. Another literary aspect Frost utilizes to express his tone is setting. In the poem, he writes, Two roads diverged in a yellow wood (line 1). The phrase a yellow wood may be an indication of the color the trees radiated. This suggests that the story takes place in the middle of autumn, most likely, contributing to the sense that time is running out-as in life-for the character. Here, Frost again outlines his tone as he demonstrates the characters rational contemplation and, eventually, regret. The author further establishes the setting as he indicates that the paths were not worn, even stating that one was grassy, providing a location of serenity and aesthetic beauty. This rendition of the setting applies a philosophical aspect to the poem, as it represents a life of innocence and potential. The forked trail could symbolize maturation and development, as the character is forced to choose which direction he or she wants to take his or her life. In the second stanza, it states, Then too k the other, as just as fair, / And having perhaps the better claim, / Because it was grassy and wanted wear (lines 6-8). In this part of the poem, it almost seems as if the character foolishly expected life to desire him or her to enter it, as the poem suggests the grass wanted to be worn down. This is probably one of the reasons why the character emotes regret later in the work. Again, Frost communicates his solemn and contemplative tone by familiarizing the reader with the characters experiences. Frost draws the reader into the story as he characterizes the man or woman standing in the woods. The character evidently appears conflicted throughout the story as he or she faces a dilemma and eventually has mixed emotions when one of the options were chosen. As the second stanza begins, the character states that he or she hastily chose the grassy trail which, according to the theme, is not wise. The author seems to suggest that the character is highly impulsive, while also adventurous, considering that he or she is wandering through the forest, almost aimlessly. As the story progresses, however, the character seems to be regretful of the choice he or she has made. For instance, as the character walks, he or she begins to seem fearful that the opposite path may have been more alluring or aesthetic. This becomes evident in the third stanza, stating, And both that morning equally lay / In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way lead s on to way, / I doubted if I should ever come back. (lines 11-15). Understanding the characters feelings again strengthens the relationship between the reader and the character, making the authors reflective tone and solemn message become even more compelling. The final figurative element Frost incorporates into the poem is diction. This becomes prominent in the final stanza, as it reveals the characters regrets. I shall be telling this with a sigh / Somewhere ages and ages hence: / Two roads diverged in a wood, and I-/ I took the one less traveled by, / And that has made all the difference. (lines 16-20). With use of the word sigh, Frost delineates the characters dissatisfaction with his or her choice. In the conclusion of the poem, the character, realizing that he or she had made the wrong choice, suggests that if the other path had been taken, he or she would have made the better choice. This ties in with Frosts tone as it is represented in the characters regrets. Robert Frosts short poem The Road Not Taken proves its literary merit through an intensely developed theme, as well as tone. Frost organizes an exceedingly philosophical and contemplative piece, through use of numerous literary devices. One of the most eminent include metaphorical imagery, such as autumn, a forest, and paths. He further exemplifies the tone as he employs setting and characterization. With these instruments, the poem is able to appeal to the reader, as it seemingly allows an immersion into the text. Finally, the authors application of diction contributes to what makes the text so captivating, as it lets the reader delve into the mind of the character. The poem The Road Not Taken by Robert Frost illustrates an insightful, yet regretful tone through use of setting, characterization, imagery, and diction, for the sole purpose of making the reader aware of the haste and intricacy of life.

Love. Negligent Tort Coursework Example | Topics and Well Written Essays - 500 words

Love. Negligent Tort - Coursework Example There must have been a duty of care owed by the defendant to the plaintiff, the duty of care must have been breached, the breach must have resulted into a loss, and the immediate loss must have been attributable to the actions of the defendant (Miller and Gentz, 2009). Duty of care refers to a person’s obligation to refrain from causing harm to other members of the society and from infringing other people’s rights. The principle of duty of care therefore establishes fundamentals of peaceful coexistence in the society. The measure of degree of duty of care in the law of negligent tort is measured by the standard of a normally rational person. Further, determination of the duty of care relies on the capacity of the defendant. There are however certain exemptions to a person’s duty of care to other parties. Foreseeable risks and contributory negligence for instance reduces a defendant’s liability to exercise a duty of care to another person (Miller and Gentz, 2009). Negligent tort is further defined by failure to exercise a person’s duty of care to others. The breach of duty of care is also defined by normal standards of the defendant and the environment. A professional medical practitioner is for example more liable for breach of duty of care to a patient than an ordinary citizen under the same conditions is. The breach of duty of care must subsequently be supported by a resultant legal damage. The term legal damage means that the injury that is suffered by the plaintiff must be actionable before a legal system. This is because some losses may not be legally recognized (Miller and Gentz, 2009). The final element of a negligent tort is the proximate causation. This element defines the relationship between the damage suffered and the actions of the defendant. Negligent tort can only be instituted if the damage suffered by the plaintiff is attributable to the defendant’s breach of duty of care (Ramlogan, Persadie and