Software Piracy Essays (748 words) - File Sharing,

Software Piracy Software Piracy - Are We Doing Enough? Introduction Imagine that a person offered to break into a software store, turn off all the alarms, and hold the doors open, and allow you to take whatever you wanted from the store. This situation is faced by most computer owners everyday, not necessarily in this form, but in the form of software piracy. Software piracy is the unauthorised duplication and or distribution of copyrighted programs. There would only be select group who would not be tempted by the prospect of basically free software, most of those who are offered these kind of goods either accept them, or are unaware that they are not legitimate. No matter how this crime is being conducted, it has been estimated that this sort of crime is costing the world approximately 13 billion dollars annually. Beginnings Software piracy became popular through the use of Bulletin Boards, which allowed people to dial into other an ?underground? archive of pirated software. Around this time, 31/2 Inch discs were also a popular medium for pirated software. Popularity The reason behind the widespread popularity of software piracy lies in the cost. Why pay $80 dollars for a piece of software, when you could get it for the price of a blank CD. Software piracy has boomed over recent years, which can most likely be attributed to the drop in price of CD Writers, which allow the user to copy from one CD to another in less than an hour. During the beginnings of software piracy, the floppy disc was the only feasible method of tangible transportation, and because of the size of most software, many floppy discs were required for storage. This problem has also been eliminated by the CD-writer and CD, which can copy and store approximately 700 megabytes of information, as apposed to 1.44 megabytes. What's the Problem? This is a question asked by many people, who do not know the damage caused by software piracy. The initial problem lies in the producers of the piece of software, and to make up for the cost of production, they must sell thousands of copies. However, software piracy has caused the widespread loss of sales, which in turn reduces the amount of money received by the makers of the program. Ultimately, this result in the producers being forced to increase the price of their product, which again, encourages the use of cheap pirated software. This can be described as a piracy cycle. What Are We Doing About It? Considering the cost of software piracy to the entire world, the action taken against it has been minimal. It has been estimated that the complete elimination of software piracy would boost worldwide revenue, by more that 30 billion dollars. However, even this incentive has not been enough to spark more than a few over-glorified ?sting? operations on isolated software pirates. More action must be taken, if the creation of software is to continue, for if this enormous amount of money is being lost, most prospective software producers will be turned away by the lack of profit. What can we do about ? This is not an easy problem to fully eliminate, because of the diversity in its participants, from large-scale companies, to people operating private CD-writers, however steps can be taken to reduce the amount of pirated software being bought and used. Software piracy has been likened to jaywalking, in that it is common, but not punished often. This must change. Software piracy should incur immediate prosecution, and swift punishment. This way, prospective software pirates will be discouraged from involving themselves. Also, control of the medium, in which modern software pirates most commonly buy and sell in, would reduce the amount piracy. This means controlling the sale of CD-writers and blank CD's. Conclusion To conclude all of the above statements, it can be said that software piracy is a growing problem that is costing the world exorbitant amounts of money. The amount of action taken to stem the spread of piracy around the world needs to be extended, in order to bring about an end to this expensive problem. This action would include harsher and swifter punishment, and control of CD-writers and CD's. Bibliography Protecting Against Software Piracy. http://www.microsoft.com/piracy/ 2000. ?Software Information Industry Association? http://www.siia.net/piracy/default 2000. ?Combating Software

Thank You, God Quotes Express Appreciation

Thank You, God Quotes Express Appreciation If you are grateful for your lifes blessings and want to thank God for them, you can express your thanks in prayers and deeds. Spend a few moments every night to say a small thank you to God: not just for your successes; offer your thanks even when you fail. Failures are the stepping stones to success. Ask God to guide you through your difficulties so that you emerge strong. Find your inner strength by focusing your energies on your goal. These thank you, God quotes are more than expressions of gratitude. They inspire you to have humility and sincerity. They remind you that you are lucky to have your desires fulfilled and that you should not take your blessings for granted. Many others, though not as lucky as you, have overcome their difficulties and continued on their path. Fortune favors the brave, but dont let your achievements make you overconfident or ungrateful. Stay humble; a small mistake can wipe out your fortunes. Mitt Romney Our worldly successes cannot be guaranteed, but our ability to achieve spiritual success is entirely up to us, thanks to the grace of God. The best advice I know is to give those worldly things your best but never your all- reserve the ultimate hope for the only one who can grant it. Joseph Hall What I have done is worthy of nothing but silence and forgetfulness, but what God has done for me is worthy of everlasting and thankful memory. Rosie Cash Just a thank you is a mighty powerful prayer. Says it all. Ben Stein I thought that all of the sacrifices and blessings of the whole history of mankind have devolved upon me. Thank you, God. White Eagle Happiness is the realization of God in the heart. Happiness is the result of praise and thanksgiving, of faith, of acceptance; a quiet tranquil realization of the love of God. e.e cummings I thank you, God, for this most amazing day, for the leaping greenly spirits of trees, and for the blue dream of sky and for everything which is natural, which is infinite, which is yes. William Arthur Ward God gave you a gift of 86,400 seconds today. Have you used one to say thank you? James Russell Lowell Thank God every morning when you get up that you have something to do that day, which must be done, whether you like it or not. A.W. Tozer Perhaps it takes a purer faith to praise God for unrealized blessings than for those we once enjoyed or those we enjoy now. Jean Ingelow I have lived to thank God that all my prayers have not been answered. Henry David Thoreau Thank God men cannot fly and lay waste the sky as well as the Earth. Thomas Goodwin Those blessings are sweetest that are won with prayer and worn with thanks. John Milton Gratitude bestows reverence changing forever how we experience life and the world. Steven Cojocaru Thank you to all for your prayers and good wishes. It gave me the strength to persevere and warmed my heart. Meister Eckhart If the only prayer you ever say in your entire life is thank you, it will be enough. Garrison Keillor Thank you, dear God, for this good life and forgive us if we do not love it enough. Thank you for the rain. And for the chance to wake up in three hours and go fishing: I thank you for that now, because I wont feel so thankful then. Fritz Scholder I give thanks every day that Ive been able to take my craziness and make it work for me. Israelmore Ayivor Ingratitude to God does not rely only on our refusal to give the verbal Thanksgiving due to him but also resides in our inability to appreciate his gifts and potentials in us by leaving them untapped. Sarah Ban Breathnach â€Å"Every time we remember to say thank you, we experience nothing less than heaven on Earth.†

Mahatma Gandhi Coursework Example | Topics and Well Written Essays - 3000 words

Mahatma Gandhi - Coursework Example Mohandas Karamchand Gandhi is usually addressed as Mahatma Gandhi, "Mahatma" meaning "Great soul". He led India through its struggle to independence and has been rightfully called the "Father of the nation" or "Bapu, meaning Father" in India. He was a great visionary and in his thoughts and actions were far ahead of his times. He lived his life for his principles of simple living and high thinking. He wanted to follow "satya" or truth and ahimsa or non-violence. In a world of crimes and death rows, he showed that spirituality and a deep concern for his fellow beings a can achieve a lot through the toughest of odds. In the Times Magazine, year 2000 Johanna McGreary, writes that, "In an age of empire and military might, he proved that the powerless had power and that force of arms would not forever prevail against force of spirit." Times magazine had nominated him as the runner up for the "Person of the Century". Gandhiji's autobiography, "The Story of My Experiments with Truth" makes gripping reading and one cannot but be amazed at the humble beginnings and simple circumstances which has led to the shaping of this great soul who served as a documented inspiration for celebrities like Martin Luther King, Nelson Mandela, Lech Walesa, and Aung San Suu Kyi. Set in the time frame of the mid 1800's to the mid 1900's it targets multiple audiences, which are riveted towards it for the different facets it presents. It walks us through his innocence childhood, youthful discrepancies and an emerging maturity as he sees the world and takes in the sufferings and the steeled principles, which eventually sees him, triumph. He is never at a loss for words because it's just a narration of the happenings in his life, his inspirations, both people and events, and a will to impart his education and knowledge to the readers. His autobiography is very simply written and starts honest account of what how his life began. He was born in Porbunder in 1869 on October 2nd. He was the youngest of three brothers. He was born in to a traditional, religious "Vaishnavite " family meaning a particular caste bound by specific religious beliefs and cultural codes. His father was a strict but very well respected "Divan" or official in the administration and was young Gandhi's role model. His mom is portrayed as a very religious person who put herself through fasts and saintly austerities and accepted every hardship as a will of god and did not flinch when things didn't go according to plan. Young Gandhi states that two of the most inspiring events in his life happened during his childhood.One of his first memories is the reading of a book about 'Sharvan", a son who stuck to taking care of his parents with unerring devotion and care. He was enamored by this fact and the proof that he imbibed it well is that when his father is bed ridden later in his life he was one of the prime nursing aides: even in his young age, he is supposed to have forgone time at the gym in order that he rushes home to be at his father's side. But at the same time, he also feels very badly when he spends time with his

Philip Island Essay Example | Topics and Well Written Essays - 1000 words

Philip Island - Essay Example Enroute to the Philip Island the Cranbourne, Richmond, Tooradin and San Remo cities were also superficially studied to examine the impact of urbanization as well as tourism on these cities. I. Cranbourne: Melbourne, on its south east seemed to be rapidly expanding into the agricultural estates of Cranbourne. The transition of agricultural lands to residential plots as an answer to the growing needs of people daily commuting to city was clearly evident. The houses were usually single storeyed made up of bricks and tiles of medium blocks separated from each other. It provided space for business like news agencies, bakery and hardware stores. However agricultural practice and agricultural products were still evident. III. Tooradin: Tooradin is a rural area with rich darker clay sand where agriculture is the main occupation. But recent trend is that it supports tourism for holiday lovers who wish to spend quiet holidays and enjoy fishing. IV. San Remo: San Remo a former fishing village is well connected to Philip Island through the bridge. San Remo provides a better lodging and boarding facility at reasonable prices with excellent beach activities like fishing for tourists who visit Philip Island. The impacts from inappropriate changes due to urbanization such as conversion of agricultural land for residential purpose, deforestation, soil erosion, over population, transportation and other related problems could be resolved by implementing proper land use planning, construction practice, engineering, architecture, and design processes. Attractions in Philip Island V. Cape Woolamai Faunal Park: Cape Woolamai is the home to the short-tailed shearwaters on Philip Island. The sand dunes reveal the perfect interaction between the lithosphere-the sand and rock, the atmosphere-the wind, and the biosphere components- marram grass and the spinifers. The vegetation is completely covered by the dunes due to winds. Sand for the beach of Woolamai mainly comes from the erosion of cliff coast present towards the east of coast of cape Woolamai. Attempts are being such as car not allowed on sand dunes, making exclusive car parking facility, people not allowed to walk on vegetation, regulations to impose fines if violated etc., are made to prevent erosion of sand dunes which formed due to long shore drifts. VI. Cowes: Cowes is the principal township of Philip Island lying on the northern side facing French Island and Western Port Bay. The Cowes have safe beaches with fine sand caused by the deposition of waves. Waves are small and not too wild providing a safe zone for beach swimming and boating. Piers have been constructed on the shores. The waves are harsher near the rocks, eroding them. VII. The Nobbies: The Nobbies are at the western most end of the Philip Island. It is a strong volcanic rock which is more resistant to erosion. It is a popular tourist destination with a blowhole, a spectacular sea cave that thunders during big southern swells. The Nobbies boardwalk

British market for chocolate Essay Example | Topics and Well Written Essays - 1500 words

British market for chocolate - Essay Example The international as well as the national brand owners of chocolates in Britain are hugely concerned with tailoring their brands for local markets; and to meet the customer needs and desires. The customers in Britain market have a hard time describing their needs and desires regarding their choice and understanding for chocolateThere is just an imagination and desirable understanding to meet their needs by various chocolate brands. But various brands say that they’ve formulated the chocolate to suit the palate of British public which is more used to milk chocolates. Chocolate customers in Britain have started understanding of too much vegetable fat and sugar content in chocolates. Also, various manufacturers in other European countries have always been scathing of British chocolates for containing too little cocoa and too much vegetable fat. And the consumption is also slowing down as health and diet concerns are impacting sales. According to a market analyst Datamonitor the c ustomers now desire for low or â€Å"sugar-free and low carbohydrate products† and now the pace of growth in chocolate consumption is slated down. And the major players in the field – â€Å"Cadbury Schweppes, Masterfoods, and Nestle† have increasingly launched new low carbohydrate and sugar-free products. Customers of chocolate in Britain used to consider it as one of the â€Å"guilty pleasures†. But now it is no more considered so. ... (3) Now one of three British consumers (36%) want chocolates with health benefits and have understood the heath related issues connected to chocolate consumption. As per the European Consumer Survey conducted by Barry Callebaut - 'Predict Fast - Growing Demand for Healthy Chocolate', "38% consumers want chocolate with naturally reduced sugar". They also believe that chocolates can have positive psychological and physical influences on their well being - "6% of British consumers think it to be good for the memory", "23% think these boosts the morale and vitalises(20%) you", "15% think it is good for memory" and 7% consumers think that "it is good for the heart and the cardiovascular system." (4) Brand or Product Positioning of Chocolates in British Market In today's market, brands and their positioning has become the major issue. Brands are now increasingly thought to be powerful weapons to attract consumers and to make them loyal customers. Recently conducted survey by U.K's Centre for Brand Analysis (CBA) in July, 2008 proved a great flight of Green & Black brand and the drop down of many others as Mars which "fell out of the top 100, dropping 117 places to 175". Cadbury slid from 10th position to 19th whereas Lindt and Thornton's both rose up with Thornton's moving to 18th position. And it has been concluded by CBA that the brands which want to remain fighting in the field of chocolate should firmly possess the most valuable asset - the dark chocolate, but fairly sweet and of low sugar for British consumers. Mintel, the analyst stated that, "even though people are still cutting back on the amount of chocolate they eat, sales in the two years to 2007 saw no less than 10 percent increase in

Changes to Irish Historiography and Historical Debate

Changes to Irish Historiography and Historical Debate Discuss the growth of Irish historiography and historical debate since the 1960s with specific reference to at least two of the following areas: women’s history, social history, labour history, economic history, local history, the history of the diaspora. There has been without a doubt a growth in Irish historiography and historical debate since the 1960’s. The following will discuss and examine the reasons for the growth of Irish historiography and historical debate. Irish historiography had tended to focus on the relationship between England (and later Britain) and Ireland with its consequences for both countries’ developments and history. Irish historiography also highlighted key events that proved pivotal in shaping the Irish nation. Such events include the English invasions from the 12th century, the reformation, the plantations of Ulster, the consequences of the English Civil War and the Glorious Revolution. Further defining moments were also the development of Irish Republicanism that was shown by the 1798 rebellion and the emergence of the Fenian Brotherhood during the 19th century. The potato famine of the 1840’s would prove disastrous to the Irish population whilst encouraging immigration to Britain, the United States and Australia. Such immigration will as examined lead to the development of the diaspora. The way in which Ireland was partitioned to account for the two versions of Irish nationalism has become the central theme of historical debate. The Civil Rights Movement within the Roman Catholic community of Northern Ireland which inadvertently led to the troubles will be evaluated as to whether that is the prime motivator of changes in Irish historiography and historical debate. Prior to the English involvement Ireland was an independent if divided country. One historical debate is whether the English were good or bad for Ireland. It had been influenced by mainly Celtic, Anglo-Saxon and Viking settlements.[1] Irish culture was Gaelic and Christian in character. The English that came to Ireland were descendants of the Normans that ruthlessly conquered England a century before. In contrast to William the Conqueror these Anglo-Norman invaders did not intend to stay and were invited to cross the Irish Sea to join in with a conflict between Gaelic chieftains. For the Irish the involvement the Anglo-Norman in their affairs was a monumental change in their destiny. From Henry II English Kings came to regard stability in Ireland as in important part of their security. The accident of geography was to lead to the inter relationship between the English, Welsh, Scottish and Irish that has brought both benefits and disasters to all concerned. There are people who believ e that the English or British brought benefits to the Irish will tend to stress the good consequences of their involvement rather than the bad. Those who have an anti-English outlook stress the harmful consequences, [2] Henry II himself was not in a hurry to invade Ireland; his possessions in France and England took priority. However once the English arrived in 1172 they would not be removed by the Irish for centuries, and even then not from the whole of Ireland.[3] English control of Ireland was never complete and centred around Dublin. The amount of control fluctuated depending on the power and interest of the King. Strong Kings such as Edward IV and Henry VII attempted to increase their power in Ireland. It was to be Henry VIII that would alter the shape of Irish history as much as he changed that of England. Henry VIII was a man of great ambition, in 1541 he proclaimed himself King of Ireland, thus showing the intention of gaining greater control of Ireland.[4] The Tudors made their control of Ireland effective if not complete yet at the cost of sowing future conflict over religion, politics and the status of Ireland. Henry VIII had already attempted to gain the loyalty of the Irish nobility and gain control over the Irish church. After the break from Rome, Henry was determined to introduce the Church of England to his Irish subjects as well as his English subjects. The Reformation would further complicate the relationship between the Irish and English. The Reformation was slow to take root in Ireland; the Roman Catholic Church maintained its strength in the majority of the island, especially in rural areas. Whilst the Irish parliament faithfully followed the religious legislation roller coaster ride seen in England the Irish did not follow suit. Ironically it was the Roman Catholic, Mary I that came up with the strategy that would change Irish society and economy as profoundly as it affected its politics and religion, the plantations.[5] The Irish did not accept those changes without resisting. The most serious threat to the Tudor hold on Ireland came with the Earl of Tyrone’s rebellion of the 1590’s that was not finally put down until 1604.[6] Despite that rebellion James VI of Scotland inherited Ireland under the crown’s control when he gained the English throne.[7] James I greatly expanded the plantations in particular to the Irish province of Ulster. The protestant settlers gained land off of the Irish population of Ulster in return for their loyalty to Britain. The settlers would be given social and economic advantages by the government that persisted into the 20th century and was deeply resented by the Roman Catholic communities. That resentment contributed to the rebellion of 1641 that attacked the plantations. Irish nationalists and republicans regard the plantations as a prime example of British imperialism whilst Unionists regard them as the foundation of their communities.[8] The rebel lion in Ireland sparked off the English Civil War, there was in effect Civil Wars in England, Scotland and Ireland that would result in much bloodshed and the removal of Charles I. The situation in Ireland was complicated; there were those that supported the English parliament and those that wished to use the Civil Wars as an opportunity to gain independence. All Irish opposition to the English parliament was ruthlessly suppressed by Oliver Cromwell and resulted in the massacre of Drogheda. Oliver Cromwell remains associated with bloody repression and the use of terror to this day, the paradox of an English republican with Imperial policies.[9] The Irish Catholic community would remain loyal to James II who lost his Irish kingdom after his English and Scottish ones. The victory of William of Orange only reinforced the British bias in favour of the Ulster Protestants. The Protestants liked to show their loyalty to Britain through their Orange orders and apprentice boys’ marche s, a source of sectarian friction for more than three centuries. Whilst the Unionists see these as symbols of their British nationality, the Catholic communities see them as symbols of their continued rule from Britain. [10] The consequences of these events were two rival senses of nationalism developed in Ireland. There were many of the Irish population that remained overwhelmingly poor, rural and Roman Catholic wishing for independence from Britain or at least autonomy. The other form of nationalism was that centred on the Ulster Protestants that saw themselves as British and did not want independence and would only accept more autonomy if their special status were maintained. Some of these Protestants were also poor but regarded themselves as better than their Catholic peers. There was an upsurge in Irish nationalism following in the wake of the American War of Independence and the French Revolution that culminated in the rebellion of 1798. The French had done their best to cause trouble in Ireland yet proved incapable of supporting the rebellion. The failure of that rebellion led to rebels such as Wolfe Tone joining the Diaspora and the union of Ireland with Great Britain. The population of Ireland g rew rapidly especially with the introduction of the potato. The economy started to develop especially in Belfast and other parts of Ulster that produced linen and ships. Dublin and Belfast also grew to rapid urbanisation.[11] Potato blight brought famine to Ireland drastically reduced the population through starvation and immigration whilst showing the British government as inept during the crisis.[12] There have certainly been many debates around the Potato Famine, which centred on those that did not wish to become too involved in describing the consequences and the revisionists that its consequences could not be overemphasised. Perhaps one of the most important revisionist works was Cecil Woodham-Smith’s ‘The Great Hunger’ written in 1962 and tried to examine if the famine could have been averted or at least alleviated. The main debate concerns who was to blame for the famine, the British government on its own or others either singly or in various combinations.[13] The Potato Famine of 1845-47 would lead to demands for Home Rule and Land Reform whilst it also convinced Irish Catholics that the British government did not care about them. There had been earlier famines, for instance th at of 1739-41, yet none became as notorious as the one of 1845-47.[14] On balance most historians now seem to edge their bets when apportioning blame for the famine. However at the time many in Ireland blamed the British government for not acting quickly enough. Perceptions can often be more powerful than fact, the image of British indifference has been far more enduring than the countless number of British individuals that attempted to help the Irish.[15] The emigration from Ireland that followed was remarkable, between the start of the potato famine and partition four million Irish left for the United States, Australia and Britain. The Irish –American communities can assert great political influence in the United States which is why Irish Republicans, Ulster Unionists, Irish and British governments will try to influence American policy towards Ireland.[16] Concession from the British government over Land Reform were gained with relative ease which many poor labourers across the country at limited expense to absentee landlords. It was to be the campaigns for and against Home Rule that caused much controversy then much later amongst historians. Home Rule was campaigned for by Irish MPs spearheaded with great skill by Charles Stewart Parnell The Liberal governments led by Gladstone favoured Home Rule yet were unable to make headway against the Conservatives and Liberal backbenchers opposed to it or the Ulster Protestants. Home Rule caused some of Gladstone’s least successful moments. However it was the Asquith government that actually passed Home Rule legislation in the face of almost insurrectionists Unionist opposition only to have it delayed by the First World War.[17] That war saw the majority of Irish back the British war effort. However, it gave the IRA chance to launch the Easter Rising in 1916. The Easter Rising was put dow n by the British Army but gave the Irish Republican Movement martyrs.[18] The war the IRA waged using the tactics of Michael Collins forced the British government to peace talks and the partition of Ireland. The British called the IRA terrorists whilst the Republicans referred to them as freedom fighters. The IRA did not gain independence for all of Ireland just 26 counties. The Ulster Protestants in Northern Ireland remained part of the United Kingdom whilst Civil War broke out in the Irish Free State leading to the deaths of Michael Collins and Arthur Griffiths amongst others. Despite public statements to the contrary even hard-line republicans such as Eamon de Valera accepted the partition.[19] The partition of 1921 showed that neither the British or the Irish Republicans could gain total victory. The Ulster Protestants were content with having Home Rule in Northern Ireland and denying Roman Catholics their civil rights and any real political influence. The Roman Catholic minority in Northern Ireland felt let down by the Republic of Ireland for not fighting for a united Ireland and uninterested in a state they did not want to belong to and did nothing to protect their rights.[20] Despite making a claim to aim towards a united Ireland in its constitution, the Irish Republic left Northern Ireland alone. As for the Republican campaigns of the 1930’s, 1940’s and 1950’s they were ineffective. The harsh economic climate of the depression of the 1930’s did more to set off sectarian violence than radicalism.[21] The 1960’s were to witness a change of attitude amongst the nationalist and republican communities that resulted in the civil rights move ments, a violent backlash from the Unionists. The British Army was brought in to stop sectarian violence yet provided the Provincial IRA with a reason to launch a long running armed struggle. In part the civil rights movement had been encouraged by the attempted political, social and economic reforms of Northern Irish Prime Minister O’Neill, with similar aims of ending discrimination against Catholics. The events of 1969 seemed to catch all sides by surprise.[22] The emergence of the troubles in Northern Ireland did lead to a change in the historiography of Ireland. That occurred either to justify the actions of one faction against the others yet also by others as a means of explaining the conflict. Republicans justified their actions by maintaining that Irish history was dominated by the struggle to be free of British rule. They were merely carrying on the struggle that Wolfe Tone and Michael Collins had given their lives for. More moderate nationalist opinion could point to trying to achieve their objectives through peaceful means, following the sample set by the moderate campaigners for Home Rule of the previous century and the more recent civil rights movement.[23] The Unionists defended the existence of Northern Ireland arguing that it was a just and pragmatic partition of Ireland that maintained their right to remain within the United Kingdom, a right that was theirs as they were formed the majority of the Northern Irish population.[24] Another impact of the Troubles was that it led to a renewed interest in studying the Anglo-Irish War and the subsequent partition of Ireland. Republican opinion had often seen the agreement to the partition as a great betrayal rather than the IRA military leadership getting the best deal it could. However there was the opposing perspective of the British and the Ulster Unionists that partitioning Ireland had been the only viable option as neither the British nor the IRA could decisively defeat the other. Perhaps one important perspective that the Provisional IRA and Sinn Fein missed was that circumstances surrounding the Anglo-Irish War were uniquely favourable. The Easter Rising had strengthened the resolve to gain independence whilst the human and financial costs of the First World War meant that the British government did not want a long war in Ireland.[25] Therefore Irish historical debate and historiography has changed as a result of the troubles in Northern Ireland. That was partly due to different sides trying to justify their cause and to historians trying to explain the causes of the troubles and the Irish problem. As explained the roots of the Irish problem can be traced back to the first English invasions of the 12th century. Those who support the Unionist perspective emphasise the positive aspects of British involvement pointing out that Ireland would have been poorer and less civilised without it. Those that examine Irish history from a nationalist or republican perspective tend to blame the British for everything that has gone wrong in Ireland and that there would not have been an Irish problem without British interference. Traditional historical debate usually tried to argue in favour of one perspective rather than another, whilst revisionists have tried to look at all factors involved without apportioning blame or praise to any sole actor in Irish history. Some also tried to look at Irish history from a Marxist perspective. This approach has been most popular with republicans as justification for their struggle against the British. Bibliography Ardagh, J (1994) Ireland and the Irish – Portrait of a Changing Society, Hamish Hamilton Ltd, London Fitzpatrick, D (1998) The Two Irelands 1912-1939, Oxford University Press, Oxford Gardiner J Wenborn N (1995) The History Today Companion to British History, Collins Brown, London Hobsbawm E (1975) the Age of Capital 1848-1875, Weidenfeld and Nicholson, London Moody T W Martin F X, (2001) The Course of Irish History, Mercier Press, Cork and Dublin Morgan K O (1989) The Oxford Mini History of Britain Volume II – The Middle Ages, Oxford University Press, Oxford Schama S (2000) A History of Britain 1 – at the edge of the world 3000 BC – 1603, BBC Worldwide, London Schama S (2001) A History of Britain 2 – The British Wars 1603 –1776, BBC Worldwide, London Stewart A T Q (2001) The Shape of Irish History, The Blackstaff Press, Belfast Footnotes [1] Moody Martin, 2001, p.95 [2] Stewart, 2001, p.26 [3] Morgan, 1989, p.24 [4] Moody Martin, 2001, p.139 [5] Gardiner Wenborn, 1995, p.417 [6] Schama, 2000, p.389 [7] Moody Martin, 2001, p.139 [8] Lockyer, 1989, p.302 [9] Schama, 2001, p. 203 [10] Kennedy-Pipe 1998 p.9 [11] Hobsbawm 1975 p. 209 [12] Kinealy 1997 p. 5 [13] Kinealy, 1197, pp.6-7 [14] Stewart, 2001, p.106 [15] Stewart, 2001 p. 153 [16] Ardagh, 1994, p. 305 [17] Kennedy-Pipe, 1998 p. 13 [18] Fitzpatrick,1998 p.59 [19] Fitzpatrick 1998 p. 35 [20] Stewart, 2001 p. 174 [21] Moody Martin 2001 p. 269 [22] Kennedy – Pipe 1998 p. 37 [23] Moody Martin 2001 p. 291 [24] Gardiner Wenborn 1995 p.767 [25] Stewart 2001 p. 171

One Flew Over the Cuckoo’s Nest and I Know Why the Caged Bird Sings Ess

One Flew Over the Cuckoo’s Nest and I Know Why the Caged Bird Sings While we can view One Flew over the Cuckoo’s Nest, from a literal perspective, as a classic story of rebellion and deliverance, we must also view it as a metaphor for one man’s triumph over of â€Å"the establishment.† The old saying, â€Å"You can’t fight city hall† is challenged, which is represented by the patients rebelling against the hospital staff. Liberals are likely to view this novel as a powerful tale that glorifies the human spirit. Conservatives are more likely to perceive it as an advertisement for social disorder and chaos. I personally thought the book’s most powerful message was that human differences should be celebrated; not censured I drew similar conclusions from Maya Angelou’s I Know Why the Caged Bird Sings. From beginning to end, this autobiography is laden with issues of racial prejudice that perpetuate self-doubt and insecurity. As early as the second page, Maya explains how she wished that she would wake up in a white world, with blond hair and blue eyes, claiming that being black was a living nightmare. There are blatant instances of racial tension throughout almost every adventure Maya experiences, including one in which â€Å" the po' white trash children† confronted Momma in front of her store. This scene culminates with Maya’s insightful realization that in spite of the disparity of power between the po'white trash and Momma, Momma had triumphed by maintaining her dignity. Eric Foner is able to dissect racial issues from an historical perspective, and show how these issues remained at the heart of the controversy surrounding the period of Reconstruction. By blending historical fact with such emotionally charged issues as race and polit... ...ess wise than true, Who thee abroad expos'd to public view..." Although part of the Puritan doctrine enforces a deep reverence for responsibility and honesty, at this point in the poem, Anne is solely blaming societal influences for her child's shortcomings. Joann Robinson faced similar personal struggles and triumphs in a more modern time. A professor at the all-black Alabama State College, Robinson was active in every level of the Civil Rights movement, even before it had officially gotten off the ground. Subsequent to her distressing experience on the bus in 1949, she tried to start a protest but was shocked and disappointed when other members of the Women's Political Council to which she belonged brushed off the incident as "a fact of life in Montgomery." Fortunately, Robinson did not feel defeated by this insipid attitude, she felt inspired by it instead.

Sensitive Periods in Summary and Implication for Montessori Teachers

SENSITIVE PERIODS IN SUMMARY AND IMPLICATION FOR MONTESSORI TEACHERS SENSITIVE PERIOD FOR MOVEMENT †¢Movement is tied to intelligence KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHATMovement/Activity (sitting, crawling, cruising etc) WHEN DOES IT APPEAR PEAK DISAPPEARS It appears at pre-birth (0 month) 1-2 years At death and cessation of movement (paralysis) DEVELOPMENTAL AIM- To enable the child to explore his own environment – To perfect himself and his personality through work with his hands INNER WORK TAKING PLACE1. The horme drives his need to develop coordinated movement 2.The child’s attention is focused on learning to move and balance, and then unite this function (i. e. the child moves to learn) 3. Physical and movement of the mind i. e. the mind controls the physical 4. For the child walking is like a second birth. The child is no longer helpless but active. SIGNS WE SEE1. We notice each milestone in the child’s development of motor skills. 2. The child has an overwhelming need to manipulate and handle objects. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child is joyful and content. 2. The child shows no tiredness from working. 3. The child is more satisfied in doing the work than the end result.BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child will be unhappy, fretful, tearful and fearful because he would sometimes be ignored. 2. Death of the child’s spirit, if the child is constantly ignored. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The child has to be given opportunities and space to move around and explore his environment. 2. They have to understand the child’s desperate need to move, to handle and manipulate objects. 3. The child needs to see adults who model, precise, careful movement so that he can see how it is done. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1.The child needs opportunities and encouragement to work with HIS hands by HIMSELF. 2. The child needs INTERESTING and PURPOSEFUL activities that will refine his movement. 3. The child needs time to work at his own PACE, to practice and repeat as long as he has to or wants to. 4. The child needs activities that would refine his gross & fine motor skills stimulation. 5. The child needs adults who model precise, careful and economical movement for the child to copy- so that the child does not dissipate energy WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Education for the young child must be founded on movement. . Trainee teacher must understand the child must move and explore to live. 3. The trainee teacher must prepare an adequate environment and activities to encourage fine &gross motor movement. 4. You must plan routines for children, to involve not only seating and listening but also doing (participate, be active in the exercise) SENSITIVE PERIOD FOR ORDER For the child, order is a necessity for him to develop. He therefore needs to orientate himself. KEYWORDSADDITIONAL IDEAS S ENSITIVE TO WHAT1. Physically- controls his movement (i. e. sitting, crawling etc, perfect the skills 2.Emotionally – the child can only build trust if there is consistency 3. Intellectually- intelligence and logical thinking is dependent on outer order, the physical order balance out his internal order which helps his intelligence. WHEN DOES IT APPEAR PEAK DISAPPEARS It appears from the first few months of life It peaks at 2years It begins to disappear at 4years DEVELOPMENTAL AIM- To develop the child’s ability to think clearly and logically; and also to help with the ability to make well thought decisions. – It helps the child to make sense of the world, by seeing and understanding how things relate to each other. It helps the child to understand where he/she fits into what he experiences. – For the child outer order is equal to inner order. INNER WORK TAKING PLACEOrder needs to be absorbed from the order at home, in the classroom and the people around the child (i. e. order is like a cycle) SIGNS WE SEE1. The child’s determination to order & coordinate his movement 2. The child is content in an environment that is ordered and with people who are trustworthy. 3. The child will set things in order within the environment; he places objects where they belong. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1.There is joy and contentment in the child. 2. He shows joy in working. 3. The child works independently. 4. The child works in an orderly cycle of activities- he completes his work cycle all the time. 5. He begins to think logically and makes careful decisions. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child works chaotically 2. He does not complete his work cycle 3. The child exhibits some form of disruption to others while working. 4. The child is generally unhappy and cries a lot 5. The child may show disharmony â€Å"naughty† or aggressive behavior WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME3.The child needs a precise environment for every room the child uses 2. Parents can avoid tantrums if they are aware of this sensitivity and respond appropriately 3. The child needs trustworthy and consistent adults 4. The parents need to provide the child with limited resources to develop logical thinking, WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. Trustworthy and consistent adults. 2. The child needs a precise and prepared environment 3. The child needs adults who are knowledgeable and understanding (trained and spiritually prepared. . Provide the child with opportunities to make decision i. e. freedom of choice 5. Keep consistency in work and behavior WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Without the outer order provided for, the child will suffer by not developing an inner order and would therefore not develop an orderly way of thinking even as an adult. SENSITIVE PERIOD FOR INTEREST IN SMALL OBJECTS For the child it is as if a special time has been set aside for exploring and appreciating the mysteries of creation and nature which would be overlooked by the busy adult.The child needs the time and the means to explore his work. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. He focuses his attention on details in every aspect of his life – his body, surroundings, work, and people around him. 2. He notices and he is extraordinarily interested in very small objects and fine details in tiny objects, pictures, precise movements, gestures, sounds and languages. WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears at about 1year Peaks about 11/2 years Disappears from 4years DEVELOPMENTAL AIM1. To develop the child’s faculty of attention and concentration. 2.By controlling attention, the child can concentrate on sounds, precise movements, subtle social gestures and detail in objects to help gain a clear impression of size, shape and colour. INNER WORK TAKING PLACE1. Through the absorbent mind and the force of this sensitive period the child unconsciously adapts to her culture & society and promotes her own development. 2. The child will see with â€Å"new eyes† and get clearer impressions to help to order his mind aright. SIGNS WE SEE1. The child is joyful when in contemplating small insects and tiny objects. 2. The child is very observant of fine details and would sometimes point it out. . The child notices a chip/defect in materials and in effect would not use it. 4. If the child puts on a clothing whose button is lost and it is replaced, if the button does not match the child will become distressed. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child would be joyful in contemplation – happily doing his work 2. The child is joyful and content. 3. The child develops concentration. 4. The child loves to explore indoor and outdoor world. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child will show some signs of frustration if he is not allowed time to examine and if he is watched. . H e may throw tantrums, if he is taken away from his examination of something. 3. He loses interest in exploring and been observant. 4. The child stops concentrating and focusing his attention. 5. He jumps erratically from one activity to the next. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The adult must respect the child’s need to examine minutely. 2. The child needs to be given time to look and be attentive. 3. The child should be allowed time to stop and explore when working with an adult. 4. The child should be provided with objects and images with details. 5.The child should be protected from disturbance when he is concentrating. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The very small child who has this sensitive period fulfilled will continue to be acutely absorbent of fine details and thereby focuses his attention easily. 2. Activities that will give the child opportunities in classroom & outdoor environment should encourage this â €“ THE CHILD WHO CANNOT CONCENTRATE CANNOT LEARN. TO-DO: 1. Set an example and be a good role model for the child especially in our attitude, life values, speech, cultural behavior and consideration for others. . Give d child a clear understanding of what is acceptable and unacceptable behaviours (i. e. ground rules in class) 3. In the Montessori approach it is fundamental to aid the child’s development of concentration through purposeful and interesting work with an orderly sequence, protection from disturbances, time to explore, exposure to different sounds in words, materials to refine his senses, exposure to socially acceptable behaviours, we must respect the child’s need of sensitivity to fine details.WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Parents and teachers must respect the child’s need for time to explore and contemplate and encourage the child’s observant nature. 2. Provide an environment and opportunities that encourage observatio n and exploration for the child. 3. We must keep an orderly and precise environment so that the child can focus his attention 4. You must note that concentration is the key to learning; therefore a precise and orderly environment is a condition for concentration to develop.SENSITIVE PERIOD FOR SOCIAL ASPECT OF LIFE – GRACE& COURTESY The child attempts to learn the manners and culture of his/her environment and serve others as well as himself or herself. It is therefore good to involve the child in your daily life as much as possible. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHATThe child is intensely interested in the customs, habits and culture of his/her own community WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears between ages 2yrs – 2 1/2 years (mothers always recognize the child’s need for wider social experiences). It is at this age the child usually starts or attends daycare center.It peaks at about 4years. It disappears at about 5 ? years DEVELOPMENTAL AIM1. To entirely adapt to his/her own culture and circumstances 2. To be integrated and identifiable in his/her own society INNER WORK TAKING PLACE1. All the work of the unconscious absorbent mind which takes in all impressions equally, know differentiation between positive or negative social values and customs to form the child’s personality and traits for life typical of his/her culture. 2. The child is acutely observant of his/her social group especially his/her family unit – he/she takes in their verbal & non- verbal behaviour and fixes them for life, good & bad. . Remember that the child is also sensitive to fine details at the same time, this sensitive period is like an extra spot light on the details of his/her family and social experiences SIGNS WE SEE1. The child stands and watches a lot – observes all aspects of social life such as greetings, courtesy, respect, how people treat one another, how they dress, eat etc. Their habits and beliefs, people’s way of talking and gesturing, people’s attitude and outlooks on life. 2. The child tries to imitate what he or she sees and hears. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1.The child exudes confidence and positive self-esteem. 2. Begins to join in the community life of the pre-school- first watches, stands at the edge and later accepts invitation to join in. 3. The child is joyful and content. 4. Learning and working is easy. 5. The child is interested in and repeats activities of grace and courtesy. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLEDIf the child has had poor models of social attitudes, values and behaviours he/she would emulate them and they will become fixed for life as in; 1. Poor table manners. 2. The child exhibits discourteous behaviour (very rude and unruly). . The child id tolerant of some people’s behaviour and intolerant of others (mood swings). 4. The child is disrespectful of others space, possession and values. 5. The child exhibits aggressiv e and disturbing behaviour. 6. Because of his behaviour he is shunned by other children he is either distressed by the shunning or he is full of bravado (I don’t care attitude) 7. The child is not integrated and identifiable in his/her society. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOMEParents needs to; 1. Understand how the child’s mind works and absorbs everything. . Parents need to set an example and be good role model for the child especially in attitude, life values, speech, cultural behaviour and consideration for others. 3. Give the child a clear understanding of what is good and what is evil, what is acceptable and not acceptable behaviour to them. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The Montessori Pre-school needs to create a sense of community within the pre-school. 2. We need to allow the time to observe before joining in and contributing to the pre-school community. 3.The development of community life in the Montesso ri pre-school involves each member taking responsibility for himself or herself and the environment. The child has to learn how to put away activities for the next person to be able to use it and clean up after he had made a mess. These are ground rules for acceptable behaviours and younger ones will follow suit. 4. The development of community life is dependent on mixed abilities and ages and the opportunity for the child to teach one another the lesson, he/she has learnt. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1.If the child is exposed to disrespectful attitudes towards himself/ herself and his/her needs, he/she will grow up to be a disrespectful member of the society. 2. Care givers have the responsibility of informing parents and their communities about the work of the child absorbent mind and the need for positive role models in the child’s life. SENSITIVE PERIOD FOR REFINEMENT OF SENSES KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. The need to see, touch, taste, s mell, hear and manipulate everything around him. 2. The child is in active pursuit of sensorial stimuli, he is now trying to move, in order to learn.WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears at pre-birth. The child touches, feels and hears while still in the womb. It peaks between 2years- 5 1/2 years DEVELOPMENTAL AIM1. He is learning – the only way a child learns is through his senses and personal experiences (hands on). 2. The child tries to gain information about his environment. 3. To order the impression gathered so far. 4. The child tries to pair and classify – this is the function of sensorial curriculum. 5. Helps the child to look for fine distinctions i. e. grading or categorizing 6. Consolidation of knowledge. Sensorial Curriculum is designed to help the child to sort out, clarify and classify all of the impression he gathers from his environment. INNER WORK TAKING PLACEAll the inner work is achieved by the absorbent mind and the child’s developmen t of coordinated movement so that he can work with his hands. SIGNS WE SEE1. The child is first to touch and manipulate everything in his reach. 2. The child has an overwhelming interest in colour, shapes, size and the feel of objects. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. Joyful learning. 2. The child works actively and explores through his senses. . The child does not get tired by work. 4. The child is eager for more experiences. 5. The child has an increased awareness of the outside world 6. The child has love and care for the world and people BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child cannot develop because he does not have the full function of all of his senses. 2. The child will become apathetic (not happy, angry towards everyone) 3. The child shows certain behaviours such as been noisy, displaced/disturbed. 4. The child will not sit still to listen nor will he want to listen.WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The adult attitude shou ld change allow the child to touch, explore and experience as much as possible. 2. The adult should respect the child’s need to repeat activities. 3. The adult must understand that manipulation is vital to his development. 4. The household must be rearranged willingly to suit these needs. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The adult must provide sensorial keys to each sense through the sensorial curriculum. 2. Isolation of stimulus (i. e. only one sense is attended to with an activity. . We work from concrete to abstract, because the child works with the real thing before he begins to abstract. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. The refinement of sensorial impression lays a firm foundation for future learning, so the children should be provided with an adequate environment with sensorial activities and experiences. 2. The teacher should note that education in the school must be sensorial based if not the children cannot develop int elligence and would not love life and learning Note: Sensorial is the KEYS to the child’s universe.Chinese Proverb: I see I forget, I hear I remember, I do I understand. Whatever a child does becomes part of the child because the child has participated and his/her hands have touched the materials or activity. It therefore becomes a part of him/her. SENSITIVE PERIOD FOR LANGUAGE KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. The human voice 2. The rhythm and flow of the sounds of words without necessarily understanding what they mean. WHEN DOES IT APPEAR PEAK DISAPPEARS It appears from birth It peaks at about 2years and explosion into speechIt disappears at about 5 years DEVELOPMENTAL AIM1. To adapt the child to his/her own culture and circumstances 2. To fulfill his/her tendencies and need to be socially integrated 3. To be able to express his/her own personality and spirit 4. To be able to think and develop his/her reasoning intelligence INNER WORK TAKING PLACEInner working pr ecedes every outer signs SIGNS WE SEE1. Each milestone in the child’s development of language such as babbling, cooing etc. 2. The child’s love for song, stories and poems. 3. Listen to sounds and tries to copy them. 4.Learn new words easily (Note: PLEASE USE CORRECT LANGUAGE WITH THE CHILDREN AND NOT BABY TALK) as it is an obsolete language. 5. The child practices â€Å"writing† long before he/she starts/has the skills to write. 6. Tries to â€Å"read† long before he/she knows the sounds and sand paper letter. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The child expresses joy and contentment. 2. Love to talk and talks all time. 3. Contributes in group activities. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The child is withdrawn and unhappy. 2. Does not join in activities. 3. Cannot settle to work and concentrate. . The child cries a lot and he is fretful because he cannot express his needs and he is often misunderstood. 5. The child can get very frustrated and may result to aggressive behaviour such as biting, kicking, crying etc. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. A rich exposure to language, he needs to see adults enjoying talking, singing, writing & reading. 2. He needs to see exaggerated movement of the mouth so he can see how sounds are made. 3. The child needs to hear correct pronunciations; so that he hears the individual sounds of words he is trying to make. 4. The hild needs to hear variety of word from a broad vocabulary that is the only way he can increase his vocabulary. 5. The child needs to hear correct, precise language from whoever is speaks whatever language to the child. 6. The child needs to hear correct sentence construction. 7. The child needs to be listened to with full attention. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. Provide an atmosphere and have the attitude that encourages the child to talk, be an amiable approachable teacher. 2. Find time to chat wi th individual children and show them that you care and you are interested in them. . Find time to listen to individual children. 4. Find time to listen patiently to the child whose language is slow. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAININGAll the elements of language including grammar should be learnt while the child is in his/her sensitive period for language and as he/she learns it so effortlessly and easily; but if he/she learns it later then it would be hard and full of errors – he/she would have to be taught, it would develop spontaneously if not given the right opportunities and encouragement at the right time.To Do’s To be knowledgeable about the development of language and to know which; 1. To know which activities to prepare, to promote a firm foundation in spoken language. 2. Activities to prepare the child’s hand for writing (i. e. indirect preparation for writing). 3. Activities that would prepare the child to read (indirect preparation for rea ding). Note: if the teacher does not do these, the child’s learning will be hard, schooling a negative experience.

Custom Essays for Money

Custom Essays for Money Do not take risk for yourself and your prestige by consulting a company, which is going to drag you in a number of problems. To avoid any mishaps regarding plagiarism and grammatical incorrect essays for money, the students should consult our custom essay writing service so that, they can get good grades with admiration from their teachers. You should not be afraid to consult us as the staff members of our company excel in linguistics and always present essays for money in the perfect position without any kind of mistakes and blunders. These qualities of our custom essays have taken us to a position that is matchless and all the other competing companies are unable to become equivalent to us as we provide the best essays for money. The essays for money, which we are going to provide you, will be certainly error free. Therefore, whenever you feel the need for essays for money, contact our company which will assist you in all your problems regarding essays for money. Along with quality writing of essays for money, we also facilitate the students to verify the custom written essays which they have obtained for money and then, send back to us for revisions and customers’ not fulfilled requirements. We make sure that custom essays for money which are going to be submitted to your instructors and teachers will be the most excellent of all. We give guarantee for your good grades. You are not going to find a better option than CustomWritings.com, as we are the top writers of custom essay writing agencies. We are always ready to help you in essays for money. You can trust our skills and us blindly. We will never disappoint you.

The Firm Or The Chamber Essays - Memphis, Tennessee, Free Essays

The Firm Or The Chamber Essays - Memphis, Tennessee, Free Essays The Firm Or The Chamber If you like books like The Firm or The Chamber then this is the book for you. It has a great mix of suspense, action and drama. Its about a young man named Rudy Baylor who had aspirations of breezing through law school, graduating, and having a rich and prosperous future waiting for him. But after graduating the company that had hired him as a student was forced into a merger and the new owners dont want to have anything to do with him. It looks as if the whole world is crashing down on him, except for one case, one chance to pull himself away from being just another sleazy lawyer taking garbage cases that fall like scraps from the corporate bigshots tables. Its an insurance dispute that has left a family broken and devastated and has also opened the door for a lawsuit, if only Rudy can find a licensed lawyer to file it for him. When he finally gets to court he finds himself face to face with Drummond, the leader of a big time corporate defense team. Hes thrown into a nightmare of li es and cover-ups that have hung like a dark cloud over Great Benefits, the insurance company being sued. What started as a small dispute is quickly expanding into a million dollar legal war with the most trusted and respected insurance company in America. Its a case that puts Rudy in great danger, but if he wins he would be the most popular lawyer in America. I go to my apartment to load the last of my things into the car. The cleaning service was in yesterday so the house is temporarily without the smell of mildew. Its ready for Miss Birdie. I write Miss Birdie a long letter promising to call. Check the house once again and drive to a branch bank and close my savings account. A stack of 28 one hundred dollar bills has a nice feel to it, I hide it under the floor-mat. Its almost dark when I knock on the Blackss front door. Dot opens it, and almost smiles when she sees its me. The house is dark and quiet, still very much in mourning. I doubt if it will ever change. Buddys in bed with the flue. Over instant coffee I gently break the news that Great Benefits has gone belly up, and that shes been shafted once more. Barring a miracle far off in the distance, we wont get a dime. Continued on the next page... Im not surprised at her reaction. There appear to be several complex reasons for great benefits death. But right now its important for Dot to think that she pulled the trigger. Her eyes gleam and her entire face seems happy as it sinks in. She put them out of business. One little, determined woman from Memphis Tennessee bankrupted them sons of bitches. Shell go to Donnie Rays grave tomorrow and tell him about it. Kelly is waiting anxiously at Robins when I pull up. We hold hands as we walk quickly to the car, and we drive away. Dear, which direction? I ask when we get to the interstate loop that circles the city. We laugh at this because it is so absolutely wonderful. It doesnt matter where we go. Id like to see mountains she says. Me too, East or West? Big Mountains. Then West it is. She cuddles closer and rests her head on my shoulder. We cross the river and enter Arkansas. The Memphis skyline fades behind us. Its amazing how little weve planned for this. Her bond was canceled at only three this afternoon. Well settle in a place where no on can find us. I dont wanna hear about Deck and Bruiser. I dont wanna hear about the fallout at Great Benefits. I dont want Miss Birdie calling me for legal advice. I dont wanna worry about Cliffs death and everything related to it. Kelly and I will talk about it one of these days, but not any t ime soon. Well pick a small collage town because she wants to go to school. Shes only twenty, Im still a kid myself. Were unloading some

International human resourse managment Assignment

International human resourse managment - Assignment Example Leadership skills and experienced should also be considered when considering a manager. Foreign nations bring new challenges that may overwhelm the managers without adequate skills and experience (GlobalEDGE). The willingness of the manager to travel to a new country can be determined by the marital status of the manager. Single managers are more likely to move to new nations compared to a manager with a family. The company should consider the logistics of moving the manager with his family to the overseas nation compared to the cost of traveling to see his family. The law of the foreign nation should also be learnt by the managers before they are sent to the foreign nation. Learning the law of the nation enables managers to avoid law suits or criminal activities. Learning the law enables managers to respect and be respected in the foreign nations. Understanding the culture of the foreign nation will also enable managers to understand the behaviour of the people in the foreign nation. Understanding the way the society operates fosters a strong relationship with the workers

Survey of European Firms. Financial Management Essay

Survey of European Firms. Financial Management - Essay Example Survey of European Firms. Financial Management They go on to elaborate that they two strategies are very connected to each other, thus insinuating that one could not be affected by investors reactions without the other being affected also. There is some evidence to support the fact that profits have nothing to do with investor over (or under) reaction. In light of the massive amounts of evidence that speaks otherwise, I find myself unconvinced that a market that lives a breathes because of the activity of the investors will be unaffected by their whims. Oumar and Kodjovi (2003) find that there is most certainly a parallel between the stocks that do well and the state of mind possessed by those buying them. They say that someone who has been a recent loser in the stock market will tend to be a bit cautious until they find a new hot investment. Once they come across something that looks promising they will, because of a sense of inflated optimism and hope, buy more than they normally would. Someone who has been a consistent winner, on the other hand, will typically encourage within himself to grow a particular sense of apprehension and reserve. What are the end results of these two separate mentalities trading together o n the market floor A bit of a confusing result to say the least. The market will reflect the optimism and pervasiveness of the investor who knows that he will bounce back. It will also reflect the introverted spending habits of someone who knows that the next big financial disaster is just around the corner. There is another investor whose ability to react rationally and stably (or lack thereof) affects the profits of a stock. This is the investor who has too much money and not enough sense to put it anywhere wisely. He will buy everything one day and sell it all the next for no apparent reason. Playing for market, for a person like this, is just another form of gambling. I will grant that this breed of investor comes few and far between, thankfully, but they are still out there trading with enough force and determination to effect the profits of others. Works Cited Conrad, J. & Kaul, G. (1993) Long-Term Market Overreaction or Biases in Computed Returns American Finance Association: Journal of Finance 48. 39-63 Kodjovi, A. & Oumar, S. (2003) Profitability of the Short-Run Contrarian Strategy in Canadian Stock Markets. Canadian Journal of Administrative Sciences Lusua, J. & Norden, L. (2005) Momentum and Contrarian Strategies at the Swedish Stock Market. Independent Academic Paper Question 2 Hackbarth, Hennessy, and Leland (2004) noted that the financial institutions in the United States share many consistencies when it comes to the regularities in their capital structure. Graham and Harvey (2001) not only agree with this observation but they further state that one of the large consistencies, or observed regularities, between modern United States corporations is their established predisposition towards a trade-off model as they feel it lends them a certain financial advantage, or an economical prepotency. Bancell and Mittoo (2004) believe that the observed regularities between companies are not so much a result of companies observing each other, but rather that the legal system has set up certain business models to be more