Mythology Essay Example | Topics and Well Written Essays - 500 words - 3

Mythology - Essay Example The cult of a hero are relevant to every day person’s life is because the values of that hero influence the group as a whole. In essence, any action taken by the people in the cult always reflect the decisions that would have been made by a hero. In a defined culture, a hero must be able to be successful without sacrificing the traditions of that society. A cultural hero does not have to reflect change necessarily; an invention of any sort would suffice to make him a legend. In the Quran, Moses without a doubt plays a very vital role of being a hero. Moses frees his people from the cruel oppression of the Pharaoh and leads them to the promise land. Moses was no doubt a humble and a valiant man, but adapted to his role when his people needed him the most. Understanding Roman and Greece mythology and philosophy are important as they influence the ideas that are innovated in modern society. Chaos ruled the world, and hence initiated the creation of beings. Not only did the Greek mythologies often discuss the human-like qualities that the God’s possessed such as jealousy, hated, love, but also the fact that the Gods communicated with humans in a daily basis. In essence, the lesson becomes of morality, as good people will be honored and bad people will be punished. The Renaissance era that took place in Europe was a prime example of how artists tried to portray the stories of Greek mythology. Myths teach modern society that the world is full of flaws and have influenced all aspects of modern society such as: politics, literature, religion, poetry, infrastructure, and government. Greek myths at times are pure entertainment and don’t always serve as a reminder of ethics. For instance, the popular STAR WARS chronicles, depict a lot of ideas from Greek mythology as these myths have influenced our beliefs shown in our traditions. A classic example of how the

Explain the potential of Diaspora groups to contribute to the process Essay

Explain the potential of Diaspora groups to contribute to the process of conflict resolution in at least TWO case studies of you - Essay Example The reasons for leaving home include war, famine and seeking economic benefit. For the last twenty years, various researchers have carried out numerous studies to evaluate the ways in which Diasporas groups may impact both their home societies and host societies, but most of these studies fail to notice the potential of Diaspora groups to contribute to peace-building.2 There is a basis for reinforcing the inclusion of Diasporas groups in foreign policies and business policies to advance trade relations, however, safety for political development is a prevailing issue both in the public and expert circles.3 However, recent research has indicated that Diaspora groups can actively take part in the process of peace building and reconstruction in countries affected by conflict.4 Therefore, it should be noted that Diaspora groups have a greater potential to contribute towards the process of conflict resolution on conflicts affecting their home countries. This paper uses two case studies to analyses the capacity of Diaspora groups to play a role in the process of peace building. The two case studies are the Cyprus Conflict and the Ethiopian Conflict. In the Cyprus Conflict, analysis and evaluation of the role played by the Greek Cypriots and Turkish Cypriots Diaspora groups in resolving conflict issues at their homeland has been done, while the role of Ethiopian Diaspora groups based in European countries and in the United States of America, in promoting a peaceful of the political crisis in their home country has been evaluated. This paper also discusses the various ways, through which the Diaspora groups from the aforementioned countries influenced the process of peace building. How Diasporas Contribute to the Process of Conflict Resolution Diasporas can contribute to conflict resolution by lobbying host land governments and international organisations, as well as aiding processes of transition to achieve political cooperation and non-violent resolution of political crises in their home country.5 Diaspora groups can also apply pressure to homeland governments and rebels to enhance non-violence conflict resolution, as well as, domestic development. For instance, Diaspora organisations, through host land governments, pressure war parties in the homeland to refrain from violence6. Instead they urge them to embrace non-violence interaction modes by discovering and drawing attention to their human rights abuses. Diaspora groups also influence the political realm in their home country by challenging their homeland government through support to the government or the opposition.7 This is done by offering funds and other forms of assistance to political parties, civil society organisations and social movements.8 Also, Diaspora groups with the right to vote can participate in the voting process, which can resolve a conflict within their homeland and promote peace building. The power of Diaspora groups to frame homeland conflict in various ways contribute s to peaceful resolution of conflict. For instance, some of the activities of Diaspora groups strengthen some confrontational, homeland leaders and organisations, while other homeland leaders and organisations are undermined. This forces undermined organisations and leaders to seek compromise, and this resolves a conflict peacefully, avoiding violence.9 A prime example is that of the Ethiopian Diaspora

Egypt and Russias Political Systems Comparison

Egypt and Russias Political Systems Comparison Introduction The end of the Cold War was a pivotal moment in history of democratization, since it opened up a possibility of a successful spread of democratic ideals across the globe/at the global level. In this context, a range of scholars predicted that countries, previously known for their totalitarian or authoritarian past, would undergo a process of gradual democratization, which will result in their eventual adaptation of a democratic polity model as the fundamental element of their political systems(). However, almost three decades since the dissolution of the Soviet Union, the question of whether democratization process had achieved any meaningful progress remains open, since many states had either retained their centralized political system or had adopted a mixed and hybrid political system, characterized by a unique combination of democratic and authoritarian elements within a single polity (Levitsky and Way, 2002; Haerpfer, 2009; EDI, 2010). In order to understand why states had reacted differently to the democratization process, this paper aims to identify similarities and differences in the way political systems are organized in two states, Egypt and Russia, which throughout their modern history were associated with highly centralized and authoritarian form of polity. Although it is possible to identify multiple similarities and differences between these states, this paper will focus attention on four important aspects, namely centralized and authoritarian state model, presidential style of government, limited political pluralism during elections and important role of political culture as an effective obstacle to countrys democratization. This paper is structured as follows. It starts with a brief introductory section, which will define term political system and will explain the case selection. The main body analyses four important aspects of political system in Egypt and Russia, mentioned above. The concluding section summarizes the main arguments. Political System and Case Selection Although the term political system has no universally accepted definition, in context of this paper it refers to a socio-political arrangement of institutions and agencies concerned with formulating and implementing the collective goals of a society or of groups within it ( Almond, et all., 2009:29; Powel, et all., 2015:24). From this perspective, it includes both formal institutions, such as parliamentary assemblies, governments and executives, but also informal arrangements, such as political culture, history, traditions and dominant norms in any given society (Powel, et. all, 2015:24). The paper relies on the deployment of the most similar comparative research design, which aims to explain similarity or divergence in the policy outputs by comparing cases with similar elements and aspects. In this context, whilst it is important to emphasize important differences between Egypt and Russia, some of which will be discussed below, it is equally important to acknowledge that these states share several common characteristics. Historically, political systems in both states were traditionally resistant to change and democratization, focusing instead on preserving the stability of the existing power configuration. Institutionally, Egypt and Russia are interesting cases for a thorough analysis, since despite the fact that democratic organizations and arrangements continue to exist in both states, the power is located elsewhere with traditional democratic organizations enjoying minimal role in decision-making process (). Geopolitically, following the end of the Cold War, both states were required to redefine their identity and find themselves a suitable position within a new geostrategic balance, heavily dominated by US unipolarity. Having defined term political system and justified the case selection, the next section of the essay will distinguish similarities and differences in the way political systems are organized in Egypt and Russia. Authoritarian and centralized state model. Traditionally, the power distribution within Egyptian and Russian political system was highly uneven, with ultimate power for decision-making process placed in the hands of a powerful national leader, supported by several elite groups, who was able to impose his political programme on society through mixture of coercion and consent. This gradually resulted in a popular acceptance of the principle of patrimonialism, defined as the idea that country is considered almost as a private property of a specific ruler, within Russian and Egyptian political societies with very weak levels of trust in democratic institutions (Hopwood, 1991; Remington, 2009). From this perspective, opposition forces had minimal chances of challenging and restricting the authority of the national leader, since they were often viewed either as an unnecessary distraction from maintaining an overall political stability or as open enemies of the regime, which by weakening the power of the governing elite can endanger an overall wellbeing of the society. The situation changed to a certain extent after the end of the Cold War, when both Egypt and Russia, under increasing IMF and US pressure, undertook a series of reforms, including encouraging the creation of political parties, providing more powers to legislative assemblies and allowing more competitive elections in order to democratize political systems with a varying degree of success. In case of Egypt, the reform programme was aimed at strengthening countrys reputation at the international level, whilst retaining and consolidating existing power configuration. In this context, despite multiple changes in political system, country still remains a military dictatorship with strong repressive and authoritarian elements, whereby, where all primary power mechanisms belong to a current national leader, Abdel Fattah el-Sisi, backed by a mixed coalition of military elites and local bureaucracy (Freedom House, 2016; Osman, 2011; Cambains, 2015). In contrast, the majority of political reforms did achieve a considerable degree of success in Russia, particularly taken into consideration the minimal levels of democracy and freedom of political expression, which country experienced during Soviet times (Bova, 2003; Sakwa, 2009; Lucas, 2008). Nonetheless, according to Remington (2009:358), although the political elites in Russia are interested in retaining and upholding existing democratic arrangements, they often resort to indirect and hidden mechanisms of exercising dominance within such institutions. For instance, although opposition parties are officially allowed to exist and compete during national elections, the multiplicity of rules and regulations regarding party electoral registration make it extremely difficult for smaller opposition to compete and win sufficient number of electoral seats (Lucas, 2008). Likewise, the National Electoral Commission received immense legal mandate, allowing it to disqualify and remove unwanted alternative parties and candidates from ballot for the alleged violations of electoral procedures (Lucas, 2008; McFaul and Petrov, 2004). In this context, although parties may be vocal and critical during electoral campaign period, the majority of parties that receive parliamentary seats have strong incentive to cooperate, rather than criticise the governing party once in parliament (Sakwa, 2008; Lucas, 2008).

Greed in Ode on the Death of a Favorite Cat (Favourite) Essay -- Ode t

Greed in Ode on the Death of a Favorite Cat (Favourite)  Ã‚   Greed is one of the underlying themes found in Thomas Gray's Ode on the Death of a Favourite Cat. This greed becomes the ultimate demise of the lead character, Selima the Cat. Mr. Gray uses a few different literary techniques to bring to life the inanimate written words. These techniques along with word choice allow for the possibility of many different interpretations of the text.    The general format Mr. Gray follows is seven stanzas of AACBBC form, wherein the A and B lines consist of eight syllables and the C lines consist of six. Thomas Gray also uses alliteration to emphasize certain aspects of the peom. "...fair round face/golden gleam..."(lines 8 & 18) are two examples of this. The imagery that is used to paint the lyrical picture of the feline stalking its prey also describes in fairly great detail the appearance of the cat's surroundings. Gray's word choice enhances the ever present physical aspects of his subject. "...The fair round face, the snowy beard, The velvet of her paws..."(8-9) presents the ...

Fireweed – Trip to Wales!

I am called Bill and I live with my auntie and father in London. My mother is dead and my father always said I was never to be sent away as an evacuee. When my father was called up for active service in the army I was left with my auntie. We wrote numerous letters to my father but he never replied to any of them. My auntie started to moan and groan about not being able to manage me. So, she decided to send me of as an evacuee, even though it was against my father's wishes. Auntie wrote to my father and said that I was being sent to another part of the country as an evacuee (not explaining why she sent me). I didn't even know where I was going, all alone without any money at all, not even a penny for a stamp to write to my father. The station was jam packed with children of all ages. Everyone had a bag, enclosed was a change of clothes and a label attached with an address written in capital letters to make it stand out. Two trains passed before, ours finally arrived. I was stuck in a carriage with mostly girls in uniform. Opposite me sat a great fat woman dressed all in blue, hairy tweed. As the journey progressed we passed station after station, nobody knew where we where going. Until finally the train stopped and everyone disembarked. Darkness was falling and after waiting half an hour another train came and our carriage was joined on the back. By now it was pitch black. Eventually we reached our destination, which turned out to be Wales. Once of loaded everyone was counted and put with a billeting officer who would find us billets in which to stay. One by one each child was chosen and I was last to go. The man took me up a pathway and by this stage I was feeling a tiny bit unwanted, neglected, and rather orphaned. He spoke in welsh to the people and after some persuasion they took me in. I stepped inside into a big farm kitchen where a great log fire was blazing like a forest rapidly burning down. The heat was inconceivable. Served on the tabletop there was bread, cheese and also a cold roast chicken. My stomach felt empty I was famished and the sight of food made the rumbling noises even worse. They asked my age and I replied fifteen. At last I was offered something to eat and then shown to my bedroom. The couple I was staying with were called Mr and Mrs Williams living with them were two shepherds, David and Evan. They hardly spoke a word of English just enough to cope with telling me things. In this welsh valley there were two chapels, no church and no cottages only rows of terraced houses. It was rather poor at that. I spent a lot of time on my bed reading an aged copy of the woman's weekly, which Mrs Williams stored under the staircase. When the billeting officer came round to see how I was getting on with the Williams, they seemed quite content with me. Feeling rather bored, I finally plucked up the courage and asked if there was a school nearby which I could attend. In the village there was only a primary school that was for juvenile children, but Mrs Williams suggested the grammar school on the other side of the mountains. The only trouble was how would I get there? The only option would be to get the bus. Yet again a problem arose. The bus fair! I had no money. So out came pen and paper to write a letter to my auntie telling her about the grammar school and asking if she could write to father and ask him to send me money for the bus fare. I also asked for my father's address. I posted the letter in the post office at the back of the village shop I waited for a reply but no letter came. An unusual thing happened one day, Mrs Williams approached me saying that she needed to check my hair for lice. Naturally enough I refused argued and ran out of the house until I came to a dip. I decided to jump but slipped and fell into heavy disinfectant that burnt my mouth and nose. I swallowed several mouthfuls. David and Evan who had been trying to catch me were in stitches of laughter. I was so angry I felt like a raging bull. When I gathered myself together I began to shake all over this made David and Evan very concerned. They took me back to the house and as I stood by the fire they stripped my wet clothes that were laden with disinfectant of me. Afterwards I went to bed. The following morning to my delight Mrs Jones informed me that there was post for me. My heart pounded like the footsteps of an elephant. In actual fact I received two letters! The first opened was from my auntie. Enclosed was my father's address, a book of stamps and she hoped I would write to him often. The other letter, number two was from my father. He missed me a lot. My father had sent me three whole pounds! This was the biggest amount of money I had ever been given in my life. This overwhelmed me. My first thoughts were to calculate how many bus fares would this pay for. Then I got to thinking about Auntie and home and decided that I would use the money for my train fare back to London. Leaving Mr and Mrs Williams, David, Evan and the terraced houses behind I left for the station. The timetable showed only one train per day at the village. The man at the ticket desk stared at me as though he were looking right through me. When I saw him, I was frightened that he would recognise me so I put plan B into action. I walked to the crossroads. ‘Owestry =15 miles'. I looked down at my worn shoes; there was a station at Owestry. I bought a pair of boots so I could walk to Owestry as I had a funny feeling my old shoes wouldn't make it. I set off not having the foggiest how long it would take me to walk there. I bought a brown bap from a bakery van, which I met outside the village. When I arrived in Owestry it was late afternoon. I found the station and waited for the train to leave. It left and hour and a half late. Once I reached London I caught the bus home. Suddenly it took a wrong turn! Then I was told that the street no longer stood. I got of the bus as quick as my legs could carry me. I walked to my auntie's house and everything was grand until a warden stopped me asking where I was going. I was totally bewildered they wouldn't even let me my own home. Nobody was there to look after me. My auntie was not there any more. I was going to stay put I decided at least until my father came home. I was determined about this.

English Language in Thailand Essay

Language is playing nowadays one of the most important roles in cross-cultural communication, because it is a door into new culture and traditions. Therefore, the role of English language is swiftly increasing. It is known that English has been influencing Thai culture since the beginning of the 20th century and today Thailand is more and more popular among English-speaking and other foreign tourists. The next moment to mention is that country continues to expand its businesses in the international market place. However, the most crucial factor leading to English implications is, surely, entrance to WTO. Therefore, English language plays important role for Thailand and Thai population. English helps Thai government to develop tourism industry and to promoted Thai goods and service in the international markets. Additionally, Thai students nowadays prefer to choose studying internationally, especially in the United Kingdom and the USA as well as in Australia, Canada and New Zealand. English language in Thailand has been significantly developed â€Å"over the last two decades and while it hasn’t reached saturation, it is probably almost as developed now as other countries in the region like Japan or Korea though it is growing fast†. Apparently, many Thai people can speak English rather well and many other are able to understand some English and the number of people who are willing to learn English is increasing. Many language schools are opened in the country as well as many private schools and international schools (schools using the curriculum of a foreign country). Agencies sending Thai students to foreign countries benefit significantly to English expansion. Nevertheless, certain obstacles to English learning exist in Thailand. For example, it is very expensive for Thai student to be taught by a native English speaker. Therefore, not all students have equal opportunities in learning language. Furthermore, shortage of English teachers and instructors is apparent. References Sinka, Lindy. (2006). Teaching English and Living in Thailand. Retrieved January 29, 2007, from http://www.transitionsabroad.com/listings/work/esl/articles/teaching_english_and_living_in_thailand.shtml â€Å"Thailand and the WTO: Member Information†. (2006). Retrieved January 29, 2007, from http://www.wto.org/English/thewto_e/countries_e/thailand_e.htm â€Å"Teaching English in Bangkok†. (2006). Retrieved January 29, 2007, from http://www.stickmanbangkok.com/teaching.html   

The Impact of Offshoring on Employment Essay Example

The Impact of Offshoring on Employment Essay Example The Impact of Offshoring on Employment Essay The Impact of Offshoring on Employment Essay The Impact of Offshoring on Employment BY jamtebl 2354 What is the impact of offshoring on employment (in the offshoring country)? Use empirical evidence to support your answer. The development of globalisation of recent years has seen the ever increasing frequency and extent of offshoring by Multi National Enterprises (MNEs), involving the contracting out of different stages of production that were previously performed within a production unit to foreign subcontractors (Foster 2012). Reductions in the cost of international trade created and outpouring of low skill, labour-intensive anufacturing to developing countries. Factors such as the removal of trade barriers, reduction transport costs, and advances communication technology have made it possible to divide production into component stages, locate these production stages Brainard and Ricker (1997). Becker et al (2012) note that there is considerable agreement among economists that fragmentation of production, and offshoring production stages, is likely to affect the employment and wages across countries. There is however disagreements over the expected direction of these effects. Offshoring mainly involves tasks carried out by ow skilled labour, as such, the relative demand for low skilled labour would decline and contribute to a widening wage gap between skilled and unskilled labour. The central argument of this essay, is that despite standard, zero-sum claim (Brainard and Ricker 1997) that multinationals are exporting US (or other industrialised countries) Jobs to low-wage countries, the impact of offshoring is relatively limited, and MNE that engage in extensive offshoring actually increase their levels of relative demand for skilled workers in the onshore country (Feenstra and Hanson 1995). The effect of offshoring on overall employment shifts is analysed by Becker et al (2012) who found that MNEs with employment growth abroad also expanded Jobs at home, whereas ones those that shrink abroad also cuts Jobs at home. Their Study of German MNEs between 1998 and 2001 substantiate their claim: Over the time period, overall employment in Germany increased by 4. 3% on average across all sectors, whereas in MNEs employment increased by 11% over the same period. The highest rates of employment growth was seen in MNEs who were expanding their offshore employment (OE), who experienced 19. growth, whereas MNEs who were contracting the OE saw a shrinkage rate of 6. 1%. Their findings are consistent with two competing explanations as to the increase of onshore employment in firms expanding their OE: Firstly MNEs with favourable factor-market access shocks abroad and resulting foreign expansions may gain competitiveness in global product markets, allowing them to expand also at their home locations. Secondly, MNEs might suffer global product market shocks and in response change employment in the same direction at all their locations. Evidence suggests that each xplanation accounts for roughly half of the observed changes in employment in On the other hand, Macmillian and Harrison (2009) observed that over the period 1982 to 1999 onshore employment of US multinationals shrank by almost 4 million jobs. During this time, the number of workers hired by affiliates in developing countries increased and wages paid to these workers declined. Brainard and Ricker (1997) had similar findings; that whilst US based MNE employment grew by 11% overall between 83 and 92, onshore employment actually decreased by 12. 5% within the US. However, at the time of publishing only a third of all US multinationals had any productive actives in developing countries and for those firms that had OE in developing countries, onshore employment actually increased 13%. This increase was seen in skill-intensive areas, whereas the increase in OE was labour-intensive. These facts are consistent with the hypothesis that US MNEs are exporting low-wage jobs to low-income countries. Macmillian and Harrison (2009) do whoever, further suggest that other factors such as import competition and falling investment goods rices were central to the falling levels of US employment. Their findings suggest that the on the links between offshoring and onshore employment is varied, and that the effect depends on both the type and the location of foreign investment. HiJzen and Swaim (2007) note that even if offshoring doe not typically result in net employment losses at the level of the industry or even the firm as already suggested, this does not necessarily mean that workers do not encounter significant adjustment difficulties. A study by the OECD (2007) demonstrates that intra-industry offshoring is onnected toa demand for high skill levels. HiJzen and Swain (2007) state that this suggests that some of the workers whose Jobs are lost due to the technology effect from offshoring may lack the qualifications required by the Jobs created by the scale effect. (The scale effect being what happens to firms inputs, as the firm expands production). A study by Straus-Kahn (2002) analyses changes in the skill composition of sectorial employment associated with offshoring. Her main results correlate with those previously analysed; international outsourcing has had a strong negative impact on he demand for unskilled labour in the France. The regression analysis she undertook indicates that offshoring has contributed considerably to the observed decline in the within-industry share of unskilled workers in France. It accounts for 25% of the inter-industry shift away from unskilled workers and towards skilled worked between 1985. She does however acknowledge most of increase in the gap between skilled and unskilled labour is due to other factors, other than offshoring, such as skill-based technological progress, through increased R. HiJzen et al (2005) lso highlight the role of R as an explanation to the increase in the skills gap appears as increases international outsourcing and technological change can be induced through R. Another area that warrants analysis is the effect of offshoring has on the labour force developed in the USA over the period 1979-1990. He shows that relative wage and relative employment of high-skilled workers has increase. This positive correlation of relative employment and wages suggests that a shift of the demand curve for high- skilled labour has taken place resulting in a shift along the supply curve, as depicted. This pattern was subsequently found for other countries also (Foster 2012). Figure 1: Plot of Relative Wages against Relative Employment in the USA (1979-1990). Source: Feenstra, R. (2010) Offshoring in the Global Economy: Microeconomic Structure and Macroeconomic Implications. Cambridge: MIT Press. One explanation is attributed to an increase the use of computers and other technological advances, causing a general skill-biased technological change, for shift in demand. Another however, is due to the change in relative demand for labour, which occurred due to the forces of globalisation, and in particular the increase of ffshoring of low skilled Jobs to other countries (Foster 2012). The Stopler Samuelson model states that an increase the relative price of a commodity, raises the return or earnings of the factor used intensively in the production of the commodity (Salvatore 1995). Therefore, in a country with a high degree of skilled labour, an increase in openness, through offshoring, would be expected to increase the returns to skilled labour, further widening the wage gap (Foster 2012). This in turn promotes the view that there tends to be a negative impact f offshoring on the relative wage (defined as the ratio of high-skilled to low-skilled or of non-production to production workers) of unskilled workers. Greenway et al (2008) identified the reduction in wages of low skilled wages, the negative aspect of offshoring (on the I-JK) based on analysis of over 66,000 1-JK. The effect in a drop in wages is negated by the net gains from offshoring due to the increase in levels of employment, which they assess to be worth 100,000 extra Jobs with additional annual turnover of ElObillion in Britain today. These figures, whilst positive for the economy s a whole, are not entirely applicable to evaluating the impact on employment. This essay has demonstrated that the effects that offshoring has on the employment in the offshoring country. The literature surveyed all recognizes the shift in demand, towards high skilled labour, in the onshore country, changing the overall composition of the workforce. The effect on over levels of employment however is negligible, with potentially a small increase. This contravenes the view that offshoring simply exports jobs out of from the onshore country. The degree to which technological changes ave evolved the composition of the work force has played Just as a significant role as the process of offshoring itself, and is perhaps the reason why some studies a produced contradicting results. Overall, I found that a statement by HiJzen and Swaim (2007) perhaps best summarieses the issue: the productivity gains from offshoring are sufficiently large that the Jobs created by higher sales completely offset the Jobs lost by relocating certain production stages to foreign production sites. Becker, S. , Ekholm, K. , and Muendler, M. (2012) Offshoring and the Onshore Composition of Tasks and Skills, Journal of International Economics, Vol . 90, No. 1, pp. 91-106 Brainard, S. , and Ricker, D. (1997) U. S Multinationals and Competition from Low Wage Countries, NBER Working Paper Series, No. 5959 Feenstra, R. and Hanson, G (1995) Foreign direct investment, outsourcing and relative wages NBER working paper No. 5121 Macroeconomic Implications. Cambridge: MIT Press Foster, N. (2012) Offshoring and Labour Markets, 3rd FIE special International Economics Source: http:// www. fiw. ac. at/fileadmin/Documents/Publikationen/Spezial/3. FIW- Special_offshoring 28/4/13] Greenway, D. Gorg, H. , and Kneller, R. (2008) Offshoring and the UK Economy. GEP, Leverhulme Centre for Research on Globalisation and Economic Policy. Source: nottingham. ac. uk/gep/documents/reports/gep-offshoring- report-06-08. pdf [28/4/13] HiJzen, A. , and Swaim , P. (2007) Does Offshoring Reduce Industry Employment? GEP, Leverhulme Centre for Research on Globalisation and Economic Policy. Paper No. 2007/24 HiJzen, A. , Holger, G. , and Hine, R. (2005) International Outsourcing and the Skill Structure of Labour Demand in the United Kingdom, The Economic Journal, Vol. 5, NO. 506, pp. MacMillan, M. , and Harrison, A. (2009) Offshoring Jobs? Multinationals and US Manufacturing Employment Tufts University, Department of Economic, Working paper OECD (2007), OECD Employment outlook, Chapter 3, OECD: pans. Salvatore, D. (1995) International Economics 5th Edition, London: Prentice Hall Straus-Kahn, V (2002) The Role of Globalisation in the Within-Industry Shift Away from Unskilled Workers in France in Baldwin,R and Winters, L. (eds) Challenges to Globalization: Analysing the Economics, Chicago: Chicago University Press

foundation of nation essays

foundation of nation essays A formation of nation occurs when a state has a unified administrative reach over the territory over which its sovereignty is claimed. The development of a plurality of nations is basic to the centralization and administrative expansion of state domination internally. Therefore the nation-state, which exists in a complex of other nation-states, is a set of institutional forms of governance maintaining an administrative monopoly over an economic, political, social and cultural territory with demarcated borders, its rule being sanctioned by law and direct control of the means of internal and external violence exists when a state has a unified administrative reach over the territory over. Many states were formed at a point in time when people sharing a common history, culture, and language discovered a sense of identity. This was true in the cases of England and France, for example, which were the first nation-states to emerge in the modern period, and of Italy and Germany, which w ere established as nation-states in the 19th century. In contrast, however, other states, such as India, the Soviet Union, and Switzerland, came into existence without a common basis in race, culture, or language. It must also be emphasized that contemporary nation-states were creations of different historical periods and of varied circumstances. Before the close of the 19th century, the effective mobilization of governmental powers on a national basis had occurred only in Europe, the United States, and Japan. The truest symbol of its importance is the printing press. For one thing, this invention enormously increased the resources of government, which the fact that the printing press increased the size of the educated and literate classes. Renaissance civilization thus took a quantum jump, acquiring deeper foundations than any of its predecessors or contemporaries by calling into play the intelligence of more individuals than ever ...

Bridge Syllabus 2012-2013 Essay Example for Free (#2012)

Bridge Syllabus 2012-2013 Essay 4. Course Overview: Welcome! This course is designed for entering students who plan to major in biology at IUPUI. The overall goal is to facilitate your entry into IUPUI, and help you succeed in college. We will be building on academic skills you already have and introducing you to the many resources available at IUPUI. During the summer, you will be part of the Summer Bridge, and will participate in activities with other groups of students. During the fall, we will be a section of Windows on Science (Science learning community, section 10316) which is a one credit course. The last meeting of the Windows on Science will be October 25, when we register for Spring 2013 classes. As part of the IUPUI bridge program, we will concentrate on introducing you to the campus and preparing you for college-level coursework. This class will use Oncourse (oncourse. iu. edu) to post grades, make announcements, etc. During the summer and fall you will meet several people in the School of Science, including at least one of the professors teaching one of your fall classes. These meetings will be quite informal and allow you to learn more about science, and about the courses they teach and what it takes to succeed in them. It will also make it easier to go to them for help if you need it later. 5. Research Projects: Most of you know that science is based on lots of accumulated knowledge, but you may not realize it also requires the ability to imagine what comes next, and/or innovative ways to use and transmit that knowledge to others. During the summer and fall you will work independently on three projects designed to introduce you to the culture and creativity of science, and the value of both imagination and knowledge. Two of the projects will be done as individuals working on subjects of their own choosing, and the third will be the whole class working on a single topic. To assist you with these projects you will be introduced to the university’s library system, the writing center (college-level writing), and the communication department (college-level oral presentations). These will help you not only with the bridge projects but later with Eng-W 131 and Comm-R 110, the composition and communication courses required for almost every major at IUPUI. Both of the individual projects will end with an oral presentation that will also include power point slides – if you need help with power point just ask either the mentor or Dr. Ulbright for help. The first individual research project (Imagination) will focus on the role of imagination in scientific work. For this research project you will select a problem involving society or your community and come up with a novel idea of how you could use science to solve it. This problem can be economic, social, ecological, health or any other category – the choice is yours. The solution can be as real-world or as imaginative as you wish but it must be at least partly based on some real science. This will culminate on August 15 or 16 with a short (3 -5 minutes long) oral presentation and a short (250 word) paper. In both the presentation and the paper you should †¢ explain what the problem is †¢ explain why you chose it †¢ describe your solution with relevant details †¢ suggest what should be considered in designing the solution(s) †¢ note any new problem(s) that you think your solution might cause. The second individual research project (Knowledge) will let you become an expert in one area where science has a covert or overt community impact. You will briefly discuss how and what areas of science are involved, and probably will want to choose a topic you can relate to your proposed major and/or career. On August 23 or 30 you will give a five-minute talk about your topic, including at least 6 PowerPoint slides. On August 23 you will hand in a 250 word summary/essayg;ER. g’Erglo on it. As part of this project you will learn how to use the electronic library resources for college-level research and literature searches. During bridge you will be introduced to the IUPUI library resources and as part of this project you will find two (2) pertinent research articles and one non-peer-reviewed but credible source dealing with your subject. You may not use Wikipedia, or any dictionary or encyclopedia. The third, whole-class project (Service) will have two parts – both will use your media and technology skills, plus your knowledge of biology. The class will decide on the two projects they will do. For the first project, which will be done during Bridge, there is a choice of working with 2nd grade or  high school subjects. For both, the idea is to create an exercise covering a required science topic and making science interesting. Besides media skills, this will draw on your imagination, and your ideas of what students like. We have lists of topics for both grade levels. The second project, which we will do once the semester starts, is to create tutorial presentations to help high school students master some of the tougher concepts in biology – for example, the biochemistry of photosynthesis, meiosis, etc. This project will also help many of our bridge students because these subjects are covered in K101. We will try to finish both projects by September 29 (depends on when the selected topics are covered in K101). For extra credit, members of the Bridge class will visit the 2nd grade classroom. 6. Bridge Scrapbook – during the fall semester the class will select pictures from the Bridge and fall semester images, and create a power point â€Å"scrapbook†. Students will work in the teams they had for their scavenger hunt. This is due Oct 18. 7. Goals: The goals of this Bridge/Window course include: †¢ To help you develop the skills for success in college. Should you have any concerns about physical, academic or other challenges you may face as you start college, we will help you learn about solutions and assistance available to you at IUPUI and make every effort to assist you in making your Bridge and first year experience successful. †¢ To develop a group of friends who will be in some of your classes †¢ To share information on campus resources. †¢ To provide a context for assessing interests, values, and abilities so you can make the most of your time at the university. †¢ To provide a place for students to establish a support network at the University, including faculty, staff, librarians, and students. †¢ To introduce students to the IUPUI Principles of Undergraduate Learning. †¢ To enhance understanding and respect for values and practices of the academic community, including respect for diversity, the open exchange of ideas, collegiality, and academic and scientific integrity. 8. Course Requirements: †¢ Attend class regularly, be on time, and actively participate in class discussions and activities, including fieldtrips. If you must be absent, notify the instructor (Ulbright) before class. †¢ Complete the four projects. For the Imagination and Knowledge projects, present your work as an oral presentation that includes PowerPoint. For the knowledge project – submit a 250 essay summarizing what you learned. For the two Service â€Å"Teaching Science† projects, work with the class to complete and submit your part by the due dates. †¢ Learn how to use technologies such as Oncourse and information resources. †¢ Complete assignments and submit them by the due date. †¢ Submit daily journals and other assignments via Oncourse. †¢ Meet with the faculty member at least once before October 1. †¢ Meet the student mentor outside of class before October 1. †¢ Meet with the advisor and complete your preliminary academic plan by October 11, 2012. Submit your proposed schedule (OneStart shopping cart) by October 18. †¢ Register for spring 2013 on October 25, 2012. †¢ Attend two campus activities/events. †¢ Shadow or interview someone working in a job you are considering as your career or that is similar (we may do this during one of our class periods) †¢ There is NO FINAL EXAM in Windows – yay! 9. Grades: Assignments, attendance, journals and exercises during Bridge will be part of your Windows grade. Graded components will include: †¢ Imagination Project – 40 points †¢ Knowledge Project – 100 points †¢ Service Project – 100 points †¢ Meeting with advisor to plan spring schedule prior to Oct 11 – 25 points †¢ Meeting with student mentor during September – 20 points †¢ Meeting with faculty mentor before Oct. 1 – 20 points †¢ Journals – 10 points each †¢ Attendance – 10 points per class meeting (including Bridge) †¢ Registration – 20 points †¢ Career Shadowing – 20 points. †¢ Campus events/activities – 10 points each (you may do additional ones for extra credit) †¢ Career Assignment – 20 points †¢ Time Management – 10 points †¢ Scrapbook – 15 points †¢ Other assignments will be announced Grade Scale: A = 90% and above of possible points B = 80% C = 70% D = 60% F = less than 60% 10. Basic Policies Attendance: As you begin your college career at IUPUI, attending your courses regularly and on time will be vital to becoming a successful student. You have made a significant commitment to yourself, your college, your classmates, and your professors to be involved in the classes for which you have enrolled. Students who are present and participate are best able to learn; those who regularly attend class, come prepared and on time, and participate are also in the best position to demonstrate what they have learned. Since your college career begins with the Summer Bridge, we encourage you to make attendance and arrival times a priority. Admission in the Summer Academy is a privilege; therefore, we expect perfect attendance. We also expect you to arrive to your classes on time and stay for the full day. If you are not willing to commit to perfect attendance and arriving to class on time, then we would like to offer your seat in the program to someone who is committed. Only documented absences for genuine emergencies will be excusable, and there will be grade penalties for incomplete participation and tardiness. With traffic, parking, etc. you might have trouble getting to class on time, so being 15 minutes late once will be overlooked. After the first late arrival, each time you arrive late or leave early you will lose the points for that class meeting. For each unexcused absence during the fall semester your grade will be lowered by 1/3 (for example, from an A to an A-). In addition, if you miss more than two class meetings during the first four weeks of the fall semester without a valid excuse you will be administratively withdrawn from the fall part of the class (Windows on Science). Administrative withdrawal may have academic, financial aid, and financial implications. Since it occurs after the refund period has ended you will not be eligible for a refund, and it will be difficult to add a class to replace the credit hour. If you have questions about the administrative withdrawal or attendance policies at any point in the semester, please contact me (Dr. Ulbright). Please keep in close touch with me if you are unable to attend class or complete an assignment on time – together we can usually find a solution. Civility and Conduct: Both Bridge and Windows should provide students the opportunity to understand and practice behaviors which support their learning and that of others within an atmosphere of mutual respect. This should include expectations related to respect for the rights of others, acceptance of one’s responsibilities as a member of a community of learners, and the practice of academic integrity, such as the following from the IUPUI Code of Student Rights, Responsibilities,and Conduct [http://www. iupui. edu/code]: The University has certain expectations as to the civility of our campus community. Among those values is fostering a climate of civility and mutual respect regardless of race, gender, age, or status in the institution. IUPUI has achieved much of its promise as an urban university because we work together toward common ends. Because the university is so complex and diverse, however, we will not always agree with one another. When we disagree it must be done with civility. We encourage everyone to speak and act judiciously and with respect for one another. Also among our values are academic freedom and an open exchange of ideas and opinions. However, when there are messages displayed that promote divisiveness in our academic community we have an obligation to condemn those messages as being antithetical to our university ideals and sense of shared responsibility for each other’s welfare. If we are to be true to our commitment to diversity and be welcoming to all, everyone must do his or her part. We know the terrible legacy of unopposed statements of racial divisiveness and diatribe. If we don’t discourage such statements, they become insidiously acceptable and poison the climate of trust and respect we strive to maintain. When apathy leads us to permit discrimination or harassment because we ourselves are not objects of such behavior, we have failed our community. No set of rules or policies can wholly govern human conduct. Civility is a fragile construct that each of us must cherish and preserve. Academic Integrity and Plagiarism: IUPUI has high expectations of its students. Academic and personal misconduct by students is defined and will be dealt with according to the procedures specified in the IUPUI Code of Student Rights, Responsibilities, and Conduct [http://www. iupui. edu/code]. There are five fundamental values that this academic community expects: honesty, fairness, respect, responsibility and trust. It is important for students to be aware of the expectations of IUPUI regarding individual course work, including Oncourse assignments and examinations. Students should be aware of the rules which govern their behavior, both on and off campus, and aware of the consequences of making poor choices. Instructors have tools available through Oncourse which enable monitoring of their activity within the virtual classroom and programs such as Turnitin to detect plagiarism, and these tools can be used as evidence of academic misconduct. Please consider that holding yourself to high standards of academic integrity in your college work will likely be important to you in some way in your future. Academic dishonesty limits the amount of actual learning you can accomplish – not learning material well in a one class means you are poorly prepared for the next class and may later effect your job performance in the future – regardless of whether you are â€Å"caught† or not. We hope the person calculating the dosage of radiation you will receive really did earn that â€Å"A† in Physics. Class Etiquette: The first-year seminar course is structured to be a time for learning within a civil framework. Inappropriate talking, eating, texting or working on other coursework during the class session should be avoided. Inappropriate student behavior not conducive to the proper functioning of the class will be identified and dealt with immediately. Tentative Fall Schedule 2012 Windows (Bridge) Section 10316 Room BS 3012 Thursdays 3:00 – 4:50pm August 23 IUPUI resources (online and on-campus), time to work on Service project, First set of Knowledge Orals. August 30 Rest of Knowledge Orals September 6 Medical Museum September 13 Service Project and Advising September 20 TBA September 27 Role of Science in American Culture, Ethics and Science October 4 Principles of Undergraduate Education, Professional and Graduate Programs October 11 Eiteljorg Museum; Career Assignment due October 18 Study abroad, Next semester’s profs, Scrapbook and Schedules with sections due October 25 Registration, Pizza, Last Class. Bridge Syllabus 2012-2013. (2016, Sep 23).

The cases of Maryland v. King and Florida v. Harris Essay

The cases of Maryland v. King and Florida v. Harris - Essay Example In such scenarios, I believe that the overall circumstances must be considered in totality instead of referring to different legal provisions in isolation and verifying compliance with them. It is also vital that the final decision becomes source of benefit for the maximum number of stakeholders involved and doesn’t breach the universally accepted rights. This paper discusses similar two cases, elaborating on legal facts of the case and arguments presented by different courts. It includes my critical evaluation of the two cases where I strongly agreed or disagreed to either court’s decisions, concurring opinions or dissenting judgments. Case 1 – Maryland v. King: Agreement This began in 2003 when a masked man named Alonzo King raped a woman in Maryland and escaped, not to be found until in 2009, when he got arrested and was identified during a DNA cheek swab test as part of routine search procedures. DNA sample matched the previous one from rape case and hence th e criminal was charged with former offences as well. Subsequently, King went into the Circuit Court to hold that the authorities were not entitled, as per Fourth Amendment Rules, to evade his privacy and conduct routine search on him and therefore any evidence drawn during the course of such procedures shall be invalid and cannot be held in the court of law. The court disagreed and continued to penalize him with life sentenced imprisonment with no allowance of parole. However, eventually Court of Appeals of Maryland agreed to notion presented by King and disregarded the conviction placed on him. In event of disagreement, the Supreme Court intervened and declared King as guilty as there is no violation of Fourth Amendment requirements. Justice Roberts, Thomas, Breyer and Alito gave concurrence that it doesn’t constitute to invasion of privacy while Justice Scalia, Sotomayor, Ginsburg and Kagan gave dissenting opinion that DNA test is too specific and advanced to be considered as a routine procedural check and is only executed when there is a preconceived suspicion on an individual (Supreme Court of the United States, 2013a). I agree with the court’s final decision in this case as it seems most appropriate, legitimate and socially correct. Firstly, nature and duration cheek swab test is so minor that it cannot be considered to be a source of privacy intrusion. Secondly, it is essential to consider the end-results to any incidence. In this case, the DNA test eventually generated favorable results by identifying a criminal that was long lost and roaming free in our society. Thus, this decision also indirectly benefits our community by keeping its interests safe from such escaped criminals. DNA test is merely a method used for crosschecking an identity so it can be stored in database for subsequent retrieval and can also be used to generate past criminal history of the guilty individual. Additionally, the Fourth Amendment rules cannot be stated to hav e been breached if any check or search has been conducted in pure good faith with no biased intentions. Obviously, it is difficult to prove good faith but overall circumstances, as in this case, give clear cues regarding the reasons behind the test being conducted. Therefore, in light of the above arguments, I believe that court’s decision was legally as well as ethically correct and furthermore, I would strongly recommend that regulatory authorities must use lessons from such instances to adjust legal provisions and include DNA testing practice in standard routine search procedures as it does atleast no harm to the society as a whole, if not

Applications of laser technology Essay Example | Topics and Well Written Essays - 2500 words

Applications of laser technology - Essay Example This device has undergone centuries of modifications and up gradations to receive its current state. The term laser is actually an acronym, meaning (L) Light (A) Amplification by (S) Stimulated (E) Emission of (R) Radiation. It is a device which emits light with certain properties that makes it so important for various processes. It stimulates light, which is part of the natural electromagnetic spectrum. The light emitted by a laser device has certain properties which differentiates it from normal light emissions. The light emitted by a laser is monochromatic, that is its wavelength is extremely pure and coherent as well. The light waves emitted by the device are all in a single phase and diverge to a negligible extent. When the beam is focused on a particular point, it exceeds the brightness of the sun thus allowing it to be applicable in several significant procedures. It has taken several procedures and advancements for laser devices to reach their current status. The first actual laser was developed by a well renowned scientist Theodor Maiman who worked at the Hughes Research Laboratory. The first laser he developed was only a level 3 laser developed by a Ruby rod silvered at both ends. However, the working principles had already been derived by Albert Einstein centuries ago with the help of Plank’s laws of radiation. The working principles had been further upgraded by scientists such as Charles H. Townes who had developed a predecessor of Lasers, known as Masers which were developed by Microwaves (Galvana, 2002, p.286). With the development of lasers through time, it has been updated into several hundreds of forms. The various significant types of lasers mainly include diode-pumped solid-state (DPSS) lasers, helium neon lasers, air cooled ion lasers, and semi-conductor diode lasers etc. have gained particular significance in recent years of scientific development. The application of these lasers is the biggest aspect to be considered. Medical Applic ations of Lasers Due to further development of science and the adjustment of lasers according to the requirement of the procedure, scientists have put lasers in use of many vital medical processes. Due to its precise, pure and accurate nature surgeries have become even further accurate and authentic. There are several procedures that include lasers as the most vital part of the entire process. The application of laser in medical processes has provided a special breakthrough in the field of optics. LASIK is an extremely important procedure that has been developed for the correction of a person’s cornea in order to cure his eye sight. LASIK stands for Laser in Situ Keratomileusis and has become one of the most renowned processes in modern times. This medical procedure basically consists of three steps. Firstly, the measurement of the cornea is noted which will be extremely important in reshaping the cornea via laser. Then the patient is sedated and his eye lids are held still w ith the help of a scalpel. Then with the help of the laser, which has a high pulse to pulse stability and intensity, the cornea is changed back to its stable shape. Recent advancements have been made which reduces the chance of any error due to eye movement by the reduction of the time required for the procedure (Thyagarajan and Ghatak, 2010, p.471). The use of lasers has also proved extremely vital in case of

Learning Environment Research Paper Example | Topics and Well Written Essays - 1000 words

Learning Environment - Research Paper Example Environment is listed as one of the major contributors to the learning process. It has a very high impact on the knowledge that is inflicted on us. While comparing the environment to student learning, environment means external factors that affect the classroom or the learning process. These include classmates, bullies, timetables, lecturers among others. From an organization's point of view, the learning process comprises both the organization and the staff members. The environment of an organization involves the company mission and vision, core values as well as the overall strategic plans. The company resources and the annual goals and implementation processes constitute the organizational environment (Ormond, 2004). One of the major contributors to the theories of learning is Jean Piaget, who came up with the 'theory of cognitive development'. According to Piaget's theory there are four development stages of a child's development from the inherent impulses to complex activities. The four stages include; Sensorimotor Stage (Age 0-2) - In the sensorimotor stage, the rational compositions are mainly involved with the mastery of material objects. Pre-operational Stage (Age 2-7) - This stage involves the mastery of signs and symbols. Concrete Operational (Age 7-11) - In the concrete stage, children learn mastery of modules, associations and figures and how to rationale. Formal Operational (early teens after 11) - The last stage deals with the mastery of ideas and contemplation. In Piaget's theory the environment contributes since children exposed to different environments tend to master objects, signs and symbols differently, and tend to rationalize things in different means. Therefore according to Piaget the environment serves as a catalyst to learning and overall development. (Ormond, 2004.) In organizations, aspects such as technology also serve as the environment and they promote the extent of learning. Over time many changes have taken place in organizations because technology has been consistently advancing. Just a decade or so ago the postal system and the fax machine were the fastest ways to get things done. In today's environment we use emails and scans for the majority of written correspondences (Edelman, 2006). In the days gone by, in-person conferences were a daily ritual but in our fast pace world of cell phones and conference call the slow means have been replaced and it is now possible for people across the United States to purchase, finance and close deals without ever leaving their homes. Individuals today cannot live without a blackberry and a computer. Individuals and companies have to work daily with all the available advances in Technology. They are constantly in different computer programs to help with daily activities of the office (Frank, 2003). Companies are also using all types of office equipment to actively stay in touch with their clients. Without the new world of cell phones, email, multi line phone systems and faxes it would take weeks to do what is done today in just a matter of hours. Firms rely heavily on the latest advancements in the coffee world to stay

Does the Beauty and Majesty of the Natural World Need to Be Tied to a Essay

Does the Beauty and Majesty of the Natural World Need to Be Tied to a Higher or More Spiritual Force to Be Truly Understood - Essay Example Even in the cases when nature itself is considered divine, more conscious attitude to one’s own religious beliefs is psychologically beneficial. Some objections to this view are examined and followed by counterarguments related to current environmental ethics and politics. People need to have values in life. The need for spirituality is proven by psychological studies (Schroeder, 1992) and numerous moments of our daily experience. We want to transcend the limits of our own personalities by experiencing Other, be it in God, nature, or other entities (Schroeder, 1992, p. 25). Protection of environment is another acute need of humanity. There are numerous ways of satisfying these two necessities. The difference between them lies in the question where is the Other. Or, to put it playfully, who is the Significant Other? Once a person has decided, it becomes clear what God and nature mean to him or her. For pantheists and deep ecologists, nature is valuable by definition (Naess, 197 3). For most of the believers of world religions, nature is beautiful and majestic as long as its phenomena are sanctioned by some deity. Even pagans worship the deities of streams, trees, and rocks, not nature itself. But regardless from the forces considered divine in any one of these cases, the value of nature should not be mediated and limited by any other values.... It often establishes some hierarchy: many animals are believed to be ‘unclean’ or ‘sacred’ in various religions, and the believers treat those animals accordingly. Usually, this inequality does not result in animal massacres or maltreatment, but it has subtler implications for the entire ecosystems. In most of such hierarchies of world religions, human beings are usually situated above the other living creatures, so that the decisions about the entire ecosystems are made, so to speak, in their ‘favour’. This anthropocentrism of traditional culture is blamed for environmental crisis by deep ecologists and radical environmentalists, as it fails to represent the parts of ecosystem as interrelated (Leopold, 1949). There is also selectivity of non-human species: for instance, people are more likely to preserve the spotted owls than the insects that belong to the same ecosystem. It may be argued that human eye is selective by nature and that our exper ience of nature is still mediated by something, be it religion, science, or anything else. This view echoes the one expressed by Ralph Emerson, a classic representative of transcendentalism: that the poet’s eye â€Å"can integrate all the parts† (Emerson, 1836), thereby giving them sense. For Emerson, art and spirit were superior to nature: â€Å"Have mountains, and waves, and skies, no significance but what we consciously give them, when we employ them as emblems of our thoughts? (...) the whole of nature is a metaphor of the human mind† (Emerson, 1836). From the fact that our interaction with nature is mediated, it does not follow that our view is right. Schroeder (1992) explains that spiritual experience, including the spiritual experience of nature, should be

International Real Estate Investments Essay Example | Topics and Well Written Essays - 7500 words

International Real Estate Investments - Essay Example The city would have to buy this land from the private investor, for which it would pay a premium, and then build homes on this land and sell or rent them for less than market value. This would not be a smart business practice for a city and it would lead to an outcry from citizens when taxpayers’ money was spent on something that most taxpayers were not even benefiting from. Also, other social programs would have to suffer because of this practice, which would also hurt city planners and the city in general. There are bigger needs in many cities than affordable housing since people will find a way to pay for housing before they will do other things. In addition, most major cities have run out of room within the city and the residents have now begun retreating to the suburbs. The problem with this is that low-income housing units are not welcome in these regions. The people that have moved out of the city have moved there to get rid of the stereotypical problems that occur with low-income inhabitants and, therefore, affordable housing units would not be welcomed in this region. An example of this is James Vacca â€Å"making sure that developers do not evade the new restrictions. He said he recently noticed someone building a three-family house, something not allowed under the new rules. He complained to the buildings department about it, and about subsequent adjustments until the builder agreed to construct a one family house with two parking spaces instead†1 Gotham Gazette. 21 October 2005. The amount of private property ownership, combined with the escalating price of real estate, has made it very difficult to provide affordable housing for the population in or around any major city. London, in particular, is having a major affordable housing crisis because of its booming economy and drastic population growth so it needs to look at the examples that are provided by other cities.

E- Commerce & IT Essay Example | Topics and Well Written Essays - 1500 words

E- Commerce & IT - Essay Example Electronic Markets are the recent online trading network platform that links the sellers with the buyers together for exchanging goods and services, without any mandatory face to face interaction during spot trading. Most of the EMs are two-way networks or collaborative in nature. When different companies working in same line of business meet at a place, which are willing to exchange goods to target customers, we get an association of market places. Such market place is called the electronic market if the parties to transaction mainly communicate online or through some private networks.The concept of EM has its origin from Electronic commerce, the fundamental purpose of which is to execute transactions that are supported electronically. Some of the top e-commerce developments of last decades include eBay, Amazon, Google Ad Words, PayPal, etc. The business model may be B2B, B2C, or C2C. In all these models, automating transactions drastically reduces the amount of paper works and need for human intervention which consequently leads to minimization of overall cost of the firms (Andreini, 2003, pp.15-16). Any transaction involves the exchange of goods and services and the electronic medium is used to keep record of such transactions, such as inventory, track location of goods despatched, quantity, price, etc. Online transactions that take place at the point of sale need to critically focus on time sensitive transactions whose delay might cause huge losses for companies (Huang, Wolf, and Sycara, 2001, pp. 2-9). The evolution of internet increased the speed of data transfer and, hence, provided an ideal platform for conducting EDI (Electronic data Interchange) transaction and E-commerce. Challenges for the Collaborative Electronic Markets When any business plans to launch the Electronic market, its main objective is to bring the buyers and sellers together through a network by realising a need for exchange of goods. But such a business model can sustain in the long run only if there is sufficient trust among the business partners on the entire system. Not to mention that security, reliability and privacy is a must for any sort of online transaction. These issues must be addressed very seriously if the company is planning to sustain (Wielki, 2002, p.129). The Electronic market has huge scope form demand planning, analysing and forecasting, to supply chain management, logistics and demand fulfilment. The business partners do not only look for cost efficiency but also expect specialization from Electronic Market companies (Furrenr and Sudharshan, 2001, p.127). The cost consideration has to be taken into account along with the timely delivery. This is because very often it is found that carrying goods for third party reduces direct cost per kilometre of running the trucks for the companies but at the same time it increases time of delivery by spending significant amount time on roads. Many e-Markets have only focused on the cost aspect ignoring th e time which ultimately lead to their downfall. Very often the larger-than-life ambition, lack of clearly defined long term goals, distrust among partners, reluctance of the suppliers to join common platform also lead to failure of e-business models (Gupta, 2007, p.4). In order for the e-commerce companies to sustain in the competitive market, it needs to specialize on a particular field and then expand the business gradually with time. Thus, the mentality of entrepreneurs of trying to achieve ‘too much’ in ‘less time’ may ultimately take their ship down and shorten their long term sustainability. Managing Conflicts in e-Marketplace The emergence of Electronic Marketplace has lead

International Real Estate Investments Essay Example | Topics and Well Written Essays - 7500 words

International Real Estate Investments - Essay Example The city would have to buy this land from the private investor, for which it would pay a premium, and then build homes on this land and sell or rent them for less than market value. This would not be a smart business practice for a city and it would lead to an outcry from citizens when taxpayers’ money was spent on something that most taxpayers were not even benefiting from. Also, other social programs would have to suffer because of this practice, which would also hurt city planners and the city in general. There are bigger needs in many cities than affordable housing since people will find a way to pay for housing before they will do other things. In addition, most major cities have run out of room within the city and the residents have now begun retreating to the suburbs. The problem with this is that low-income housing units are not welcome in these regions. The people that have moved out of the city have moved there to get rid of the stereotypical problems that occur with low-income inhabitants and, therefore, affordable housing units would not be welcomed in this region. An example of this is James Vacca â€Å"making sure that developers do not evade the new restrictions. He said he recently noticed someone building a three-family house, something not allowed under the new rules. He complained to the buildings department about it, and about subsequent adjustments until the builder agreed to construct a one family house with two parking spaces instead†1 Gotham Gazette. 21 October 2005. The amount of private property ownership, combined with the escalating price of real estate, has made it very difficult to provide affordable housing for the population in or around any major city. London, in particular, is having a major affordable housing crisis because of its booming economy and drastic population growth so it needs to look at the examples that are provided by other cities.

Jose Rizal Life in Dapitan Essay Example for Free

Jose Rizal Life in Dapitan Essay The El Filibusterismo is the sequel of the Noli Me Tangere. Both nationalistic novels were written by Dr. Jose Rizal. In Noli Me Tangere, Rizal described the full extent of slavery and abuse suffered by the native Indios at the hands of Spanish authorities. Hence in this second book, Rizal pictured a society at the brink of revolution. The Indios have started to adapt liberal ideas and guerrilla factions have started to revolt against the government. The advent of the novel starts 13 years after the events in the Noli Me Tangere, Juan Crisostomo Ibarra orchestrated a plot of evil means but heroic desires. During his travels in Europe, Ibarra changed his name to Simoun. He becomes a renowned jeweler thus his wealth grew further. He started to make new connections with the illustrious societal personalities in Spain. With his influence, he helped a military colonel to rise the ladder and be promoted as captain general of the colonial territory, the Philippines. For Simoun, it was all planned. Upon his return in the Philippines, he was dubbed as his black eminence. People saw him as an influential figure whom his majesty consults whenever decisions are to be made. After all, his majesty, the captain general owed so much to Simoun. Simoun wants to take revenge and bring back the love of Maria Clara who now resides at the convent. The jeweler was famed for his wealth and power. Hence, no one thought that the opportunists and fearsome Simoun was the same idealistic Ibarra of the past. Simoun started to look for followers. He found his allies with the oppressed and enslaved. He form an alliance with Kabesang Tales group, an outlaw whose land was grabbed by the friars corporation. He then, looks for more men. He searched the villages looking for strong willed men who have a gripe on the government. Simoun, using the influence he has on the captain general, ordered stricter and more abusive government policies a move that will make the people angrier. This was the plot of Simoun, to use the peoples hatred against the government to his advantage. Simoun also ordered attacks that will backfire and weaken the governments military forces. However, the revolution scheduled at the night of a musical play in Manila didnt come into fruition. Months, later another plan was made. At the grand wedding of Juanita Pelaez, the son of a successful businessman and the beautiful Paulita Gomez, Simoun insisted to take charge in the decorating. Simoun knew that the feast would be attended by friars, government officials and prominent figures the same people who wrecked havoc to his life. Beneath the beautiful decorations and lighting were sacks of gun powder. The whole house was filled with explosives. Simoun formed his own army of the oppressed and enslaved and with the help of government soldiers and outlaws whom he commissioned, they will start a bloody revolution. The mission, to kill all Spanish authorities and to take control of the country. At the wedding, Simoun puts a beautiful lamp at the center of the table carved with gold linings and other kind of gems and jewelries. Simoun left as soon as delivering his gift, the lamp. It was a festive celebration but unknown to the guests, the lamp is a time bomb that will explode once lifted. It will result into a huge explosion that will be a signal to Simouns troops to simultaneously attack Manila. Just before the lamp explodes, a piece of mysterious paper bearing the message You will die tonight was being passed. It was signed by Juan Crisostomo Ibarra. Father Salvi confirmed that it was the real signature of Ibarra, a long-forgotten filibuster. The guests at the wedding were all frightened. Slowly, the lamps light started to diminish and soon one will lift it and will cause a huge explosion. However, a Isagani, a student and friend of the newly-weds knew the plot and because of his undying love to Paulita threw the lamp before it explodes. After the wedding, the plot was unraveled and a shoot-to-kill order for Simoun was commissioned. Hence, Simoun, the sly fox that he is, makes sure that he wont get caught alive. He drank a poison and as it effects started to take toll on his body, he was able to confess his plans and real name to a Filipino priests. Characters Simounben zayb Basilioplacido penitente Isaganiquiroga Kabesang talesold man selo Don custodiofather fernandez Paulita Gomezattorney pasta Father florentinocaptain-general Hulipadre sibyla What is the climax of el filibusterismo? the climax of the story of El Filibusterismo found in kabanata 35 in titled ANG PISTA What are the moral values of el filibusterismo? El Filibusterismo was Rizals second novel published in Ghent, Belgium in 1891 with the financial help of Valentin Ventura. It is a sequel to his first novel, Noli Me Tangere. The main character of El Filibusterismo is Simoun, a rich jeweler from Cuba. He was Crisostomo Ibarra of Noli Me Tangere who, with Elias help, escaped from the pursuing soldiers at Laguna Lake, dug up his buried treasure, and sailed to Cuba where he became rich and made friends with many Spanish officials. After many years, he returns to the Philippines in disguise. He has become so powerful because he became an adviser of the governor-general. On the outside, Simoun is a friend of Spain. But deep in his heart, he is secretly planning a bitter revenge against the Spanish authorities. His obsessions are 1) to incite a revolution against the Spanish authorities, and 2) to rescue Maria Clara from the Sta.Clara convent. El Filibusterismo (Subversion) is the second novel by Jose Rizal, national hero of the Philippines. Written as a sequel to the Noli Me Tangere, it focuses more on dark themes and appears to favor revolution (at least as far as the main character is concerned) -by: Manuel Viloria A Filipino Family on the Web El Filibusterismo (lit. Spanish for The Filibustering[1]), also known by its English alternate title The Reign of Greed,[2] is the second novel written by Philippine national hero Josà © Rizal. It is the sequel to Noli Me Tangere and like the first book, was written in Spanish. It was first published in 1891 in Ghent, Belgium.

English Literature Essays Witchcraft Goodman Brown

English Literature Essays Witchcraft Goodman Brown Witchcraft Goodman Brown Young Goodman Brown The setting of the story is in the 17th century in Salem, Massachusetts where the center of witchcraft occurred in history. As a backgrounder, during those times, most people believed in witchcraft. The belief originated from Europe where 500,000 people were executed for it between 15th and 17th centuries. Before the outbreak of witchcraft, nearly 300 people had been indicted of witchcraft and more than 30 have been hanged. Both men and women have been jailed and executed those times. Almost everyone who was accused of witchcraft were older women who were likely to be independent and eccentric. This hysteria was believed by historians essential because it was the last time in the history of America that allegations of witchcraft would lead to execution. The experience and its aftershocks also marked the conclusion of Puritan authority in New England. During those times, the leaders of the community of Salem, including those young innocent people like Goodman Brown were easily allured by wicked figures to join cults. The story starts in motion with young Brown leaves his three-month wife, Faith home, and meets a stranger, with a staff resembling a snake, in a forest to join undetermined, but evidently unholy ceremony. It is being discussed in the story that his wife, Faith, wears a hat with pink ribbons on it. Hawthorne explains the character of the wife by the symbol of pink ribbons which entails daintiness, fragility and innocence. He also supports the wife’s vulnerable character when Brown tries to hide the purpose of leaving from his wife with the reason that it might break her fragile heart. At the time of meeting of Brown and the man with a staff, the author also gives a briefing of the stranger’s character. He makes the stranger carry a staff which resembles a snake. It is being associated to the rod thrown by Aaron, a biblical character, before the Pharaoh. It also symbolizes lies and deceit which explains the character of the one who uses it. Hence, the staff of Brown’s companion is being linked to evil. As Brown goes on with the journey with his companion deep in the forest, Hawthorne inserts credibility to the character of the stranger. Credibility so to confuse the readers whether the stranger is good or bad†¦whether he is wicked or not. It sets the mood of confusion when the author explains that the stranger’s looks could be mistaken for a father of Brown. He pictures out that the two resembles each other. The author stops not there for the purpose of confusing the readers more. He also tries to puzzle the readers when the stranger utters to the main character that he once, worked with Brown’s parents which gains the stranger credibility so Brown will be comfortable journeying with him. Hawthorne is successful in building the mysterious character of the stranger. At one point of their journey, the stranger offers his staff to Brown to help the main character on their way to the unexplained ceremony. Brown refuses to take it which could be a symbol of the author that the main character is not fully convinced to wickedness yet. As the two moves on, the story shows that Brown begins to realize that a lot of his townsfolk are traveling towards the ceremony which surprises him particularly when he sees the Deacon, the Minister and the woman who taught him catechism whom he considers models of the Christian community. On that note, the author is leading the readers to think about two things; either those people familiar to Brown are really heading towards the ceremony or the stranger, who plays the devil role to those who Hawthorne isn’t able to confuse, just makes a mere imagination for Brown, but both serves the same purpose, to lure him to the ceremony. The ideas are applicable to the story and Hawthorne uses figures like those people whom Brown looks up to like the Deacon, the Minister and the woman who taught him catechism. Noticing all these, he understands that not everyone, who seems to do good things, shows holiness and preaches the good word is sincere to what they do. This realization makes him want to turn back at some point but for some reason, he decides to proceed. Hawthorne could be showing that the main character’s step to wickedness progresses. At some point of Brown’s journey, he is traveling alone when he sees his wife also heading towards the ceremony. That scene gives him mixed emotions. Excitement captures his being because at one point of his journey, he wanted to just go back to his loving Faith, but disappointment overrules his soul. He is disappointed knowing that his wife is to be initiated at the ceremony. He never imagined that his three-month wife, fragile and loving, whom he tried to protect from his own evil, will be corrupted too. Hawthorne is able to support his description of Brown’s three-month marriage with Faith. Being married to someone for such a short time illustrates that there are lots of things to be discovered from each other. There could be lots of surprises. On that note, Brown understands more that even his wife, whom he trusts so much, who seems to be not capable of doing anything immoral, could be wicked too. The author must also have used the word innocent as a hint that this character could easily be deceived by anyone. As the story goes on, Brown stops for a moment, being in deep pain of the knowledge that his wife will also be at the ceremony. He calls the witches and devils and says â€Å"fear this Brown as he fears you.† Hawthorne makes a terrifyingly great scene here. He adds strong winds, sounds coming not from a single man and shadows waving coming from the trees. He pictures the scene well. And as Brown accepts that his wife is also attending the ceremony, he considers just going on. A scene in the story, when Brown sees a pink ribbon falling from the sky that leads him to losing his Faith in two aspects. Brown still goes on to the ceremony. It was shown by the author by his incredible picture-painting talent that Brown was determined to continue his journey in the woods to the ceremony but dragging his feet at the same time. The actor in the motion picture should be very good at doing this, tag with an excellent director in order to show what the author is trying to picture. A trophy for Hawthorne. During the ceremony, Brown sees a lot of newly converted members. Hawthorne paints a clear picture of the ceremony. A fire-lit place in the deepest of a forest, a rocky altar at the middle where a minister preaches and the converts who are being called to come forth the altar to be anointed by blood to seal their souls with wickedness which complete the ceremony picture. Basing the review of the story in old English language, it doesn’t state there if the couple, Brown and Faith, comes forth the altar together. On the other hand, considering the other versions of the story, in modern English language, it states that Brown, behind the tress, sees his wife approaching the altar for the anointing and sobs to her not to accept the communion and look to the heavens. On that note, Hawthorne’s original masterpiece, not the translated one, is vague. Either it is intentional or he overlooks at it. As per the other critics, Hawthorne is inexperienced and lacks at so many areas as a writer. Some writers call it a â€Å"License†, like a poet’s license. But whatever that is, it should be discussed well. If Hawthorne does it intentionally, it should be supported with explanation, not necessarily through words but a mere correlation to the plot. In this case, Hawthorne is not able to supply the missing information. As the story proceeds to the ceremony, it shows there that Brown is definitely not amazed with what is happening. He sees familiar faces like his neighbors and other not mentioned characters but clearly refer to people who never crossed his innocent young mind could be there. One instance there is he sees a figure who has the likeness of his mom trying to stop him from being one with them. Hawthorne at this part, again, wins a trophy for â€Å"imaginational† effects. If the motion picture of this story follows the concepts of the author, it would be a great success. He uses terms likes â€Å"figures† and â€Å"unclear images† to make his readers understand that those people described as figures are those who have been anointed and became wicked. In the story, it shows that these people are imprisoned by the anointing. They are living but unfree, somebody but dead. Imagine what they look like†¦living-dead beings which make the ceremony scarier. Hawthorne’s description of the scene is very essential to make the ceremony spooky. After the scene at the ceremony, Brown finds himself standing beside a big, cold and damp rock. This surely confused the readers. A teleportation from the ceremony back to the woods. He is thinking if the experience at the ceremony is a dream or a reality. Either of the two, it’s a nightmare. Hawthorne is letting his readers think what really transpired. While I was at the ceremony part, I thought I was at the climax of the story. I realized I was wrong. This is the peak. Hawthorne leaves us a question if it really happened, just like Brown’s question to himself. The next morning, back in Salem, Goodman’s view about his neighbors, the leaders of the Christian community, everyone who seems to practice good conduct and even his wife is attached with skepticism. Did the journey really happen or it was a dram in slumber? The author doesn’t tell us and it doesn’t matter. Brown goes back to Salem a changed man. He is never able to see his neighbors the same way like before, and becomes a sour hermit. He never able to see his wife the same way again and becomes an isolated husband. As per a source, Brown despises these people because he sees that same traits in himself. Like the people in his journey, he questions his own religion. However, he projects his own fears onto those around him. The dream is a manifestation of all of the insecurities he has about himself and the choices he has made in life. However, he is too proud to acknowledge his own faults. His life ends alone and miserable because he was never able to look at himself and realize that what he believed were everyone elses faults were his as well. He is completely isolated from his society. Thus, he begins to become jaded and cynical about the things happening around him. The troubled Goodman lives his life with disbelief, uncertainty and doubt. Brown is a changed man after his journey. Hawthorne demonstrates how he, a Puritan, fails the test of his honest and religious being. Hawthorne uses cold drops from the hanging twig which is not a typical baptism in most Christians because they don’t sprinkle on the head. This means that Brown cannot be a true Christian himself. The beginning of the story represents immaturity, goodness and ever man. Brown is a very religious in nature. Not knowing the hurdles lie ahead, he journey to the dark uncertainly forest. Brown is said to be nave because he went to the evil forest in spite of his wife’s warning of the danger that could be encountered. It demonstrates the prototype of the innocent. He becomes irrational optimistic towards his wife’s cautioning him to go to the forester. The use of symbolism in Young Goodman Brown shows that evil is everywhere, which becomes evident in the conclusion of this story. He feels like his father and grandfather committed great sins. We take a journey with him into the awful forest. There is always an association between forests and evil. As per the other critics of the story, the name Goodman refers to everyone. But actually, it perfectly explains the main character Goodman, who happens to be a good guy but also has tendencies to be enticed by wickedness. The name is also accompanied by the word â€Å"Young† which simply explains the word itself†¦young. In the story, it shows that he, Goodman, tries to turn back a couple of times because of his Faith in two aspects, his wife and faith itself. But realizing that his wife is to be initiated at the ceremony, disappointment lives on his face and resumes to his original plan. With uncertainty and anxiety, he declines to be anointed and looks to the heavens above. This simply clarifies the statement above that he has tendencies to be enticed by wickedness. All men can be drawn to such horrifying acts but can also decline the temptation. This typical form of a biblical story shows Browns efforts in grasping the nature of good and evil. He has his communal society and religious values but those were not enough for him. He went on a journey to search and found the answers from the dark side. He then changed into a pessimistic man from an optimistic one. He was once innocent from the reality, and due to his curiosity, he was faced squarely to it. Brown looked for the nature of good and evil and found the answer. The story shows where the line is drawn between good and evil and who are in danger crossing it. Hawthorne skillfully reveals the shadowy area between Good and Evil, where it is hard to determine if something is good or evil. Through his questioning of one moment in his life, his journey, he begins to question the validity of everything and everyone around him. References Hawthorne, Nathaniel Young Goodman Brown. The modern library of the worlds best books. Charlottesville, VA, University of Virginia Library, 1996. Bloom, Harold. Nathaniel Hawthorne. Modern critical views. New York: Chelsea House, 1986. Hawthorne, Nathaniel, Peter George, and Robert Tinnell. Nathaniel Hawthornes Young Goodman Brown. Princeton, NJ: Films for the Humanities Sciences, 2000. Fox, Donald, William Phelps, and Nathaniel Hawthorne. Young Goodman Brown. Santa Monica, CA: Pyramid Media [distributor], 1990s. Young Goodman Brown. Perfection Learning, 1979.

tempcolon Confronting Colonialism and Imperialism in Aime Cesaires A

Confronting Colonialism in A Tempest   Ã‚  Ã‚   A Tempest by Aime Cesaire is an attempt to confront and rewrite the idea of colonialism as presented in Shakespeare’s The Tempest.   He is successful at this attempt by changing the point of view of the story.   Cesaire transforms the characters and transposes the scenes to reveal Shakespeare’s Prospero as the exploitative European power and Caliban and Ariel as the exploited natives.   Cesaire’s A Tempest is an effective response to Shakespeare’s The Tempest because he interprets it from the perspective of the colonized and raises a conflict with Shakespeare as an icon of the literary canon.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In The Tempest by William Shakespeare one might argue that colonialism is a reoccurring theme throughout the play because of the slave-master relationship between Ariel and Caliban and Prospero.   It is also noticeable through the major and minor changes in status among the temporary inhabitants of the island like Trinculo and Stephano (Brower 463).   These relationships support the theme that power is not reciprocal and that in a society someone will be exploited.   Shakespeare first introduces the idea of colonialism when he allows Prospero to be ruler over Caliban, the native inhabitant of the island.   This is a direct link to the colonization by the Europeans in the late 1400’s.   Caliban reveals this idea of colonization in Act I Scene 2 when he says, â€Å" This island’s mine by Sycorax, my mother, /Which thou tak’st from me†¦For I am all the subjects that you have, /Which first was my own king; and here you sty me/In this hard rock, while you do keep from me /The rest o’ th’ island† (Shakespeare 37).   Shakespeare’s diction in this dialogue as well as in Prospero’s response that fol... ....2001 http://www.britannica.com /seo/a/aime-fernand-cesaire/>    Becker, Zachery. â€Å"Aime Cesaire’s A Tempest†. (1999) 18 April.2001    Brower, Reuben. Shakespeare: Modern Essays in Criticism. Ed. Leonard Dean. Oxford: Oxford University Press, 1967.  Ã‚      Cesaire, Aime. A Tempest. Trans. Richard Miller.   USA: UBU Repertory Theater Publications, 1992.    Hawkes, Terence. That Shakespearean Rag: essays on a critical process. New York: Methuen and Company, 1986.    Mullenix, Elizabeth Reitz. â€Å"The Tempest.† Illinois Shakespeare Festival. (1996) 18 April2001.    â€Å"Negritude.† Encyclopedia Britannica. (1999): 27 April.2001 http://www.britannica.com/eb/article?idxref=283623    Shakespeare, William. The Tempest. London: Washington Square Press, 1994. tempcolon Confronting Colonialism and Imperialism in Aime Cesaire's A Confronting Colonialism in A Tempest   Ã‚  Ã‚   A Tempest by Aime Cesaire is an attempt to confront and rewrite the idea of colonialism as presented in Shakespeare’s The Tempest.   He is successful at this attempt by changing the point of view of the story.   Cesaire transforms the characters and transposes the scenes to reveal Shakespeare’s Prospero as the exploitative European power and Caliban and Ariel as the exploited natives.   Cesaire’s A Tempest is an effective response to Shakespeare’s The Tempest because he interprets it from the perspective of the colonized and raises a conflict with Shakespeare as an icon of the literary canon.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In The Tempest by William Shakespeare one might argue that colonialism is a reoccurring theme throughout the play because of the slave-master relationship between Ariel and Caliban and Prospero.   It is also noticeable through the major and minor changes in status among the temporary inhabitants of the island like Trinculo and Stephano (Brower 463).   These relationships support the theme that power is not reciprocal and that in a society someone will be exploited.   Shakespeare first introduces the idea of colonialism when he allows Prospero to be ruler over Caliban, the native inhabitant of the island.   This is a direct link to the colonization by the Europeans in the late 1400’s.   Caliban reveals this idea of colonization in Act I Scene 2 when he says, â€Å" This island’s mine by Sycorax, my mother, /Which thou tak’st from me†¦For I am all the subjects that you have, /Which first was my own king; and here you sty me/In this hard rock, while you do keep from me /The rest o’ th’ island† (Shakespeare 37).   Shakespeare’s diction in this dialogue as well as in Prospero’s response that fol... ....2001 http://www.britannica.com /seo/a/aime-fernand-cesaire/>    Becker, Zachery. â€Å"Aime Cesaire’s A Tempest†. (1999) 18 April.2001    Brower, Reuben. Shakespeare: Modern Essays in Criticism. Ed. Leonard Dean. Oxford: Oxford University Press, 1967.  Ã‚      Cesaire, Aime. A Tempest. Trans. Richard Miller.   USA: UBU Repertory Theater Publications, 1992.    Hawkes, Terence. That Shakespearean Rag: essays on a critical process. New York: Methuen and Company, 1986.    Mullenix, Elizabeth Reitz. â€Å"The Tempest.† Illinois Shakespeare Festival. (1996) 18 April2001.    â€Å"Negritude.† Encyclopedia Britannica. (1999): 27 April.2001 http://www.britannica.com/eb/article?idxref=283623    Shakespeare, William. The Tempest. London: Washington Square Press, 1994.