Walt Disney World and Its Organizations Essay Example | Topics and Well Written Essays - 1000 words

Walt Disney World and Its Organizations - Essay Example Since its formation, the company has produced many movies that have topped the US as well as UK charts (The Walt Disney Company, ‘Company Overview’). The paper includes the company’s mission and vision along with the company’s different subsidiaries. Mission and Vision of The Walt Disney Company The Walt Disney Company is an America based multinational company. Originally, the mission of The Walt Disney Company was to ‘nurture the imaginations of children around the world as well as to celebrate American values’ (Reocities, ‘The Walt Disney Company-a Case Study’). The mission itself states the company’s operations. Most of the company’s operations are children oriented. As it has been stated in their mission, the children are the main center of the organizational operations and even the various subsidiary activities organized by the company are entertainment as well as children oriented (The Walt Disney Company, ‘Company Overview’). However, the mission of the company has changed stating to be â€Å"one of the world’s leading producers and providers of entertainment and information. Using our portfolio of brands to differentiate our content, services and consumer products, we seek to develop the most creative, innovative and profitable entertainment experiences and related products in the world† (Duran & Et. Al., â€Å"The Walt Disney†).... The Walt Disney Studios The Walt Disney Studios can be considered as the foundation of Disney. This legendary company started its journey from this milestone. The Walt Disney Studios is renowned for its ‘animated features and live motion pictures’ (The Walt Disney Company, ‘Company Overview’). The characters it created include Mickey Mouse and friends, which are the animation legends. The company is considered to be the world’s very first full length animation creator with its created character Mickey Mouse and Snow White and the Seven Dwarfs (The Walt Disney Company, ‘Company Overview’). Distribution of motion pictures is done by The Walt Disney Studios under its allied organization, Walt Disney Pictures. Walt Disney Pictures includes its other allied companies such as DisneyToon Studios, Walt Disney Animation Studios, Touchstone Pictures, Hollywood Pictures and Pixar Animation Studios. The company had acquired the company, Pixar, in May of the year 2006. Walt Disney Studios Motion Pictures International is another segment of the company which operates in international distribution of the motion pictures. Walt Disney Studios Home Entertainment is the segment of the company which deals in distribution of the motion pictures of Disney as well as other movies through the means of rental and sells by home entertainment markets such as DVDs (The Walt Disney Company, ‘Company Overview’). The presence of The Walt Disney Company also can be marked in the theaters. The company owns Disney Theatrical Productions House which is also considered to be among the leading producers of the famous Broadway musicals. This also consists of

Classrooms learning environment Essay Example for Free

Classrooms learning environment Essay 1.1 Many things combine to create a classrooms learning environment. This can be on an individual or environmental factor impacting positive or negative on learning, efficient or inefficient. Much of this depends on the plans you have in place to deal with situations that affect this environment. The list below looks at each of these things in order to help teachers better understand how to ensure that they are creating a positive learning environment for all students and eliminate negativity. Teacher Behaviors The first factor a teacher should set is his tone for the classroom setting. As a teacher you should be even-tempered, fair with your students, and have a rule enforcement that which will set a high standard for your classroom. Another example is, Are you humorous? Are you able to take a joke? Are you sarcastic? Are you an optimist or a pessimist? All of these and other personal characteristics will shine through in your classroom and affect the learning environment. Student Ownership The second factor is when displaying of essays, poems, projects, and exams dominate the walls, there is student ownership of the room. When they look around and see their own writing and thinking, or posters they certainly experience a higher level of comfort because they see that they as students created them. Classroom Setup The first environmental factor here is the room layout. A ‘ Horseshoe’ or ‘U’ shape environment allows eye contact with the teacher and participate amongst the students and room layout should not just be set up by the number of people required, but by the event. The key factors is where is the centre of attention. Do people need to interact with each other. Do you want people in groups without having to move them around. The teacher is able to move easily with learners, the students are able to the demonstration. However, interaction and teamwork are much easier in a learning environment where students sit together. Aspects of Aging on Learning Adult learners have already been partly educated through life experiences. Adults have more experiences, different kinds of experiences, and that these experiences are organized differently. . According to Knowles (1980), 1 adults derive much of their self- identity from their past experiences. In that respect, they are much different from youths who tend to view themselves largely from external sources. Because of this factor, adult learners place a great deal of value on their experiences and if they cannot use those experiences, or, if those experiences are rejected, it may feel similar to being rejected as an individual. Related to this is the fear of failure that an adult learner may bring to the classroom, particularly if this is a new environment where they might fear further rejection from their peer group (Kennedy, 2003) 2 or their teacher. 1.2 Create a positive learning environment Build self-esteem and self-efficacy Students’ determination and belief that they can achieve their goals are important factors in their persistence in ongoing learning. Adult learners may have negative feelings about themselves due to failure experienced in their lives, due to dropping out of school, losing a job, or not being able to read or write well enough to complete a job application or read to their children . Ensure that students experience success at their first meeting so the first experience is a positive one. It may be appropriate to start with material that is slightly below the student’s level. Be patient! Patience is an extremely important characteristic for any teacher or tutor of adults. Adults can often take a longer time in the learning process because of various learning barriers, but this does not mean they aren’t motivated to learn. Accept your student as he/she is and respect his/her values even if they differ from yours. Believe in your student and he/she will begin to believe in him/herself. Memorize the names of all your students within the first week of instruction. Use students’ names frequently. If your students are English learners, learn a few key phrases in their native languages to model that it is acceptable to struggle with pronunciation and language learning Identified need A lesson plan is the teacher’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components: Objectives for student learning Teaching/learning activities Strategies to check student understanding Specifying concrete for student learning will help you determine the kinds of teaching and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been met. Principles of adult learning The Manual of Learning Styles, by Peter Honey and Alan Mumford (1992). Provides an introduction to learning styles with advice on how to administer and interpret ‘The Learning Styles Questionnaire. Learning styles can be influenced by past experiences, education, work and the learning situation. It is important to recognise that they are not fixed but may be adapted according to context and what is being learned. Nevertheless most people still favour one style of learning. Knowles identified the six principles of adult learning outlined below. Adults are internally motivated and self-directed Adults bring life experiences and knowledge to learning experiences Adults are goal oriented Adults are relevancy oriented Adults are practical Adult learners like to be respected Part of being an effective educator involves understanding how adults learn  best (Lieb,1991). Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy emphasises the value of the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic, and also emphasises more equality between the teacher and learner. Andragogy as a study of adult learning originated in Europe in 1950s and was then pioneered as a theory and model of adult learning from the 1970s by Malcolm Knowles an American practitioner and theorist of adult education, who defined andragogy as the art and science of helping adults learn (Zmeyov 1998; Fidishun 2000). Resource availability Equipment/Materials:Whiteboard, Smart board, PowerPoint, Flip chart, Laptop, Marker pens, OHP, previously created resources, and hand outs Appropriate assessment methods. Defining Formative and Summative Assessments The terms formative and summative do not have to be difficult, yet the definitions have become confusing in the past few years. This is especially true for formative assessment. In a balanced assessment system, both summative and formative assessments are an integral part of information gathering. Depend too much on one or the other and the reality of student achievement in your classroom becomes unclear. Steps for preparing a lesson plan Outlining learning objectives The first step is to determine what I needed the students to learn and be able to do at the end of class. To specify my objectives for student learning I questioned myself. Firstly what is the topic of the lesson? Secondly what do I want them to understand and be able to do at the end of class? Thirdly what do I want them to take away from this particular lesson? Managing class time and accomplishing the more important learning objectives in case I am pressed for time. I considered these questions. What are the most important concepts, ideas, or skills I want students to be able to  grasp and apply? Why are they important? If I ran out of time, which ones could not be omitted? And conversely, which ones could I skip if pressed for time? The second step is to develop the introduction in order of importance, using specific activities so that students can gain the knowledge and apply what they have learned. There will be a diverse body of students with different academic and personal experience, they may be already familiar with the topic. Presenting the lesson plan, to let my students know what they will be learning and doing in class I engaged with them and on track. Shared my lesson plan by writing a brief agenda on the board telling students explicitly what they will be learning and doing in class. Outlined on the board and gave out hand outs as their learning objectives for the class. Time can help students not only remember better but also follow the presentation and class activities. Visible agenda on the board will also help me and students stay on track. The first thing you can do is ask a question to gauge students’ knowledge of the subject or possibly, their preconceived ideas. For Example: How many of you have heard of Meditation? What can you share or experienced. If there was enough time prior to presentation date I would have had a chance to gather background information from the students via electronic survey or asking them to write comments, this additional information allows one to deliver, shape the introduction, learning activities and familiarise with the topic and I can then have a sense of what to focus on. The introduction topic must be stimulating, interesting and encourage thinking. To engage students I used a variety of approaches. Whilst introducing the topic mentally I began to check whether students know anything about the topic or have any preconceived ideas about it. What are some of the commonly held ideas or misconceptions about this topic meditation that students might be familiar with. What will I do to introduce  the topic? Planning the specific learning activities in the main body of the lesson. I prepared several different ways of explaining the material to catch the attention of more students and appeal to different learning styles, by giving out the hand outs, For Example: I talked about a personal incident in Meditation, an historical event, thought provoking dilemma, real world examples, a short music play, pictures to visualise, a statue to show posture in Mediation, a candle lit, quotes to probe questions. I began mentally estimating how much time I will spend on each examples and activities. Built in time for extended explanation or discussion, but quickly moved on to different applications or problems. I thought of questions such as What will I do to illustrate the topic in a different way? How can I engage students in the topic? What are some relevant real life examples, analogies or situations that can help students gain knowledge on the topic? What will students need to do to help them understand the topic better? Plan to check for understanding, check to see student understanding, how do I know the students are learning. Writing them down, paraphrasing them so that you can ask the question in a different style. Deciding on whether you want students to respond orally or writing. As a conclusion I should go over the material covered in class by summarizing the main points of the lesson. This can be done in a number of ways. For Example by saying, Today we talked about†¦.? as a student to summarize them or get them to write down on a piece of paper the main points covered. Reflecting on my lesson plan I found that after delivering my lesson plan it came across I could have been outstanding at delivering my plan if I had arranged most of my plan with a beginners, intermediate and advanced levels and the group did not get much time to do a group exercise. However this did not discourage me but instead it has encouraged me to reflect on what worked well and why, what I could  have done differently, identifying successful and less successful class time. I thought I shall use more resources such as students feedback, peer observation, viewing a videotape of my teaching and consultation with my tutor. As a reflection this assignment provided me with a general outline of my teaching goals learning objectives and means to accomplish them. It has become a reminder of what I want to do and how I want to do it. In my opinion a productive lesson is not one in which everything goes exactly as planned, but one in which both students and the teacher learn from each other.

Hot Dogs :: essays research papers

How Hot Dogs Are Made: The Real Story There are many tall tales about the way in which hot dogs are made. I remember when I was a kid, my dad told us that hotdogs are pig fetuses and other bi-products picked up from the floor and thrown into the grinder. To tell you the truth I have thought that ever since I first heard it. It wasn’t until I decided to do a little research on this before gruesome and now pleasant process. First, specially selected meat trimmings of beef and/or pork (just like the meat you buy at the grocery store) is cut or ground into small pieces and placed in a mixer. Poultry hotdogs will obviously use poultry trimmings. High speed, stainless steel choppers blend the meat, spices, ice chips and curing ingredients into a creamy, meaty batter. The batter is constantly weighed to insure that the correct amount of each ingredient is being used. The mixture is then pumped into an automatic linking machine, where it flows into casings. The most popular brands of hot dogs such as, Oscar Meyer or Ball Park use cellulose casings, which are later removed. Some wieners use natural casings, which remain on the wiener when it is eaten. These wieners are considered more traditional, and are usually made by smaller manufacturers and tend to cost a little more. Once the casings are filled, they are linked into long strands of hot dogs and moved to the smokehouse; there they are fully cooked under controlled temperature and humidity conditions. They may be hardwood smoked for added color and flavor. After passing through the smoke and cook cycle, the hot dogs are placed in cool water. If the hot dogs were made with cellulose casings, they are sent to an automatic peeler, where the cellulose skin is stripped away. The individual links are then put through to the packaging equipment. When cellulose casings are used, the hot dogs are of exact size and weight. They are vacuum-sealed in plastic films to protect the freshness and f lavor of the hot dog. Because the casings on natural casings wieners are made from cleaned and processed animal intestines, they are of similar, but not exact, size. Each package of hot dogs contains an ingredient statement, which lists everything that goes into it. These days, it is less common to use variety meats such as hearts in hot dogs.

Goals and Objectives Essay

â€Å"We owe our children, the most vulnerable citizens in any society, a life free from violence and fear.† â€Å"We would like to create a world familiar with the smiles of children rather than their tears.† â€Å"Education is the most powerful weapon which you can use to change the world.† — Nelson Mandela The Children’s Defense Fund â€Å"Leave No Child Behind’s† originated in 1973 and is a private, nonprofit organization that is funded, and supported by many different sources such as, donations by individuals, corporations, foundations, and corporate grants. The CDF’s goals and objectives is to make sure that all children, no matter what their race, religion, financial status, and so on, has the opportunity for a fair, healthy, safe, and moral head start in their lives. This will also allow each child to have a successful approach into adulthood by having the help of loving and caring families, organizations, and with the h elp from their communities as well. The Children’s Defense Fund provides for all children of America a independent, strong, and effective voice for those children who are not able to speak, vote, or lobby for themselves. The CDF provides specific attention to our children and families who are not financial sound (poor), our children of minority groups, and our children with disabilities. This organization provides education throughout the nation on the needs of all children, and encourages different measures of prevention before our children get sick, find themselves in trouble, drop out of school, or end up with the breakdown of their families. The objectives of the â€Å"No Child Left Behind Act† consists of closing the gap between children and their achievements, especially when it comes to successful achievements academically. The federal government plays a huge and critical role in achieving all goals. The CDF endorses the accountability system that will helps guarantee that all children, which inclu des children from low-income  households, children of a different race or ethnicity, children with disabilities, and those who lack proficiency in the English language, are given the tools, skills, education, and knowledge so that they will be able to be successful members of society. While there are numerous positions that differ on the many different aspects of the law that is based on issues that have been raised throughout the development of the NCLB. There are constructive and significant corrections to be made in order for the Act to be effective and fair. â€Å"Among these concerns are: over-emphasizing standardized testing, narrowing curriculum and instruction to focus on test preparation rather than richer academic learning; over-identifying schools in need of improvement; using sanctions that do not help improve schools; inappropriately excluding low-scoring children in order to boost test results; and inadequate funding,† (Amanire, 2004). All in all, it is important that the laws need to put more emphasis on taking action, and placing our localities and states accountable for the lack of high test scores, as well as making the necessary changes systematically, that will help increase the achievements of our students. The â€Å"No Child Left Behind† according to William J. Mathis (2003), â€Å"is the manifestation of a society that has lost its sense of community and purpose. Instead of passively complying with a law that further alienates individuals from their society, we must refocus our laws to include the societal and democratic purposes of education†(Mathis, W.J., 2003). It is important that we remind everyone that one of the most important purposes of school and education is to help develop and mold our children into becoming a generation of citizens that practice respectful civic virtues, as well as become a generation who cares and supports the needs of one another, along with helping others when it comes to the health of our towns, communities, cities, states, our nation, and the world in general. This will require the realization that our hope for the future will depend on the unlimited abundance of skills, tools, knowledge, and intelligence lies within our children. It is our responsibility to educate and train our children so that they will be a generation of individuals who will grow, and develop into responsible individuals who will take better care of our world and make it a better place. References Amanire, (2004), Joint Organizational Statement on No Child Left Behind (NCLB) Act New America Foundation, (2014), Federal Education Budget Project; No Child Left Behind Overview: http://febp.newamerica.net/background-analysis/no-child-left-behind-overview Short, Kathleen. 2013. â€Å"The Research Supplemental Poverty Measure: 2012† U.S. Census Bureau, Current Population Reports, Table 5a, http://www.census.gov/prod/2013pubs/p60-247.pdf. Calculations by the Children’s Defense Fund. William J. Mathis, â€Å"No Child Left Behind: Costs and Benefits,† Phi Delta Kappan 84:9, May 2003: 679–687

American history id groups

The Armenian colonies had strong motivation as well as communication with each other that helped them suck together through all the hardships and changes they went through In the new world.An example of the colonists sucking together was while on the Mayflower all the people aboard knew that their chances of survival depended on sticking gather so, they agreed to form a democracy in which all of the men could vote to create laws for the common good of the colony. Known today as the Mayflower Compact, this agreement acknowledged the king and God, but modeled a new concept called the consent of the governed, which means common people voluntarily agree to allow the government to have authority over them.Success didn't come easy, and nearly half the passengers and crew died of hunger, disease and exposure before the winter was out. Still, the survivors were determined to make it in the New World, and they remained In America when the ship returned to England In April. Bradford knew that the colony could only survive If they had a harvest their first year, since there would be no re-supply shipments.So, he directed that each family plant their own seeds and provide their own food. This task was aided, once again, by their Indian predecessors, who had done all of the hard work of clearing fields for planting. But still, they struggled to get their European crops to grow in New World which caused many hardships that they got through by their unity.

Free Essays on Native Americans

In this essay I will be describing the culture of Native Americans. In this essay I am focusing on certain aspects of their culture. I will be focusing on religion, marriage, rituals, homes, and even how they fought for their right to keep a certain aspect of their culture. In America our culture seems pretty normal. In this essay I hope you learn something about a different culture and try to understand how they lived. Before I get into the cultural aspect of all this, a brief history lesson is in order to help better understand the Native Americans. In case you did not know the Native Americans actually originated from America ( hint: the term Native Americans ). The Native Americans were already here when Columbus discovered America in 1492. The Native Americans inhabited most of the continent. When the English established the first colonies on the continent the Native Americans helped them to survive and to learn to live off the land. In doing this, a holiday was created and was known as Thanksgiving. Everybody got long great at first, but as time progressed more people began to come over and the Native Americans were eventually forced off their land in many bloody battles. This is not something we are proud of and are still an ongoing debate. This subject brings us right into our first topic Thanksgiving. Thanksgiving is an American holiday celebrated in November. Native Americans celebrate this holiday also and in lost tribes it is practiced around the same time. The holiday was first introduced when the English began to settle into the â€Å"New World† as they called it. In this holiday, the thing being celebrated is life, to be thankful for being alive. In our differences in culture almost cross at this point. The Native Americans celebrate this holiday in the same distinctive way. This usually consists of a feast with all people no matter your race, age, or sex. The ritual for the Nat... Free Essays on Native Americans Free Essays on Native Americans 1. Native Americans  § Theyendanega  § Medicine Crow  § Tecumseh Medicine Crow, whose name is more accurately translated as Sacred Raven, was born somewhere in the Musselshell country in 1848. Medicine Crow lived his first fifteen years like his father. As a boy he would hear children’s tales. Then came the reading of warrior’s deeds. Crow got trained to run, swim, wrestle, and hunt. He also learned secrets of nature. Crow dreamed of becoming a warrior and then a chief. As a youth of fifteen, Medicine Crow went on his first war party. He earned no honors but gained valuable experience. In the next nineteen years, he led the strong and often dangerous life of a Plains Indian warrior. For twelve of those years he was a war chief noted for his agility in hand-to-hand combat, his courage, and his dependability as a war party commander who usually brought his men back home not only safely but victoriously. Because of his dreams and the fact that his people saw his seemingly impossible visions come true, he was revered as a visionary medic ine man. 2. Indian Groups  § Iroquoise Tribe  § Apsaroke Tribe  § Hidasta Tribe The 1840’s were trail time for the Apsaroke tribe. During this time, the 1840’s the outbreak of smallpox had reduce the population of the Apsaroke. It had reduced the population from more then 8,000 to less then 1,000. The tribe had to be made strong again for fear that surrounding aggressive tribes succeed in finishing the job the deadly pox had begun. Although boys had to become men quickly, the youth of the Apsaroke tribe accepted the challenge. Many died, but those who survived became great warriors and wise chieftains. 3. American Indian events  § Battle of the Thames  § Battle of Tippecanoe  § Beaver Wars In 1811 General William Henry Harrison led an army against Prophet's Town on the Tippecanoe River in Indiana. . Harrison wanted to defeat the Indians before Tecumseh succeeded in un... Free Essays on Native Americans In this essay I will be describing the culture of Native Americans. In this essay I am focusing on certain aspects of their culture. I will be focusing on religion, marriage, rituals, homes, and even how they fought for their right to keep a certain aspect of their culture. In America our culture seems pretty normal. In this essay I hope you learn something about a different culture and try to understand how they lived. Before I get into the cultural aspect of all this, a brief history lesson is in order to help better understand the Native Americans. In case you did not know the Native Americans actually originated from America ( hint: the term Native Americans ). The Native Americans were already here when Columbus discovered America in 1492. The Native Americans inhabited most of the continent. When the English established the first colonies on the continent the Native Americans helped them to survive and to learn to live off the land. In doing this, a holiday was created and was known as Thanksgiving. Everybody got long great at first, but as time progressed more people began to come over and the Native Americans were eventually forced off their land in many bloody battles. This is not something we are proud of and are still an ongoing debate. This subject brings us right into our first topic Thanksgiving. Thanksgiving is an American holiday celebrated in November. Native Americans celebrate this holiday also and in lost tribes it is practiced around the same time. The holiday was first introduced when the English began to settle into the â€Å"New World† as they called it. In this holiday, the thing being celebrated is life, to be thankful for being alive. In our differences in culture almost cross at this point. The Native Americans celebrate this holiday in the same distinctive way. This usually consists of a feast with all people no matter your race, age, or sex. The ritual for the Nat...

A Look at the Pardoner... essays

A Look at the Pardoner... essays A Look at the Pardoner: the Genius of Chaucer The Canterbury Tales is a literary masterpiece in which the brilliant author Geoffrey Chaucer sought out to accomplish various goals. Chaucer wrote his tales during the late 1300s. This puts him right at the beginning of the decline of the Middle Ages. Historically, we know that a middle class was just starting to take shape at this time, due to the emerging commerce industry. Chaucer was able to see the importance and future success of the middle class, and wrote his work with them in mind. Knowing that the middle class was not interested in lofty philosophical literature, Chaucer wrote his work as an extremely comical and entertaining piece that would be more interesting to his audience. Also, Chaucer tried to reach the middle class by writing The Canterbury Tales in English, the language of the middle class rather than French, the language of the educated upper class. The most impressive aspect of Chaucers writing is how he incorporated into his piece some of his own contro versial views of society, but yet kept it very entertaining and light on the surface level. One of the most prevalent of these ideas was his view that certain aspects of the church had become corrupt. This idea sharply contrasted previous Middle Age thought, which excepted the churchs absolute power and goodness unquestionably. He used corrupt church officials in his tales to illustrate to his audience that certain aspects of the church needed to be reformed. The most intriguing of these characters was the Pardoner. Chaucers satirical account of the Pardoner is written in a very matter-of-fact manner that made it even more unsettling with his audience. Chaucer uses his straightforwardness regarding the hypocrisy of the Pardoner, suggestive physiognomy of the character, and an interesting scene at the conclusion of the Pardoners Tale to inculcate his views of the church to his...

United Arab Emirates History and Independence

United Arab Emirates History and Independence Before its re-creation as the United Arab Emirates in 1971, the UAE was known as the Trucial States, a collection of sheikhdoms extending from the Straits of Hormuz to the west along the Persian Gulf. It wasn’t a country so much as an expanse of loosely defined sheikhdoms spreading over some 32,000 square miles (83,000 sq. km), about the size of the state of Maine. Before the Emirates For centuries the region was mired in rivalries between local emirs on land while pirates scoured the seas and used the states’ shores as their refuge. Britain began attacking pirates to protect its trade with India. That led to British ties with the Trucial States’ emirs. The ties were formalized in 1820 as Britain offered protection in exchange for exclusivity: the emirs, accepting a truce brokered by Britain, pledged not to cede any land to ​any powers or make any treaties with anyone except Britain. They also agreed to settle subsequent disputes through British authorities. The subservient relationship was to last a century and a half, until 1971.​​​ Britain Gives Up By then, Britain’s imperial overreach was exhausted politically and bankrupt financially. Britain decided in 1971 to abandon Bahrain, Qatar, and the Trucial States, by then made up of seven emirates. Britain’s original aim was to combine all nine entities into a united federation. Bahrain and Qatar balked, preferring independence on their own. With one exception, the Emirates agreed to the joint venture, risky as it seemed: the Arab world had, until then, never known a successful federation of disparate pieces, let alone bicker-prone emirs with egos enough to enrich the sandy landscape. Independence: December 2, 1971 The six emirates that agreed to join in the federation were Abu Dhabi, Dubai, Ajman, Al Fujayrah, Sharjah, and Quwayn. On Dec. 2, 1971, the six emirates declared their independence from Britain and called themselves the United Arab Emirates. (Ras al Khaymah initially opted out, but eventually joined the federation in February 1972). Sheikh Zaid ben Sultan, Emir of Abu Dhabi, the richest of the seven emirates, was the union’s first president, followed by Sheikh Rashid ben Saeed of Dubai, the second-richest emirate. Abu Dhabi and Dubai have oil reserves. The remaining emirates do not. The union signed a treaty of friendship with Britain and declared itself part of the Arab Nation. It was by no means democratic, and rivalries among the Emirates didn’t cease. The union was ruled by a 15-member council, subsequently reduced to seven- one seat for each of the unelected emirs. Half the 40-seat legislative Federal National Council is appointed by the seven emirs; 20 members are elected to 2-year terms by 6,689 Emiratis, including 1,189 women, who are all appointed by seven emirs. There are no free elections or political parties in the Emirates. Iran’s Power Play Two days before the emirates declared their independence, Iranian troops landed on Abu Musa Island in the Persian Gulf and the two Tunb islands that dominate the Straits of Hormuz at the entrance to the Persian Gulf. Those islands belonged to Rais el Khaima Emirate. The Shah of Iran contended that Britain had wrongfully granted the islands to the Emirates 150 years before. He was retaking them, he alleged, to look after oil tankers traveling through the Straits. The Shah’s reasoning was more expedience than logic: the emirates had no way to endanger oil shipments, though Iran very much did. Britain's Enduring Complicity in Complications The Iranian troop landing, however, was arranged with Sheikh Khaled al Kassemu of the Sharja Emirate in exchange for $3.6 million over nine years and Iran’s pledge that if oil were discovered on the Island, Iran and Sharja would split the proceeds. The arrangement cost Sharjas ruler his life: Shaikh Khalid ibn Muhammad was gunned down in a coup attempt. Britain itself was complicit in the occupation as it explicitly agreed to let Iranian troops take over the Island one day before independence. By timing the occupation on Britain’s watch, Britain was hoping to relieve the emirates of the burden of an international crisis. But the dispute over the islands hung over relations between Iran and the Emirates for decades. Iran still controls the islands.

Resiliency and Spirituality Essay Example | Topics and Well Written Essays - 750 words

Resiliency and Spirituality - Essay Example It remains the counselor’s duty to help the old in the attainment of self independence capabilities and positive attributes. This is demonstrated by harnessing personal values and lifelong commitments to guide the old in solving problems. On the other hand old people must be willing to pursue the struggle for a better life thus remaining focused on capabilities assets and positive attributes. Baltes and Baltes (1990) as sited by Langer (2004) reiterates that self reliance is an important virtual to be emphasized to the old as it gives them enough courage to reconstruct their life. The old should attach usefulness to themselves so that they may develop the ability to transform any difficulties into meaningful ideas. He maintains that even when signs of frailty become pronounced, the old are capable of making necessary modification in goals and aspirations as they continue developing through their life experience funding sources of meaning therein. To attain resiliency one needs to have a sense of control which will help in averting the stress characterized by aging, this can be based on past experiences by the individual and more importantly from manageable area in the current life. A counselor will point out strengths on his client and emphasize on them to enhance their sense of achievements. Kobasa (1979) as cited in Langer (2004) observes that people with greatest control over what occurs in their lives will remain healthier than those who feel powerless. Care providers are required to guide the old on how to manage crises including changes in health, social network, finances and ability to live independently. In return this will translate into a remarkable resiliency and spiritual firmness to the old Strength perspective counseling model is designed to help reduce the number of elders who may later need extensive health and social services. It equips the clients with problem solving and coping resources. The following assumptions are made in this model. People are responsible for and capable for making their own decisions People are able to direct their lives more than they realize with freedom to choose People are continuously motivated to address their basic. Physiological and abstract self-actualizations needs (Langer, 2000 cited in Langer 2004) Counselors' fully understanding of the inner strength is very necessary in facilitating health and way of life for the aged. They should see their clients not just as people who need service hours but also as unique individuals with rich lifelong strengths who can continue living meaningful lives From the spirituality / resiliency questions (Langer 2000, Ortiz and Langer 2002 cited in Langer 2004) counselor develop with their clients a list of strengths and assets in bid to provide possible solutions to the clients' problems. However it is necessary for them to comprehend the angle through which clients view their current and past lives. The spirituality/ resiliency assessment outlines life themes and coping mechanism that is virtual in giving information for strengths perspective counseling Rather than being reactive players, older adults can be important stakeholders in designing programs and problem solving activities. They can be on their own inherent strengths, find their own solutions and provide agencies with much need information about their service needs (Greene, 2000 cited in La

Nursing Care Plan. Risk for Secondary Infection Essay

Nursing Care Plan. Risk for Secondary Infection - Essay Example This has been attributed to the added effects of aging and medications. The client’s nutrition status is below the normal level, compared with his healthy physique when the signs and symptoms of HIV infection and epileptic occurrences had not manifested yet. His serum cholesterol is higher than the normal boundary. No respiratory conditions can be traced from his recent medical check- up. Risk for secondary infection Assessment The patient was lying on his bed, conscious and coherent. However, he was not oriented to time, place, and person. Wounds and excoriations were noted on his lower extremities. No breathing difficulties noted upon examination. Nutrition status was noted below the normal level. Increased cholesterol level was appreciated on laboratory results. His vital signs were recorded as: Temperature: 37.4 ?C, Respiratory rate: 24 cpm, Pulse rate: 92 bpm, Blood Pressure: 130/ 110 mmHg. Nursing Diagnosis Risk for secondary infection related to compromised immune syste m secondary to HIV infection Planning Within this shift, the patient will not be able to develop infection, and would learn ways to prevent it. Intervention and rationale Assess the patient for signs of infection including fever, chills, and diaphoresis; cough; shortness of breath; oral pain or painful swallowing; creamy-white patches in oral cavity; urinary frequency, urgency, or dysuria; redness, swelling, or drainage from wounds; vesicular lesions on face, lips, or perianal area. Any sign of delayed wound healing may give clues that the patient is currently having an infectious process (Black & Hawks, 2005). Assess the patient’s cognition and mental status. In the elderly population, the signs of infection may appear initially as changes in the mental status and consciousness (Burke & Laramie, 2004). Teach patient or caregiver about need to report possible infection. Prompt reporting of infection increases the chances of faster recovery (Smeltzer & Bare, 2006). Do not allo w any fresh flowers in the patient’s room. Fresh flowers carry microorganisms that could cause harm to the immune- compromised people (Burke & Laramie, 2004). Do not allow the patient to eat raw foods, including fruits and vegetables. Raw foods contain considerably increased number of microorganisms that could potentially cause another infection (Smeltzer & Bare, 2006). Monitor for medication interactions, infections, electrolyte imbalance, and depression. Elderly patients may have other pathological conditions that could necessarily affect hydration status and predispose other medication side- effects (Black & Hawks, 2005). Encourage independence but assist if the patient cannot perform an activity. While it can be necessary to assist the patient in completing activities most of the time, providing opportunities of independence could increase his sense of well- being (Smeltzer & Bare, 2006). Monitor food and fluid intake. Nutrition status generally affects the rate of wound healing and recovery from infection (Black & Hawks, 2005). Teach the patient about the importance of hand-washing and appropriate hygienic practices. These activities prevent the incidence of infection (Smeltzer & Bare, 2006). Evaluation At the end of the shift, the client did not develop any signs of secondary infection. In addition, the patient learned of the importance of hand- washing, hygienic practices, eating the right kinds of food, and maintaining a healthy lifestyle.

ASSIGNMENT 5 PLAY Example | Topics and Well Written Essays - 500 words

5 PLAY - Assignment Example Therefore I gather a few of my friends and decided to play cricket. The game is usually played with twenty two players with eleven players on both sides. We however made teams of four and it made it much more exciting. On the second play day I decided to play soccer. Due to the world cup fever small groups in our society regularly play soccer these days. I decided to become part of their training session. We tried a few free kicks and penalties. Answer: As mentioned the first play day was based on cricket. The teams were much smaller and there was no padding. Therefore the players were in a lighter mood altogether. In nature it is a very competitive game but due to a smaller number of players it became much friendlier. It really felt good hitting the ball over the top. There was no motivation to win or defeat our opponents. Most rules were made spontaneously along the way. On the second play date it was a training session and I was a rookie therefore there was no pressure. The other players applauded and laughed at my each short it was all fun. A couple of time the goal let my ball in willingly just to have a good laugh. Answer: To understand anything in life one has to be in their shoes. This is why I think learning to play is an important part of being a parent. Most parents force their children to spend extra time in study or work. I for once have felt the joy of the game and know that no amount of success in life can match the freedom of playing on the field. Answer: The responsibilities in life had a different perspective as I reflect now after my experience. There are no reasons that life can not fun. For example in a game you have to score a goal but you do it without worry or pressure. Similarly I think that one should not try to run away from the responsibilities of life but in fact learn to enjoy them. Answer: The play days really gave me mental freshness and agility. One back home I was eager to move from my couch and get work done. This shows

Globalization & the World's Poor Essay Example | Topics and Well Written Essays - 1500 words

Globalization & the World's Poor - Essay Example Developments in technology and policies over the past few decades have acted to be the catalyst in cross border trade and investment. The current wave of globalization opened up the domestic economies internationally. In the periods after the Second World War the governments of most countries adopted the free economic systems to be the driver of the economy. The free economic regime increased the potential of the states and created new opportunities for trade and investment. With the aim to promote trade and development the government negotiated in reducing the barriers of trade while the new corporations exploited the new opportunities in foreign market by moving into agreements. The economic life was transformed with advances in the field of technology. The definition of globalization has remained controversial. The proponents of globalization argue that the process will enable the poor countries to improve the standards of living while the critics argue that globalization only ben efitted the large corporations and eliminated local enterprises out of the market scenario. The resistance of globalization has been from all levels and the government are now engaging themselves in regulating the flow of capital and goods that constitute the wave of globalization. ... It was thought globalization will bring about an overall welfare for the society. So the society as a whole was supposed to reap the benefits. But after the years of implementation it was founds that the benefits are getting directed towards the developed countries and the less developed countries are remaining under the shadows of darkness. Some argues that multinational corporations enjoy the power over the economies of the world. But it can be argued that it is not the companies that take the advantages. It is the well developed nations that exploit the poorer counterparts through international networking communities. On a cyclical note it can be said that globalization deters protectionism by opening up the borders which facilitate easy flow of ideas and products. Globalization increases the opportunity for self interests and in this fashion pursues the interests of the first world countries with the expense of the third world countries. Therefore globalization acts to cheat the world’s poor. The financial press and the influential officials of the international authorities assert that the global markets expand the dimensions of the poor while the critics hold the opposite position with equal intensity. In the period between 1980 to 2000 the percentage in trade in goods as well as services in China increased from 23% to 46% of GDP. In the case of India, The percentage ranged from 19 to 30% over the same period. The development of the nations created some opportunities for the nations to utilize. But some nations lacked the capability to utilize the situation as there did not have the required political and domestic situation. The idea of free trade rests on the notion that nations should involve themselves in exporting those products in

Assignment Example | Topics and Well Written Essays - 250 words - 403

Assignment Example The program effectiveness lies in the fact that it enables all companies whether large or small to get access to financing when converting exports to sales. Many businesses are currently using the program to help whenever they have emergencies in exporting their products yet they face cash deficit. Additionally, the U.S Export-Import Bank only fills the gap left in the financial market by the existing banks (Krahmer, 1990). That increases its effectiveness because businesses use it when under financial need. The flexibility of the program makes it quite effective in use by the enterprise originations (Liu, 2011). As Liu (2011) reports, the program also offers other benefits such as enabling the applying company to purchase raw materials and a collection of accounts receivable. It also guarantees the provision of working capital to the firms at any moment. Additionally, the program reduces the bureaucracy involved in getting a loan. For instance, the application fee is approximately $100 submitted with company’s financial statements for at least the past one year. The time saved by having a short chain of procedures further makes the program effective in helping the business firms sort out their financial emergencies or

Investor Protection Essay Example | Topics and Well Written Essays - 750 words

Investor Protection - Essay Example When there is strong investor protection, there is low insider expropriation, which in turn leads to lower profits appropriation, lower tunnelling of assets as well as reduced dilutions (DeFond & Hung, 2007); in return, minority and external shareholders enjoy lower agency costs, thereby reinforcing investor’s confidence. Better investor confidence eventually culminates in many benefits including higher profitability, lower costs of debt and equity, higher access to capital, higher valuation and liquidity. Moreover, better investor confidence leads to increased savings, productive investment of savings, and enhanced capital accumulation. Investor protection can be achieved through the legal approach to corporate governance, which provides laws and regulations for the protection of external investors (Spindler, 2011). Investors often feel safer to invest in countries where their rights are protected under the law, because they understand their vulnerability to expropriation. Unlike employees or suppliers who are less likely to be mistreated by firms due to their continued usefulness to the firms’ operations and sustainability, external investors must rely on the law for protection in an unfamiliar environment. Legal protection of external investors undermines expropriation technologies and mechanisms, while in an environment with no legal protection the so-called insiders (managers and controlling stockholders) can easily steal a company’s profits (La Porta et al., 2000). In that respect, investor protection renders the diversion techniques ineffective so that the insiders expropriate less, thereby crea ting a positive reputation for their organizations and obtaining external financing on better terms than when expropriation is high. The legal framework provides laws and regulations that mandate certain rights or powers belonging to

Assignment Example | Topics and Well Written Essays - 250 words - 403

Assignment Example The program effectiveness lies in the fact that it enables all companies whether large or small to get access to financing when converting exports to sales. Many businesses are currently using the program to help whenever they have emergencies in exporting their products yet they face cash deficit. Additionally, the U.S Export-Import Bank only fills the gap left in the financial market by the existing banks (Krahmer, 1990). That increases its effectiveness because businesses use it when under financial need. The flexibility of the program makes it quite effective in use by the enterprise originations (Liu, 2011). As Liu (2011) reports, the program also offers other benefits such as enabling the applying company to purchase raw materials and a collection of accounts receivable. It also guarantees the provision of working capital to the firms at any moment. Additionally, the program reduces the bureaucracy involved in getting a loan. For instance, the application fee is approximately $100 submitted with company’s financial statements for at least the past one year. The time saved by having a short chain of procedures further makes the program effective in helping the business firms sort out their financial emergencies or

Women Characters in Othello and The Rover Essay Example | Topics and Well Written Essays - 750 words

Women Characters in Othello and The Rover - Essay Example The plays â€Å"Othello† by William Shakespeare and â€Å"The Rover† by Aphra Behn bear the essence of their time and most importantly both these contemporary plays have emerged beyond their time, captivating some of the most recent post-modern interpretations and feministic bent of perception has been poignant in their purview. Role of Women in the Plays â€Å"Othello† and â€Å"The Rover† Against the Context of the Male Dominated Society In order to discuss the alternative role of women in the plays that has evolved from a male –dominated society, it is essential to judge the genre of both the works as the nature of the plays shall evidently determine the perspective from which the women and her empowerment as an alternative factor in a society dominated by masculine facades are presented. It is noteworthy that the play, â€Å"Othello† by William Shakespeare is out and out a tragedy, where Desdemona, the victim and the wife of Othello falls prey into the trap of misunderstanding and false infidelity from her husband’s end. On the other hand, â€Å"The Rover† by Aphra Behn is a very popular Restoration Comedy where there are multiple plots and intriguingly all of them contain women as a pivot to the plot development. In â€Å"Othello† Shakespeare has tried to portray a strong Venetian patriarchal society where the women are viewed as an object of possession, an entity of subjugation, a temptress and a whore but at the same platform they are also viewed as powerless creatures falling into the omnipotent and all-pervasive clutches of destiny designed by men themselves. The three women character Desdemona, Emilia and Bianca are seen at the outset of the play respecting men almost to the point of worshipping them. But Desdemona’s tragic trajectory definitely serves as a lesson to the other women and Desdemona as well. Emilia is seen evolving out as a power centre in the play after the tragic con sequence of Desdemona and by the climax of the play, women characters in the play are shown internalising society’s expectations about them. On the same platform they were shown to subjugate under and accept the male authority, behaving the way men want them to react and that seems ‘natural’ to them and to the readers. But in their private moments, they are seen evolving as an alternative power centre in the male dominated society, ‘Nay, we must think men are not gods’ (Shakespeare, 2008). The evolution or the transformation of women characters and the kind of language and actions of women characters incorporated in the plot of the play â€Å"Othello† by Shakespeare indicate that Shakespeare’s three women characters although seem subservient but the women characters in the play exhibit a role that indicates a step tentative of approach towards an egalitarian society. This is achieved by the female characters of the play by coming out of the conventional role allotted to the women by men folk of the society. The play â€Å"The Rover† is an excellent piece of restoration comedy which was written in two halves and the first part is divided into five plots. There is a definite and pertinent feministic bent within the plot of the play which is displayed through fragmented instances and incidents in the play pertaining to women, vulnerable to rape. Also the tragic consequence of Angellica after being jilted by Wilmore, it becomes quite obvious that Behn used the platform of comedy to launch a protest movement against the powerless status of women in her society. Every plot of the play has a women character subjugated to injustice and misery in the play. And all these women characters simultaneously try to break free the conventional role assigned to them by the society to evolve out as peer and sometimes superior to the men in the play. For

Contract Laws Essay Example for Free

Contract Laws Essay When it comes the laws of business there are a broad range of categories and topics. A topic that we would find when studying business law is contracts. â€Å"A contract is a legally enforceable agreement between two or more people.† (Rogers, 2012) In the world we live in learning about contract laws is very vital when entering into one. We must be aware that there is more than just on type of contract and there are several steps that both parties must follow before any contract can be legal. There are several types of contracts that individuals can enter. These types are expressed, implied, bilateral, unilateral, simple, formal and quasi contracts. An express contract are â€Å"formed by the express language of the parties—the actual words they use in their agreement—and can be either written or oral.† (Rogers, 2012) This type of contract does not have to be in writing. An expressed contract contains the offer, acceptance and consideration elements of a contract. Express contracts are usually compared to implied contracts. Implied contacts are â€Å"formed not by the express words of the parties, but rather by their actions.† (Rogers, 2012) With this type of contract the agreement is implied by actions. There are no expressed words within an implied contract. It can be either implied in fact or in law. If a contract will result in inequity or harm it will not be implied. If there is any doubt or discrepancy exists, then the court might not con clude a contractual relationship. If an implication arises that they have jointly assented to a new contract that contains the same requirements as the old agreement. Another type of contract is a bilateral contract. A bilateral contract is a† reciprocal arrangement between two parties under which both parties promise to perform an act in exchange for  the other partys act† (BusinessDictionary.com). When entering into a bilateral contract there is a joint agreement among the two parties that entails the performance of an act. The promise made by one party constitutes sufficient consideration for the promise made by the other party. It is a common contract because we enter into a bilateral contract everything we make a purchase, order or receive any kind of treatment. Bilateral contracts are compared to unilateral contract. Unilateral contract are agreements that deal with a promise that is made by only one person involved in the contract. This agreement is when there is an exchange for the performance or non-performance of an act by the other party. Only one of the contracting parties can be enforced to comply with contract. This type of contract is one-sided because only the offeror is legally bound in complying with the terms of the contract. The offeree can comply or refrain from performing the act, but he or she cannot be sued if they do not comply. If you accept an offer from a unilateral contract it cannot be achieved by making another agreement only by performance or non-performance of some particular act. An offer can be revoked until the act has been performed or there was no act completed and the date has passed. The following contract is called a simple contract. It is in no way a lawfully recorded or legitimately sealed contract, but breeches are still frequently ruled on by a judge. It â€Å"is any oral or written contract that is not required to follow a specific form, or be signed, witnessed, or sealed.† (Rogers, 2012). They are not necessarily formalized contracts and do not entail court proceedings in order to make them binding. They are simply an agreement that is among the parties involved. They are usually compared to formal contracts. Formal contract are â€Å"a written agreement between two parties that are considered to be legally binding and enforced my law† (Laws.com). They must be in writing, signed and seal by all parties entering into the contract. In order for a formal contract to be valid it must contain three elements, which are the offer, the acceptance and a payment for the services provided or goods delivered. This type of contract eliminates any uncertainty regarding its terms and conditions. It contains a preface section which is utilized to clearly define the essentials terms that are utilized within the contract. This helps in eliminating redundancy in the use of common language. It also insures substantive terms of the contract  that are described and referenced in t he contract. Quasi contracts are the last type of contract discussed in the text. Quasi contracts are not a realistic contract. â€Å"They are a remedy that a court may offer to make things fair.† (Rogers, 2012). This type of contract is implied by law. Courts will imply a fictional contract to require one party to return benefits to the other party where unjust enrichment has occurred. Unjust enrichment doctrine deals with the equality of a quasi contract. It states that no party should profit at the expense of the other without making restitution of a reasonable value. When there is no oral or written agreement, courts depend on this doctrine to provide a legal remedy for a quasi contract. A Quasi contract can be compared to an implied contract. There are two types of implied contracts. These types are Implied-in-fact and Implied-by-law. A quasi contract is considered to be an Implied-by-law. It is different from an implied-in-fact because the courts treat the former as an express written contract because of the actions and words that both parties have expressed. Even though neither party has verbally expressed the acceptance of the contract their actions might be viewed differently. A contracted can be valid and enforceable, but can also be found to be unenforceable and can be voided. In order for a contract to be valid and enforceable it must contain the five elements of a contract to be legally binding. These elements are offer, acceptance, consideration, legality and capacity. The first element of a valid contract is the offer. An offer â€Å"is an invitation for another to enter into a contract† (Rogers, 2012). Offers can be verbal or written, but must at all times be clear terms. They can be bilateral or unilateral terms. They are not legally binding. Offers can be voided is any of the individuals involved cannot or do not comply with their promise. Offers can also be voided, repealed or annulled after parties have accepted the offer, unless there is a clause where it states that revocations are not allowed. The following element is acceptance. An acceptance â€Å"is an acquiescence to enter into a contract under the terms of the offer† (Rogers, 2012). Once an offer is made the parties must agree on the terms. All parties must be willing to enter into the agreement. Acceptances can be implied or  expressed. They can be directed to all parties involved or just one person. There are times when the individual making the offer will invite the person accepting the offer by actually performing the acts that the offeror is bargaining for. This occurs when special tribulations of notification, revoking and confidence in the form of limited performance can occur. Consideration is the next element of a valid contract. A consideration is â€Å"anything of legal value that is asked for and received as the price for entering into a contract† (Rogers, 2012). For a contract to be considered to be legally binding it must be supported by a valuable consideration. For instance, a party is required to do something in exchange for the promise that was made in a benefit of value. It is what each individual in the contact provides to the other as the established value for the other’s promise. For the most part, considerations are usually a payment of money, but are not always. At times they can be a promise to do something such as a type of work in return for something. The fourth element is legality. This is â€Å"an agreement may be considered illegal if it would violate a statute; result in commission of a tort; or violate public policy.† (Rogers, 2012). In contract law, legality of purpose is required of every enforceable contract. Agreement of a social nature are presumed not to be legally binding, but with evidence can be rebutted in court. Also, any domestic agreements such as agreements created by a parent and a child are generally unenforceable on the basis of the system of law. The last element is capacity. Capacity is â€Å"the mental competency of an individual and also with special rules for people who are under legal age† (Rogers, 2012). In other words, it deals with the competence of all parties. In order for an individual to enter into a contract they must be capable to do so. All parties entering the contract have to be over the legal age, mentally capable and cannot be under the influence of drugs or alcohol. If a contract is made with an individual that is under the age of 18 or 21, depending on the jurisdiction, the contract is voidable, but is legal and enforceable until or unless the individual revokes it. In the  eyes of the law, individuals under the age of 18 or 21 are deemed to be immature and naà ¯ve to enter into a contract. The individual may avoid the legal duty to perform the terms of the agreement without being liable of breach of contract. All parties must also be mentally capable of entering into a contract. If a party does not understand the nature and/or consequences of the contract when it is formed the contract can be voided. An individual that lacks the legal capacity can be declared incompetent in a court and can be appointed a legal guardian. If someone is to enter into a contract with someone who is not mentally capable the contract will be voided and there will not be any legal effects because neither party may be legally compelled to comply with the terms. Lastly, no one entering in to a contract can be intoxicated. All parties must be sober at the time of entering a contract in order for the contract to be deemed enforceable. When someone is under the influence they are not capable of knowing what they are doing and why. They might also not comprehend the terms of the contract which makes it unenforceable. A contact can appear to be legally binding because it may contain all the elements of a contract, but there are defenses to a contract that can also make a contract unenforceable and voidable. There are two types of defense to a contract, which are lack of genuine assent and lack of proper form. Genuine assent or â€Å"meeting on the minds† is a criteria utilized to determine validity of acceptance of an offer for a contract. This occurs when the acceptance of a contract is secured through improper or illegal means such as fraud, mistake, duress and undue influence. The first type of genuine assent that will be discussed is fraud. Fraud is the premeditated falsification of an essential matter of the contract. When there is an existence of fraud in a contractual proceeding it makes the contract unenforceable and can be voided by the party upon whom the deception was perpetrated. According to our text, there are two types of fraud, which are fraud in the execution and fraud in the inducement. Fraud in the execution merely occurs when one of the individuals who entered in to the contract isn’t aware that they are entering in to one. The second fraud is when both parties are aware they are entering into the contract, but one of the  parties is deceived when entering into it. The following type that can make a contract unenforceable and invalid is a mistake. A mistake is also known as a mutual mistake. When there is a mistake this means that both parties made a mistake to something that is vital to the contract. Just because one party can make a mistake doesn’t necessarily mean that the contract is voidable. In order for it to be considered as unenforceable it must have a significant effect on the exchange or bargaining development. The following factor is duress. Duress is when one party forces the other party to sign a contract. The force can be either physical or emotional pressure. When there is use of duress the contract is voidable by the party that was under duress during signing. Duress can be defined by three categories, which are actual or threatened violence to an individual, threats to an individual’s property and/or economic duress. Economic duress is the more difficult to prove because you have to establish the boundaries of acceptance behavior of this kind of pressure. Duress is sometimes compared to undue influence, but there are different. As mentioned above, duress deals with someone being pressured into signing the contract, whereas undue influence is when a party is manipulated in to signing the contract. If one party has put inequitable and inappropriate pressure on the other in the discussions leading to the signing of the contract, common law will allow duress and undue influence to allow for the terms of the contract to be set aside. Common laws are laws â€Å"made by the decisions of judges in individual cases. â€Å" (Rogers, 2012). Undue influence is easy to recognize because it can involve the parties having a fiduciary relationship or one of the members involved depends on another due to their age, illness, infirmity, etc. A fiduciary relationship is a relationship where one individual has a responsibility to act for the others benefit. When undue influence occurs the individual who is suppose to be helping the other person out is taking advantage of that person. Lastly, the second type of defense to a contract as listed above is lacks proper form. This is generally when it lacks writing. There are certain types of contracts that are required to be in writing, but at times we aren’t aware. If these types of contracts are not in writing then they  cannot be enforced. It is important to learn about contract laws. They are the foundation of our society. Since we enter into contracts on a daily bases we should be aware of these laws. Contracts can be complicated and having knowledge of the different types and what makes them enforceable or voided can really be helpful. If there were no laws on contract then the agreements we make could become impractical and unworkable. References Lewinsohn, J. L. (1914). Contract Distinguished From Quasi Contract. California Law Review, 2(3), 171. Rogers, S. (2012). Essentials of Business Law. San Diego, CA: Bridgepoint Education, Inc. Smith, C. A. (2012). Contracts. http://www.west.net/~smith/contracts.htm Information regarding elements of a contract and remedies for breach. Undefined. (n.d.). Bilateral Contract. In BusinessDictionary.com. Retrieved May 2, 2014, from http://www.businessdictionary.com/definition/bilateral-contract.html. Undefined. (n.d.). Know the types of Formal Contract. In Laws.com. Retrieved May 2, 2014, from http://contract-law.laws.com/types-of-contracts/types-of-formal-contract.

The Life and Times of Johannes Kepler :: Essays Papers

The Life and Times of Johannes Kepler Johannes Kepler, was a German astronomer and natural philosopher, noted for formulating and verifying the three laws of planetary motion. These laws are now known as Kepler's laws. Johannes Kepler was born in Weil der Stadt in Swabia, in southwest Germany. From 1574 to 1576 Johannes lived with his grandparents; in 1576 his parents moved to nearby Leonberg, where Johannes entered the Latin school. In 1584 he entered the Protestant seminary at Adelberg, and in 1589 he began his university education at the Protestant university of Tà ¼bingen. Here he studied theology and read widely. He passed the M.A. examination in 1591 and continued his studies as a graduate student. There he was influenced by a mathematics professor, Michael Maestlin, an adherent of the heliocentric theory of planetary motion first developed by the Polish astronomer Nicolaus Copernicus. Kepler accepted Copernican theory immediately, believing that the simplicity of Copernican planetary ordering must have been God's plan. In 1594 Kepler accepted an appointment as professor of mathematics at the Protestant seminary in Graz in the Austrian province of Styria. He was also appointed district mathematician and calendar maker. For six years, Kepler taught, geometry, Virgil, arithmetic, and rhetoric. There he worked out a complex geometric hypothesis to account for distances between the planetary orbits-orbits that he mistakenly assumed were circular. Kepler then proposed that the sun emits a force that diminishes inversely with distance and pushes the planets around in their orbits. Kepler published his account in a thesis entitled Mysterium Cosmographicum (â€Å"Cosmographic Myster y†) in 1596. This work is significant because it presented the first comprehensive and logical account of the geometrical advantages of Copernican theory. Kepler held the chair of astronomy and mathematics at Graz University from 1594 until 1600. Because of his talent as a mathematician, displayed in his thesis, Kepler was invited by Tycho Brahe to Prague to become his assistant and calculate new orbits for the planets from Tycho's observations. Kepler moved to Prague in 1600. Kepler served as Tycho Brahe's assistant until the Brahe’s death. On the death of Brahe in 1601, Kepler assumed his position as imperial mathematician and court astronomer to Rudolf II, Holy Roman emperor. In 1609 his Astronomia Nova (â€Å"New Astronomy†) appeared, which contained his first two laws: planets move in elliptical orbits with the sun as one of the laws, and a planet sweeps out equal areas in equal times.

Modern Communism: Marx, Engles, Lenin, and Stalin Essay -- Communism Es

Karl Marx never saw his ideals and beliefs, as the founding father of communist thought, implemented in the world and society because he died in 1883.1 The communist ideology did not rise to power until the beginning of the 20th century. Then it would be implemented and put into practice in the largest country in the world producing a concept that would control half of the world’s population in less than 50 years. The Manifesto of the Communist Party, written by Karl Marx and Fredrick Engels, searched for a perfect society living in equality and united in freedom. According to Marx this could only be accomplished in an anti-capitalist society.2 When their ideals where implemented in the 20th century, their message became warped and disfigured by the leadership of the worlds’ communist powers. Communism became in some ways more and in others less than Marx had first envisioned so many years before in 1848. Marx’s sought a social â€Å"Utopia,† while moder n communist thought became a view of world domination.3 Many of the centralized governments of modern communism have fallen apart toward the end of the 20th century, confronted with concepts of self-government and revolution. Therefore, it is vital to document the rise and fall of modern communism throughout the world, and review the modern communist thought as it contrasted with that of Marx and Engels over 150 years ago. In essence, modern communism was founded in 1917 at the height of the First World War, in Russia.4 When Vladimir Ilich Lenin, a strong left wing Marxist intellectual from Russia, was provided passage back into his exiled homeland by train through war torn Europe. The German government agreed to allow Lenin to travel from Switzerland to Russia if he agreed to wi... ...ate, (Washington, D.C.: American Enterprise Institute for Public Policy Research, 1971). 24-28. 16 Ralph Raico, *. LINKS - Other Sights to Check Out The History Channel - http://www.historychannel.com Marxist Thought Archives - http://www.marxists.org Dr. Santamarina's Homepage - http://homepages.udayton.edu/~santamar/ Progressive Labor Party Homepage - http://www.plp.org/ Mao Tse-tung Writings - http://www.maoism.org/msw/mao_sw.htm CNN review of Communist China - http://asia.cnn.com/SPECIALS/2001/ccp80/ US State Dept. on Cuba - http://www.state.gov/www/regions/wha/cuba/ Cigar Aficionado Magazine - http://www.cigaraficionado.com US Army War College - http://carlisle-www.army.mil/ Defense Intelligence Agency - http://www.dia.mil/ Dave Jessop (The Dude's) Email - mailto:jessopdw@notes.udayton.edu

School Curriculum

Language is the organized speech used as our means of communication. It is a differentiated system as used by a section of human race. A second language is learned after the mother tongue. It is an advantage to speak several languages since we are associated to multi-cultural environment, a preparation to orientation and exposure to variety of languages in the workplace. A second language contributes to the preservation of different cultural identity within a unified society and the medium of instruction of worldwide scope in education, business and different professions. Studies show that bilingual children score higher on standardized tests than those who speak only one language. In fact, students who have studied a foreign or second language for four or more years scored higher than students who had studied other subject for the same number of years. Finally, students who have studied four years of foreign or second language scored higher in mathematics than students who had taken four years of Math (Cook 45). Acquiring fluency and eloquence of a second language must be done in several yet systematic stages. The basis of language such as sound, vocabulary, grammar, enunciation and so on must be rigidly developed. There must be a learning situation which is generally applicable to learners of different first language backgrounds. The ideal time to start teaching is in childhood wherein a child can learn up to five different languages if a child is commonly exposed to this, commonly the language used in the household regularly. Children and adolescents respond more readily by means of cognitive and academic approaches. So each age range would seem to have pros and cons with regards to language learning. If on educational, political and philosophical grounds children are to be introduced to second languages based on psychological needs, it cannot be the only consideration. Age is not certainly the individual factor in language learning. Cognitive factors, style, personality, attitudes and motivation play a vital role in this complex question of second language learning. Correction of grammatical and enunciation errors does not have a direct influence on learning a second language. However instruction may affect the rate of learning but will undergo the same stages. Children and adolescents who know the systematic way of learning the second language comprehends faster than those who do not (White 354-356). Learners of the second language have knowledge that goes beyond the input they received in other words the whole is greater than the parts. Learners are able to construct utterances of phrases, sentences and questions that they have never seen or heard before. Furthermore children and adolescents who have limited input still acquire the first rather than the second language. Bilingual education should be repaired not replaced. It helps provide long periods of total English immersion as well as opportunities to interact with native speakers. There are several teaching methods that will help primary and secondary students learn a second language. The immersion training of which where regular hours are spent in schools in studying the language, taking a distinct language subject, the grammar translation method and the direct method. In the grammar translation a method student are instructed in grammar and are provided vocabulary with direct translations to memorize and was predominant in Europe in the 19th century. Today most instructors acknowledge the infectivity of the method itself and for written languages also. The teaching of grammar consists of a process of training in the rules of a language which must make it possible to the students to correctly express their opinion, to understand the remarks which are addressed to them and to analyze the text which they read. The objective is that after primary and secondary, the pupil controls the tool of the language which are the vocabulary, grammar and the orthography. By this time a pupil can be able to read, understand and texts in various contexts (Mangubhai 156-158). The teaching of grammar examines the texts and has developed the awareness of language constitutes a system which can be analyzed. This knowledge is acquired gradually by traversing facts of language syntactic mechanism, going from simplicity to complexity. The teacher is supposed to correct the exercises so that the pupil can follow his progress in practicing the language through comparison of results. The direct method, sometimes also called natural method, is a method that refrains from using the learners' native language and just uses the target language. It was established in Germany and France around 1900. The direct method operates on the idea that second language learning must be an imitation of first language learning, as this is the natural way humans learn any language – a child never relies on another language to learn its first language, and thus the mother tongue is not necessary to learn a foreign language. This method places great stress on correct pronunciation and the target language from outset. It advocates teaching of oral skills at the expense of every traditional aim of language teaching. According to this method, printed language and text must be kept away from second language learner for as long as possible, just as a first language learner does not use printed word until he has good grasp of speech. Learning of writing and spelling should be delayed until after the printed word has been introduced, and grammar and translation should also be avoided because this would involve the application of the learner's first language. All above items must be avoided because they hinder the acquisition of a good oral proficiency. India with its huge population and apparent new boom for English learning as mentioned by Gupta (12-18) is also a large beacon of English learning. Just these two countries alone and their appetites for English education give us a new sense of the increased diversity of language ownership; something Phan Le Ha (456-458) touches on in her article on the internationalization of the language and non-natives increasing critical role in teaching, development and learning. It signals the reality that those learning English will be significantly entered around or originating from Asia. Therefore educators need evermore to recognize the importance and distinctive context based needs of those requiring education in English outside the traditional native speaker contexts. This is not inherently contradictory with those with persistent arguments that many general principles of acquisition should be understood and appropriately applied by educators within their distinctive classroom settings and communities. Chew (144-149) in her article on reviewing the evolution of syllabi in Singaporean English education, indicates that the single centred approach to a syllabus may be ebbing, increasingly substituted by a more eclectic one. Whether this experience will be replicated in other countries in the region, may be difficult to exactly say. It may be that we are in a period of the â€Å"end of methods†. But like others in different social sciences who harkened the end of ideology, it may be more prudent to view change as largely evolutionary with recurring ebbs and flows depending upon the current contextual streams of challenges. However, the attractiveness of task based learning relates not only to the enumerated benefits. It provides rather a useful practice that that can be applied across many approaches, as well as boundaries. Task based learning may provide an enduring legacy that meets the test of time. It may also provide a curricular and syllabus framework of flexibility that logically students and teachers will be drawn to even if it need not be the central leitmotif for certain places. For example, tasks could include, completing a grammar bingo game after a contrastive analysis, grammar-translation based presentation. Subsequently, task based communicative teaching practices could be supported to incorporate the appropriate grammar into developing two way oral skills through an interview exercise. Again, the task approach does not deny that in some Asian classes -or anywhere in the world for that matter- that certain traditional approaches need to have their day. Rather it is especially supportive of an integrated approach, or even where the needs of the learner may be solely communicative. However, again task selection and development is the key to better ensure specific needs are met. In doing this, the educator needs to be conscious of principles and aspects of acquisition. In this respect Ellis (203-206) has so well summarized here with authority and clarity the general understanding in the profession on instructed language learning. We are further faced with the fact that the true task of learning a second language in the many EFL environments that Asian learners find themselves are removed from a lot of ‘naturalistic†, non-classroom, English speaking settings. Such an understanding of these realities and the principles that surround realistic classroom learning can be of service to classroom teachers wondering what methods, approaches and practices to choose at a specific time. It reminds us of the value of the extensive reading programmes to which Helgesen (514-516) alludes can be so useful for Asian learners where they are limited in their accessibility to communicative English in a natural environment. Teachers in such contexts may need to be reminded, at times to extend the task work outside the classroom with proper direction that permits students to develop independent learning skills that facilitate students to do the extensive work necessary to gain fluency. In cultures where top down approaches are in the main, instructors be they native teachers or not, need to be cognizant of these realities and limitations. We can not simply, for example, put all learners on the Internet or through CALL, clap our hands and say â€Å"go to it†. Again learning context, as related to acquisition can be highly relevant, which Ellis (256-258) would seem to imply. The process of language learning can be very stressful, and the impact of positive or negative attitudes from the surrounding society can be critical. One aspect that has received particular attention is the relationship of gender roles to language achievement. Studies across numerous cultures have shown that women, on the whole, enjoy an advantage over men. Some have proposed that this is linked to gender roles. Doman (511-512) notes in a journal devoted to issues of Cultural affects on SLA, â€Å"Questions abound about what defines SLA, how far its borders extend, and what the attributions and contributions of its research are. Thus, there is a great amount of heterogeneity in the entire conceptualization of SLA. Some researchers tend to ignore certain aspects of the field, while others scrutinize those same aspects piece by piece. â€Å"Community attitudes toward the language being learned can also have a profound impact on SLA. Where the community has a broadly negative view of the target language and its speakers, or a negative view of its relation to them, learning is typically much more difficult. This finding has been confirmed by research in numerous contexts. A widely-cited example is the difficulty faced by Navajo children in learning English as a second language.

Dillemas of social control Essay

Everybody envisions a safer place and a peaceful state. However, recent events in the 21st century have extremely instilled fear and doubt to the people of the world. At present, it seems that the world has turned back to the dark ages of barbarian’s gambit of annihilation and it is challenged by mad men of chaotic beliefs and distorted ideals. Thus, it is no wonder that our everyday lives are confronted with the paranoia of deceit. Basically, the aging society is currently manifesting its senile nature which is represented by men who wander in its fragile state. These men who make the society senile and fragile are characterized by greed and dogmatic ideologies that have resulted in human carnage, famine, and plagues of war. One wonders, what does it would take for the government to sanctify the protection of its people? Do the people desire to be protected or are they the ones who protect? These questions are profoundly manifested in the long debates of legislations specifically on counter-terrorism. Fortunately, there are still a few good men in pursuit of a better and safer place and a peaceful state. In this regard, this paper will focus on America’s public policies that addresses the trauma and torments of terrorism that shocked America in the 9/11 tragedy. In addition, the paper will also discuss how the governments of the world interact with the foreign policy on counter-terrorism and how the implementation of such a policy would affect the way of life. The overall discussion of this paper will use a two-prong approach by discussing selective literatures and apply the ethical parameters of Clark Cochran, Lawrence Mayer, T. Carr and N. Joseph Cayer in their book, ‘American Public Policy: An Introduction’. Literature Review The post 9/11 tragedy is a continuing challenge to American people that seeks justice and determination of further knowing the treacherous powers that be. It is not only America that suffers the trauma of the human carnage of the 9/11 tragedy but all of the allied governments and United Nations’ members as well. The political experts, policy makers, and various intelligence agencies perceive terrorism as a social ill and more than just a phenomenon. It is also evident that the ultimate target of terrorists is the United States, being the world’s most powerful country, and this was proven during the 9/11 attacks. Moreover, the threats of terrorism beset the US’ homeland defense and crosses international borders to implement defense strategies with allied countries that are also potential targets of terrorist attacks. In short, terrorism can truly be considered a serious global threat. According to the report of the US National Counterterrorism Center (USNCC), approximately 14,000 terrorist attacks occurred in various countries during 2006 and resulted in over 20,000 deaths. As compared to 2005, attacks in 2006 rose by 3,000 (a 25% increase) while the death toll rose by 5,800 (a 40% increase), which was also the case last year and was by far the largest number of terrorist incidents that occurred in the near East and South Asia. In addition, the USNCC (2007) disclosed that the two regions of East and South Asia were the locations of 90% of the nearly 300 high-casualty attacks in 2006 that killed ten or more people while only a total of five high-casualty attacks occurred in Europe-Eurasia, East Asia-Pacific and the Western Hemisphere (USNCC, 2007). The research paper of Rohan Gunaratna of the International Centre for Political Violence and Terrorism Research (ICPVTR) in 2006 has reported expanded terrorists’ bailiwicks across the world. Based on his report, al-Qaeda and Taliban camps in Afghanistan trained between 70,000 and 120,000 Muslim youths to fight in the Philippines (Mindanao province), Indonesia (Maluku and Poso provinces), Myanmar, China (Xinjiang province), Kashmir, Bosnia, Kosovo, Chechnya, Dagestan, Nagorno-Karabakh, Algeria, Egypt, Jordan, Yemen and other countries. It is clear that the expansive mode of the terrorists pose risk and threats to Southeast Asian countries. In addition, the carnage of terrorism would plunge the poor countries into insurmountable human casualties and ultimately result in the devastation of their economies. It may be then perceived that al-Qaeda is being condoned by its Islamic cohorts that could greatly influence the vast Muslim communities around the world. These perceptions attribute to the alarming concern of imminent danger that al-Qaeda which could continuously conduct its terrorist assaults basedon its political-Islamist-religious platform of Jihad (holy war). Stages of Policy Analysis: The Framing of a National Policy Turning our grief into courage is a credo that basically calls for national recovery amidst terrorist threats that has enabled the Americans to overcome their grief and become courageous to surpass the inimical challenge. Indeed, America turned its grief into courage as manifested in condemning the ultimate cohort of terrorism in the US war in Iraq. The Iraq war has highlighted the US’s capabilities to disarm Saddam Hussein’s weapons of mass destruction and liberate the people from the tyrannical regime and set a new Iraqi government. The US government has realigned its governmental functions to respond to its vulnerability to the continuing threat of terrorism and shared its burdens with allied governments. The framing of the national policy for an efficient homeland defense system has paved the way for the enactment of the Intelligence Reform and terrorism Prevention Act of 2004 (IRTPA ), which an act to reform the intelligence operational framework for efficient capability. According to Terri Everret’s paper, â€Å"Procuring the Future: 21st Century IC Acquisition,† in January 8th 2008, IRTPA yielded a strategic defense program through the Office of the Director of the National Intelligence (ODNI). The main purpose of the ODNI program, according to Everret, is to avert conflict and preserve peace while specifically focusing on: (1) military, (2) proliferation, (3) foreign policy, (4) economics, (5) terrorism, narcotics, international organized crimes, (6) technology, and (7) regional conflict. Furthermore, the ODNI program empowers the IRTPA to support the enactment of US Foreign Intelligence Surveillance Act (FISA) of 2007 which modernized the National economic programs for Fiscal Year 2008. The overall representation of this development supports the US Counterintelligence Strategy of 2007 basically empowers the homeland defense system. Defining of a Policy From the previous discussions of issues as presented with a brief review of literatures and statistical data, it has been cited that the need of the US government and its people is to materialize and put into national perspective the country’s security. In this aspect, the effectiveness, applicability, and efficiency to enact the US security and defense policy will be examined through the concept and ethical parameters based on the book, American Public Policy: An Introduction. i) According to the American Public Policy: An Introduction, the analysis of a policy requires the interpretation and examination of the fundamental conditions and rationale to enact a policy. Based on the book, â€Å"policy analysis is not value neutral but wants to discover the significance and importance to public values†. In short, public policy is characterized by objectivity of reasoning and intention for a public interest. Furthermore, according to Cochran, et. al, a public policy must be dealt with classifications of purposes, types, and goods. In other words, the objectivity and rationality are combined factors that exemplify the importance, adequacy, applicability, and affectivity of the public policy to the life of the people and well-being of the state. This analysis also coincides and adheres to the moral and social values. In this regard, one example is the threat on terrorism to American people which does not only address the enactment of IRTPA and other programs on State security but also embraces all forms of terrorism-related violence occurring within a domestic domain that may be inflicted by a common crime or street crime, which is commonly called community crimes. ii) The classification of the policy is mainly to deter crime and enact on crime through imposing the punishment or penalty as provided by the rules of court and the due process of law. Another example of terrorism-related violence is the magnitude or scope of implication or damage by size and by number of casualties within household or community, especially when children and women are the victims of crimes. These also include multiple murders with mutilation of the bodies, rape, burglary and arson, which are also considered as heinous crimes. It may be interpreted from the point of view of securing the state that the subsequent enactment of the Intelligence Reform and Terrorism Prevention Act of 2007, the Foreign Intelligence Surveillance Act (FISA) of 2007, and the Counterintelligence Strategy of 2007, focuses on counter-terrorism. On the other hand, the enactment of the National Strategy for Homeland Security of 2007 embodies and embraces all of the provisions from previous policy enactments, which could be interpreted as reinvented applications and coherent enforcements within the domestic system of governance and national policy environment. In short, the scope of the applicability the National Strategy for Homeland Security of 2007 addresses the framework policy. Defining the Ethical Parameters Classification and Purpose for a Safer and Peaceful State i) Classifying a public policy in a category of securing the public is being defined by the magnitude of application to preserving peace and order. Based on the book, American Public Policy: An Introduction, the enactment of a security policy would secure the interstate (domestic) and intrastate (foreign community) domains from the common crimes committed by the citizens of the state and the vulnerability of the state from external attacks being specifically characterized by terrorists. Moreover, according to the book, the underlying claim on which classification of a public policy is relevant for the serious deficiencies in the ability of federal law enforcement authorities to recognize and respond to terrorist threats which is primarily due to the fact that individuals are often labeled suspicious on the basis of ideological, rather than behavioral grounds. It is evident that the classification of a policy to protect and secure the public would likewise define where and whom the policy should cover. ii) The purpose is the deliberate intention of a policy to objectively address the circumstance or phenomenon affecting the well-being of the state in order to preserve the interest of the people. In this case, the interest of the people to live in a better, safer, and peaceful world is being threatened by terrorism. The purpose to live in a better, safer and peaceful state has deliberately and intentionally emanated from the rationale of the government to enact a policy that defines the purpose to protect, preserve, and uphold the sovereignty of people against forces of destruction. According to US President George Bush, the purpose of enacting the US Homeland defense system is aligned with the interstate and intrastate security strategies and is a shared responsibility across the entire nation that has been developed for national culture preparedness [of the local tribal state and federal governments] and crosses international borders for collaborating secured international communities. Perspectives of A Safer and Peaceful State i) Based on Cochran, et. al’s book, â€Å"enacting a public policy must be determined by the type of application and the goods it would impart to people and society†. The community represented by families must enjoy a safer and peaceful life to manifest a better living condition categorized by abundance and prosperity. From this statement, the book promotes a liberating concept of a safer and peaceful state reflective of a crime-free community and is being protected by a public policy that promulgates crime sanctions and the imposition of punishments upon committing a crime. The implementation of the US Homeland defense system, through various policies or State Acts previously discussed in this paper, point out the perspective of a safer and peaceful state, and wholly emphasize a call for national recovery in socio-economic-political aspect. This is also linked to the efforts of the state to secure the lives of the people as well as to preserve the economic resources which could make the world a safer and better place to live in. ii) Cochran’s, et. al. concept and ethical parameters applies in the overall perspectives of the US policy and State Acts for a safer place and peaceful state. In addition, perspectives in the point of view of interstate (domestic) domain protection on combating vulnerability and preempting terrorist aggression from intrastate (foreign) domain can be applied. The US Homeland defense system could be a fortress that shields the American community from terrorism, and while having that shield, the US manages to enforce its strategies in its counter-terrorism efforts across borders. Furthermore Based on Cochran et. al’s book, a policy flows from analysis which is not value neutral but wants to discover the significance and importance to public values. Therefore, the US Homeland defense system has enabled an interstate (domestic) and intrastate (foreign) policy that defines the importance of the public values, which affirms and represents the various concept and ethical parameters stated in the book, American Public Policy: An Introduction. Conclusion It is safe to say that the US government made a safer place for the American people, as manifested by its empowerment of Homeland defense and attainment of security measures. However, the militarism aspect in countering terrorism has somehow inflicted a wound on the flesh of sovereign people. In this connection, it can be perceived that it is also important to rectify the human errors committed in enforcing counter-terrorism measures that add the cost of human toll. The US security policy from its interstate and intrastate scope has its dimensional perspective in achieving a better place. In addition, the â€Å"sharing of responsibility and burdens† amongst nations could be the pursuance of a world order. The creation and execution of the security and defense policies basically represents conceptual frameworks and ethics presented in the book, American Public Policy: An Introduction. However, it is not clear how the realities of implementation could be measured based on the lives of people in international communities. Furthermore, a safer place is perceived as a continuing perseverance in enacting state policies. It is also the moral basis of the existing policies. In short, public policy that can promote a peaceful State is a policy that may genuinely harness the defense and security of people and the State itself. Works Cited Cochran, Mayer, Carr and Cayer. â€Å"American Public Policy: An Introduction†. 2006. Thompson/Wadsworth Publishing, 8th Edition. ISBN: 0-534-60163-4. Rohan Gunaratna. â€Å"Terrorism in Southeast Asia: Threat and Response†. 2006. Center for Eurasian Policy Occassional Research Paper, Series II (Islamism in Southeast Asia), No. 1. , Hudson Institute. 17 March 2008 from http://www. hudson. org/files/pdf_upload/terrorismPDF. pdf. Terri Everett. â€Å"Procuring the Future 21st Century IC Acquisition†. (2008). DNI Senior Procurement Executive, Office of the Director of National Intelligence. 17 March 2008 from http://www. fas. org/irp/dni/everett. ppt. US Department of State. â€Å"National Strategy for Homeland Security†. 2007. Retrieved 17 ` March 2008 from http://www. state. gov/journals/. US National Counterterrorism Center. â€Å"Report on Terrorist Incidents-2006†. (2007). Retrieved 17 March 2008 from http://www. wits. nctc. gov/reports/crot2006nctcannexfinal. pdf.