Ming And Ottoman Empires Essays - Ottoman Turks,

Ming And Ottoman Empires Timothy S. Palko World History II Dr. Skaff MWF 2:00-2:50 World power can be seen today in two very different but extremely vast empires. They are the Ming Empire and the Ottoman Empire. To contrast these empires in order to predict their futures, it is necessary that I observe and analyze key factors such as leadership, military strengths and weaknesses, and morals among the people. The two empires have different types of leadership, and from this it is possible to find the core of any disadvantage. From the leadership, it is possible to continue into the military and values that these empires embody. The Ming Empire is led by brilliant philosophical scholars, ?The man who is promoted to the higher degrees in this field prides himself on the fact that he has in truth attained to the pinnacle of Chinese happiness? (Andrea/Overfield 116). The Ottoman Empire has dedicated and knowledgeable leaders as well, but they are of a more warlike and brutish character. ?These leaders rise in service by merit alone? (Andrea/Overfield p.88). Indulging in the writings of Matteo Ricci, who observed first hand the workings of the Ming government, and the writings of Ogier Ghiselin de Busbecq, who observed the government under Suleiman I of the Ottoman Empire, the prediction of success will be able to be made knowledgably. The Ottoman Empire began around 1300 as a ?tiny state built on the strength of an army of Turkish nomad warriors and a few Christian converts to Islam in northwestern Anatolia? (Bulliet 601). It quickly proved to be a military strength and threat to the surrounding civilizations. The Turks expanded their empire through brilliant military tactics, including using Janissaries on foot, who used the new weapon called a gun in battle, and the same horseback archery that made them so successful in their previous military accomplishments. The selection of Turkish leaders has greatly influenced the success of the Ottoman Empire. ?A Turks grandeur is not defined by his birth, however; the respect to be paid to a man is measured by the position he holds in the public service? (Andrea/Overfield 88). The men who attain office are not the products of hereditary luck, but ?partly the gift of God, and partly the result of good training, great industry, and unwearied zeal? (Andrea/Overfield p.88). D e Busbecq was greatly impressed by the way that these Turks found their leadership; he made it a point to describe their feelings towards it in detail. De Busbecq also wrote extensively about the military strengths of the Ottoman. The soldiers of the Ottoman army are well trained and experienced in the arts of warfare and survival. The distances they must travel are so great, that the soldiers often have to carry a pack horse ?on which they carry many of the necessaries of life? (Andrea/Overfield 89). The weapon that was affluent and extremely effective among the soldiers is the Turkish bow. ?From the eighth, or even the seventh year of age they begin to shoot at a mark, and practice archery ten or twelve years. This constant exercise strengthens the muscles of their arms, and gives them such skill that they can hit the smallest marks with their arrows? (Andrea/Overfield p.89). The great riches and skilled military forces have served this Empire well to this day. The Turks also showed very little ignorance towards new advancements in technology originated in other parts of the world. ?There is no nation that has shown greater readin ess than the Turks to avail themselves of the useful inventions of foreigners, as is proved by their employment of cannons and mortars, and many other things invented by Christians? (Andrea/Overfield p.89). These open-minded and innovative new ways of becoming a powerful country greatly impressed De Busbecq. It is true that no empire is without flaw, and the Ottoman is no exception. The role of Sultan in the Ottoman Empire was a hereditary role, the exception to their other laws about leadership. ?The sons of a Turkish Sultans are in the most wretched position in the world, for, as soon as one of them succeeds his father, the rest are doomed to certain death? Andrea/Overfield p.90). The successor will certainly kill all the other sons

Free Essays on Gestures and Facial Expressions

. There is a need for gestures and facial expressions in order to produce the emotions significance. Facial expressions come naturally to us. We are gifted with them since birth. A newborn baby doesn’t learn gestures form his/her parents. Newborns aren’t taught how to show pain, but the do, sometimes without even crying or screaming. The gestures they produce correspond their expressions, in this case, screaming or crying. When raising a child, parents tend to condition them to certain behaviors. They teach them what is, and we quote, â€Å"right and wrong.† A parent accustoms his/her child to certain facial expressions. If a parent displays a look of anger, the child immediately knows he/she has done something bad. If a parent displays a look of content, the child knows he/she has or is doing something that is good, or all right by the parent. Someone could easily tell what another person is thinking just by looking at his or her gestures. If you were to see someone smiling, automatically you know that the person is happy or something amuses him/her. It’s the same if the person were frowning and slouching; you’d automatically know that the person is feeling depressed or sad. It’s just the same for expressions of anger, surprise, disgust, or any other expression. If a person a person were to give an expression or gesture portraying anguish or distress at his or her birthday party, you’d instantly know that there’s something wrong with the person... Free Essays on Gestures and Facial Expressions Free Essays on Gestures and Facial Expressions Gestures and facial expressions often communicate what words cannot say. Words aren’t always genuine, for they can be said as well as they can be blown away with the wind. For this matter, it is in every human being’s advantage that there are facial expressions, to expose what words cannot communicate. Strong feelings and emotions such as sadness, fear, grief, disgust, anger, joy, and especially surprise cannot easily expressed with only the use of words. There is a need for gestures and facial expressions in order to produce the emotions significance. Facial expressions come naturally to us. We are gifted with them since birth. A newborn baby doesn’t learn gestures form his/her parents. Newborns aren’t taught how to show pain, but the do, sometimes without even crying or screaming. The gestures they produce correspond their expressions, in this case, screaming or crying. When raising a child, parents tend to condition them to certain behaviors. They teach them what is, and we quote, â€Å"right and wrong.† A parent accustoms his/her child to certain facial expressions. If a parent displays a look of anger, the child immediately knows he/she has done something bad. If a parent displays a look of content, the child knows he/she has or is doing something that is good, or all right by the parent. Someone could easily tell what another person is thinking just by looking at his or her gestures. If you were to see someone smiling, automatically you know that the person is happy or something amuses him/her. It’s the same if the person were frowning and slouching; you’d automatically know that the person is feeling depressed or sad. It’s just the same for expressions of anger, surprise, disgust, or any other expression. If a person a person were to give an expression or gesture portraying anguish or distress at his or her birthday party, you’d instantly know that there’s something wrong with the person...

Anatomy in Primary and Secondary Schools

Anatomy in Primary and Secondary Schools Hashtag: #GreysAnatomy The Study of Human Anatomy GreysAnatomy is actually a word play on the title of a human anatomy textbook Gray’s Anatomy: Descriptive and Applied. The book was written by Henry Gray and initially published in 1858. Historically, the study of anatomy and physiology started when man started to find answers to questions regarding their own bodies. For instance, Leonardo Da Vinci allegedly dissected a human cadaver so he can accurately represent humans in art. Anatomist William Harvey studied the human circulatory system in the late 15th century and discovered for the first time that blood has a pattern in its flow. Another interesting discovery in the field of anatomy and medicine was painless surgery through the medicinal use of ether and nitrous oxide (laughing gas) to control the pain during the operation. BIOLOGY RESEARCH PAPER Anatomy and physiology are branches of biology and medicine, but the former is more focused on the structure of living things (human, animal, and plant) while the latter is more concern on mechanical, physical, and biochemical functions of living organisms. The study of the structure of the human body in primary and secondary schools is normally aimed at providing a foundation for advanced study in fields related to health and fitness. It is also aimed at developing a sense of self-understanding, particularly to children who are curious about what’s inside the body. Moreover, since anatomy is not limited to the human body and extend to all living organisms, students often benefit from comparative anatomy or studying other species in order to learn evolution, structural similarities and common ancestry among human and animals. The biology curriculum in secondary schools, for instance, is not the only concern in developing students’ knowledge of the natural world in relation to everyday life, the power of reasoning and observation but familiarity with the structure and function of the human body. Specifically, students learn the change in living things through evolution, diversity of type and unity of patterns, genetic continuity of life, growth, and development, preservation of life, and others. Biology and Basic Anatomy Curriculum Primary school students are normally introduced to the basic human  skeleton or study of the skeletal system. After learning the structure, composition, and functions of the skeletal framework, students then learn the muscles and other body organs attached to it. Some of the introductory tasks include making a (normally life size) skeleton using colored paper or card and paper fasteners. By drawing the bones, schoolchildren become more aware of the significant features of each bone, identify bones’ proper location and construct appropriate joint structures for them. Moreover, anatomy in this level includes simple experiments in order to explain some of the functions of the human body and compare and recognize the similarities and differences between human and animals. However, anatomy in secondary schools is quite more complex as it involves microscopic anatomy such as the study of the structure and function of cells and tissues, senses, blood, heart, the major organs of the digestive system, and others. Some are focusing on the primary functions of the human brain, structures that enable biological systems to interact, energy and materials required to sustain life. Overall, all key stages of anatomy-related science curriculum are aimed at providing knowledge about human and animal body structure and understanding of life processes. For instance, knowledge of human and animal anatomy helps students understand the fact that humans and animals need food and water to stay alive, need to exercise, eat the right type and amount of food in order to stay healthy and strong, the beneficial and harmful effects of drugs, ability to produce offspring and senses that makes humans and animals aware of the world around them.

Equal employment opportunity laws affecting Essay

Equal employment opportunity laws affecting - Essay Example ights of the workers in any firm in order to ensure that there is a conducive working environment and for that, every person is entitled to equal employment (Lorna, 1968). Many people are denied the chance of getting a job due to various issues like race, gender, religion, age difference, women pregnancies, and also the national origin. As a result, the civil rights acts comes in to help workers from being discriminated. So the employers in this case are supposed to treat all the job applicants and also the working employees the same and not discriminate them with regard to their differences like, race, religion e.t.c. (Kateri, 2007). All employees are entitled to their right pay. For example in US, the fair labor standards act established a minimum wage for the worker. For instance, in July 2010, the minimum wage for all the employees as well as the job seekers was $6.55. All the employers in this case abided to this new law hence you find that all male and female employees are given the right pay due for their input. (Kateri, 2007). This is another law which applies to all people with disabilities in America. You find that many people are discriminated due to their disabilities irrespective of their many credentials in many fields. ADA ensures that any employer or any potential employer cannot discriminate any citizen from getting a job, promotion any good pay on the basis of their disabilities. So, this ensures that all job seekers and the employees have equal employment opportunities. (Kateri, 2007). This law Act ensures that in any employment opportunity, a job seeker cannot be denied a chance due to age differences. This Act tries to prohibit the potential employers from discriminating the job applicants on the basis of their age differences. Pregnancy discrimination Act also prohibits any potential employer from discriminating pregnant women from getting jobs. It ensures that everybody has the right to any job (Lorna, 1968). Equal employment opportunity

XBUS San Assignment Example | Topics and Well Written Essays - 500 words

XBUS San - Assignment Example A shared factor is lowly working settings. This is more prevalent in factories where the employer places a major emphasis on getting a product and hardly cares for how his employees needs. Their working conditions are more often than not despicable and therefore a conflict between the two cannot be averted. Poor communication between the employer and employee is also a common source of misunderstanding between an employer and employee. In most cases, the way a person communicates is actually the source of conflict. Many would believe that a certain message has been passed across when it is the inverse. This could be due to a person’s way of expressing themselves, where one is comfortable and the other struggles to express their ideas. This is a major pointer that leads to conflict in the work place. Increased workload albeit is a major source of conflict. This is mostly by the employers where they fail to respect the agreement that the employees have signed. More workload without an increase in the amount of money one is paid definitely leads to a misunderstanding. It is only rational that a person is paid for what they have signed up for, and that the employees respect the initial terms that their employees had signed against. This makes one avoid petty issues and conflict that could have otherwise been avoided. The law has come a long way in trying to tame the current otherwise hostile working environment. With the inclusion of laws such as the Title VII of the Civil Rights Act of 1964 which prohibits employment discrimination on the basis of race, color, religion, sex and national origin. This has helped to level the playing ground and reduce the level of prejudice between an employer and employee. The U.S Code 158 also states the rights, dos and don’ts in relation to labor practices by an employer. This code helps to ensure that the employees are well protected and that their lives are in no way at a risk at

Lord of the Flies Essay Example for Free

Lord of the Flies Essay Deep inside each individual is a psychological choice to be made between good and evil. In William Golding’s novel, Lord of the Flies, this choice and its subsequent results are represented by Ralph and Jack. With no rules and no adults on the island to guide them, Jack gives into his evil desires. Whereas Ralph struggles to maintain a sense of humanity and constantly tries to strive to do good. Both started off as English schoolboys, but when left alone on the island human nature tends to make the choices. When the boys first land on the island they still have their childish innocence. They still remember their English upbringing. They work together to build a civilized community like back in the adult world they have suddenly been separated from. Even though Ralph was chosen leader, Jack agrees there is a need for rules, â€Å" I agree with Ralph. We’ve got to have rules and obey them. After all, we’re not savages. We are English, and English are best at everything. So, we’ve got to do the right things. † (38). But slowly his actions started to change. He realized there were no repercussions for his actions. He was free from punishment. He chose to give in to his evil desires. And when he painted a mask on his face, he lost all sense of humanity, his transformation into a savage was complete. â€Å"He began to dance and his laughter became a bloodthirsty snarling. He capered towards Bill, and the mask was a thing on it’s own, behind which Jack hid, liberated from shame and self-consciousness. † (58). Jack used the mask to let out his evil desires and hide from shame. He was masking his the identity of what was a chapter chorist and head boy into a maniacal and manipulative savage. But, the mask can’t hide the fact that we are capable of evil. Evidently the only thing separating us is our choices. Whereas Jack chose to be evil, Ralph overcome his inner desires to do evil. Ralph was chosen by the other boys to be the leader of the group. Instead of using his new power for his own selfish needs, Ralph used it for the greater good of the group. Ralph solely survived to be rescued and made sure a signal fire was built. â€Å"Your only hope is a signal fire going as long as there’s light to see. Then maybe a ship’ll notice the smoke and come and rescue us and take us home. † (164). Ralph believe that a signal was their nly hope of being rescued which was true because that is all the boys had to draw any attention to the island. Ralph was not just thinking about himself when he was trying to get rescued because not only would he get rescued so would have everybody else, including Jack. While Jack did not care about getting rescued he worried more about how much bigger and more powerful his group was, and they also had become more evil. Ralph chose to align himself with Piggy to help him stay righteous. Ralph was voicing Piggy’s ideas while he was chief. Ralph used Piggy’s intellect to help him stay civilized and on the good side. Near the end of the novel, corruption and evil started to take over almost all the boys and Piggy dies. His death emphasizes the end of intellectuality and what is good in society. Ralph is left alone and he slowly starts to turn to savagery, in the last chapter. He is being hunted down like an animal by other boys and he has to act like an animal to survive. Before Ralph could fully turn into a savage, he and the rest of the boys are rescued by a British officer. Back in some semblance of society, Ralph realizes all of the boys in their own way gave into some type of savagery. â€Å"And in the middle of them, with filthy body, matted hair, and unwiped nose, Ralph wept for the end of innocence, the darkness of man’s heart, and the fall through the air of the true, wise friend called Piggy. † (186). In recognition of what Ralph thought was civilized, and in reality what actually was, Ralph wept because he also knew that Piggy was their only link keeping them somewhat civilized. When piggy died even Ralph started to turn to savagery, but fortunately for Ralph the fire that could have killed him, saved him. Clearly without help we cannot fully overcome the evil deeply hidden inside of us. Finally, we are all capable of good and evil, it’s a matter of choice. Our choices can lead to our corruption and they can lead to our salvation. Only with assistance are we humans able to over power the opposing forces not willing for us to do good. Humans possess the intelligence to distinguish between right and wrong, they must have discernment to choose for themselves what their morals are.

Causes of the French Revolution :: essays research papers

Causes of the French Revolution The statement citing the essential cause of the French Revolution as the "collision between a powerful, rising bourgeoisie and an entrenched aristocracy defending it's privileges" has great pertinence in summarizing the conflict of 1789. The causes of the French Revolution, being provoked by this collision of powers, was the Financial debt of the government and the long-standing political differences in the government. Over the course of twenty-five years after the Seven Years' War, the government of France--the Bourgeoisie royalty, could not manage it's finances on a sound basis. This was worsened when France aided the American Revolution against Great Britain. The Government had reached great financial debt. The problem lied and continued because of the government's inability to tap the wealth of the French nation by taxation. There was a great paradox in France being a rich nation with a government in poverty. The deteriorating finances of the government is what triggered the prolonged differences between the Bourgeoisie and the aristocracy. The political differences between the monarchy and the nobles came about after the Seven Years' war also. The increasing debt of the government escalated the hope for the monarchy to resume a "absolute power" status as it did with Louis XIV. However this could not be accomplished because of the doubt that the public had towards the present kings Louis XV and Louis XVI, and the public could not be swayed to help. The only result of the attempts for absolutism by the monarchy were a series of new and increase taxes on the nobles. The aristocracy immediately reacted to these taxes as declaring them unfair and would not accept them. Louis XV began with a series of Financial advisors chancellors which all had the intention of saving the monarchy from financial ruin. They made many attempts at taxation, such as a land tax, but each of these were defeated by the nobles -- the Parlements were even destroyed for a brief time, but were later restored by Louis XVI in attempt to gain public support. The government continued to become poorer and poorer and it seemed the only successful taxation was done towards the peasants, whom had the least money. The monarchy eventually fell and caused great unrest

Congoleum Corporation Essay

In valuing the target company Congoleum after an LBO by First Boston found the expected free cash flows generated by this firm from 1980 to 1984. These numbers were based on values provided in the case. From there, we employed the Adjusted Present Value method to discount these cash flows because we assumed that Congoleum was varying its Debt to Equity ratio during those years. We discounted these cash flows by the required return on assets that was in turn calculated through use of the Modigliani-Miller unlevering formula (to derive the Asset Beta) and the Capital Asset Pricing Model. The required return on Congoleum debt was calculated by the expected return of the average CCC-company’s debt and the expected return of debt under default. Then, the present value of financial side effects was taken into account by discounting the interest tax shield by the required return on debt. Finally, we calculated the terminal value of cash flows by assuming a constant 4.14% growth rate in perpetuity and a constant D/E ratio for the years after 1984. Thus, these cash flows were initially discounted under WACC-ME. From there, we factored in prior debt and cash that Congoleum had generated to calculate the total equity value of the firm after the LBO had taken place. Background Congoleum is a firm active in three product market segments: home furnishings, shipbuilding, automotive, and industrial distribution. In the summer of 1979, First Boston Corporation with the help of Prudential Insurance Company proposed a purchase of Congoleum by private and institutional investors. The day before the issuance of the tender offer, Congoleum closed at $25.375 per share with 12.2 million shares outstanding. Assumptions: During the preparation of this case, multiple assumptions have been made in order to facilitate the analysis requested. Below is a list of the assumptions made and our reasoning for their validity. * Tax rate of 48% * The D/V ratio from 1979 to 1984 and was best estimated through the mean of the expected D/V ratios of Congoleum’s separate divisions by the metric of percentage of total identifiable assets provided in this case * The D/V ratio from 1984+ was assumed to be constant and could be estimated via one of two methods: * It could be estimated by looking at the D/V ratio of comparable, BB rated companies * It could be estimated by looking at the D/V ratio of firms that are comparable to the various â€Å"subsets† of Congoleum (home furnishing, ship building, and automotive) and taking the average of those companys’ D/V ratio * The return on debt from 1984+ can be assumed through two methods: * The arithmetic average of comparable BB rated companies’ returns on debt * The weighted average of the returns on debt * The market risk premium was expected to be 8.6% and the risk free rate was assumed to be 9.5% as provided in the case * The risk of default for Congoleum is expected to be 15.25% and the expected return to debt holders in case of default is 6% (we assume that at least some payments to debt holders have occurred prior to default) * The growth rate of cash flows after 1984 is expected to be 22.50% over 5 years as provided in exhibit 9 of this case and that growth rate is expected to continue in perpetuity Discussion of Figures Figure 1 Figure is the actual income statement for Congoleum in 1978 and estimates of its income statement from 1980 to 1983. The free cash flows used in the calculation of the NPV of this company was the Free Cash Flow to All Capital because the cash flows employed by APV/WACC assume no interest. Thus, our interest expenses had to be added back to the cash flows to shareholders to make them free cash flows. From purchasing Congoleum, investors receive outstanding cash from the company, a term not from a bank, strip-securities, and equity from First Boston and Congoleum Management. Its outflows include its purchase of Bath Iron works, Congoleum’s other assets and executive stock. It also includes general LBO expenses. Additionally, attached is our sensitivity analysis that looks at how our assumptions regarding the growth rate and D/V ratio of our firm in years post 1984 impacts our calculations of the firm’s value Post-LBO. Figure 2 Figure 2 shows the value of the long-term debt and equity for the firm from 1974 to 1978. The total value of the firm in at any time is equal to the sum of the debt and equity for a given year. The D/E and D/V ratios for the firm over those 5 years were then averaged in this figure. Figure 3 This table displays the D/V ratio of firms that are representative one of the three â€Å"subsets† of Congoleum (Furnishings, Ship Building, or Automotive). Each of these ratios was then averaged to get the weighted average debt to value ratio of comparable companies; this was performed by using the ratio of Identifiable Assets per division to Total Identifiable Assets. Finally, the average D/V ratio of the firms representing each subset was also listed. Alternatively, the Debt to Value ratio of the provided BB firms is listed and those ratios were then averaged to get the mean Debt to Value ratio that could be used for the target Debt to Value ratio for Congoleum post-1984. Figure 4 The equity beta for the firm was provided in the case. We also are making the assumption that the Debt Beta is 0 (i.e. risk free). The Debt to Equity ratio was also calculated in Figure 2. Through the Modigliani-Miller unlevering formula, we then were able to derive our Asset Beta. Then, using our calculated Asset Beta and the provided market risk premium and risk free rate, we were able to calculate the required return on assets with the Capital Asset Pricing Model. From there, we employed the Miles-Ezzell cost of capital formula with the Debt to Equity ratio derived by looking at comparable â€Å"BB-rated firms† to derive our WACC. Additionally, the expected cash flow growth is forecasted to be 22.50% over the 5 years following 1984. Hence, we expect an annual growth rate of 4.14%. Figure 5 The free cash flows (calculated in figure 1) are listed from between 1980 and 1984. They are each discounted at the required return on assets calculated in figure 4 because are calculating the APV of cash flows from between 1980 and 1984. The required return on debt was then calculated by looking at the returns of comparable debt of other CCC firms. The average return on the debt of those firms was 15.19%. We then had to factor in the 15.25% probability of default by Congoleum and its expected return of 6% on debt in the case of default. The expected return on weight weights these two potential returns on debt by their probability of occurring. The side effects of financial distress were then calculated from between 1980 and 1984 by multiplying the annual interest expense by the tax rate and then discounting the interest tax shield by the required return on debt calculated above. Figure 6 Next, we had to calculate the present value of terminal value. We did this by first calculating the expected 1985 cash flow by multiplying the 1984 cash flow by the expected 4.1% growth rate (calculated in figure 4). Given, we expect the generate cash flows that grow at 4.1% in perpetuity, we calculated the present value of those cash flows by taking our 1985 cash flow and discounting by the WACC-ME (calculated in figure 4). This was performed by using the Gordon Dividend Growth Model because the firm would now be a publicly traded equity and the free cash flows are representative of the firm’s dividends. This gave us the value of the TV at 1984, so we then discounted by the return on assets to receive the present value of the TV. Figure 7 The value of the firm post LBO is thus equal to the sum of its discounted terminal value, tax shields, and free cash flows from 1980 to 1984. However, to calculate the total equity value of the firm, we must also factor in the cash and debt that Congoleum held prior to the LBO. That includes adding in 95.10 million in cash and subtracting out 15.6 million in debt and 34.5 million in previous pension liabilities. If you divide the equity value pre and post LBO by the number of shares outstanding, you then receive the companies’ price per share pre and post LBO. Figure 8 Shareholders thus gain the difference between the initial share price and the post-LBO share price multiplied by the number of shares outstanding. Debt holders are paid off entirely with no gain or loss.

Battle of the Somme and Source

How far does Source 3 challenge the impression given in Sources 1 and 2 that the Battle of the Somme had achieved worthwhile objectives? Having analysed all 3 sources, it can be said that source 3 significantly challenges sources 1 and 2 giving an entirely different perspective on the battle of the Somme. Source 1 is an extract from Sir Douglas Haig’s final dispatch, published in March 1919. This source begins to describe the Battle of the Somme as a tremendous victory.Haig claims that â€Å"The three main objectives†¦ had been achieved. † Haig also then begins to describe the three objectives, â€Å"Verdun had been relieved†¦Ã¢â‚¬ , â€Å"German forces had been held down†¦Ã¢â‚¬  and â€Å"the enemy’s strength had been considerably worn down†. Haig also claims that as the objectives had been â€Å"achieved† this was enough to â€Å"†¦justify the Somme Battle. † This source was published shortly after the war in 1919, b ut was a few years after the Battle of the Somme allowing some time for the truth about the events of the battle to emerge.The source has some limitations as it was an extract from Haig’s own writing, who was Commander-in-Chief of the British Forces therefore the source may be bias towards Britain and their success in the battle. The purpose of the source was to inform people of Haig’s perception of the battle and due to this being one person’s view, the accuracy of the source cannot be verified. Source 2 is extract from a book published in 1929 by Charles Carrington who was a Junior Officer during the time of the Battle.Similar to source 1, this source was written by someone who had authority in the armed forces, and describes the Battle of the Somme as another â€Å"moral† booster for the British Army. The author of the source states there was a â€Å"definite and growing sense of superiority over the enemy† and by the use of the word â€Å"defi nite† the use of facts is now apparent. In contrast, later on in the source Carrington states â€Å"we were quite sure at the time that we had got the Germans beaten†¦Ã¢â‚¬  and by using the phrase â€Å"quite sure† it is now apparent that facts are no longer the basis of this source.Unlike source 1 where Haig describes the Somme Battle as a complete victory, Carrington quickly states that â€Å"we did not win a decisive victory† but is quick to reverse this by stating â€Å"†¦next spring we would deliver the knock-out blow† showing that he feels the end of the war is near. This source was published many years after the war, but it was published by someone who was there, similar to source 1.Also similar to source 1, this source is the view of someone with authority and someone with a high ranking position within the armed forces therefore their opinion may be bias towards the Somme and the British Army. Source 3 is part of an interview with Cor poral W. H. Shaw in the 1960s where Shaw is recalling the first day of the Battle. Already this source differs to sources 1 and 2 as it is no longer an extract but part of an interview. Shaw starts of the source with â€Å"we did not get anywhere, we never moved from the line, hardly†.This is different to source 1 where Haig claims â€Å"Verdun had been relieved†. Shaw states that â€Å"our men were just falling back into our trenches† which significantly differs to Carrington’s statement that â€Å"we had got the Germans beaten†. Shaw claims that the events of the some were â€Å"sheer bloody murder† and that â€Å"whatever was gained it wasn’t worth the price the men had to pay† which is in contrast with source 1 where Haig claims that the results of the Somme where â€Å"sufficient to justify† the battle.This purpose of this source is to spread light on the Somme battle and release the truth about the event. Because t his source was by a member of the British Forces and who of which is supplying eyewitness accounts of the events at the front line, this source can be classes as highly reliable. Due to the date of the source, it can be argued that Shaw’s memory may be slightly skewed but due to the lack of censorship at this time compared to during the time of the war, Shaw can now freely speak about the events of the Somme.Throughout all 3 sources it is noticeable that soldiers and officers of a higher rank are more likely to support the Battle of the Somme and argue that it achieved its objectives. Throughout sources 1 and 2, Officer Carrington and General Haig are extremely supportive of the Somme battle. This is demonstrated by Haig’s claims of â€Å"the three main objectives†¦ had been achieved† and Carrington’s view that â€Å"we had got the Germans beaten†.However, neither of these men were likely to have engaged in any front line combat within the tre nches during the Battle of the Somme. This is why source 3 proves very useful as an account of the first day at the Somme. Shaw describes the battle as â€Å"sheer bloody murder† and crushes Carrington’s claims of â€Å"superiority† with accounts such as â€Å"men were just falling back into the trench†. Therefore it can be argued that Source 3 significantly challenges the view given in sources 1 and 2 that the Battle of the Somme achieved its worthwhile objectives.

Cloning to Revive Extinct Species essays

Cloning to Revive Extinct Species essays Good morning class, today I will be speaking to you about the topic on Should cloning be used to revive extinct species? I say no. Unnecessary , irresponsible and rash are the words that spring to my mind when this question is asked. How can man consciously play god, and unrelently contiunue to attempt to revive extinct species via cloning, when undoubtedly he has seen his mistakes in the past and continue to do this for his own benefit? Dolly is the most famous sheep in the world. She looks much like any other sheep, but she has been cloned from another adult sheep. Her announcement in February 1997 led to an unprecedented media circus which caused as much confusion as it shed light. The attention focused mainly on speculations about the possibility, or otherwise, of cloning humans but also speculations of cloning extinct species But it does prompt us to ask questions about the way we are using animals with new technology, and the kinds of assumptions we make. Cloning had already been done to a limited degree by splitting embryos, mostly in cattle, and raised ethical and welfare concerns in the process. But assuming it could be applied more widely in the fact of reviving extinct animals, many more issues can be brought up. Tell me, for what benefit would cloning extinct species bring to our society? To you perhaps? Yes, perhaps you could say, the animal would have another chance at life, but what is the real reason we want to do it? For our own COMFORT of course, knowing that if we can kill of a species, perhaps we can just bring it back again. Bingo. I see attempting to revive exctinct species as a direct misuse of research and conservation funds which would better be directed elsewhere. It is terrible that now, the government is not even paying attention to the present state of the environment enough, and now they are thinking about cloning dinosaurs and mammoths from 44 thousand , to 44 million years ago. Society ...

Definition and Examples of Politeness Strategies

Definition and Examples of Politeness Strategies In sociolinguistics  and  conversation analysis (CA), politeness strategies are  speech acts that express concern for others and minimize threats to self-esteem (face) in particular social contexts. Positive Politeness Strategies Positive politeness strategies are intended to avoid giving offense by highlighting friendliness. These strategies include juxtaposing criticism with compliments, establishing common ground, and using jokes, nicknames, honorifics, tag questions, special discourse markers (please), and in-group jargon and slang. Negative Politeness Strategies Negative political strategies are intended to avoid giving offense by showing deference. These strategies include questioning, hedging, and presenting disagreements as opinions. The Face Saving Theory of Politeness The best known and most widely used approach to the study of politeness is the framework introduced by Penelope Brown and Stephen C. Levinson in Questions and Politeness (1978); reissued with corrections as Politeness: Some Universals in Language Usage (Cambridge Univ. Press, 1987). Brown and Levinsons theory of linguistic politeness is sometimes referred to as the face-saving theory of politeness. Examples and Observations Shut up! is rude, even ruder than Keep quiet! In the polite version, Do you think you would mind keeping quiet: this is, after all, a library, and other people are trying to concentrate, everything in italics is extra. It is there to soften the demand, giving an impersonal reason for the request, and avoiding the brutally direct by the taking of trouble. Conventional grammar takes little account of such strategies, even though we are all masters of both making and understanding the signs that point to what is going on beneath the surface.(Margaret Visser, The Way We Are. HarperCollins, 1994)Professor, I was wondering if you could tell us about the Chamber of Secrets.(Hermione in Harry Potter and the Chamber of Secrets, 2002)Would you mind stepping aside? I got a purchase to make.(Eric Cartman in Cartmanland.  South Park, 2001)Sir, the gentleman asked with a twang in his voice that was unmistakably Southern, would it bother you terribly  if I joined you?(Harold Coyle, Look Away. S imon Schuster, 1995)   Laurence, said Caroline, I dont think Im going to be much help to you at Ladylees.  Ive had enough holiday-making.  Ill stay for a couple of days but I want to get back to London and do some work, actually. Sorry to change my mind butGo to hell, Laurence said. Kindly go to hell.(Muriel Spark,  The Comforters. Macmillan, 1957)   A Definition of Politeness What exactly is politeness? In one sense, all politeness can be viewed as deviation from maximally efficient communication; as violations (in some sense) of Grice’s (1975) conversational maxims [see cooperative principle]. To perform an act other than in the most clear and efficient manner possible is to implicate some degree of politeness on the part of the speaker. To request another to open a window by saying â€Å"It’s warm in here† is to perform the request politely because one did not use the most efficient means possible for performing this act (i.e., â€Å"Open the window†). . . .Politeness allows people to perform many inter-personally sensitive actions in a nonthreatening or less threatening manner.There are an infinite number of ways in which people can be polite by performing an act in a less than optimal manner, and Brown and Levinson’s typology of five superstrategies is an attempt to capture some of these essential differences.(Thomas Holtgraves, Language as Social Action: Social Psychology and Language Use. Lawrence Erlbaum, 2002) Orienting to Different Kinds of Politeness People who grow up in communities that are more oriented to negative face wants and negative politeness may find that they are perceived as aloof or cold if they move somewhere where positive politeness is emphasized more. They may also mistake some of the conventionalised positive politeness routines as being expressions of genuine friendship or closeness . . .. Conversely, people accustomed to paying attention to positive face wants and using positive politeness strategies may find that they come across as unsophisticated or vulgar if they find themselves in a community that is more oriented to negative face wants.(Miriam Meyerhoff, Introducing Sociolinguistics. Routledge, 2006) Variables in Degrees of Politeness Brown and Levinson list three sociological variables that speakers employ in choosing the degree of politeness to use and in calculating the amount of threat to their own face: (i) the social distance of the speaker and hearer (D);(ii) the relative power of the speaker over the hearer (P);(iii) the absolute ranking of impositions in the particular culture (R). The greater the social distance between the interlocutors (e.g., if they know each other very little), the more politeness is generally expected. The greater the (perceived) relative power of hearer over speaker, the more politeness is recommended. The heavier the imposition made on the hearer (the more of their time required, or the greater the favour requested), the more politeness will generally have to be used.(Alan Partington, The Linguistics of Laughter: A Corpus-Assisted Study of Laughter-Talk. Routledge, 2006) Positive and Negative Politeness Brown and Levinson (1978/1987) distinguish between positive and negative politeness. Both types of politeness involve maintainingor redressing threats topositive and negative face, where positive face is defined as the addressees perennial desire that his wants . . . should be thought of as desirable (p. 101), and negative face as the addressees want to have his freedom of action unhindered and his attention unimpeded (p. 129).(Almut Koester, Investigating Workplace Discourse. Routledge, 2006) Common Ground [C]ommon ground, information perceived to be shared among communicators, is important not only for gauging what information is likely to be already known versus new, but also to carry a message of interpersonal relationships. Brown and Levinson (1987) argued that claiming common ground in communication is a major strategy of positive politeness, which is a series of conversational moves that recognise the partners needs and wants in a way that shows they represent a commonality, such as a commonality of knowledge, attitudes, interests, goals, and in-group membership.(Anthony Lyons et al., Cultural Dynamics of Stereotypes. Stereotype Dynamics: Language-Based Approaches to the Formation, Maintenance, and Transformation of Stereotypes, ed. by Yoshihisa Kashima, Klaus Fiedler, and Peter Freytag. Psychology Press, 2007) The Lighter Side of Politeness Strategies Page Conners: [bursting into Jacks bar] I want my purse, jerk-off!Jack Withrowe: Thats not very friendly. Now, I want you to go back out, and this time, when you kick the door open, say something nice.(Jennifer Love Hewitt and Jason Lee in Heartbreakers, 2001)

Displaying Communications Between Pilots and Air Traffic Controllers Research Paper

Displaying Communications Between Pilots and Air Traffic Controllers in Digital Readouts - Research Paper Example The ultimate objective of Able Flight program is to assist the disabled or handicapped individuals to acquire the aptitude to fly an airplane. This is because different types of disabilities needs distinct solutions to assist them fly airplanes. Note that despite the fact that the program fundamentally helps the disabled people, it also assists normal people who have passion and interest of flying airplanes but do not have the ability. The ultimate aim of this context is to examine how Able Flight program helps the disabled individuals to fly airplanes as well as to provide solutions following the difficulties encountered in flight training. It winds up by examining the implementation process of a voice recognition technology in pilot’s communication (Karat, Vergo and Nahamoo 2007). How Able Flight Helps Disabled People to Fly Airplanes Just as mentioned, the Able Flight program does not offer flight training or classes. However, it is involved in teaching flight related life lessons that make the participants good pilots and flight attendants. The organization corporate with different flight schools among them being Purdue University campus. Able Flight has been associating with this university for two years in a row where it has brought four scholars to the campus to be educated on how to fly. Each of them has physical disability that, up to present day, has prevented them from undertaking an interest or career in aviation. Nevertheless, with the assistance from special aircraft and scholarships from Able Flight, the scholars have been able to acquire light sport pilot certificates after exhaustive five-week training period. According to Geoff Aschenberger, â€Å"The most interesting part of it is that these scholars are able to cover the whole package in one month while the Purdue flight scholars take five to six months to cover†. Due to the density of the schedule at Purdue, the scholars and flight instructors take most of their time at the ai rport in the classroom and in their specially modeled aircraft. A partial day engross an early morning arrival, 90 minutes of flying, debate, more flying and landings, lunchtime meals, even intense flying and ground institute lessons. Note that all these things take place at the Purdue University campus flight school. That does not mean the Able Flight has no role that it plays. As far as those disabled scholars are concerned, Able Flight must participate or take part in ensuring that they obtain exactly what they went to acquire. The organizational program is developed in a way that it has to follow up the students’ progress, know their strong points and motivate them to keep it up; identify their weak points and help them both find permanent solutions to them in order to make sure they progress. Generally, Able Flight makes follow up on all the disabled students it gives scholarships and makes sure they are safe and healthy. The school included time for social time where so me of the Able Flight staff goes there to spend sometimes with them as well as join them with the other flight students so that they can feel accepted and embraced in the community. The school’s training personnel also help the disabled students to participate in school’s activities and to mingle with others so that they do not feel lonely or rejected. Besides, the school’s staff and Able Flight made it possible for the students to live together in First Street Towers, which is a university’s owned dwelling hall. Whereas the Able Flight scholars