Mary Shelley Essay

Do you agree? Frankenstein is one of the great novels of English literature, written in 1816 by a young Mary Shelley. The name Frankenstein is generally associated with the terrifying monster created in the many film adaptations of the book. But did Mary Shelley write only to frighten the reader? Or did she write in order to explore deeper issues of the evolving times she was living in? The basic plot of the novel is typical of a blood-curdling horror story: a mad scientist creates an inhuman monster, which subsequently goes on a murderous rampage, not resting until it has avenged itself. But Shelley’s novel uses various other themes throughout the book, asks questions and expresses strong views on the changing balance between science and religion of the early 19th century. Through her monster she explores the themes of isolation, the relationship between God and man, the importance of respecting nature and the dangers of obsession. Shelley’s novel has been extremely influential on horror stories since as it is one of the most famous gothic horror novels of all time. It is also the first to use the idea of ‘fear of the unknown’ in the context of scientific research. It is one of the forerunners of later 20th century novels such as Brave New World, which warn of the dire consequences of unchecked scientific progress. The novel was written as part of a game or competition between herself, her husband, the poet Byron and his friend Polidori. They were spending time in Geneva when Byron suggested they should each write a ghost story and see who could write the best. That night Shelly had a terrifying nightmare in which she saw the story of Frankenstein. Shelley’s parents appear to have been hugely influential on the novel. Her father was the writer and political journalist William Godwin, who became famous with his work An Enquiry Concerning Political Justice. Godwin had revolutionary attitudes to most social institutions, and as result she had been exposed to many modern radical ideas and had been to public shows where they stimulated the muscles of dead animals or humans to produce twitching. Perhaps it was this which gave birth in her mind to the famous creation scene of Frankenstein? Her mother had died in childbirth and she herself had lost children, which features heavily in the book. The novel is told through letters from Captain Walton to his sister Margaret in what is known as a Chinese box style. Walton talks about his own story and we get to know him, then we are introduced to another character, Victor, who Walton meets in the desolate landscape of the North Pole. Victor tells his story to Walton who relates it to his sister. Victor then tells us, through Walton, of how he met his creation, the ‘monster’, and tells Walton all that the creature told him which is then written down in the letters. In this way we get a first hand account from several different characters and we get a feeling of the depth of the story as we delve deeper in to the plot and see each side of the story. Chapter 5 is the beginning of any real horror in the novel. Of course, there have been some mysterious circumstances and the bleak and desolate setting of the North Pole, but nothing to really scare the reader. But the creation of the creature is Shelley unearthing her fears about the progression of modern science. To begin with Shelley creates tension, setting the scene, saying : ‘it was on a dreary night of November’ and ‘the rain pattered dismally’ both of these creating a sense of unease and darkness. Furthermore, she tells us how ‘the candle was nearly burnt out†¦ by the glimmer of the half extinguished light, I saw the dull yellow eye of the creature open’, which again forms an image of a dark laboratory with flickering candle light, and creates tension, which have all become classic horror settings ever since.

Practicum observation reflection -special education Essay

This lesson is about teaching winter to students with severe special needs. We talk about winter all the time with our students, especially when it snows or is very windy or very cold outside. I think winter is a common topic in our daily conversation, often used to break the ice with co-workers, classmates or even strangers. What’s more, it’s important to understand what weather reporters or other people are talking about when you need to decide what to wear. Therefore, I assumed that incorporating a winter lesson into a class for students with special needs is a good idea. Weather is an interesting topic to teach- I need to consider my students prior knowledge and their learning level, there are many simple, engaging and effective ways in which I can teach my special education students about the weather. A student misconception is the students will think snow comes from the clouds sweating. I designed this lesson to give a systemic introduction to winter. I focused on relating students’ prior experience and knowledge from daily lives with the story- a snowy day with new vocabulary. In the following group activity, students experienced the winter by using their senses (sight, hearing, smell and touch). Tailored to severe needs students, the explanation of the why winter comes and goes will be touched upon briefly but the students will not be expected to fully understand this concept. The teacher will be more concerned with the students understand of how winter affect us. One thing that I hope the students would get out of my lesson is: with prompting and support, make connections between a story or poem and one’s own experiences. Students can learn winter vocabulary (New words: Snowsuit, footprints, stick, plop, angel, slid, snowball, thought, melted), and to know about a weather-snow  experience. I feel the activity â€Å"make your footprints† was successful because all of the students were engaged and participating. Students enjoyed working with the sponges and creating their own footprints. Since there was a minimal amount of information involved during this activity, students were able to grasp it more. The biggest challenge is how to make the teaching more effective to students with more difficult behaviors. Since Autism is a spectrum disorder, which means that there is a wide degree of variation in the way it affects the students. Their  communication level and learning patterns varies from each other as well. Some are always low motivated and some are quite sensitive (out of control). I was wondering how much information they have received and how much they have perceived? How to let these students also have the sense of participation? In some choice making sections, I don’t know how long I should wait for their responses, or how many times I should repeat the question. There are several things that I would change if I taught this lesson again. I would like to make some accommodations for diverse learners. For example: pictures for  ESL students, differentiated center for different learning styles, give enough time for students to respond and safety/emergency concerns in class. In addition, I would develop more steps in assessment part. Such as pre-assessment before the lesson, formative assessment, and summative assessment at the end of the lesson to check their final learning outcomes. I felt that there were good things about this lesson as well as things that I could have improved upon. Over all, students seemed to enjoy the lesson. I think I met my learning objectives according to the class reaction and feedback.

Benjamin Franklin Gender Roles

The autobiography is based around the age of reason and a time man was thought to be able to be perfected by means of science and invention. The Autobiography of Benjamin Franklin is full of success, however, the male gender prevails much more than the female gender. The Autobiography of Benjamin Franklin begins In 1706, when Benjamin was born. He was the fifteenth of seventeen children. HIS father, , had intended that Benjamin go to school to become a minister. However, Benjamin showed a great love for reading and writing and soon enough the path to become a minister was abandoned.At age ten, he was soon taken out of school to begin work with his father . This work Included making candles and soap. During this time, Bens father taught him the importance of debate, which would stick with Ben for the rest of his life. Not long after, Benjamin began to work for his brother James, a printer. Ben signed an eight year work contract with his brother. Ben disliked his fathers trade and preferred working for a printer because it allowed him to read and hone his writing skills. This brief history of Bens childhood alone shows the importance of the male gender during the .A female would never have been given a Job at a printing press or put through school in the same way that Benjamin was. HIS success began right when he was born because of his father putting him through school and finding jobs for him. More importantly, his father teaching him the importance of debate is a groundbreaking moment. Benjamin Franklin is known as a political figure and scientist/inventor. Learning the Importance of debate at such a young age clearly served him in great and many ways. Benjamin Franklin spent his teen years practicing his writing. In 1 720,James started a newspaper known as the New England . According to Franklin, this was the second newspaper in America. Franklin worked as a delivery boy and would publish his own writings anonymously. Franklin often disputed politics and books with another bookish lad by the name of John Collins. One of their arguments speaks directly about the female gender during the . A question was once, somehow or other, started between Collins and me, of the propriety of educating the female sex in learning, and their abilities for study. He was of that It was Improper (Franklin, Benjamin. The Autobiography of Benjamin Franklin. New York: Bantam Books, 1982, 14. ) Collins shares the same views and mentalities that many men of the shared. At the time, it was was it a waste but Collins specifically states that it is improper. l took to the contrary side, perhaps a little for disputes sake. (Franklin. The Autobiography of Benjamin Franklin, 14. ) This statement, made by Benjamin Franklin, is of great importance. He goes against the general population, whether by choice or simply for the sake of argument.When he states that it was perhaps a little for disputes sake, e leaves room for the reader to assume that he was in fact for the education of women. That being said, this doesnt mean he is wishing their success in following the American dream like many women are more than capable of doing today. Nonetheless, the fact that Franklin promotes their educational well-being at all is a big step and is of significance. Benjamin Franklin doesnt mention too much about his own familys success. However, the beginning of The Autobiography of Benjamin Franklin is written as a letter to his son, William. William did succeed however, quite well in fact. He went on to be the royal governor of New Jersey in 1771. Benjamin wife, Deborah Read, was never mentioned as being a very successful woman. In fact, together, they lost a son who was only four years old at the time. This death is only given a brief mention, most likely in order to not relive the tragedy. Within Franklins family, the male gender prevails. The most significant sign of this is with William Franklins rise to royal governor of New Jersey. However, there is also a great deficit within the male gender of Franklins family.The passing of Franklins second son wows that while the male gender succeeded greatly during the Age of Reason, there was also a great loss as well. The were designed for a male to succeed. From the beginning of the discovery of America, which was done by Columbus and mostly men, the male gender has taken leadership. It has taken nearly five hundred years for females to become as successful as they are today, and yet they still arent equal with men. In conclusion, even if it wasnt by choice, Benjamin Franklin and the male gender in general were much more successful than the female gender during the and the Age of Reason.

A New Computer System for Staples Essay Example | Topics and Well Written Essays - 2750 words

A New Computer System for Staples - Essay Example Also corresponding Technology Road Map for the project was presented. Staples, Inc. sells a wide range of office products, including supplies, technology, furniture, and business services. Headquartered outside of Boston, Staples operates approximately 1,695 office superstores and also serves its customers through mail order catalog, e-commerce and contract businesses. Staples, Inc. has a website available at www.staples.com. Each Staples superstore carries over 7,000 brand name products for businesses and home offices, including supplies, furniture, small business machines, computers and peripherals - all at Guaranteed Low Prices. (Staples, The Office Superstore, 2005) With the Big Three of office supplies, Staples, Office Depot, and Office Max, accounting for only 20 percent of the $285 billion market, Staples is focusing on two key areas for growth: small businesses and the Internet. The company hopes to offer small businesses such high tech services as videoconferencing, messaging, and Web-site design. The office giant already bought Quill Corporation, which specializes in direct sales, and telecommunications firm Claricom Holdings while it forged partnerships with Bell Atlantic, Nortel Networks, and CompuCom Systems. Staples also invested an additional $10 million into its new on-line site, which allows customers to purchase over 6,000 items over the Internet. Its rapidly expanding virtual office market is already worth billions of dollars; efforts to improve and refine the site are never-ending. Expansion-happy Staples has surged into 2000. It strengthened its Internet presence by allying with VarsityBooks.com, CloudSource, MarketTools, and TVisions Inc. In early-2000, the company announced that it would offer insurance online as well. Also in 2000, Staples formed strategic alliances with Manhattan Associates, Inc., a producer of management systems; with Plumtree Software, a corporate portal leader; and with Pre-Paid Legal Services, Inc., a national provider of legal service plans. (Staples, The Scoop, 2000) Staples' customers are various companies from home-based businesses to Fortune 500 companies in 21 countries throughout North and South America, Europe and Asia. There are a lot of complaints from Staples' customers that they cannot get the complete information about the goods, fees, discounts and rebates; and therefore they make wrong decisions about purchase. Nevertheless, corporate culture of Staples stated at its website says, "At Staples we strive to be a model of corporate governance and ethical business practices. We are committed to acting with integrity in everything we do and hold ourselves accountable for doing business honestly, ethically, and legally. At Staples, we have built a reputation for

LP Assignment Example | Topics and Well Written Essays - 500 words

LP - Assignment Example It should be noted that at the beginning of learning, correct answers are most enabling. Therefore, it is recommended that the teacher at first call on able students to avoid incorrect answers, which can "pollute" the learning that results from this approach. A great example of this can be found in Toms  Math Maps. Math Maps  are Google Maps on which Tom and others have created place marks which when clicked reveal mathematics questions for students to answer based on the maps. There are questions available for every elementary school grade level. The place marks are color-coded to indicate the level of the questions. Blue = Kindergarten, Red = 1st grade, Green = 2nd grade, Light Blue = 3rd grade, Yellow = 4th grade, Purple = 5th grade. Math Maps  is a great way for students to see examples of mathematics in the real world.  Math Maps   have a fun scavenger hunt feel. For students older than elementary school, you might want to consider having them create their own Math Maps as a way to demonstrate their knowledge of mathematics in the real world Group Choral Response; the teacher presents a question to the total group and gives thinking time, the strength of a choral response indicates the general degree of student accuracy and comfort with the learning. Individual Private Response; A brief written or whispered-to-teacher response (when the teacher is moving about the room from desk to desk, table to table) makes students accountable for demonstrating possession of, or progress toward, achievement of the needed information or skill The students can then be given a simple 30 minutes math’s quiz to act as a formative assessment which will help the teacher identify their strengths and weaknesses and target areas that need work and recognize where students are struggling and address problems immediately

The Influence of Media Essay Example | Topics and Well Written Essays - 250 words

The Influence of Media - Essay Example Media technologies bring a number of considerable benefits to people some of which include reduced distances, improved international relationships, enhanced level of interactivity, low-cost communication, and improved reach to information. Media also has a strong influence on the world of businesses. People use it to remain updated with ongoing issues related to their particular businesses. For example, people related to the business of stock exchange make continuous use of the internet and television to remain updated with the ups and downs of local and international stock markets. Similarly, marketing professionals make use of a variety of media technologies, such as television and internet marketing to make people aware of new products and services. Moreover, some companies also use social networking websites and the internet to expand their businesses, as well as to introduce their products and services to local and international customers.  Looking at these examples, it is obvious that media has a strong influence on people from all fields of life.

Marketing at Walmart Essay Example | Topics and Well Written Essays - 500 words

Marketing at Walmart - Essay Example Many of the items were brand names and appeared to be of quality. Nevertheless, the prices were exceptionally low. They also offered a guarantee to match any competitor's prices. This seemed like a successful way to bring shoppers into the store. The store was full of customers even though it was late in the evening. I should stress that prices were exceptionally low. Even at a large hardware or grocery store the prices would probably have been about 20 per cent higher. The store was laid out in an intuitive manner. Similar items were grouped together. Electronics were in one clearly marked area. Food was in a separate corner of the store, as were the gardening supplies. Large signs directed customers to the appropriate sections of the store where they could find the items they required. No one appeared to be lost or confused. It took a few minutes to orient oneself in a store that enormous but it was relatively simple to find items. There were multiple displays which drew the custom er's eye to the excellent deal available. Clearly the manager had chosen attractive, useful products to discount and had set them aside to advertise to customers. The sales items were obvious and fit in well with the idea of the store as a general retailer where anything was available. These sales made sense. Most of the sales approach was laid-back.

Network Acquisition Essay Example | Topics and Well Written Essays - 250 words

Network Acquisition - Essay Example   In order to support the first rationale, identification is required of considerable hypothesis and restraint for the solutions that must meet the criteria  In order to secure the requirements and the criteria, alternative methods and concepts are recommended  Moreover, the project plan includes the classification of a business value for a system.   A request of a system demonstrates a comprehensive summary of business requirements along with the integration with the business process in order to develop a business value.   The concerned personnel or department who generates the request also called as project sponsor, works in parallel with the Information system department staff in order to perform feasibility study (Brown, DeHayes, Hoffer, Martin, & Perkins, 2009).   The outcomes of a feasibility study illustrate essential aspects of the proposed project via project sponsor. It involves economic feasibility, organizational feasibility, and organized feasibility. Moreove r, the project sponsor collectivizes all the funding and resources and deploys a project manager during the initiation phase.   Likewise, the concerned project manager requires developing communication with the business departments along with identifying prospects to enhance business processes.   Furthermore, the businesses processes are simplified by the project manager in terms of documentation that is provided to the project sponsor (Brown, DeHayes, Hoffer, Martin, & Perkins, 2009).

Problem Set Assignment Example | Topics and Well Written Essays - 500 words

Problem Set - Assignment Example The old formula works better. Two people who took the old formula felt relief in less than 20 minutes, compared to none who took the new formula. Also, the worst result – near 120 minutes - was the new formula. The average time for the new formula to relieve a headache is lower than the average time for the old formula. I would conclude that people taking the new formula will tend to feel relief about 20 minutes sooner than those taking the old formula. The number of patients in the two groups is not the same so there is no fair way to compare the two formulas. A baseball fan likes to keep track of statistics for the local high school baseball team. One of the statistics she recorded is the proportion of hits obtained by each player based on the number of times at bat as shown in the table below. Which of the following graphs gives the best display of the distribution of the proportion of hits in that it allows the baseball fan to describe the shape, center, and spread of the variable, proportion of hits? Reasons: For item No. 6: The percentage of scores having 30 or below is about half of the lower 25% as the box both for section 1 and 2 as shown in their respective boxplot. For item No. 7 The same as in No. 6. Since 80 is the median score the upper 50% are having scores 80 and above for both sections. For item No. 8 The best presentation is plotting the percentage of hits to the number of players who made it. Graph C best represents the trend. It tells how many students make the highest percentage hits, and so on and so forth.

Marketing mix of Louis Vuitton Assignment Example | Topics and Well Written Essays - 1000 words

Marketing mix of Louis Vuitton - Assignment Example He was born in France in 1821 and joined to serve the emperor in 1852. Louis was a member of working class family being his forefathers as expert carpenters, milliners and farmers. The service period which he spent with the emperor introduced him to the styles of elite and the royal clientele who enjoyed his services even after his death. The Louis Vuitton Malletier (LVM) was established in 1854 in Paris, which is now considered the world-renowned lifestyle brand dealing in luxury leather (Louis Vuitton, 2013). The success story of the brand clearly reflects that it was not a coincidence rather Louis Vuitton achieved this peak position in the business world through the use of perfect marketing strategies (Peter Finocchiaro, 2010). LVM has always been very creative in introducing new products, since the start it has been catering to the needs the customers with the supreme quality services. LVM has been successfully using the marketing mix which led the company to acquire the second p lace in the Luxury Marketer Awards of 2010. The brand has utilized the multichannel strategies which have bridged the gap between history and status of French Fashion (Peter Finocchiaro, 2010) as per the BBC News LVM has increased its sales in the first three months of 2011 by 17%. Researchers have given the credit of successful operations of LVM to its Marketing Mix (Catarina Duque, 2012). Marketing Mix After the selection of the target market the prime concern of the management is to set the principles for marketing mix which is a combination of product strategies, pricing strategies, placing strategies and promotion strategies. These all are formulated on the basis of the preferences of target market (Louis E. Boone et al., 2011). Product LV has a wide range of products including leader goods, trunks, shoes, accessories, ornaments, watches, sunglasses and books. Initially the business was started with trunks and accessories for the travelers back in 1854. At that time people used to travel mostly through sea which required sufficient accessories. But now the LV is more concentrating towards the quality of products as the customers are more selective at present. The products of LV’s maintain high prestige and value among its customers which encourage them to buy the high priced goods (Catarina Duque, 2012). Price The distribution channel of LV enables it to control its prices. The management has complete control over the brand and the variables which might affect its operations such as the market rates, suppliers, distributers, etc. The main pricing strategy revolves around the quality maintenance which automatically leads to high price and due to this the products are never available on discounts or sale. However, recently the company has come up with some cheaper products which are offered to the exclusive customers. In countries other than France, LV offers its products with two different ranges; one is for the customers who can only afford to pay and the second is for the highly lavish and fashionable customers who actually look forward to buy LV labeled products. By making these two price ranges the company is able to approach the customers and also to differentiate between them (Catarina Duque, 2012). Place The LV’s products are exclusively available at their stores only which has added importance to its value for the customers as well as for the stakeholders who remain continuously engaged with the business

In the Line of Fire Essay Example for Free

In the Line of Fire Essay Author. Pervez Musharraf 3. Chapters 22 4. Pages 237 5. Price. Not Known 6. Year of Pub 2006 Introduction 7. With the publication of his memoir, In the Line of Fire, Pervez Musharraf has virtually launched his campaign for the next presidential election due towards the end of 2007. Through the medium of this book he intends to convey to the people of Pakistan what he has accomplished for his country, and to the world community, how he has endeavored to counter the forces of extremism and obscurantism that have brought bad name to Pakistan. About The Author 8. The title, In the Line of Fire, serves to project Musharraf’s image as a bold and courageous leader of a country beset by innumerable internal and external difficulties and threats. The idea is to make him appear as a man of crisis and saviour of the nation ,a leader who salvaged the sinking ship of Pakistan. SUMMARY Of THE BOOK 9. Divided into six parts and thirty-two chapters, In the Line of Fire contains a â€Å"Prologue† and an â€Å"Epilogue†. Inclusive of â€Å"Index†, the book is spread over three hundred and fifty-two pages, and contains several memorable photographs. 10. The book’s part one, â€Å"In the Beginning†, comprises chapters 1 to 5 and is devoted to Musharraf’s early life and youthful years. a. The chapter 1. Entitled same as Khushwant Singh’s famous novel, â€Å"Train to Pakistan†, opens with the words: â€Å"These were troubled times. These were momentous times. There was the light of freedom; there was the darkness of genocide. It was the dawn of hope; it was the twilight of empire. † (p. 11) Any student of English literature would immediately gather that the source of inspiration for this paragraph is Charles Dickens’ classic A Tale of Two Cities. Set in the background of the French Revolution, A Tale of Two Cities begins thus: â€Å"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair . . . .† b. Chapter 2. The Chapter 2 â€Å"Settling in Karachi†, narrates the story of housing and other problems faced by Musharraf’s family in their new homeland. Representing the ordeal of nearly every Mohajir household, Musharraf states: â€Å"Other uprooted members of our family assorted aunts and uncles and cousins came to live with us. At one time there were eighteen of us living in those two rooms. † (p. 15) Ultimately, Musharraf’s family settles down, and he as â€Å"an uprooted little boy found earth that was natural to him. He took root in it forever. † (p. 18) There is the commitment emanating from the innermost depth of his heart: â€Å"I would protect that earth with my life. † (p. 8) This represents the crisis of Mohajir identity: preoccupation with the search for roots after having been uprooted, and a desire to monopolize patriotism. c. Chapter 3. In chapter 3, â€Å"Turkey: The Formative Years†, Musharraf talks about his adolescent years in that country where his father was posted in Pakistan’s embassy. It was here that he developed admiration for the founder of modern Turkey: â€Å"Wi th the fall of the Ottoman caliphate, Mustafa Kemal had saved Turkey from balkanization and modernized it by dragging it out of dogma and obscurantism. † (p. 9) Ataturk is the role model, Musharraf is in search of his footsteps but the terrain is entirely different. As if to prove that his family was not â€Å"obscurantist†, the author says, â€Å"Both my parents loved music and dancing, especially ballroom dancing,† (p. 20) He seems to be conscious of the controversy that was created by the photograph in which he was carrying two puppies, as he reminds, â€Å"My love of dogs began in Turkey. †(p. 24). d. Chapter4. The chapter 4. â€Å"Home†, describes his life back in Pakistan where first Musharraf’s family took residence in Nazimabad Block 3. Here â€Å"a boy had to be street-smart to survive. There were the inevitable street gangs, and needless to say, I joined one. Needless to say, too, I was one of the tough boys. † (p. 26). While living in this Mohajir neighbourhood, Musharraf relates with pride that he thrashed a bully and became known as a â€Å"dada geer† (p. 27). The discernable reader would not fail to observe the author’s mental affinity to the stuff from which the MQM was to emerge. Perhaps Musharraf feels that without reference to some love affairs the story of his youthful years would remain incomplete and barren. So one finds mention of a couple of superficial love affairs. e. Chapter5. The next chapter, â€Å"Leaving the Nest†, takes the reader to Musharraf’s college years where he got his first experience in public speaking as a candidate in the election for class representative. (p. 32) Musharraf also got introduced to Tariq Aziz who was destined to become his principal secretary after he became president and was later to be appointed secretary to the National Security Council. It was also in the FC College that he â€Å"learned how to make a time bomb, which I later used as a commando to good effect. (p. 33). f. Chapter 6. The part two, â€Å"Life in the Army†, chapter 6, â€Å"The Potter’s Wheel†, is devoted to the author’s life in Pakistan Military Academy (PMA). Musharraf is all praise for the PMA, and describes it as the best in the world (p. 41). This is the beginning of his lifetime love with the institution of the armed forces. Here one in cident took place that probably became significant in the future: â€Å"I was one of four candidates short-listed to go to Sandhurst, England, to complete my training, but another cadet, Ali Kuli Khan Khattak, was selected. He retired as a lieutenant general and chief of general staff when I became army chief, but I suspect that his retirement, which was optional, had more to do with disappointment at not becoming chief himself, which is perfectly understandable. † (p. 41) . A little circumspection and Musharraf could have skipped the mention of above incident. g. Chapter 7. In chapter 7, â€Å"Into the Fire†, Musharraf gives account of his valiant contribution to the India-Pakistan War of 1965, which earned him an award for gallantry. He could have earned two awards but due to certain act of indiscipline court-martial proceedings were to be taken against him, which were dropped as a reward for his performance in the war. The author is silent about the Operation Gibraltar and Operation Grand Slam that had provoked India to attack Pakistan in the early hours of September 6, 1965. His comments on the developments preceding the war would have enhanced the value of the book. h. Chapter 8. In chapter 8, â€Å"Life in the Fire†, Musharraf makes a lot of criticism of Z. A. Bhutto. In his zeal for Bhutto-bashing, Musharraf makes an absurd point that instead of becoming chief martial law administrator Bhutto could have reverted to the Constitution of 1956 with amendments to the clauses that pertained to East Pakistan. (p. 57) He conveniently ignores that Yahya Khan had done away with â€Å"One Unit† with effect from July 1, 1970, and elections for four separate provincial assemblies had been held in December 1970. i. Chapter 9. The chapter 9, â€Å"Living through the Dreadful Decade†, is primarily an indictment of the civilian facade, 1988-1999: Never in the history of Pakistan had we seen such a combination of the worst kind of governance or rather, a nearly total lack of governance along with corruption and the plunder of national wealth. During these eleven years, every army chief there were four of them eventually clashed with the prime minister. The head of the government invariably got on the wrong side of the president and the army chief. Ad vice to Nawaz Sharif or Benazir Bhutto fell on deaf ears, leading every time to a confrontation. † (p. 78). j. Chapter 10. In chapter 10, â€Å"From Chief to Chief executive†, Musharraf relates the story of his becoming the army chief and not â€Å"chief executive† of the country as the title wrongly suggests. This glaring mistake cannot be condoned in a book meant for high caliber audience. Musharraf gives some detail of the conflict between Prime Minister Nawaz Sharif on the one hand and President Farooq Leghari and Chief Justice Sajjad Ali Shah on the other. He accuses Nawaz Sharif of sending â€Å"his party goons to storm the Supreme Court building while the court was in session. . Chapter 11. In chapter 11, â€Å"The Kargil Conflict†, Musharraf gives his side of the Kargil story. He stresses that the Kargil operartion was just one in a series of moves and counter-moves at tactical level by India and Pakistan along the Line of Control in Northern Areas. (p. 87). According to him the Indians could have possibly used the reportedly increasing activities of the â€Å"mujahideenâ⠂¬  as a casus belli to launch operation against the positions of Pakistan armed forces. He states, â€Å"We knew that thousands of mujahideen, mostly indigenous to Indian-held Kashmir but also supported by freelance sympathizers from Pakistan, did operate against the Indian forces. † (p. 88) l. Chapter 12. The part three, â€Å"The Hijacking Drama†, chapter 12, â€Å"Plane to Pakistan†, contains detail of what happened on board flight PK 805, which was bringing Musharraf back to Karachi from Colombo. Musharraf accuses Nawaz Sharif of not allowing his flight to land in Karachi even if it had to be diverted to Bombay, Oman, Abu Dhabi or Bandar Abbas. The reason: â€Å"I had been dismissed and Ziauddin had been made the chief. Obviously, Nawaz Sharif did not want me around to counter his illegal action. † (p. 107) m. Chapter 13. In chapter 13, â€Å"The Conspiracy†, Musharraf charges Nawaz Sharif of staging a coup against him. According to Musharraf, â€Å"It was a gross misuse and misapplication of the law: you cannot summarily dismiss the army chief, a constitutional appointee, without giving him just cause and affording him due process. †(p. 109) n. Chapter 14 The chapter 14, â€Å"The Countercoup†, describes how the loyalists of Musharraf managed to thwart the alleged plan of Nawaz Sharif and removed him from power. . Chapter 15. In chapter 15, â€Å"Anatomy of Suicide†, Musharraf tries to explain why Nawaz Sharif took the decision to remove him. He refers to various irritants that had developed between him and the prime minister. He conjectures, â€Å"It could be that such affronts on my part made the prime minister realize his folly in selecting me for my position. He had probably thought that being the son of immigrant parents, I would acquiesce in his demands ___ that I would feel insecure and vulnerable and do his bidding. He couldn’t have been more wrong. . Chapter 16. In chapter 16, â€Å"Pakistan First†, Musharraf explains the reasons why he did not impose martial law repeating the earlier argument: â€Å"Our past experience had amply demonstrated that martial law damages not only military but also civilian institutions, because as the army gets superimposed on civil institutions the bureaucracy becomes dependent on army officers to make the crucial decisions that they themselves should be making. I therefore decided that there would be no martial law. †(p. 143). q. Chapter 17. The chapter 17, â€Å"The Quest for Democracy† makes a brief and superficial survey of constitutional developments, and government and politics in Pakistan. Here too Musharraf does not spare Bhutto: â€Å"Zulfikar Ali Bhutto masqueraded as a democrat but ruled like an autocrat. † (p. 159) Nawaz also becomes Musharraf’s target: â€Å" This time he had a brute two-third majority in the National Assembly and could bludgeon through any amendment to the constitution he wanted. He used his majority to silence dissent. He forced the army chief out of office. He attacked the press and arrested many journalists. And he had his party’s goons physically attack the Supreme Court. † (p. 162) r. Chapter 18. In chapter 18, â€Å"Putting the System Right†, Musharraf points out the flaws in Pakistan’s politico-constitutional setup, and discusses the measures that he has adopted to remove them. He primarily identifies two problems: â€Å"the absence of democracy at the grassroots level and the absence of effective checks and balances over the three power brokers of Pakistan: the president, the prime minister and the army chief. (p. 164) s. Chapter 19. In chapter 19, â€Å"Kick-Starting the Economy†, Musharraf presents a lot of figures to make the point that under his government there has been a revival of economy. What he conveniently ignores is the fact that since early 1990s Pakistan was facing sanctions whereas the actual starting point of revival was 9/11 when Pakistan became a US ally in its â€Å"war on ter ror. † And sanctions were lifted. It is yet to be seen if there has been any structural change in the economy or the present kick off is short-lived. The recent scandal concerning the sale of Pakistan Still Mills, the sugar crisis and uncontrollable inflationary trends are black spots on the management of Pakistan’s economy. The part five of the book deals with â€Å"The War on Terror†. t. Chapter 20. This part begins with chapter 20, â€Å"One Day that Changed the World†, an obvious reference to 9/11. During an important meeting at the Governor’s House, Musharraf received the famous phone call of the US secretary of state. He recalls, â€Å"Powell was quite candid: ‘You are either with us or against us. I took this as a blatant ultimatum. † (p. 201). u. Chapter 21. The chapter 21, â€Å"Omar and Osama†, contains details about Mulla Omar’s and bin Laden’s background and their worldview, and discusses the origin of the Taliban. Musharraf â€Å"suspects† that the United States did not disapprove of the Taliban phenomenon in the hope that they could bring peace to A fghanistan. (p. 211). v. Chapter 22. The chapters 22, â€Å"The War Comes to Pakistan†, 23, â€Å"Manhunt† and 24, â€Å"Tightening the Noose† are about the network and activities of Al-Qaeda and its allies in Pakistan. These chapters also contain the details of Pakistani agencies’ operations to break terrorist network in the country. Referring to Al-Qaeda members, Musharraf boasts: â€Å"We have captured 689 and handed 369 to the United States. We have earned bounties totaling millions of dollars. Those who habitually accuse us of ‘not doing enough’ in the war on terror should simply ask the CIA how much prize money it has paid to the government of Pakistan. † (p. 237).

Import and Export Essay Example for Free

Import and Export Essay Physical Exports: If the goods physically go out of the country or services are rendered outside the country then it is called as physical export. Deemed Exports: Where the goods do not go out of the country physically they can be termed as deemed exports. This will be subject to certain conditions as prescribed by the DGFT. Under Deemed Exports, the goods may be supplied to the manufacturer exporter who ultimately export a finished product of which this supply forms a part and ultimately go out of the country. E.g.  Supply of fabrics to the garment exporter who exports the garments made out of the said fabric. The government may announce from time to time the types of supplies that may be considered as deemed export. The Foreign Trade Policy gives the list of supplies considered under the Deemed Export Category. The policies and procedures are different for Physical Exports and Deemed Exports as also the benefits available. In a nutshell, Deemed Exports do not enjoy all the benefits that are available under Physical Export. The Foreign Trade defines exports as taking out of India any goods by land, sea, air. Although the act does not term them as â€Å"Physical Exports†, we have to put phrase to distinguish it from â€Å"Deemed Exports† which is sales in India but considered as exports for limited purpose. Types of Exporters: Exporters can be basically classified into two groupsManufacturer Exporter: As the exporter has the facility to manufacturer the product he intends to export and hence he exports the products manufactured by him. Merchant Exporter: An exporter who does not have the facility to manufacture an item. But, he procures the same from other manufacturers or from the market and exports the same. An exporter can be both a manufacturer exporter as well as a merchant exporter, he can export product manufactured by him or he can export items bought from the market. Once it is decided to export, it is mandatory on your part to follow certain procedures, rules and regulations as prescribed by various regulatory authorities such as DGFT, RBI, and Customs. These procedures, rules and regulations are laid down in the Exim Policy 2004-09, Exchange Control Manual, Customs Act etc. Accordingly Export documents are required to be prepared keeping in view of the requirement of the foreign buyers and our regulatory authorities. INCOTERMS 2013 What Incoterms Rules Are 11 terms of shipment and delivery provided by the International Chamber of Commerce for use in contracts for the business-to-business sales/purchases of tangible, portable goods, for implementation 1/1/11. Legacy to a long tradition of international use since 1936. Written to reflect rather than dictate trade practice. Always abbreviated by a three character English language acronym. Always accompanied by a geographic place the more precise the better. Updated to reflect current trade practice Used exclusively in sales/purchase contracts (we’ll call these â€Å"sales contracts†). Increasingly considered as a replacement for the former Uniform Commercial Code shipment and delivery terms (UCC §2-319 through  §2-324) What Incoterms Rules Aren’t Law. They must be specified in order to apply. All inclusive cannot address such issues as customary operations of carriers, ports, trades, government regulations, etc. What Incoterms Rules Do Divide costs, risks and responsibilities between sellers and buyers. ï‚ · Guide one or the other party into subsidiary contracts required to fulfill designated tasks such as contracts of carriage and contracts of insurance. What Incoterms Rules Don’t Do Address passage of title. Address recognition of revenue. Address remedies for breach of contract. Address more than one contract. (drop shipments) Refer to â€Å"ship’s rail† which changes the delivery point for FOB, CFR, CIF. Incoterms ® is a registered trademark of the International Chamber of Commerce, registered in several countries and used with permission. Definitions Delivery: indicates where the risk of loss passes from seller to buyer. Shipment contract a type of sales/purchase contract under which the seller’s responsibility ends when the contract goods have been handed over to a carrier (i.e., the seller delivers by shipping). EXW, FCA, FAS, FOB,  CPT, CIP, CFR and CIF Incoterms rules are used in shipment contracts. Arrival contract: a type of sales/purchase contract under which the seller’s responsibility ends when the goods have arrived at the agreed place (i.e., the seller delivers when goods arrive). DAT, DAP and DDP Incoterms ® rules are used in arrival contracts. Liner terms: carrier loads and unloads vessel (used with waterborne transport). Ex Works (EXW) + Named Place (place where the shipment originates usually the seller’s premises) Breakdown:  Seller: have goods available when promised and packaged to the extent known or agreed. Buyer: everything else (pre-carriage, export clearance, main carriage, import clearance, on-carriage) Free Carrier (FCA) + Named Place (either place where shipment originates usually the seller’s premises or another place on the seller’s side.) Breakdown: A) When accompanied by the place where the shipment originates Seller: have goods available when promised, packaged to the extent known or agreed, load collecting vehicle, export clearance. Buyer: everything else (pre-carriage, main carriage, import clearance, on-carriage) B) When accompanied by another place on the seller’s side Seller: have goods available when promised, packaged to the extent known or agreed, load delivering vehicle, pre-carriage, export clearance. Buyer: everything else (unload delivering vehicle, main carriage, import clearance, on-carriage) Carriage Paid To (CPT) + Named Place (on the buyer’s side) Breakdown: Seller: deliver the goods appropriately packaged to the carrier for transportation to the named place of destination and pay all transport costs thereto. (The seller delivers at the first carrier unless specified otherwise in the sales contract.), export clearance. Buyer: unloading, import clearance, on carriage Carriage And Insurance Paid To (CIP) + Named Place (on the buyer’s side) Breakdown: Seller: as with CPT except seller must also provide at least minimum cover insurance in such a manner that the buyer can claim directly from the insurer Buyer: unloading, import clearance, on carriage Delivered At Terminal (DAT) + Named Place (terminal on buyer’s side) Breakdown: Seller: export clearance, deliver the goods appropriately packaged and unloaded at the named destination terminal and pay all transport costs thereto. Buyer: import clearance, on carriage Delivered At Place (DAP) + Named Place (on the buyer’s side) Breakdown: Seller: export clearance, deliver the goods appropriately packaged at the named destination and pay all transport costs thereto. Buyer: unloading, import clearance, on carriage Delivered Duty Paid (DDP) + Named Place (on the buyer’s side) Breakdown: Seller: export clearance, deliver the goods appropriately packaged and cleared for import at the named destination and pay all transport costs thereto. Buyer: unloading, on carriage Free Alongside Ship (FAS) + Named Place (alongside a vessel at port on the seller’s side) Breakdown: Seller delivers goods appropriately export packed alongside the buyer-designated vessel at the port on the seller’s side, export clearance. Buyer: everything else (vessel loading, main carriage, import clearance, on carriage) Free On Board (FOB) + Named Place (loaded on a vessel at a port on the seller’s side) Breakdown: Seller delivers goods appropriately export packed on board the buyer-designated vessel at the port on the seller’s side, export clearance. Buyer: everything else (main carriage, import clearance, on carriage) Cost And Freight (CFR) + Named Place (a port on the buyer’s side) Breakdown: Seller delivers goods appropriately export packed on board the seller-designated vessel at the port on the seller’s side and pays transportation costs to the agreed port on the buyer’s side, export clearance. Buyer: everything else (vessel unloading import clearance, on carriage) Cost Insurance And Freight (CIF) + Named Place (a port on the buyer’s side) Breakdown: Seller: as with CFR except seller must also provide at least minimum cover insurance in such a manner that the buyer can claim directly from the insurer Buyer: everything else (vessel unloading import clearance, on carriage) CASE STUDY: You are the exporter. Your factory is situated 100 km from the port. Products can be moved by rail to port for loading, port facilities are good. Insurance is easily arranged. Your country is stable. Ships are available for shipment. What delivery terms would you suggest for sales of your product for the following countries. Country A: Good infrastructure Efficient inland transportation Known for labor dispute Country B: Excellent inland transportation Port congestion from 10 to 90 days Country C: Good port facilities Efficient inland transportation Buyer not reliable Country D: None of the above disadvantages Country is stable Buyer is reliable SHIPPING DOCUMENTS SELLER Invoice: includes value of the cargo, details related to payment, customs duties, insurance claims, declaration of permits and L/C negotiations Types of invoices: †¢Ã‚  Commercial invoice †¢Ã‚  Proforma invoice †¢Ã‚  Consular invoice †¢Ã‚  Customs invoice †¢Ã‚  Non-commercial value invoice Packing list: This statement gives the packing details of the goods in prescribed format. It is very useful document for customs at the time of examination and warehouse keeper of the buyer to maintain a record of inventory and to effect delivery. Essential contents: †¢Ã‚  Description †¢Ã‚  Measurement †¢Ã‚  Quantity Certificate of origin: The certificate issued by local chamber of commerce indicates that the goods which are being exported are actually manufactures in a specific country mentioned therein. It is sent by the exporter to the importer and is useful for clearance of goods from the customs authority of importing country. CARRIERS Bill of Lading (B/L): The document issued by shipping company acknowledging the receipt of goods mentioned in the bill for shipment on board or vessel. The B/L is the legal document to be referred in case of any dispute over the shipment. B/L can be a negotiable document. It contains: †¢Ã‚  The shipping companys name and address †¢Ã‚  The consignees name and address †¢Ã‚  The port of loading and port of discharge †¢Ã‚  Shipping marks and particulars †¢Ã‚  Number of packages and goods †¢Ã‚  Gross weight and net weight †¢Ã‚  Freight details and name of the vessel †¢Ã‚  Signature of the shipping companys agent  Common types of B/L †¢Ã‚  Clean  dirty  stale †¢Ã‚  Through/Tran-shipment †¢Ã‚  Combine transport †¢Ã‚  Master †¢Ã‚  House Airway Bill: The receipt issued by Airlines Company or its agent for carriage  of goods is a contract between the owner of the goods and the carrier. It is a proof of receipt/booking, does not specify loading. Buyer Shipping guarantee (if necessary): Shipping Guarantee is given by the buyer in support of clearing cargo with put B/L. It also protects the carrier against any fraud and indemnify against any claims. CARGO INSURANCE Cargo insurance is the document obtained from the freight forwarder used to assure the consignee that insurance will cover the loss of damage to the cargo during transit. Reasons for Insurance: Protection against risk Prevent financial loss Requirement by bank e.g. L/C term Selling on certain term e.g. CIF Carrier limited liability Reduced business anxiety Documents necessary for claim: Companys cover letter Original policy Shipping invoice Packing list Original B/L or AWB Survey report Landing Account (unloading/discharge report) PAYMENT MODES: Advance Credit account Consignment sale Documentary collection 1. Document Against Payment (D/P): Supplier ship goods and forward bill of exchange to buyers bank through his own bank. No credit involved and buyer obtain title of goods after payment. 2. Document Against Acceptance (D/A): Supplier ship goods and forward bill of exchange to buyers bank through his own bank. Credit period involved and buyer obtain title of goods before payment. Letter of credit (L/C)  It is the letter of undertaking by importers bank to pay overseas exporter against exporters shipping document. Shipping document must strictly adhere to the terms and conditions of the L/C. L/C Procedures: Sales contract between seller and buyer Buyer open L/C with the issuing bank Issuing bank sends L/C to advising bank Advising bank sends L/C to seller Seller ship cargo Seller presents documents to negotiation bank for payment Negotiating bank checks documents and forward to issuing bank Issuing bank checks and pay to negotiating bank Negotiating bank pays to Seller Buyer pays issuing bank Issuing bank releases shipping documents to buyer Buyer uses issuing documents to clear cargo Types of L/C: Revocable Irrevocable 1. Confirmed 2. unconfirmed Red clause Revolving Transferable Back to back Advantages Secure Financial assistance Bank control and hold title to goods Seller receives payment before buyer receives goods Disadvantage Over reliance on shipping documentation No physical inspection of goods Bank not familiar with shipping practices Subject to fraud Very costly ADVANTAGES OF EXPOT BUSINESS Creating goodwill between nations with divergent interests. Exchange of goods unavailable overseas Enhance domestic competitiveness Increase sales and profits Gain global market share Exploit corporate technology and know-how Extend sales potential of existing product Stabilize seasonal market fluctuations Enhance potential for corporate expansion Sell excess production capacity Gain information about foreign competition CHALLENGES IN EXPOT BUSINESS Political and commercial risk Compliance to foreign regulations and standards cultural and language differences Non payment by foreign buyer Currency exchange rates Damage to goods in transit intellectual property rights

The Importance And Definition Of Inclusion Education Essay

The Importance And Definition Of Inclusion Education Essay There are many reasons for the success of teaching process. One of these is inclusion. Inclusion is one of the most widely studied topics in the teaching and learning process in the educational fields. A lot of researches have been done about its importance, its effect and the way it is applied. The Chinese proverb, (irc, 2006), says, Tell me and I forget, teach me and I remember, involve me and I learn. The classroom is built upon interaction, cooperation, group work, and participation. These can be done through inclusion. If there is exclusion, teaching process would not be successful. Inclusion is one of the elements which, if applied properly, school achieves success. Inclusion lexically means the act of including or the state of being included.Therefore, Hudson (2009) explained that successful teachers should include their students as well as making their students included. Inclusion is about equal opportunities for all pupils. Pupils should all be included regardless of their a ge, gender, ethnicity, attainment and background. It gives attention and concentration to all pupils. In my opinion successful inclusion is a must inside the classroom. When pupils are included properly, they will equally have the same chance to achieve, learn and acquire new experiences inside their school. But exclusion means bias, failure and drawback. Pupils should be taught, assessed, evaluated and supported equally. But teachers should consider that some pupils need more support or provision to have an equal chance of success. Inclusion needs planning and teaching inclusively. Therefore, each unit gives supported tasks to reach inclusion inside classrooms. To achieve a high rate of inclusion, teachers should put no limit for pupils involvement. Broadly, inclusion not only means to include pupils inside their classrooms but it also means to include classrooms inside their schools. (Hudson 2009) The inclusion of pupils with special difficulties: Focusing on including pupils with special difficulties, there are many routes to achieve inclusion. Steele, J. (1998) p. 203 says that: The inclusion of pupils with learning difficulties within their communities depends on many complex factors, with educational placement being only one of these. Concepts of integration and segregation are not poles on a linear continuum, but even if they are, the concepts of true inclusion would not appear anywhere on such a line. The elements that affect inclusion, especially with special difficulties pupils, change with the passage of time as these changes happen in different aspects of community provision. As Steele (1998) explained that attitude is one of the major factors which can affect inclusion. Most pupils cant get adapted easily to a slight change in their environment or placement. Variations of inclusion for these pupils can be apparently witnessed within the same school, when they get a new teacher, or within the community when something happen suddenly. Creating a link between their community and the school can help motivate and boost inclusion. Inclusive practice for special needs pupils can be supported through using community facilities. For example, athletics clubs, sports facilities, youth clubs. In my opinion the school should get strong links with the community to create inclusion which will help these pupils when they finish study and face community. Thus, these pupils can interact with t he community easily and may prefer to run their own businesses by depending on themselves. Inclusion starts from home: Hudson (2009) asserts that the school/home/student remains a major triangle for the school to achieve success. He also indicates that parents become less involved in following up their students in schools when these students grow up. However, he asserts that inclusion should be even when pupils become adults or in high school. I agree with Hudson as parents and students should work together to help create a fit environment for the performance of the school. Two years ago, there was a school near mine which got bad results for years. When I asked some teachers, parents and people connected with the school, I knew that most parents there are rich and busy. They can find no time to follow up their childrens course. The result affected the whole school because the fit environment was not there. The upbringing of the kids help positively or negatively in supporting the concept of inclusion inside them as some parents don not share their kids ideas and some are apart from them. In the booklet: pedagogy and practice: teaching and learning in secondary schools. Unit 4: lesson design for inclusion,(2004) the researcher explains that pupils in inclusive classrooms will have equal opportunities to make success. They will be taught according to their life experiences and needs. Their progress and achievement will be evaluated. Through support, any barriers they face will be overcome. I agree with that because inclusion needs support as some pupils might be shy or introvert. It also requires that chances of learning must be equal. But I also think it needs great effort from the teacher himself. As classifying the class and understanding their behaviours and potentials is not an easy matter. Teachers may not have all data to know all the needs of the pupils. In addition to that, not any lesson is helpful to the teacher to include all the pupils. The researcher puts some solutions for these problem that might stand in the way of introducing inclusion. The researcher indicates that planning and teaching inclusively is badly needed. In my opinion this is very important. Because when the teacher prepares his/her lesson, they must prepare it inclusively to save time. Therefore, taking account of the varied experiences and needs of pupils is necessary to apply inclusion. How to achieve inclusion of the gifted and the school: There has been a lot of research into the effectiveness of inclusion for the gifted and talented. Though it seems that inclusion can be difficult to use with talented pupils, it can be very effective with this category. Smith (2006 p.53) says: It can work, and can work very well. Evidence to support this claim can be found in thousands of classrooms around the world. Not only can inclusion work well for the gifted and talented, it has to work well for this groupà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. I agree with Smith but to apply inclusion with the gifted, it needs hard work. The talented are not easy to include them in a classroom as they appear to have high level of understanding. They can be included when the subject taught is not easy. In my school in Egypt, I teach A class which is for the talented. I include them in the teaching and learning process. They react, argue and co-operate each other. On (articles. famouswhy 2008) there is a report about inclusive schools. It says that: Effective schools are educationally inclusive schools. This shows, not only in their performance, but also in their ethos and their willingness to offer new opportunities to pupils who may have experienced previous difficulties. An educationally inclusive school is one in which the teaching and learning, achievements, attitudes and well-being of every young person matter. The most effective schools do not take educational inclusion for granted. They constantly monitor and evaluate the progress all pupils make. I agree with this report that effective schools are inclusive schools. Schools can not be educationally professional unless they include all students whatever their level, ages, environments and interests are. The most effective schools do not take educational inclusion for granted. On the contrary they experiment all possible criteria to achieve inclusion. They constantly record and evaluate the progress each pupil makes inside his/her school. They take care of and identify any pupils who may be missing out, stubborn to engage, or feeling apart from what the school aspire to provide. They take active practical steps in the classroom and beyond to meet pupils needs effectively and they enhance and strengthen tolerance and understanding in a varied society. Inclusion can be achieved even by changing strategies inside the school. Strategies in the promotion of inclusion: Booth and Ainscow (2002) put down three strategies in the promotion of inclusion concerning the early years: to create inclusive cultures, develop inclusive practice and produce inclusive policies. I think that creating inclusive cultures can be achieved by building community values. In the early years, every pupil should feel welcomed and should feel no difference from home. Parents and the whole community should be contacted so that they can play a role in the inclusion system. All should have expectation to reach. Staff of the school should work on that. Inclusion strategy is a supreme one, so child, parents, community and school staff cooperate to achieve it. Pupils can be inclusive in their school through practical ways. Pupils should do a lot of activities inside their schools to feel they are a part and parcel of it. Pupils can feel included through the school police formed from pupils themselves through strong sports competitions, through school trips, through decorating their classrooms, through having private lockers inside their schools, through participating in the curriculum and exams timetables, through having meals at school and through holding competitions among schools. The challenges that face achieving inclusion: Peer (2001) talked about inclusion as the decrease of inequality while exclusion as the increase of inequality. He added that there are a lot of challenges for achieving inclusion in our schools as its difficult to reach equality by which every learner takes his right to have acceptable level of learning. What makes matters worse is that every pupil has different learning needs, abilities, interests and characteristics. To consider this wide range of needs the education system should be designed according these needs. In addition to that those pupils with special needs should find access to pedagogy and curriculum. The problem is that most public schools which have most pupils can not satisfy all pupils needs of inclusion. In my school inclusion is impossible to achieve for many reasons. Firstly, most schools do not have enough space or facilities to include all pupils. The society is very diverse; therefore it is difficult to include different classes. Besides that, the big numbers of pupils inside the classrooms and the deficiency of education system. Furthermore, the high ratio of unemployment among graduates makes inclusion -inside the whole education system- very low. Teachers themselves are not fully included in the education system. They just do a job. They justify that by their low salaries and the high cost of living. Conclusion: To conclude, though inclusion in our classrooms is a must, it can not be applied easily. It is difficult to include adult students as they have many other things that occupy their minds; but with young pupils it can be applied easier. The big challenge is with special needs pupils. Because they are not able ones, they need special requirements in placement and methods. Good schools are the ones that can include not only pupils but also classrooms. There are different ways through which we can apply inclusions; school facilities and the link to outer community are the most obvious ones. Inclusion is an inner interact with the school. Shy and introvert pupils suffer a lot to reach inclusion. Teacher here play an important role. The gifted need a great deal of efforts from their tutor on applying inclusion. In few words, inclusion is one of the most important goals of the school to reach success.

Kate Chopins The Story of an Hour Essay -- The Story of an Hour 2014

In the era in which this short story was written, marriage was viewed differently as people view it today. Chopin is probably expressing her view on marriage through the character of Mrs. Mallard and her actions upon discovering that her husband had just past away. This was a time where woman were considered second hand citizens compared to men and where men may have voiced their authority and influence on their wife, not really giving them a chance to have their own opinion. Where in Mrs. Mallard's case may have caused her to bottle up her negative feelings of her husband. Chopin does not write much on how Mrs. Mallard felt during the marriage but she hinted that she was not very happy with it, she mentioned, "And yet she had loved him sometimes" (Chopin 537). It seemed that they had a rocky relationship, if she had only loved him sometimes, and in a time where divorce was practically unheard of and considered an abomination, the only way out of an unstable marriage was through the death of a spouse. So when she had received the message of her husbands accident, she acted w...

Challenges Facing AIDS Activism in America :: Exploratory Essays Research Papers

Challenges Facing AIDS Activism in America Even before HIV/AIDS first showed up in the United States in 1980-1981, homosexuals were greatly stigmatized within American society. The homophobia that already existed was only exacerbated by the fact that the overwhelming majority of those diagnosed with HIV/AIDS during the first few years of the epidemic were homosexual males (so much so in fact that AIDS was originally called the "Gay-Related Immuno Deficiency"). The US male homosexual population found itself confronted with a national epidemic that was receiving zero national attention. The political activism of the gay male population in the 1980s and early 1990s made significant progress towards educating American society about limiting the risk of disease transmission through safe-sex practices and clean-needle exchanges, combating discrimination of people with AIDS (PWAs) and homosexuals, and ensuring that adequate health care was provided for PWAs. But now it seems that the fight against AIDS is right back where it began. Homosexuals no longer account for the highest rate of new HIV/AIDS infections, and as a result, the urgency of their political activism has subsided. The population in which the vast majority of new HIV/AIDS infections occurs is the poor minority population, a highly stigmatized sector of American society. Once again, the AIDS epidemic is receiving zero national attention because those most affected are not a part of the national dialogue. Whereas male homosexuals found themselves in positions of power and wealth in the first decade of the epidemic, this "new face" of AIDS has little in terms of financial and political resources. It is up to other AIDS activists to lend their voice and political weight to advocate for the welfare of these impoverished minorities. Even before AIDS surfaced the US gay male population had experience in grass-roots political activism from the sexual revolution of the 1970s, and just as the first rumors of a "gay cancer" were circulating in San Francisco and New York, the Gay Men's Health Crisis (GMHC) was formed in January 1982 to "provide compassionate care to New Yorkers with AIDS, educate to keep people healthy, and advocate for fair and effective public policies" (GMHC 1). AIDS first came into the public eye in 1985 when Rock Hudson, a famous 1960s Hollywood actor, publicly admitted to having AIDS and subsequently died later that year. But after five years of unsuccessful lobbying, AIDS was still perceived as a gay men's health crisis and not an american (or international) health crisis.

Physics of a Rockets Trajectory :: physics rocket rockets trajectory science

Missing equations / figures We as humans have always been fascinated with the unknown.ï ¿ ½ We seek to conquer every frontier.ï ¿ ½ Today, the final frontier is space.ï ¿ ½ So, many people are very interested in rockets, the vehicle for conquering the final frontier.ï ¿ ½ Most people have a general idea of how rockets work, but very few have an understanding of the physics behind their flight, which scientists spent many years perfecting. Rocket propulsion is not like many other kinds of propulsion that are based on the principle of a rotation based engine.ï ¿ ½ For example, a car engine produces rotational energy to turn the wheels of the car.ï ¿ ½ And, a airplane engine produces rotational energy to spin a turbine.ï ¿ ½ But, rocket propulsion is based on Newtonï ¿ ½s Third Law, which says that for every action, there is an equal and opposite reaction.ï ¿ ½ So, rockets work by pushing fuel out the back, which in turn pushes the rocket forward.ï ¿ ½ The mass of the fuel pushed out the back of the rocket multiplied by the velocity of the fuel is equal to the mass of the rocket multiplied by the velocity of the rocket in the opposite direction.ï ¿ ½ Although there is always some energy loss in any type of engine, the rocket is propelled forward. There are many forces that a rocket must overcome, especially during liftoff.ï ¿ ½ Newtonï ¿ ½s second law says that force is equal to mass times acceleration (F=ma).ï ¿ ½ However, for a rocket the calculations are not that simple because the rocketï ¿ ½s mass is always changing as it burns up fuel.ï ¿ ½ So, we have to replace a new term with F, leading to ï ¿ ½where is a term for the thrust of the rocket and it is defined by R, the fuel consumption rate, and is the fuelï ¿ ½s exhaust speed relative to the rocket.ï ¿ ½ Also, we replace m with M and define M as the instantaneous mass of the rocket, including the unexpended fuel. We also have to incorporate the other forces acting on the rocket, such as gravity and air resistance.ï ¿ ½ The force of gravity is equal to mg.ï ¿ ½ The force of air resistance is ï ¿ ½where C is the drag coefficient, is the air density, A is the cross-sectional area of the body perpendicular to the velocity, and v is the velocity.ï ¿ ½ By themselves, these formulas seem somewhat easy, but a rocketï ¿ ½s flight incorporates many variable forces that make the calculations much more difficult.ï ¿ ½ We have already examined the rocketï ¿ ½s upward force and how the changing mass makes the force vary.

Criticism Against the Modern Medicalization

Today the world in which we live in has faced steady medicalization of daily existence. Critics argue whether this leads to a favorable or a non favorable outcome. The establishment and development in medicine has become a major threat to health. Dependence on efficient health care affects all social relations. In rich countries medical colonization has reached sickening proportions whereas poor countries are quickly following suit. Medicalization, that â€Å"is the process by which human conditions and problems come to be defined and treated as medical conditions and problems, and thus come under the authority of doctors and other health professionals to study, diagnose, prevent or treat. † (wikipedia. org). In the modern world people feel dependant towards medical treatment no matter how minor it is. Whether the doctor is effective or not, it is an illusion what seems to be there in peoples’ hearts that they actually are being cured. Useless medical treatments, doctor-inflicted injuries, leave the patients helpless and as they are already defenceless and still consider themselves to be dependent on doctors. Modern Health care system has grown beyond limits in an unfavorable way. This can be said to happen due to 3 reasons. It must produce clinical damages which outweigh its potential benefits; it cannot but dim the political conditions which execute the society unhealthy; and it tends to assume the power of the individual to heal himself and to shape his or her environment. When it comes to producing medicine, Industrial progress is more being put into concern rather than personal growth. Such medicine is but a device to convince those who are sick and tired of society that it is they who are ill, incompetent and in need of technical repair. Most people are already doubtful about medicine and only need evidence to affirm their uncertainty. Doctors already find it necessary to boost their credibility by demanding that many treatments now common be officially prohibited. Medical performances which are considered as necessary are often so basic that restrictions are put on to them and are not acceptable to many politicians. Medications are costly and contain a high risk, which sometimes makes them not worth to be used. The world that we live in has experienced dramatic changes in the diseases afflicting population. Facts have proved that now a day’s early deaths are caused due to different diseases rather than accidents, violence, or suicide. During the past century deaths have been mainly due to different diseases for example malaria, typhoid, tuberculosis, measles, whooping cough, diphtheria, scarlet fever and many more. But the death rate has been fairly decreased due to the introduction of antibiotics and widespread immunization. Improved housing and better nutrition are also one of the factors that have caused the death rate to fall and keep people away from various deadly diseases. Past century has also experienced major malnutrition syndromes, such as rickets and pellagra. But these have been soon replaced by modern epidemics such as coronary heart disease, emphysema, bronchitis and obesity, hypertension, cancer, arthritis, diabetes, and the so called mental disorders. In a way, the elimination of old forms of mortality has increased life expectancy which now suffers from the new diseases. The trend experienced of the diseases afflicting the population shows that the environment is the primary determinant of the state of general health of the society. The food we eat, the houses we live in, the working conditions, neighbourhood coherence, as well as the cultural mechanisms, which make it possible to keep us stable, and play a major role in deciding how healthy we feel and at what age we tend to die. The life expectancy is no doubt increased due to more healthy way of living, but more and more diseases that are affecting people is not due to the number of doctors available, or the medical treatment. The new techniques available to recognize and treat unhealthy conditions by surgical interventions redefine but do not reduce despair. It is not surprising to see that where certain diseases have become rare, the number of doctors exceeds the need of people as compared to the places where those diseases are more to be found. Doctors tend to work in places where the climate is healthy, where the water is clean, and where people work and can pay for their services. Useless medical treatments also take place in cases where they are not necessarily needed. During the last century there have been many, but limited number of medical procedures that have indeed become effective and beneficial for the people. Those medical treatments which are designed for widespread diseases are comparatively cheaper than the ones used for unique or diseases that do not exist on a high scale. The cheap medical treatments are only in the case where they are monopolized for personal use, and they require a minimum of personal skills, materials or hotel services from hospitals. Many dangerous diseases such as malaria, paralytic poliomyelitis, whooping cough, and measles, medicines to cure these diseases have shown considerable progress. But for most other infections, medicine can show no comparable results. For many diseases medicine has a short term effect but for the long term, it tends to be unsuitable or ineffective. Heart diseases, different types of cancers are highly curable, but there are some stages of these diseases at which the diseases gets hard or impossible to be cured. Breast cancer for example is curable but in some cases it is impossible to be cured no matter how frequently medical checkups are being performed. Surgery and chemotherapy for rare congenital and rheumatic heart disease has increased the chances for an active life for some of those who suffer from these conditions. The drug treatment of high blood pressure is effective for the few in whom it is a diseased condition and can do a serious harm to those in whom it is not. But no matters how careful we are or how frequent checkups are being down, doctor inflicted injuries are also getting very common. People suffer from illness that is caused by professional medical treatments. This doctor-made disease is also known as Iatrogenesis. Medicines are widely used for the smallest of diseases. But their unwanted side effects have increased with their effectiveness and widespread use. Several people now a day’s swallow medically prescribed chemical. Some take a wrong drug, others get a contaminated or old batch, others take several drugs which are dangerous or take them in dangerous combinations, and others receive injections with improperly sterilized syringes or brittle needles. Many drugs are also addictive or mutilating, or also mutagenic. Other drugs contribute to the breeding of drug-resistant strains of bacteria. Unnecessary surgeries are normally performed these days. Diseases that are not to happen, a person gets effected because of over medical treatment. The side effects of medications are more than the benefits gained from them. Malpractice, which is known as carelessness is neglected and is not given much of an importance even though it is something to be put into concern. While performing medical surgeries on which lives are dependant, sometimes malpractice even causes a loss in human life. Doctors are being transformed into technicians applying scientific rules to classes of patients. What had formally been considered an abuse of confidence and a moral fault can now be rationalized into the occasional breakdown of the equipment and operators. Malpractice is considered a technical problem not an ethical problem anymore. Undesirable side effects or mistaken or unintentional use of medication has left many patients as helpless and defenceless. Damages are done to the patients due to the doctors carelessness or exploitation and also in the case when the doctor attempts to protect himself against the patients eventual legal action of malpractice. Many people who are inflicted with specific diseases are not allowed to work leaving them helpless and are unable to live their life to the most and earn themselves a good living. Many people start living their lives in a way they think is health wise better and beneficial for them, but at a later stage it turns out to be as harmful and makes them fall into illness. Modern medicalization has faced critics and in a way they prove to be right and unethical for the society. Medical nemesis can only be reversed through mutual self care, if not than the world will be bound to suffer from this dilemma that prevails.

Religions of the World Jesus/Mohammed

Two thousand years have come and gone, but still they remain the unfinished story that refuses to go away. Jesus of Nazareth, a Jew from rural first-century Galilee, and Mohammed from Mecca are without doubt the most famous and most influential human beings who ever walked the face of the earth. Their influence may at present be declining in a few countries of Western Europe and parts of North America, as has from time to time transpired elsewhere.But the global fact is that the adherents of Jesus and Mohammed are more widespread and more numerous, and make up a greater part of the world's population, than at any time in history. Two billion people identify themselves as Christians; well over a billion Muslims revere Jesus as a prophet of God (Freedman 2001). Unnumbered others identify themselves as know and respect his memory as a wise and holy man. This work begins with tracing the lives of Jesus and Mohammed historically. Then it deals with different aspects of the practice and th e teaching of Jesus and Mohammed. How their messages are being carried out in the world today will be considered in the conclusion.The personality of Mohammed remains obscure in spite of his sayings and the many legends about him. There have been almost as many theories about the Prophet as there are biographers. According to tradition, he was born in A.D. 570, about five years after the death of Justinian, into a cadet branch of one of the leading families of Mecca. His father died before Mohammed was born, and his mother died when he was still a small child. First his grandfather, then an uncle, who was in the caravan trade, reared him.As a youth in the busy center of Mecca he probably learned to read and write enough to keep commercial accounts; he also heard Jewish and Christian teachers and early became interested in their religious ideas. Mohammed must have suffered, in these early years, from hardships, and he evidently became aware of the misery of many of his fellowmen. The se early experiences were later to be the basis of his fervent denunciations of social injustice. At the age of twenty-five, he married a wealthy widow and probably went on some long caravan trips, at least to Syria.This gave him further contacts with Jewish, Christian, and Persian religious teachers. At the age of forty, after spending much time in fasting and solitary meditation, he heard a voice calling him to proclaim the uniqueness and power of Allah. Mohammed seemingly did not, at first, conceive of himself as the conscious preacher of a new religion. It was only the opposition from those about him at Mecca that drove him on to set up a new religious community with distinctive doctrines and institutions. In 632 Mohammed died, the last of all the founders of great world religions.Little is known of the early life of Jesus Christ. Born a few years before the year 1 A. D. in Bethlehem of Judaea, he lived in Nazareth, a city of Galilee, until he was about thirty years of age. We h ave no reason to doubt the tradition that after the death of Joseph, the head of the family, Jesus became the main support of Mary and the younger children. He worked at his trade, that of a carpenter, and lived the life which would be expected of a religiously-minded young Hebrew.At about the age of thirty Jesus suddenly appeared at the Jordan, where John, a cousin of his, was performing the rite of baptism on those who came professing a desire to amend their ways and live better lives. Jesus also came and, against the scruples of John, who saw that Jesus was in different case from the others, was baptized. It marked a turning-point, for with the outward ritual act came an inner spiritual experience of profound significance for Jesus. A voice assured him that he was in a unique sense his Father's â€Å"beloved Son,† in whom he was â€Å"well pleased† (Borg 1997). It seems to have been the consummation of his thought and prayer and eager yearning for many years.He had received his revelation; he would proclaim God as a Father and men as his sons. He was filled with a sense of mission, of having a work to do and a message to deliver, which to the end of his life did not leave him for a moment. He went from place to place in Palestine preaching in the synagogues and out-of-door places wherever the people congregated, and talking to individuals and to groups as they came to him with their questions and problems. He began to gather about him a little company of disciples, which soon grew to twelve and which accompanied him on all his journeys.He spent much time in giving them instruction and on several occasions sent them out to heal and to preach. Jesus came to establish a kingdom, and this was the burden of his message. But he never forgot that the form of the Kingdom and many things connected with its coming were of lesser significance than the inner meaning and the principles on which it was based. The first of these was man's relationship with G od.Jesus was not only a teacher; he was a worker of miracles. The Gospels tell us that he cured the sick, opened the eyes of the blind, fed the hungry, stilled the storm, and even raised the dead. Much was made of these wonders by former generations of Christians, who used them as proofs of the divine character of the One who performed them. Such use of these incidents does not produce the effect it once did and is being discarded.A closer study of the attitude of Jesus toward his own miraculous power clearly indicates that he minimized its significance. He would have men secure a better perspective and realize that moral power was on a higher level than the ability to work marvels. With this in view it scarcely seems congruous to use the miracles in a way which could scarcely be acceptable to Jesus himself. But of all the impressions Jesus made the strongest was that he was in touch with God his Father and that this was the explanation of all the wonderful things about him.Jesus, h owever, was not only winning followers and bringing them close to God; he had come into collision with the religious authorities of his people, and in the end lost his life at their hands. They were formalists and as such had not averted the danger of losing sight of the vital principles of their religion. Jesus was an innovator, and felt free to act in accordance with the inner spirit of the old precepts even when by doing so he ran counter to the letter of the law.When Jesus appeared in Jerusalem at the feast of the Passover, He was seized and, after having had a preliminary hearing before the Jewish high priest and Sanhedrin, was taken before Pontius Pilate, the Roman procurator, and was condemned to death. He was crucified, together with two criminals, and died at the end of six hours' agony on the cross. His body was taken down by friends in the early evening and laid in a rock-hewn tomb. The hopes of his disciples were dashed to the ground, and undoubtedly the Jewish leaders a nd the Roman authorities thought they had rid themselves of an exceedingly troublesome creature (Allen 1998).But such was not to be, for a very remarkable thing happened the third day after. To the utter amazement of his disciples, who had not recovered from the paralyzing effect of their grief and disappointment, Jesus appeared to them so unmistakably that they were convinced that death had not been able to hold its victim and that Jesus was alive.Their new enthusiasm, the founding of the Christian Church on the assurance of the presence of the living Christ, the adoption of the first day of the week as a memorial of the day when Jesus reappeared alive -all these historic facts bear witness to the genuineness of the disciples' testimony that the same Jesus who had journeyed with them, who had died and had been laid away in the tomb, was raised from the dead, their living Master forevermore. They immediately went out to preach â€Å"the gospel of the resurrection,† and with t hat the history of the Christian Church was begun.Mohammed's teaching, from the beginning, shows strong Jewish and Christian influence. Mohammed learned the great stories of the Old Testament; especially was he impressed with the life of Abraham whom he later considered one of his own predecessors and who he claimed had founded the Ka' bah at Mecca. He, likewise, learned of the Christian Trinity whom he understood to be God the Father, Mary the Mother, and Jesus the Son.He was looking for common ground on which to found a faith for all monotheists. He had a profound respect for Jews and Christians, especially for the Jews, though when they refused to join him and when later they thwarted him, he attacked them fiercely. Mohammed took from Jewish, Christian, and also Persian teaching only what he wanted, and he combined all he borrowed in a set of ideas that always bore his own mark. In the Koran, for example, he uses the characters of the Bible as successful advocates in the past of the doctrines of Mohammed in the present. Mohammed called the Jews and the Christians the â€Å"People of the Book,† and he came to believe himself called to give his own people, the Arabs, a book.Soon after Mohammed's death in 632, a wave of conquest gathered in all of Arabia, Palestine, Syria, Egypt, and part of Persia. In less than a century all of North Africa, Spain, Asia Minor, and Central Asia to the Indus River were swept by the conquering armies of Islam. These conquests were as orderly as they were speedy; little damage seems to have been done, and immediately after the Arab armies entered an area they organized it. The Arab annexation, at first, meant little more than a change of rulers.Life and social institutions went on as before with little interference and no forced conversions; the conquered peoples could even keep their own religion by paying a tax. The Arab colonies planted in each new territory became the centers from which Islamic religious ideas spread a nd in which, at the same time, a new culture developed. Not until the new peoples, like the Seljuks, who were outside the Graeco-Roman tradition, were converted to Mohammedanism did Islam become fanatical. Indeed, no such militant intolerance as characterized the Christian attack on paganism was normally shown by the Mohammedans until into the eleventh century.The reasons for these fantastic conquests were various. To his own people, especially to the desert tribes, Mohammed offered war and booty, and to those who lived in the Arab towns he offered the extension of commerce. Caravans travelled in the midst of the Muslim armies. For those who died, Islam promised a glowing paradise. One drop of blood shed in battle, even a single night spent under arms would count for more than two months of prayer or fasting.Christianity and Islam have, like every other religion, developed their own mythology. These mythologies are at its height in the beautiful imagery that centers around the festi vals of Christmas, Easter and Eid-ul-Fitr and Eid-ul-Adha (â€Å"Eid† or â€Å"Id† means festival). Indeed, there is today a rediscovery of the value of myth in human life. Today Christianity and Islam provide a good framework for the religious life. Some people, possibly lots of people, would claim that if Jesus and Mohammed were wrong, they can no longer be relevant. That claim can probably be disputed on theological grounds (Freedman 2001).The remarkable ‘footprint' of Jesus and Mohammed in history has strangely contradictory implications for an encounter with them today. On the one hand, it means that a true and adequate understanding of the men remains a vital task, even as third millennium has dawned. Just as in the first century Jesus was embraced as Saviour of the world by Jews and Gentiles excluded from religious and political power, so today he is welcomed above all by ordinary, poor and marginalised people – in the west and the east, and especia lly in the South. Like Paul, they see him, God's gospel, as having the power to liberate them from sin, their personal sins, the socio-political, cultural and structural sins of their nations, cultures and churches and the unjust economic and technological structures of the so-called ‘global village'.At least in the western world, it remains true that we can understand neither Christian faith nor much of the world around us if we do not come to terms with Jesus of Nazareth and the two millennia of engagement with his heritage. The followers of Jesus and Mohammed live in every country of the globe. They read and speak of these people in a thousand tongues. For them, the world's creation and destiny hold together in their gods, the wholly human and visible icon of the wholly transcendent and invisible God. Jesus and Mohammed animate their cultures, creeds and aspirations.ReferencesAllen, Charlotte. (1998).The human Christ: the search for the historical Jesus. Oxford: Lion.Borg, Marcus J., ed. (1997). Jesus at 2000. Boulder: Westview Press.Freedman, David Noel. (2001). The Rivers of Paradise: Moses, Buddha, Confucius, Jesus, and Muhammad as Religious Founders. Eerdmans: Grand Rapids, MI.

Alcuin and Charlemagne

Charlemagne was the king of the Franks from 768 to 814. He was known to be the most powerful Christian ruler and brought success to his country. Charlemagne was well educated and good looking. His strong voice allowed him to express what he had to say in a very eloquent manner. He was most famous for doubling the territory that his father had previously conquered. With his determination and persistence, Charlemagne became one of the most dignified rulers of the early middle ages. Charlemagnes determination allowed him to expand his empire.He undertook 54 military campaigns during his rule. He also lead his armies into Italy to conquer the Lombard State. His army also invaded the land of the Bavarians and took them under control. During his rule, Charlemagne insisted the Saxons convert to Christianity and soon took them over. In turn, adding more land to the growing Carolingian empire. (Speilvogel p. 138) An interesting characteristic of Charlemagne was his strong desire to learn. He studied foreign languages such as Latin and Greek. He learned from excellent scholars such as Peter of Pisa and Alcuin of York.Charlemagne established a palace school and encouraged other scholars from across Europe to come to the Carolingian court. He focused learning about liberal arts also took lessons in grammar. Charlemagnes love of learning inspired others to obtain educations and maintained the intellectual life of the Catholic church. (Speilvogel p140-141) (Einhard: Life of Charlemagne) Not only was Charlemagne good at conquering land but he also did very well at governing the land he conquered. He was a clever ruler and knew he had to keep the nobles in his service.To do this he granted part of the royal lands as lifetime holdings to nobles who assisted him. Charlemagne also knew that he could not let the counts gain more power then him. To hold more control over his kingdom, Charlemagne required counts to serve outside their own family lands. He also sent out â€Å"messen gers of the lord king† to check on the counts and make sure they were following the kings demands. One last thing that Charlemagne realized was the valuable assistance that the Catholic church could provide for him. He decided to create new bishoprics and archbishoprics while restoring old ones. Speilvogel p. 138-139) Charlemagne made many accomplishments during his rule. His first and biggest accomplishment was increasing the Frank Kingdom. His territory stretched over the majority of Europe. Charlemagne was able to subdue the barbarous tribes in Germany which was something other Kings could not accomplish. He also made good relationships with emperors of Constantinople. Being a devote Christian, Charlemagne built the beautiful church at Aix-la-Chapelle. Finally, Charlemagne took care of the poor in his country and sent money to the poor in other countries. (Speilvogel p. 139)As you can see, Charlemagne had many characteristics of a successful ruler. He was determine expand h is empire and he did. He also was good at governing his people. Charlemagne was very well educated and it showed through when whenever he spoke with eloquence. Also, Charlemagne was able to make constant accomplishments such as working on the Church reform, taking care of the poor, and building good relationships with other countries. Charlemagne was so respected that even the Pope called upon him to help during the Roman rebellion. All of these things are what made Charlemagne one of the greatest Kings of all time.

Environmental Effects on Fetus Essay

We count all toes and fingers when children are born. We try to make sure that children are born healthy and try to do our best of making sure they stay that way until they are adults. However, sleeper effects are aspects that affect fetuses when born or later on in life. One agent in the environment that can adversely disturb an unborn child is teratogen. Most fetuses are exposed to at least one teratogen (motorized or physical instruments, environmental substances, communicable agents) (Palenchar, 2005). Fetuses can also be affected by an individual’s age, fitness, nourishment, and genetics. Communicable diseases can cause irreversible damages to fetuses. These diseases can disturb the fetus while still in the womb or through the birth canal or sometimes both. For instance, if a mother is in her first trimester and has rubella, the child may be have heart defects, be blind or even metal retarded. If the disease is still present in the second trimester, the child may have language issues, hearing and vision loss (Sleigh, 2005). Another example would be if the mother has AIDs. During birth, the child may be infected. This is because infants are susceptible to respiratory illnesses (Sleigh, 2005). Prenatal care is vital to the prevention of many illnesses for the child and mother. If the mother is not receiving proper nutrition, then the womb is not able to pass nutrients on to the fetus and it will not develop properly. The offspring of this fetus will be affected and the generation after, therefore fetuses can be affected multigenerational (Sleigh, 2005). Finally, Sleigh (2005) says that the ideal time for women to have children would be in their 20’s. This is because mental disabilities can show up in children whose mother gave birth to them past the age of 35. Hormonal changes due to a woman approaching menopause may cause the uterus to be less favorable for fertilization. Additionally, the mother’s overall health is a risk as she may develop high blood pressure or gestational diabetes. Adolescents are still growing and developing themselves and having a child at such a young age will cause malnutrition, premature delivery, and the mother may develop osteoporosis. A women’s overall health is important when considering having a child. There are several factors that can affect the fetus in the womb and after. With the proper guidance and nutrition, the fetus will have a good chance of having a healthy life.