Blakes Voice of Freedom :: The Songs of Innocence and Experience Essays

Blake's Voice of Freedom Paper Question: â€Å"Blake’s voice is the voice of freedom.† Do you concur with this case? Bolster your answer by reference to both Blamelessness and Experience. I emphatically accept that ‘Blake’s voice is the voice of freedom’. As you read the sonnets in Songs of Innocence and Experience you get a solid feeling of scope. His sonnets truly show the peruser who William Blake was as an individual. He communicates his aversion for power, the government what's more, the congregation, yet in an unpretentious way. He gives two renditions of each sonnet, with the goal that we can see it from an alternate perspective which, in my sentiment, is an extremely shrewd activity. It shows how we, as people, progress through our life from a guiltless condition of adolescence into a progressively experienced adulthood. Typically, the two adaptations of Blake’s sonnets inconspicuously assault some type of association. In his work, Blake builds up a kind of theory and, key to this, is his confidence in opportunity. The Proverbs of Heaven and Hell truly accentuate Blake’s point of view. These sayings are frequently thought of as a progressively intense variant of the Ten Commandments, in the Bible. In these axioms, Blake attempts to show individuals the most ideal approach to live. One case of the maxims is; â€Å"Sooner murder a newborn child in its support Than nurture unacted desires.† I don’t accept that recorded as a hard copy this saying, Blake entirely murder was correct, particularly not killing an infant. I believe that he was simply attempting to communicate the amount he had faith in opportunity, and free discourse. He is fundamentally saying that you ought to do what you need, when you need, or you will later lament not doing it. One of Blake’s most significant sonnets, in my eyes, is ‘The Chimney Sweeper’. The two forms give us a genuine understanding into Victorian London. It has a ton of chronicled foundation in light of the fact that, back then, there truly were little fellows who were sold into a reality where they needed to battle for themselves, and clean dim smokestacks for next to zero cash. To envision that event in London today is a really shocking thought. To feel that families were poor to such an extent that they had no way out be that as it may, to sell their children is dreadful. A large number of these young men kicked the bucket at a very youthful age and none of them had a splendid future in front of them. In ‘The Stack Sweeper’, (in ‘Songs of Innocence’), we read about a little kid who has been constrained into life as a compass. Blake composed; â€Å"And my dad sold me while yet my tongue Could hardly cry â€Å"’weep! ’weep! ’weep! ’weep!†

Construction Contract Law Research Paper Example | Topics and Well Written Essays - 500 words - 1

Development Contract Law - Research Paper Example Joint Contracts Tribunal (J.C.T), then again, alludes to another group of agreements exclusively worked for mind boggling and enormous development ventures. This agreement lawfully ties all the partners taking a shot at the task from the business to all the contracted people in the undertaking (Rowlinson 2011, p. 4). Development engineers are frequently at a junction when picking both of the two groups of agreements. The distinctions are very clear beginning with the overseer or undertaking administrator of the venture. In this paper will contrast the two groups of agreements with figure out which is predominant. The two legally binding families, notwithstanding accomplishing comparable outcomes, have various methodologies in dealing with a project’s partners. The primary significant contrast is the way the two agreements handle a project’s program. The NEC contract, for example, follows the last acknowledged program in timing remuneration (Eggleston and Eggleston 2006, p. 9). This Accepted Program alludes to the program recognized by the agreement or the program affirmed by the task administrator. When the task supervisor favors the most recent program, this program will override every single past program. In the JCT 2011 agreement, the ace program alludes to the basic ways that the undertaking must experience over the span of the program. As opposed to the NEC program, the JCT 2011 program is amendable over the span of the undertaking (Chappell 2012, p. 62). The alteration time frame for the most part traverses 14 days and the contractual worker is the one entrusted with making the suitable corrections. The second distinction between the two agreements is the treatment of time augmentation. The JCT contract, as per provision 2.27, states that defers that may happen during the Works the temporary worker is entrusted with pulling out to the agreement executive (Chappell 2012, p. 38). The contractual worker is required to express the material conditions that prompted the causation of the deferral. On the off chance that an

Embracing Change

Embracing Change This was my summer of new. Capital S, capital N. Definition: Going out of my way to do, see and experience things that I’ve never done, seen, or experienced before. I got a new job, worked part time in a tissue engineering UROP, explored new parts of Boston, and ate only at restaurants that I had never eaten at before. Beyond the statement of the obvious, it marked a shift in my paradigm and a small but significant change in my perception of what makes me happy. This all sounds Hallmark card cliché but it meant a lot to me, especially considering where I had come from, and how I used to be. I used to be afraid of change. Complacency was comfortable, easy, and safe. Safe was good. So what was the point of putting myself out there and risking my equilibrium? I’d worn the same clothes for years, had the same hairstyle that I had had when I was just a chubby faced baby-child (bangs, by the way), participated in the same extracurricular activities that I had started when I was 8, and hung out with the same (awesome) group of friends that I had made in elementary school. If it ain’t broke, don’t fix it. Right? On one hand, there’s nothing inherently wrong with the status quo. I like watching television. Ergo, I watch more television. I like cauliflower. As such, conventional logic would dictate that I continue eating cauliflower until my teeth fall out and I have to start drinking it in mushy cauliflower smoothies. On the other hand? I didn’t quite know yet. Mine was predominantly a fear of action. Oh, if change came my way, I’d cope. Happy change was taken in stride, adapted to, put neatly in its new spot in the revised status quo. Bad change was met with distaste, discomfort, grumbling about why things couldn’t just stay the way that they were, but dealt with accordingly. Going out of my way to put myself in situations out of my comfort zone though? Improbable. Graduation came and went and in just three months I would be heading off to college, billed as perhaps one of the greatest changes my adolescent self would face. New classes, new faces, new challenges, new places. Everything would be different now that I’d be living on my own, being bombarded with harder classes, new personalities, and extracurricular opportunities. Before I left home for Boston, my parents asked me the million dollar question: “Are you afraid?” To my surprise, I responded with a serene sense of certainty, “No.” My excitement was difficult to reconcile at first: left brain was thinking of all the things that could go wrong, all of the ways life would be better if I could just find a cozy nook in the past to curl up in forever. What if I did poorly in my classes? What if I couldn’t make any new friends? What if I didn’t belong? But right brain, or perhaps some part of me that wanted more from life than just being comfortable, drowned all the static out with, “But what if something GOOD happens?” Suddenly it didn’t matter how many things could go wrong; the possibility of finding just one thing that could go right was exhilarating. I don’t know why, or exactly when I came to this realization, but the shift in my thoughts made the transition from high school to college less daunting. It didn’t mean I didn’t still have doubts or fears or reservations. It just meant now, instead of waiting for things to happen to me, I was willing to go out and make things happen (all with a healt hy dose of both fear and optimism). Whereas in high school, joining a new club or student group was a source of tremor-inducing, palm-sweating, stomach-knotting apprehension (probably due to bouts of social anxiety and insecurity. All part of growing up, or so I’m told), freshman year I joined a handful of new clubs and tried things I wouldn’t have before. I didn’t like everything, no surprises there, but the few that I did, I’ve stuck with ever since. I didn’t know everything there was to know as a freshman, hadn’t yet come to terms with this new paradigm, embraced the thrill of new discoveries. I still don’t, but I find myself learning new things from experience, from friends, from failures, from successes. You can read all of the guides out there, be wary of the top 10 pitfalls or mistakes or tips for success that someone else has published as tried and true, but still have absolutely no idea what you are doing. Sure, the practical tips about being an adult, like how to do laundry, or how to not burn a pot of spaghetti are invaluable. But the aphorisms, the clever life lessons, no matter how many times I hear them, they never really hold weight in my life until they’ve taken on personal significance. Live and learn. Sift through all the white noise to find what really resonates with you. Last spring, as I was applying for summer research positions, finishing up classes, and winding down the tennis season, I was struck with a jarring sense of complacency. School work was proceeding as it had been for the last three semesters. I was gearing up for another summer of research and I was still playing tennis as I had since I was 8. Complacency is comfort, nothing wrong there. I was doing things that I enjoyed, but there was something missing. After a few eye-opening conversations with my friends about their future plans, and quite a few nights of quiet reflection, I finally whittled down my whirlwind of thoughts to this: Why not? Ok, so I skipped a lot of intermediate thoughts, and probably skimped on some context, but it all came down to the idea of carpe diem, seize the day, chase your dreams, and other hackneyed clichés. But on my own terms. College is the best time to try what you’ve always wanted to try, to experiment with your likes, dislikes, interests, and hobbies. It’s certainly one of the last times you’ll be able to just pick up and leave for a foreign country for months on end without consequence, or get experience in some field entirely different from where you’ll eventually end up working, or change your mind four different times about your career path. You’re supposed to be “finding yourself” (congrats if you’ve already achieved this) so take comfort in the fact that there will be other people around you going through the same things and changing alongside you. I’ve loved food for a very long time now. Loved eating it, looking at it, making it. Freshman year, I read a memoir called Heat by Bill Buford about how he left his job as a writer to work under Mario Bartoli at his restaurant Babbo. The idea was exotic and intriguing to me. I thought professional kitchens were for professionals, obviously overlooking the fact that every chef has to start somewhere; they didn’t just walk into the kitchen knowing everything (I’ll refrain somewhat from making the analogy to freshmen entering college for the first time, and how while there might be some bumps and hiccups at first, everyone has to start somewhere). It wasn’t until the end of spring when I embraced putting myself out there and chasing my dreams that I decided that what I wanted was to learn how to cook in a professional kitchen. Long story short, I spent days combing through hundreds of ads on Craigslist (a surprisingly legitimate source of job listings for the food and hospitality industry) before I found a restaurant willing to give me a chance to learn as a pantry cook (also referred to as the garde-manger at other restaurants). A few days after responding to the ad, I went in for an interview and accepted the job (contingent on a successful stage, or trial day). Left brain was being a real party pooper: What if you’re horrible at it? What if you can’t keep up? What if you can’t handle the pressure? Reading Kitchen Confidential and other chefs’ memoirs kind of scared me a lot. Thank goodness for right brain though: But what if you have an amazing summer? And I did. The summer was a lot of things. Amazing. Eye-opening. Fun. Challenging. Exhausting. Stressful. Worth it. 10/10 would do it again. Working shifts that were sometimes over nine hours long, five days a week, I learned the basics: how to handle a chef’s knife comfortably, how to prepare and plate salads, how to handle a two-basket fryolator, and how to read and organize tickets with the patrons’ orders for the night. I also learned how to sear off chicken livers for liver pâté, how to cook up a batch of cheesy risotto for arancini (deep-fried risotto balls stuffed with meat and oozing cheese), and how to keep an aioli from breaking (the trick is to add the oil very slowly at first, and to add a bit of cold water if the aioli starts getting too thick). Beyond food preparation, I learned how to always be thinking ahead to what I would need to complete my next task, how to maintain my cool when the tickets start pouring in and I have an overwhelming number of plates to churn out in what seems like an infinitesimally short amount of time, how to always keep things neat and orderly and clean, because a clean works tation is the key to success, how to learn new and exciting things from people who know best, and how to train others by passing down the knowledge that was so graciously passed on to me. I counted. The word “how” appears 12 times in the previous paragraph. And while I learned a lot about how to cook things (life dream: fulfilled), I also learned about the “who” and the “why”. The people I worked with in and out of the kitchen were an eclectic mix of personalities and as much as I enjoyed the cooking, I also enjoyed meeting each and every one of them and learning over time not only who they were, but why they were there and what kept them going. I’ve worked a couple of shifts here and there since school has started, though it’s been hard with classes and tennis in full swing. Hopefully I’ll still be able to go back and work later in the fall when my schedule frees up a bit. While I’m there, I hardly notice the time passing at all, being so absorbed in what I’m doing. I’d like to think I’ve changed from my experience there, practiced skills that will be useful later in life, no matter the situation (you never know when you’re going to need to fill 50 squash blossoms with a ricotta and blue cheese mixture). It’s hard not to form habits when you’re working at the same thing for full 40-hour weeks. Sometimes, when I’m turning a corner in the infinite, I have a compulsion to shout “CORNER!” to alert incoming students of my approach, something that was drilled into my mind after having shouted “CORNER!” who knows how many times as I staggered around the restaurant holding trays stacked full of vegetab les, containers, and sharp objects. Change is good. Still scary at times, yes. But necessary. You can’t achieve your dreams, your goals, your aspirations without change. I mean, you could also fall flat on your face and achieve failure, but that’s just a risk you have to be willing to take. Since leaving high school, I wear different clothes now (though I admit the difference between free career fair T-shirts and free tennis tournament T-shirts is marginal), have cut my hair shorter than it’s been in a long time (gone are the bangs), am an active participant in different, exciting extracurricular activities, and hang out with a new (and equally awesome) group of friends that I’ve made in my time here. Change doesn’t have to mean saying good bye to everything old. I still play tennis, still read my favorite book (The Princess Bride) randomly throughout the year, and still keep in touch with my old friends from back home. It just means making room in your life for the things worth keeping. Sometimes I like to think about it from a tangible perspective. When I’m listening to a song that I love (not just like, but a song that I really love, that seems to vibrate at the same frequency as I do) I think to myself, “How am I ever going to find something like this again?” At first I just listen to that song over and over again, relishing the happy complacency. I could just sit around, waiting for the next big song to come along and sweep me off my feet. But this would be a rare occurrence, especially since I hardly ever listen to the radio anymore (remember, I’m still just listening to this song on repeat). Instead, I have to put myself out there in a sea of dissonance, sifting through literal white noise and bad songs, searching for something that reverberates with me again, that makes me happy. You start hearing ok song after mediocre song after oh-my-goodness-please-make-it-stop song and feel like, maybe it’s just not worth it. Maybe all this failure is the unive rse’s way of telling me that I should stop trying and just accept the status quo. NO. STAHP. Do not let Debbie downer left brain let you give up. Maybe all this failure is just part of life, but in the end, it’ll all be worth it when you find that song that just resonates with you and makes you want to do a silly dance. I’m blowing this whole song search example way out of proportion, but it’s for the sake of the metaphor. Cut me some slack. Ultimately, it doesn’t matter how many adages, sayings, or metaphors I cram into this. The best I can do is share what I went through, even the awkward bits at the beginning that I haven’t really shared with anyone before, and share what I’ve learned, in the hopes that someone else out there will decide that despite everything that could go wrong, just the hope that one thing could go right makes it worth the risk. That someone will decide to live and learn, to see for themselves if all these words I’m throwing around actually have any meaning for someone other than myself. I don’t know where I’ll be in 10 years, or after I graduate, let alone what I’ll be doing next weekend. But as long as I’m putting myself out there, chasing the things that resonate with me and make me smile, make me laugh, make me happy, I think I’ll be doing something right.

I Have A Dream Speech Analysis - 1154 Words

Martin Luther King Jr.s impact of pathos throughout his speech has the impact of exploit the audience, empowered, determined, and grateful. Throughout his speech, his audience responds to him by applauding with agreement. Impact of Pathos Martin Luther King, Jr. uses attribute within the starting of his known, I actually have a Dream Speech, to realize the audience to feel as theyre fighting with several alternative known Americans, like the beginning Fathers and Abe Lincoln. Since, several Americans trust those known men, they trust theologist King, Jr., and that they respect him. Impact of attribute Logos 100 years later the negro remains not free. 100 years later, the lifetime of the negro remains halt by the manacles of†¦show more content†¦now could be the time to create justice reality for all of Gods youngsters. (King) His use of images permits the audience to check theres Associate in Nursing finish to the current troubled time. He conveys pathos as a result of the audience feels authorized to require action as a result of, Now is that the time Pathos Example #1 When the architects of our republic wrote the brilliant words of the Constitution and therefore the declaration of Independence. They were singing a note to which each and every yankee was fall heir. This note was a promise that each one men, yes, black men moreover as white men, would be certain to the Unalienable Rights of Life, Liberty, and Happiness . This use of Logos in Martin Luthers Speech shows the folks a truth of what has not truly took impact to each African yankee person, or each Negroid within the us. Logos Example a pair of When the architects of our republic wrote the brilliant words of the Constitution and therefore the Declaration of Independence, they were linguistic communication a note to which each and every yankee was to fall heir. This note was a promise that each one men, yes, black men moreover as white men, would be bonded the unalienable Rights of Life, Liberty and therefore the pursuit of Happiness. its obvious these days that America has defaulted on this note, to that extent as her voters of color ar involved. This shows that the beginning FathersShow MoreRelatedAnalysis Of I Have A Dream Speech1152 Words   |  5 PagesThe major argument that is being portrayed in Martin Luther King Jr.’s â€Å"I Have A Dream† speech is all men and women should be treated equally, regardless of their skin color. Dr. King states, â€Å"When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory not e to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienableRead MoreI Have A Dream Speech Analysis1714 Words   |  7 Pagesuses words to provoke, calm, and inspire in his famous I Have a Dream speech. Using these words, he creates a connection with the audience, and he gained their trust. Cesar Chavez also gave a speech that provoked, calmed, and inspired the audience to come together and get rid of pesticides because it is causing many diseases among adults, as well as children. He also mentions King many times to gain the audience’s trust. â€Å"I have a dream that one day this nation will rise up and live out theRead MoreAnalysis Of I Have A Dream Speech758 Words   |  4 Pages delivered his â€Å"I Have a Dream† speech in 1963 to a divided and unjust nation. King’s tactful writing reached the entire nation, and his words resonated with everyone who heard them. His speech addressed the injustices and inequalities blacks face in America. â€Å"I Have a Dream† has gone down in history as one of the best speeches in modern history, received at a time of turmoil and racial tension. Therefore, King’s words have rung in the hearts of innumerable people, and his dreams and aspirationsRead MoreAnalysis Of I Have A Dream Speech1419 Words   |  6 PagesKennedy have the first televised debate, Mohamed Ali wins a gold medal and the Civil Rights Movement at its climax in America. As the chaos of segregation was unfolding in the Southern states, Governor George C. Wallace and Dr. Martin Luther King Jr, were at the forefront of the Civil Rights Movement. In the beginning of the year, Governor Wallace will address his constituents with his, â€Å"Segregation Now, Segregation Forever† speech and seven months later, Dr. King will deliver his famous, â€Å"I Have a Dream†Read MoreAnalysis Of I Have A Dream Speech1199 Words   |  5 Pagesthe forefront of the Civil Rights Movement. In the beginning of the year, Governor Wallace will be addressing his constituents with his well-known, â€Å"Segregation Now, Segregation Forever† speech. Nevertheless, it will be seven months later, that Dr. King will convey his message in his famous, â€Å"I Have a Dream† speech. Individually, they deliver historical speeches concerning civil rights, however, the dialogue encompasses completely different messages. Comparatively, the two speeches will be presentedRead MoreAnalysis Of I Have A Dream Speech937 Words   |  4 PagesMany people have different perspecti ves on hope. Some hope for a life full of happiness, being wealthy, or just being happy. Martin Luther King Jr. had hope, he had hope for equality and for everyone to be treated equal. In MLK’s â€Å"I Have a Dream† speech this is the most uplifting segment of it. King knows that his audience has suffered from injustice, so they must have faith that things will soon change. King also stresses in the speech about non-violent resistance, African American equality, actionRead MoreAnalysis Of I Have A Dream Speech1086 Words   |  5 PagesI am writing this letter to you in hopes of gaining insight on how to handle the grave issues of racism and injustice that appear to be a curse upon our great country, the United States of America. Back then, you used your cogent words to penetrate into the minds of all those listening in hopes of uniting our nation, and erasing racial barriers along the way. You fought for peace and freedom using non-violence and preached equality to th e people of this country. From your involvement in the firstRead MoreI Have A Dream Speech Analysis1441 Words   |  6 Pagesorder to procure its ultimate victory throughout the 1960s. From his civil rights-related endeavor, the â€Å"I Have a Dream† speech, given on the steps of the Lincoln Memorial during the â€Å"March on Washington for Jobs and Freedom† in 1963 (â€Å"March on Washington For Jobs and Freedom) arose. In his speech, he spoke about the injustice of segregation and discrimination of African Americans. His speech had a prodigious impact as it succeeded to illustrate the issue of racism at the time and instigated theRead MoreI Have A Dream Speech Analysis847 Words   |  4 Pagesget along, but that isn’t what life really is. If you want something to change you don’t sit back and hope it will change you have to make it change. In the story Cairo: My City, Our Revolution, Ahdaf Soueif goes and fights for her country. In the speech I Have a Dream, Dr. Martin Luther King Jr. was influencing people to go and protest to get their rights and in the speech A Eulogy for Dr. Martin Luther King Jr., Robert F. Kennedy influences people to change and do as Dr. Martin Luther King Jr. TheRead MoreAnalysis of I Have a Dream Speech1857 Words   |  8 Pagesâ€Å"I Have A Dream† Martin Luther King Jr. On August 28, 1963, Martin Luther King Jr. gave a speech that electrified a nation. In Washington D.C, King delivered his speech on the steps of the Lincoln memorial and as his powerful voice echoed out across an audience of 200,000 people, echoes of the Gettysburg address could be heard as well as the Declaration of Independence and the Bible. It has been called â€Å"masterfully delivered and improvised sermon, bursting with biblical language and imagery.†The

Education and Country Development - 1006 Words

CONSIDER THE IMPORTANCE OF EDUCATION TO A COUNTRIES DEVELOPMENT Education is the procedure of acquiring knowledge. Everyone would concur that education is the fundamental means of life. It’s objective is to mentally, physically, and emotionally promote the person by putting them in a better place then they were previously in before. Proper education comes in many different forms. Granted it is important to study the essential academic courses including reading, writing, arithmetic, science, and social studies which all will help set a strong foundation for the student. It is equally just as important that the educator offer substitute information for the well-being of the student. Education should build not only on the text that lies within a book, but should also touch base with everyday life. Education is very crucial in a nation’s development, without education societies are facing a strong disadvantage regarding to the challenges of the world today. Nelson Mandela stated No country can really develop unless its citizens are e ducated. It is possible to say that Nelson Mandela quote was totally correct. Education is the tool that change ones world, according to human rights education is a universal right that every individual must have and use. Unlike individuals with an adequate education and therefore with opportunity to enter in a professional field with the sufficient amount of knowledge to be successful at their jobs, Individuals from countries inShow MoreRelatedThe Importance Of Education For A Country s Development1547 Words   |  7 PagesDiscuss the importance of education to a country’s development. Now day s education playsa very vital role in our lives.Education gain under the guidance of others, but it memorizesMay also train themselves.It is commonly divided into phases such as pre-school, elementary school, secondary school and after that college or university.A right has been recognized by governments. The foundation of a country becomes strong with a high literacy ratio; society also becomes well civilized and broadmindedRead MoreEducation is Key to the Development of a Country Essay1204 Words   |  5 Pagesof a country is not measured by the literacy rate of the country or number of people who are educated. One cannot say that a country is developed and progressive only by taking account of its literacy rate. There are many other factors like peace, security and stable economy which are also responsible for economic development and progress of a country. Srilanka is a country with 91.2 % literacy rate (UNICEF). This literacy rate is highest among the other South-Asian countries but the country is stillRead MoreThe Importance Of Education For A Country s Development1572 Words   |  7 Pagesimportance of education to a country s development There is no denying to the fact that in today s competitive era education has become a major part not only for human kinds but also for a country development because it is play an important role in a country s social and economic progress. If a person wants to get success and progress in his life he should be educated. In the same way if a nation wants development, the country should has more developed education and educatedRead MoreAnalyze the Effect of Education on the Development of Countries2108 Words   |  9 PagesEffect of Education on the Development of Countries Education can teach us how to be a real man, how to get along with others in the society and also can make talents to let countries’ power stronger. Education can have significant effects on the development of a country. It is mainly reflected in three aspects. The first is the economic growth, the second is the population and employment in society and the third is stability and fair in politic. In addition, this essay will also show education of differentRead MoreThe Effect of Education on the Development of Different Countries2778 Words   |  12 PagesThe effect of education on the development of different countries As the increasing demand for skilled workers, more attention has been paid to education. Education has been developing follow the step of humanity which affects knowledge, skills and attitude from one generation to the other (Compayre and Payne,1899) and interacts on the progress of civilization. The impact of the rapid growth of education is felt at institutional, national and international levels, and these are inter-related.Read MoreHow Security Is Important For Education And Healthcare For The Development Of Country1648 Words   |  7 Pagespriority in every country but To nurture a secure nation, federal spending must be balanced among military defense and programs that provide economic security, such as education and health care . A worthy portion of any country s budget is spent on defence . To some extent it is not a good idea for us to spend money on defending ourselves from imaginary enemies. We spend significant sums of money preparing for wars that we later create a nd ignore the needs of our own country. There are alsoRead MoreHow Low Education Affects Development of Emerging Countries1055 Words   |  4 PagesNeglecting the role of education in emerging countries is one more commonly made mistake and low Human Development Index pointing out the limited possibilities of human resources has its negative impact on economic as well as on social processes in particular country. How educated residents are, determine the speed of economic growth, while shortage of accumulated human capital makes difficult to implement innovations and lack of adaptation of proven technologies, methods, and practices. The importanceRead MoreWhy Education Is Important For Country Development Through Economic Growth, Social Development And Health Improvement1704 Words   |  7 Pages Consider the importance of education in a country s development. Education is a basic human right and a significant factor in development of children, communities and countries. No doubt that a person learn in different ways throughout his/her life. Nowadays, education has turned into a essential requirement for people to attain success in their life as well as for the improvement of their country. People are the real wealth of their country. Education can be achieved in schools, colleges andRead MoreEducation s Effects On International Business1151 Words   |  5 PagesAM University - Commerce Education is the root of business. It teaches citizens language, skills, values, and norms. A basic education gives citizens a basic way of business. A broader education brings the ability to specialize in an industry and bring business internationally. More skilled laborers bring the ability for a country to increase their potential and economy and move outside their borders to become a part of international business. A basic education can be the foundation of a country’sRead MoreEducation can Benefit a Society and a Nation911 Words   |  4 Pagesin education. In the course of education, it will enclose the power to build up a nation. Nevertheless, some inhabitants argue that there are far more important things which verify a nations development(Rugh, Andrea, 2012). This paper strength of character to talk about the advantages of education in the development of a country. Because of education nations societies able to get the best benefits a lot. Education can benefit a nation and the society a lot. After getting education, we

The Vikings Capture and Use of Slaves Free Essays

The Vikings have always been discussed throughout history as vicious people. The Viking Age lasted from the late eighth to eleventh centuries. The ancestors of the Vikings, called the Scandinavian people, traded with the Romans. We will write a custom essay sample on The Vikings Capture and Use of Slaves or any similar topic only for you Order Now Scandinavia was made up of five modern day European countries: Denmark, Norway, Finland, Iceland, and Sweden. 1 Some items that they traded included ivory, amber, skins, and furs. After the Roman Empire fell, the Scandinavian people living in Scandinavia became closer and stronger. Around the mid seventh century, the Scandinavian people used ships with sails and built large towns. At the end of the eighth century, the Scandinavian people began raiding parts of pre-modern Europe. During this time, the Scandinavian people began to be known as the Vikings. Most people in pre-modern Europe were afraid of the Viking’s raiding of their society, but the Vikings were really just seeking goods that they could trade for money. The Vikings were known as a range of different people including warriors, pirates, explorers, and merchants. The Vikings started in Scandinavia, but because of increase in population and limited land, they traveled all through Europe looking for new land to expand. But the question is, with these vicious people just raiding to look for goods to trade with and with limited land space, why did they capture slaves and how did they use and treat these slaves in their society? As you may know, the Vikings went from society to society in pre-modern Europe looking for goods including gold, jewelry, and livestock. However, the Vikings also captured children men and women from these societies and used them as slaves. Because of their limited land space, they traded most of these slaves for money. The Vikings got a majority of their slaves from Ireland. They began to get involved with a slave trade in Ireland. Slavery existed way before the Vikings came. Slaves made up a large population of trade for the Vikings. Once captured, most of the slaves were sold on the slave trade while others were sent to Scandinavia to become slaves of the Vikings. It has also been recorded that some laves captured from Ireland were sacrificed to heathen gods. The first attack in Ireland was in 795, and attacked approximately once a year for the next thirty to forty years. The Vikings heard of the riches that the Irish held and thought that this region would be the perfect place for the Viking people. During this attack, the Vikings mainly just raided the societies and only took some slaves, but continued to capture more slaves as time went on. For those whose fate it was to be in the trade were either sent to Iceland, Viking colonies in Britain, Islamic empires, or Byzantine empires. The Islamic and Byzantine empires contained luxury items that the Vikings wanted for the trade of slaves. These items included Byzantine silk and Arabic coins. The Vikings then used the silk and coins in trade for items from North Europe including more slaves and furs. Once these slaves were traded, they were usually required to do laborious work of the household. The treatment of these sold slaves varied from owner to owner. Some were treaded kindly while others were treated worse than livestock. Even though a majority of the captured slaves were sent to the slave trade, some of the slaves were sent back to Scandinavia to become slaves of the Vikings. The reason that all of these slaves did not go straight to Scandinavia was because of the over population in that area. If all of the slaves were used in this area, than more strain would be on the land and on the resources that it produces. The Viking society had a social class system. This caste system was separated into three classes. The highest class was called the jarls. This class was known as the noble class, the rich people of the Vikings. They were measured by their mass wealth in terms of followers, treasures, ships, and estates. They lived in fine halls and led refined lives with countless activities. The power of each jarl depends on how many followers he has. The jarl, however, must take care of his followers. The first born of a jarl was also to become a jarl. The middle class in this system was called the karls. These people were free and owned land. They were considered the plain folks in the Viking society. They could include farmers and blacksmiths. The families of the karls usually lived in cluster homes that had their barns or workshops in the cluster. A karl could become a jarl if he gained enough fame and wealth. The lowest class in this system was called the praell. This class included slaves and bondsmen. If a man owed another man money and could not pay his debt back, he was to work for another man until his debt was paid. This would make him a bondsman, or basically a temporary slave. Also, the system’s laws stated that if a man was convicted as a theft, he could be handed over as a slave of whom he stole from. A slave could be freed, but would still be considered in the lowest caste system. The slaves at the bottom of this caste system were chattel. They hardly had any rights. They could not inherit anything or leave nothing after their death. They could not participate in any business transaction. The only relation a slave had with society was through his master. There were some branches of the culture that slaves were not allowed to take part in. These privileges of citizenship include military and jury services. Basically, a slave could not participate in these two services because they are institutions of free men in the Viking society. When a slave was no longer capable of work, due to old age disease or injury, they were put to death. The slaves of the Vikings did however have limited rights. They could accumulate property and save enough money to buy their freedom. Slaves could also marry. Even with these few rights, slaves were still considered to the Vikings as unreliable cowards who were stupid and foul. The Vikings were polytheists. This means that they followed many gods. The father of the gods was Odin, the god of wisdom. Because of their religion and how the Vikings followed the gods, their slaves were expected to follow the same life and tasks deemed by the gods. Challenging this could mean death of the slave. A master could kill a slave and not be held accountable for it. The slaves of the Vikings had a variety of jobs that they did in the Viking society. Some of their daily work included things such as carrying loads of firewood, tending to the fields, feeding pigs and other farm animals, cutting peat, building fences, fertilizing crops, and making ropes. All of their tasks were mainly the tasks that their masters didn’t want to do. It was necessary for running a farm to have slaves working it. Slaves were used on both small and large farms. The plantation farm was not practiced with the Vikings. Slaves worked on family farms with hired help, but the slaves did the harder work than the hired help. The women slaves that the Vikings captured who were young and beautiful were kept as servants, sexual trophies, or wives. Others were used, upon the death of their master, as a sacrifice. Female slaves were forced to have sexual advances their masters would place upon them. Slaves were allowed to form family unites, meaning having a wife and children. However, there was no religious ceremony or wedding that slaves could take part in. they were forced to content themselves with unions that did not have the approval of the church. Children born to female slaves became property of her master and a slave, but are born with some rights. However, there was not allowed to be any sexual relations or legal marriage between a free person and a slave. There was no penalty of a freeman having sexual relations with a slave. Also, a free man was allowed to marry a former slave, meaning that a free Viking could make a women slave his legal wife by giving her freedom. Illegitimate children were abundant in the slave population of the Vikings. A child born to a slave women and a free man can claim his freedom at birth only if the free father will adopt him. Once adopted, that child could be the heir of the father’s estate. When thinking of the Vikings and how they are discussed in history, people would not think that they were mainly traders. The Vikings have always been thought of as mean and vicious people that destroyed everything in their path. All that the Vikings wanted were riches. They traded many different kinds of goods including slaves. 4 The Vikings captured their slaves form Europe, mostly from Ireland. The slaves they traded were mainly sent to the Islamic and Byzantine empires. No one would think that the Vikings would be trading slaves for luxury items like gold, jewelry, and livestock. Not all of the slaves captured were sold, however. Due to the limited living space, only small portions of these captured slaves were sent ba ck to Scandinavia. There is a caste system in the Viking society with three different classes, with slaves in the lowest class. The slaves that were sent to work for the Vikings were treated better than other slaves around the world. Yes, they had long hard jobs that their masters did not want to do, but they did have a few rights and opportunities of freedom. Male slaves were meant to tend to the fields and livestock while female slaves were used as sex trophies or wives. 17 Slaves were expected to listen to their masters and follow the lifestyle of their master’s religion. 19 The slaves of the Vikings were even allowed to form family units and have children, but could not have a formal marriage ceremony. 17 Slavery impacted the Viking society not only by aiding their masters in Scandinavia, but also by aiding the Vikings in trade with other societies. How to cite The Vikings Capture and Use of Slaves, Essay examples

Summary Of Orwells 1984 Essays - Nineteen Eighty-Four,

Summary of Orwell's 1984 Summary Chapter 1 and 2 We are introduced to Winston Smith the main character of the story. Works at Ministry of truth. Ministry of truth is one of four government buildings in destroyed London, the main city of Airstrip One, a province of Oceania. Year is 1984 and three contries are at war, Oceania, Eurasia and Eastasia. Oceania is run by the party whose leader is Big Brother. Winston is sick of his life in the ruined city and decides to keep a diary. This is against the law in Oceania. He felt his feelings begin to hate Emmanuel Goldstein, leader of the enemy party. He also spots O'Brien, a party leader whose eyes he see's a bit of political sympthy. See's young girl who he dislikes. He feels it is only a matter of time before his though crimes are detected. A knock at the door he thinks is police. Mrs. Parsons, his neighbor is at the door and asked him to unclog a sink. He does it but smells sweat all over the apartment. Mrs. Parsons is a follower of party doctrine and a fellow employee at the ministry. The children are members of Spies, a youth that encourages spying and telling on traitors, including parents. Winston is revolted. He returns home and writes a couple more minutes before going back to work. He remenbers a dream where O'Brien tole him he would meet him in a place wher there is no darkness. He washes his hands and hides the diary Reaction Major ideas, conflicts and themes are introduced. We are shown how the earth has changed, into 3 main contenients. we are also introduced to the main character and how he fits into the new world. Also we are shown how the computer age has taken over peoples minds. The language is easy to underezd, it has not really changed much over time. Seems like nothing left after nuclear war, just ruins remaining. We are introduced to Tom Parsons which Winston is contrasted with. The city is very drab. Quotes "Big brother is watching you, the caption beneath it said" "Thoughtcrime was not a thing that could be concealed for ever." Summary Chapter 3,4 and 5 Waking from dreams, he remembers his mother and sister, and can barely remember their disappearence and feels responsible for there deaths. He has another dream where he is in the perfect countryside with the girl he had noticed eariler. He dreamed she stripped for him. This time he is woken up by the telescreen, telling him to do his exercises. He thinks about how much power the Party has over all information. Begins work at the ministry of truth. His job is to correct printed articles in line with the Party's orders. The Ministry and records department jobs are to rewrite history to make the party look good. They get a break because of the 2 minute hate. When he gets back he replaces a speech by Big Brother with invented history. Makes up story about a man named Ogilvy. The article had become contrary to the present party policy. It is replaced as though is never existed. Winston meets Syme, a philologist, for lunch. Syme explains parts about Newspeak. They are joined by Parsons. Winston thinks of the fate that each co-worker will recieve. Syme will be vapourized because he is to smart, where Parsons is dull enough to escape vapourization. He is the only one who has not been taken over by the propaganda that is always being brodcast. He notices the same girl from the other day starring at him and thinks it is the thought police. Reaction The Golden country that he dreams about is definatly a release or a freedom from the the drabness of London. Also from the party. We are introduced to the fact that he has no mother or father or sisters or brothers anymore because they were taken by the party. He is realizing that he is rebelling against the party and he underezds that he is at risk. Winston is in search of the truth and is concerned because of the party's ability to change history. We find that he likes his work even though it is for the party and against

Free Essays on The New Muslim Dynasty

The new Muslim dynasty This paper will include the Safavids, Ottomans, and the Mughals, all of which were a part of the Islamic Empire. It will also show how crucial leadership was to the dynasties and how similar they were to each other. These three dynasties were very similar to each other in the way that they ruled and lived. They also both declined in the eighteenth Century. The military leaders had a dominant role in the Ottoman state, a policy geared towards war and expansion. The Turckic horseman became a warrior aristocracy supported by control of conquered land and peasants. When their power shrank before that of an expanding central bureaucracy, they built up regional power bases. The Mongol invasion of the 13th and 14th centuries destroyed theoretical Muslim unity. The Abbasid and many regional dynasties were crushed. Three new Muslim dynasties arose to bring a new flowering to Islamic Civilization. The greatest, which was the Ottoman Empire, reached its peak in the 17th century. To the East the Safavids ruled in Persia and Afghanistan, and the Mughals ruled much of India. Together, the three empires possessed great military and political power, they also produced and artistic and cultural renaissance within Islam. They contributed to the spread of Islam to new regions. All three dynasties originated from Turkic nomadic cultures, and each possess ed religious fervor and zeal for conversion. They built empires through military conquest based upon the effective use of fire arms. Each was ruled by and absolute monarch and drew revenues from taxation of agrarian populations. Though, it should be noted that there were differences. The Mughals ruled mostly non-Muslim peoples, the Safavids mostly Muslims, and the Ottomans a mixture of Muslims and Christians. The Safavids were Shia muslims; the others were Sunni. The Safavids, much like the Ottomans, recruited captured slaves children into the army and bureacracy. They were ver... Free Essays on The New Muslim Dynasty Free Essays on The New Muslim Dynasty The new Muslim dynasty This paper will include the Safavids, Ottomans, and the Mughals, all of which were a part of the Islamic Empire. It will also show how crucial leadership was to the dynasties and how similar they were to each other. These three dynasties were very similar to each other in the way that they ruled and lived. They also both declined in the eighteenth Century. The military leaders had a dominant role in the Ottoman state, a policy geared towards war and expansion. The Turckic horseman became a warrior aristocracy supported by control of conquered land and peasants. When their power shrank before that of an expanding central bureaucracy, they built up regional power bases. The Mongol invasion of the 13th and 14th centuries destroyed theoretical Muslim unity. The Abbasid and many regional dynasties were crushed. Three new Muslim dynasties arose to bring a new flowering to Islamic Civilization. The greatest, which was the Ottoman Empire, reached its peak in the 17th century. To the East the Safavids ruled in Persia and Afghanistan, and the Mughals ruled much of India. Together, the three empires possessed great military and political power, they also produced and artistic and cultural renaissance within Islam. They contributed to the spread of Islam to new regions. All three dynasties originated from Turkic nomadic cultures, and each possess ed religious fervor and zeal for conversion. They built empires through military conquest based upon the effective use of fire arms. Each was ruled by and absolute monarch and drew revenues from taxation of agrarian populations. Though, it should be noted that there were differences. The Mughals ruled mostly non-Muslim peoples, the Safavids mostly Muslims, and the Ottomans a mixture of Muslims and Christians. The Safavids were Shia muslims; the others were Sunni. The Safavids, much like the Ottomans, recruited captured slaves children into the army and bureacracy. They were ver...

Levallois Technique - Paleolithic Stone Tool Working

Levallois Technique - Paleolithic Stone Tool Working Levallois, or more precisely the Levallois prepared-core technique, is the name archaeologists have given to a distinctive style of flint knapping, which makes up part of the Middle Paleolithic Acheulean and Mousterian artifact assemblages. In his 1969 Paleolithic stone tool taxonomy (still widely used today), Grahame Clark defined Levallois as Mode 3, flake tools struck from prepared cores. Levallois technology is thought to have been an outgrowth of the Acheulean handaxe. The technique was reckoned a leap forward in stone technology and behavioral modernity: the production method is in stages  and requires forethought and planning. The stone tool-making Levallois technique involves preparing a raw block of stone by striking pieces off the edges until it is shaped something like a turtle shell: flat on the bottom and humped on the top. That shape permits the knapper to control the results of using applied force: by striking the top edges of the prepared core, the knapper can pop off a series of similarly sized flattish, sharp stone flakes which can then be used as tools. The presence of the Levallois technique is commonly used to define the beginning of the Middle Paleolithic. Dating the Levallois The Levallois technique was traditionally thought to have been invented by archaic humans in Africa beginning about 300,000 years ago, and then moved into Europe and perfected during the Mousterian of 100,000 years ago. However, there are numerous sites in Europe and Asia which contain Levallois or proto-Levallois artifacts dated between Marine Isotope Stage (MIS) 8 and 9 (~330,000-300,000 years bp), and a handful as early as MIS 11 or 12 (~400,000-430,000 bp): although most are controversial or not well-dated. The site of Nor Geghi in Armenia was the first firmly dated site found to contain a Levallois assemblage in MIS9e: Adler and colleagues argue that the presence of Levallois in Armenia and other places in conjunction with Acheulean biface technology suggest that the transition to Levallois technology occurred independently several times before becoming widespread. Levallois, they argue, was part of a logical progression from a lithic biface technology, rather than a replacement by movement of archaic humans out of Africa. Scholars today believe that the long, long range of time in which the technique is recognized in lithic assemblages masks a high degree of variability, including differences in surface preparation, orientation of flake removal, and adjustments for raw source material. A range of tools made on Levallois flakes are also recognized, including the Levallois point. Some Recent Levallois Studies Archaeologists believe the purpose was to produce a single preferential Levallois flake, a nearly circular flake mimicking the original contours of the core. Eren, Bradley, and Sampson (2011) conducted some experimental archaeology, attempting to achieve that implied goal. They discovered that to create a perfect Levallois flake requires a level of skill that can only be identified under very specific circumstances: single knapper, all pieces of the production process present and refitted. Sisk and Shea (2009) suggest that Levallois points - stone projectile points formed on Levallois flakes - might have been used as arrowheads. After fifty years or so, Clarks stone tool taxonomy has lost some of its usefulness: so much has been learned that the five-mode stage of technology is far too simple. Shea (2013) proposes a new taxonomy for stone tools with nine modes, based on variations and innovations not known when Clark published his seminal paper. In his intriguing paper, Shea defines Levallois as Mode F, bifacial hierarchical cores, which more specifically embraces the technological variations. Sources Adler DS, Wilkinson KN, Blockley SM, Mark DF, Pinhasi R, Schmidt-Magee BA, Nahapetyan S, Mallol c, Berna F, Glauberman PJ et al. 2014. Early Levallois technology and the Lower to Middle Paleolithic transition in the southern Caucasus. Science 345(6204):1609-1613. doi: 10.1126/science.1256484 Binford LR, and Binford SR. 1966. A preliminary analysis of functional variability in the Mousterian of Levallois facies. American Anthropologist 68:238-295. Clark, G. 1969. World Prehistory: A New Synthesis. Cambridge: Cambridge University Press. Brantingham PJ, and Kuhn SL. 2001. Constraints on Levallois Core Technology: A Mathematical Model. Journal of Archaeological Science 28(7):747-761. doi: 10.1006/jasc.2000.0594 Eren MI, Bradley BA, and Sampson CG. 2011. Middle Paleolithic Skill Level and the Individual Knapper: An Experiment. American Antiquity 71(2):229-251. Shea JJ. 2013. Lithic Modes A–I: A New Framework for Describing Global-Scale Variation in Stone Tool Technology Illustrated with Evidence from the East Mediterranean Levant. Journal of Archaeological Method and Theory 20(1):151-186. doi: 10.1007/s10816-012-9128-5 Sisk ML, and Shea JJ. 2009. Experimental use and quantitative performance analysis of triangular flakes (Levallois points) used as arrowheads. Journal of Archaeological Science 36(9):2039-2047. doi: 10.1016/j.jas.2009.05.023 Villa P. 2009. Discussion 3: The Lower to Middle Paleolithic Transition. In: Camps M, and Chauhan P, editors. Sourcebook of Paleolithic Transitions. New York: Springer. p 265-270. doi: 10.1007/978-0-387-76487-0_17 Wynn T, and Coolidge FL. 2004. The expert Neandertal mind. Journal of Human Evolution 46:467-487.

Individual marketing plan Essay Example | Topics and Well Written Essays - 1750 words

Individual marketing plan - Essay Example gement, this airline was subjected to massive financial losses during the period of 2010, As a result of minimization in its passenger count and increase in the flight charges (Guardian News and Media Limited, 2014). The potentiality of this airline was also affected by the economic turmoil during the period of 2009 that turned out as a disastrous chain of events against the premium flight service suit that this brand has developed over its functional years (IG, 2014). Taking these aspects into consideration, the discussion henceforth will focus towards creating a marketing plan for boosting up the business process of British Airways in the near future. The detailed elaborations of such aspects have been provided in the later portion of the discussions. The success rate of the marketing plan associated with British Airways will specifically rely upon the present situation of the UK market. As per the current records, the economic conditions prevailing within the UK has stabilized to a major extent after being subjected to the 2009 economic recession. The stabilization factor also encompasses the growth of tourism and other business sectors that has the potential of laying intensive positive impacts towards the growth of this leading airline brand. Previous records in this respect points toward the excessive travel rates of this brand, within low-income economies, that resulted in its decline (IBISWorld, 2014). Thus, the primary marketing strategy that is worth suggesting concentrates on the development of cost effective travel packages that will help the brand in regaining its hold over the competitive flight travel market. In addition, the growing pace of the small and medium scale business processes has also supported the need fo r increasing flight travels, creating a potential market space for growth (BA Media Ltd., 2013). However, the period after the 2009 recession, has also addressed the introduction of multiple new players within the market that has

Goverment 2 Essay Example | Topics and Well Written Essays - 750 words

Goverment 2 - Essay Example In Texas, the governor could fill any position in an Appellate or district court left vacant by resignation, death, or new positions created by the county commissioners’ court which is the governing body. The vacant positions are filled until the next election is conducted and then they seek re-election. The judicial system in Texas has had numerous appointments by the governor as the judges upon retirement they resign to allow the governors fill the positions as they can be trusted with choosing a replacement unlike the voters would o in a ballot. The straight – ticket voting in Texas has led to many Democratic office holders lose their positions to the unknown Republican challengers who have minimal or no judicial and courtroom experience; in 1994, Republican candidates who lacked judicial experience defeated 16 incumbent Democrats while one Democrat was re-elected in Harris County. In the same year, Steve Mansfield was elected to the Texas Court of Criminal Appeals, the highest court for criminal cases in Texas whilst he lacked experience in criminal law. The other problem is the effect of candidate judges campaign contributions so as to secure a position in the judiciary; Chief Justice John Hill spent over $1 million so as to ensure a win in the elections in 1984, a prospective candidate spent over $2 million in the 1988 elections, and the contributions for the campaign usually come from the law firms that need to do business with the judges they give money. In 1995, the Supreme Court of Texas established a commission to solve the problems and queries of the judicial selection system. The commission was referred to as the Commission on Judicial Reforms (Geyh, 2006). According to Missouri plans, appointments in the judiciary, the arrangement permitting lawyers to create power centre within the judiciary. This is to ensure that judiciary maintains some corrective

Petrozuata Case Study

Petrozuata Case Study Petrolera Zuata, Petrozuata C.A. Voilis Athanasios 1) Introduction – Case Study In 1976, after nationalization of the domestic oil industry a stated owned enterprise Petroleos de Venezuela S.A. (PDVSA) was established for the purposes of managing the country’s hydrocarbon resources and promoting economic development. It was the world’s second largest oil and gas company with reserves in Venezuela and refineries across the Europe, United States, and the Caribbean. Domestically, PDVSA provided 78% of Venezuela’s export revenues, 59% of the government’s fiscal revenues, and 26% of nation’s GDP and had a reputation of being one of the best managed national oil companies. In 1990, PDVSA started an ambitious long-term project, which main aim was to double its domestic production and expand international markets. For the implementation of this venture, the company needed to raise investments for approximate amount of USD$ 65 bn. At that time neither PDVSA nor Venezuelan government had the possibility to finance the underlined expansion. As a solution, it was decided to establish a strategy called â€Å"La Apertura†, which opened the Venezuelan oil sector to foreign companies through profit sharing agreements, operating service agreements, and strategic joint ventures associations. Unfortunately, such initiative overlapped with political instability and economic turmoil in the country. Only in the early 1990s two failed military coups and the impeachment of President Perez took place. In late 1993, because of the severe crisis in the banking system, the administration suspended a number of constitutional rights, imposed price control on basic goods and services, and took direct control over most of the banking system. Moreover, the foreign exchange markets were closed and began rationing foreign currency to the private sector. Few years later, by the time of the deal closing, due to an economic and social reform program of President Caldera, the economy had begun to recover, but with coming presidential elections, public tension was also growing. All in all, the feasibility of the project was under the pressure of  the sovereign risk. The rating agencies were considering three principal risks: possible government action, currency market volatility, and Venezu elan business conditions. The first development project of reopening Venezuelan oil sector to foreign investments was Petrozuata. It is a USD$ 2.424 bn joint venture between Conoco and Maraven as a part of PDVSA. Conoco was the petroleum subsidiary of one of the largest chemical producer in the world E.I. du Pont de Nemours and Company (DuPont). That time Conoco recently completed projects in Russia, Norway, USA and was a recognized leader in refining technology and project development. Underlined parties started feasibility studies and negotiations for a joint project in 1992. After four years of planning, Conoco and Maraven had made a mutual decision to finance this deal on a project finance basis, because of financial and organizational benefits provided by such structure. PDSVA could not have built the project alone because of its lack of specialized assets needed to extract and upgrade syncrude oil. On the other hand, foreign ownership of domestic hydrocarbon resources is prohibited by law, closing all ways for a sole expansion by Conoco. In terms of ownership structure, it was strategically decided that PDVSA subsidiary contributed less than 50% of the total equity amount but, through its preferred shares, would retain voting control. Because PDVSA would be the minority shareholder, the company would be classified as private. As a consequence, it would not consolidate into PDVSA’s balance sheet and, more importantly, they would not be bound by legislation for public companies (public procurement bidding procedure, excessive accountability, etc.). Final association agreement had a term of 35 years beginning once production started in 2001. The equity ownership contributions were set up in such way that Maraven had 49.9% of shares and 50.1% for Conoco. After accomplishing of the agreement, Conoco has an obligation to transfer its shares to Maraven at no cost. Also, to give incentive to the project, the government agreed to decrease the royalty rate during early operation years and the Congress agreed to lower the income tax rate from 67,7% to 34%. The sponsors agreed to use USD$ 975 mn of equity and USD$ 1.45 bn of debt to finance the project, which corresponded to 60% of debt-to-equity ratio. Such high percent of equity contributions to the project were chosen to show the sponsor’s commitment to the project. In 1996, for the beginning of the project, sponsors contributed USD$ 79 mn of paid-in capital. Additional contributions including contingency fund were projected to infuse in the following 4 years for the total amount of USD$ 366 mn. For the outstanding sum of USD$ 530 mn, shareholders chose a risky plan to use cash flows from the sale of early production crude, after completion of the oil fields and pipeline in August 1998. It is necessary to mention that risks peculiar to underlined financial mechanism were mitigated through a good execution plan and strong sponsor guarantees. Concerning the sources of debt financing, Petrozuata raised USD$ 450 mn as a loan from commercial banks with loan guarantees from bilateral and multilateral agencies, such as U.S. ExIm Bank, Export Development Corporation of Canada, OPIC and IFC. Those agencies would mitigate Venezuela’s political and economic instability by providing political risk insurance. However, the major funding source of the project was the American private placement market. Petrozuata received USD$ 1 bn of debt from the Rule 144A market. These bonds were chosen because of the additional advantage of speed and less onerous disclosure requirements imposed by the Securities and Exchange Commission. Petrozuata project had three main components: a series of inland wells to produce the crude, a pipeline system to transport the crude to the coast, and an upgrader facility to partially refine the crude. It was unusual and a highly complicated to finance multiple component projects on a standalone basis. A special system of contracts and commitments were designed and implemented to make the project feasible. A detailed scheme of contracts and commitments is provided in Figure 2. For instance, sponsors mitigated the incentive problem and managerial inefficiency by creating a small board of directors comprised of two directors from each sponsor, and using compensation contracts for managers that were linked to the project performance. Also was realized the major benefit of project finance: public-sector management was substituted for private-sector. The construction risk was allocated to sponsors. Conoco and Maraven agreed to provide funds for any cost overruns prior to completion. Also, the parent companies guaranteed these obligations. The guarantee has a unique structure in terms of the difference in ratings between parties – DuPont (AA-) and PDSVA (B). The parties agreed to include severe penalties for failing to meet their obligations and incentives to cover the other party’s shortfalls. It was a good example of how project finance could substitute the lack of development in emerging countries. After construction would be completed, together with major risks, the sponsor guarantees would also end and the project would become non-recourse to the sponsors. Figure 2: Petrozuata contracts and commitments Source: (Esty 1998) 25 Secondly, sponsors considered within the budget, a USD$ 38 mn contingency for upstream facilities, a USD$ 139 mn contingency for downstream facilities, and sufficient funds to pay premiums on a construction all risk insurance policy covering up to USD$ 1.5 bn of physical loss or damage. Another risk allocation mechanism in the current project was the use of an off-take agreement with the guarantee from the parent company DuPont. According to this agreement, Conoco took an obligation toward Petrozuata to purchase the first 86.6% of Petrozuata’s syncrude, for the whole 35-year life of the project, based on the market price. Moreover, the project company had the right to sell the syncrude to third parties if it could get a higher price. Such scheme eliminate ex post bargaining costs, and deter opportunistic behavior by providing incentives to both sponsors to act in the project’s best interest in the area where contracts would have been costly or impossible to write. Also, with an arrangement authorized by the Venezuelan government the project had a prioritization of cash flows as a main element of the contractual agreements. Petrozuata’s customers would deposit their dollar-denominated funds from the purchases into and offshore account maintained by Banker Trust, governed by the law of New York. Afterwards, the Trustee would disburse the money according to a payment hierarchy. First, the Trustee would make the transfer to a 90-day operating expense account; second, to service the project’s debt obligations; and, third, make deposits to a Debt Service Reserve Account as needed to maintain six months of principal interest. Finally, the project implemented a â€Å"cash trap† basically meaning that if the project maintains an one-year historical and one-year projected Debt Service Coverage Ratio of 1.35X, then the Trustee would transfer any remaining funds to Petrozuata for distribution to its equityholders. To sum up, Petrozuata is an example of the effective use of project finance in developing countries. The adverse circumstances following financial closure provide further evidence of the durability and merits of the project finance structure. The deal set numerous precedents in the bank and capital markets. For these

Love Song of J.Alfred Prufrock : Representation of Modern Man Essay

Often called the first Modernist poem, â€Å"The Love Song of J. Alfred Prufrock† was published in the prestigious American journal Poetry in June 1915. About the Poem: The poem centers on the feelings and thoughts of the eponymous speaker (the somewhat neurotic Prufrock) as he walks through the streets of London route to meet a woman for tea. He is considering a question (perhaps, broadly, the meaning of life, or, more narrowly, a proposal of marriage). Far more than just the â€Å"love song† of a romantic, agonized young man, the poem explores the Modernist alienation of the individual in society. Thomas Stearns Eliot, 1888 – 1965 Born into a prosperous Midwestern family, Eliot attended Harvard and then went on to study at Oxford. Although born an American, Eliot married an Englishwoman, gave up his American citizenship, and lived most of his life in London. Eliot made his living as a teacher, a banker, and an influential literary critic. He popularized the modernist style of thinking and writing. In fiction, modernism was represented by the stark realism of such writers as Ernest Hemingway, but in poetry this new sensibility was quite different. The Imagists, including Eliot’s close friend and fellow poet, Ezra Pound, believed in the motto, â€Å"No ideas but in things,† in other words, the image is most important, the meaning secondary. Modernists embraced free verse (no regular rhyme scheme or meter) and freedom of thought (often their writing questioned accepted ideas and social norms). This anti-traditional and anti-romantic trend began before World War I; however the unprecedented loss of humanity during the war accelerated the popularization of modernism. The war caused many people to reexamine their previous beliefs in religion and the innate goods of humankind, and one radical branch of modernism, known as Dada, claimed that the only legitimate emotion left was disgust. â€Å"The Love Song of J. Alfred Prufrock,† An Overview The entire poem, â€Å"The Love Song of J. Alfred Prufrock† is an interior monologue based on the traditional dramatic monologue, a solo speech that often puts into words the speaker’s inner turmoil, as in Hamlet’s famous â€Å"To be or not to be† soliloquy. Prufrock often alludes to Shakespeare’s Hamlet, but admits, â€Å"I am not Prince Hamlet.† He has no such grand illusions. His thoughts and feelings tend to be humble and full of self-doubt. He worries not about â€Å"outrageous fortune,† as Hamlet does, but about growing old and being rejected by a woman. Critically Analyzing the poem: Contrary to what the title implies, The Love Song of J. Alfred Prufrock, by T.S. Eliot, is anything but a love song. It is instead quite the opposite. Although the poem is open to several interpretations, after careful reading of the poem, the several underlying themes can be expressed by one central idea. In the poem, the narrator, J. Alfred Prufrock, portrays his disappointment with the society he lives in. By interpreting aspects of imagery, speaker and intended audience, one can easily assess Prufrock’s views of life. His interpretation of everyday life can be described as a vacant, bleak, and repetitive. Early on in the poem, Eliot creates a scene that does not seem very inviting. Prufrock describes his surrounding on an evening out with phrases that insinuate melancholy and depression. In line 6, Prufrock describes the night as â€Å"restless† and says that the streets are â€Å"tedious arguments of insidious intent†. From this the reader can infer a certai n discontentment that Prufrock has with his surroundings. He refers to his, and his companions’, destination as â€Å"one-night cheap hotels and sawdust restaurants with oyster-shells†. Even though these descriptions leave the reader only approximately 10 lines into the poem, we already have a feeling of restlessness and dissatisfaction from Prufrock about his life. As the poem continues, the reader is bombarded with even more imagery that conveys Prufrock’s discontentment with his surroundings. Prufrock talks of the â€Å"yellow fog† that â€Å"rubs its back upon the window-panes† and the â€Å"yellow smoke that rubs its muzzle on the window panes†. He also mentions the â€Å"soot that falls from chimneys†. Later on in the poem, Prufrock refers to smoke again while describing the streets he is walking on. All this imagery leaves the reader feeling that the place Prufrock is at is dark and hazy and not at all welcoming. Among the feelings that Prufrock expresses in this poem, no feeling comes across more clearly than his feeling of restlessness and wasted time. We get the feeling that Prufrock, who is aging, would do things differently if given another chance. In lines 49-54, Prufrock asserts his overall boredom with life. He says he has â€Å"known them all already, known them all-have known the evenings, mornings, afternoons†. From this we can infer that Prufrock seems to feel as if his life is over and he has no more to offer. He makes statements similar to this throughout the poem. He proclaims to have known â€Å"the eyes that fix you in a formulated phrase† and the â€Å"arms that are bracleted and white and bare†. We get more of a sense of Prufrock’s disillusionment of life with his many references to time. In lines 24-34, he claims there is time to â€Å"meet faces†, â€Å"murder and create†, have a â€Å"hundred indecisions† and a â€Å"hundred visions and revisions†. It is not as though Prufrock is doing this in a hopeful manner, though. Instead we get the impression that he is reflecting on time as if it is plentiful only if you take advantage of it and perhaps he feels he did not Another aspect of this poem that is important is the interpretation of it is the speaker and the audience. Although the audience is never clearly identified, several assumptions can be made. It seems as though Prufrock is simply reflecting on life to himself. He makes several statements that would allow a reader to arrive at this conclusion. Throughout the poem, he asks several rhetorical questions of himself. In line 62, he asks â€Å"and how should I presume?†. He asks himself the same question again in line 68 and then follows with another â€Å"and how should I begin?†. These questions lead the reader to believe that the poem represents Prufrock’s inner-thoughts about life. This is important to consider because if the audience was anyone but Pr ufrock himself, the poem would more than likely take a very different course. Once you get past the initial misconceptions about the poem due to its misleading title, you can easily see that this is a poem about what happens if you do not make the most of your life. Prufrock is a character that we all can learn something from. Through an interpretation of this poem, one can assume that even though a person’s life may seem to be normal and in fact successful, sometimes that person may have a totally different view of their own life. From the poem we can conclude that Prufrock’s life was like many others during the time it was written. It talks of parties, drinking, and lovely ladies. This did not, however, bring his happiness. As he aged, Prufrock was left very disenchanted with his life. In the end, he discusses how he will behave in his old age and finally describes death as what can be interpreted as drowning in the sea. â€Å"The Love song of J. Alfred Prufrock,† by T.S. Eliot is about a man who is searching for something to break him for the dull life that he has been leading. In the beginning, the speaker invites us to go with Prufrock and come into his world with the statement â€Å"Let us go then, you and I.† Throughout the poem, the reader is following the speaker throughout an evening searching for the acceptance of a woman. Because of his lack of self-assurance, he fails to find the meaning and acceptance of his love. Prufrock is a timid man. He is extremely conscious of what others think of him and this has a great effect of his actions. He has problems with speaking what he feels and this is demonstrated when he â€Å"prepare(s) a face to meet the faces that (he) meet(s).† He also extremely self-conscious with his appearance and thinks that people talk about what he looks like and what he wears. Other’s opinion of Prufrock bothers him so much so that he does not want to â€Å"disturb the universe† by making an entrance into it. Finally, the last part of the poem, Prufrock show’s his final despair in life. He can not bring himself to tell the woman that he is in love with how he really feels. However, if he ever did decide to tell her, it would come out as a mess. He finds himself with no real role in life. He is no â€Å"Prince Hamlet, nor was he meant to be,† but rather an â€Å"attendant lord,† or sometimes â€Å"the Fool.† He hears the mermaids singing, but he thinks: â€Å"I do not think they will sing to me.† In the end, Prufrock feels left out of society, and can not find his own place in the universe. As an old man on the beach, looking out into the ocean, he questions if he did the right thing. But he missed everything, all because he was scared. He realizes that he has been living in an imaginary world. When this reality hits him, he drowns soul and all. This poem has always been a favorite of mine because the theme of can apply to the world as a whole. Each of us can sometime find ourselves searching for where we belong in the universe,but are afraid to act on our own desires because of the possible outcomes. In the end, we have to make our move, and not fear rejection so much so that we pass up an opportunity of a lifetime. Conclusion: The speaker of this ironic monologue is a modern man who, like many of his kind, feels isolated and incapable of decisive action. Irony is apparent from the title, for this is not a conventional love song. Prufrock would like to speak of love to a woman, but he does not have the nerve. The poem opens with a quoted passage from Dante’s INFERNO, â€Å"If I thought that my reply would be to one who would return to the world, this flame would stay without further movement; but since none has ever returned alive from depth, if what I hear is true, I answer you without fear of infamy.†, Meaning that Prufrock speaks only because he knows no one will pay attention to him and he won’t be heard. Purfrock repeats certain phrases to clue the reader in that they are part of the story. â€Å"You and I† in the first line, suggest that you must be with him to understand his story

The Taliban has Implemented Censorship in Afghanistan

Immediately after the overthrow of King Zahir Shah in 1973, Afghanistan began to experience a drastic increase of media restrictions under its next ruling powers. However, when the Taliban gained control in 1996, the Islamic State of Afghanistan began a period of regulation which can be considered the most restricted in the world. Censorship is the act of a government or powerful group filtering information, news, and media to fit approved topics and categories. Under censorship, the people now have to be cautious of what they write, say, or do because if it’s deemed offensive or â€Å"illegal†, they can be penalized. (Definitions of Censorship) The Taliban, an Islamic fundamentalist group, proved to be no different. Whether it was news,†¦show more content†¦In addition, television was banned by the Taliban in 1996. Not only was it forbidden but the Taliban closed the television stations, smashed any privately owned television sets and tied up videocassettes in trees in a form of symbolic execution by hanging. Those who failed to abide by these rules were subject to severe disciplines. However, in the Northeastern part of the country under control of the Northern Alliance, television was still used limitedly and became a symbol of light to the people. As a result of the low literacy rate in Afghanistan, radio had become a popular form of communication. While not many people owned radios, radio stations such as The Radio Voice of Sharia were controlled by the Ministry of Information and Culture. But when the Taliban gained power in Afghanistan, they programmed this station to provide domestic service of only approved and specific topics predetermined by them. These topics consisted mainly of religious learning without any breaks for music. (Press Reference–Afghanistan) The exclusion of television and heavy censorship on radio in Afghanistan definitely contributed to the countrys lack of modern day technology and formal education. B efore the Taliban gained control of Afghanistan, the prospect of having strict, Muslim leaders sounded appealing. But when given power and not afraid to use it in any way they judged appropriate, the Taliban furthered the underdevelopment status inShow MoreRelatedHuman Rights in Afghanistan4911 Words   |  20 PagesHuman rights in Afghanistan The situation of Human Rights in Afghanistan is a topic of some controversy and conflict. 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Finance - 2831 Words

BAFI 500 PRACTICE EXAM NAME:_______PRACTICE EXAM_____________________________________ Student #:_________________________________________ 1. You would be given 4 or 5 questions similar to the ones found in this practice exam. You are, however, responsible for all material covered in the course whether or not that material is covered in this exam. 2. You will have 3 hours to write this exam. 3. Answer all questions in the spaces provided. Please write legibly. 4. Use of calculator is permitted, but please show how answers were obtained. A numerical answer without an explanation will be given a grade of zero. 1 1. Robinson Crusoe (RC) lives only two periods (today and tomorrow). He prefers to consume the same amount of money†¦show more content†¦Explain why or why not. ANSWER First, convert the APR to the EAR ⎛ 0.12 ⎞ âŽÅ"1 + ⎟ = 1.12683 , i.e. 12.683% per year 12 ⎠  ⎠ ⎛ 0.12 ⎞ or equivalently, âŽÅ"1 + ⎟ = 1.01 , 1% per month. 12 ⎠  ⎠ 12 The next step consists of comparing PV: †¢ PV of your Vacation ⎠¡ ⎠¤ 1 ⎠¢1 − 4⎠¥ (1.12683) ⎠¦ Ãâ€" 1,600 = 4,790.72. PVVacation= ⎠£ 0.12683 4 †¢ Chef Tony’s deal PVChef Tony 1 ⎠¤ ⎠¡ ⎠¢1 − (1.01)48 ⎠¥ 600 600 ⎠¥ Ãâ€" 133.67 = + +⎠¢ 2 (1.12683) (1.12683)4 ⎠¢ 0.01 ⎠¥ ⎠¢ ⎠¥ ⎠£ ⎠¦ = 472.54 + 372.16 + 5,075.98 = 5,920.68 Chef Tony’s analysis ignores the time value of money. b. If you were now told that your bank is willing to finance the purchase of the time share for 10% APR, how much better or worse off are you if you using ACE’s financing instead of your bank’s if you were going to purchase the time share for $5,000? ANSWER In this case, ⎛ 0.10 ⎞ ⎟ = 1.10471 , i.e. 10.471% per year, or equivalently, âŽÅ"1 + 12 ⎠  ⎠ 12 ⎛ 0.10 ⎞ ⎟ = 1.008333 , 0.83% per month. âŽÅ"1 + 12 ⎠  ⎠ We need to borrow, $5,000 at a 10.471% per year over 48 months. The monthly payment is obtained as follows: ⎠¡ ⎠¤ 1 ⎠¢1 − 48 ⎠¥ (1.008333) ⎠¦ , 5,000 = Payment Ãâ€" ⎠£ 0.008333 hence 5,000 Payment = = 126.813 ⎠¡Ã¢Å½ ¡ ⎠¤Ã¢Å½ ¤ 1 ⎠¢ ⎠¢1 − 48 ⎠¥ ⎠¥ ⎠¢ ⎠£ (1.008333) ⎠¦ ⎠¥ ⎠¥ ⎠¢ 0.008333 ⎠¥ ⎠¢ ⎠¥ ⎠¢ ⎠¦ ⎠£ Tony wants $133.67, you are better off by $133.67-$126.81 = $6.85708, per month. The present value of the flow of payments is given by : ⎠¡ ⎠¤ 1 ⎠¢1 − 48 ⎠¥ (1.008333) ⎠¦ = $270.362. 6.85708 Ãâ€" ⎠£ 0.008333 5Show MoreRelatedFinance1352 Words   |  6 Pagesfinancial manager differ from the traditional financial manager? Does the modern financial managers role differ for the large diversified firm and the small to medium size firm? 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