English Essay on the Short Story “The Island”

English essay on the short story† The Island† We all know the word Freedom, but do we truly know what it means? It’s a good word which explains: No commitments, no chains, no concerns and no insecurity. The Scottish short story ‘The Island’ is an expression for this freedom and to indulge you to something bigger than yourself. It could be God or in this case, it is the beautiful nature. This short story is published in 1992 and the author is unknown. The main character is Doris (last name unknown), she has a son, named John who is married with Annette, and is Doris’ daughter-in-law.We can estimate Doris to be 50-60 years old, if we figure her son, John’s age and his status as a married man. Doris’ relationship with the young couple is difficult, because she is an outsider, she is old, and they are young, both John and his wife Annette. â€Å"When Doris visited, Annette never found her jobs, or asked favours. If there were children , it might be different, but in her heart Doris doubted it. †(p. 1, ll. 11-12). According to this line, we easily get to know what Doris experience is with Annette. And we get to know that Doris want to involve herself more in the young couple’s life. She had half hoped that John, at least, would say he really wanted her to come. But no. Certainly her daughter-in-law did not need her. â€Å"(p. 1, ll. 8-9). And it comes to express, that Doris also not want to be alone, not needed. John and Annette, mostly Annette, tread Doris like a child. â€Å"They saw several more beaches that Doris wanted to explore on foot, but she was imprisoned in the back seat. †(p. 1, ll. 34-35). And they, John and Annette keep saying that Doris needs to relax and take it easy. The Island we are on is called Tiree. Tiree is an island off the west coast of Scotland.As long as Doris stays on the island, she becomes freer. First of all, she meets an elderly man, carrying fish in a basket o n the beach. They small-talk, and she looks at the nature around her and the man. † Standing here she felt that her house in the busy Anchusa Road belonged in another world. †(p. 2, ll. 48-49). I can imagine this feeling Doris feels, because I had stood in a directly situation like her. The busy world is far from you, and you are flying. You have no concerns about anything, you’re not bound to anything and you’re feeling like you’re flying.It is an inexpressible moment. And it gives you the taste of freedom. That’s why we, in the end of this short story, hear that Doris want to live on the island. And after this boost of freedom, she sees an otter. †She breathes a sigh of pleasure. †(p. 2, l. 53). After this experience John and Annette observe, that Doris becomes very obstinate. In the short story it sounds like, John and Annette are forced to live with Doris, because else where they can’t get her house, after she dies of co urse. The nature has a big role in this short story. Feature Article –  The Plane of the Sleeping Beauty AnalysisBecause it helps Doris to see the freedom, and to be free. We can see in different sections that the nature has an effect at Doris: The next morning it was raining but Doris went out all the same. A mist had come in from the sea and every blade of grass was hung with silver droplets. It was, to Doris, even more beautiful than the day before. She found a patch with creamy mushrooms. She picked one, peeled off the delicate skin and ate it. †(p. 2, ll. 65- 68). According to these lines, we can tell, that the nature has a big influence on Doris. I think she never tried to eat a mushroom, uncooked.And we can tell, because she lives in the city, she had too much influence from it, and that shows us, people like Annette and John. And that’s why they flip out in the end of the short story, because they hear Doris wild idea to sell the house in Anchusa Road, and move to the island:† †You’ll do no such thing. † Annette was startled into open bad manners. †(p. 3, l. 116). This clearly shows us, what kind of people they are too, compared to Doris, especially Annette. We can conclude the short story ‘The Island’ as a released giving story to people without freedom and to those people who is still in chains, and can’t get out.The short story shows a lot of things, we can categorize as the themes of this short story. Freedom, relationships in the family and identity, but the most important of these themes is freedom. Over and over again, we can reed trough the lines, that Doris doesn’t has it, and wants it, and the only thing, in her case, who can give it to her, is the nature. Therefore the nature plays a big role in this short story, and we know it from our own lives. The nature gives and shows us, the humans, freedom.

A Time I Was Brave

I have often been a fraidy cat about the simplest things. I remember back when I was a child and being frightened of leaving home to go to school — it was as if I feared that my family would not be there when I got back from school or that I wouldn’t know what to do in school. All my life I’ve had similar fears about many things — being able to do a good job and succeed at my work, worrying whether I’d grow up to become an independent individual who could stand on his own two feet. And, each time with each new worry, I would somehow find a way to master my fears so that they wouldn’t interfere with my life. I didn’t want to lead a life of fear, I wanted instead a life of joy and accomplishment and for the most part that is what I was able to achieve — although it never was easy for me. I do believe that deep down each of us is brave in different ways and in different situations. For example, there is the person who saves another person’s life, such as when someone falls off the subway platform and the other person rescues him. Then there is the person who finds the courage to leave his or her country in order to go to another land and start a new life. That person is very brave, too, because starting a new life in a strange land and with a different language is very, very difficult. Then there’s the person who is very shy, but who leaves the house in the morning to try to find a job and make a living. He somehow overcomes his fear. There is the mother or father who works very long hours at a hard job in order to earn money to help support the family. That person is very brave, too. There is also the person who is afraid of the local bully, but gathers his or her courage to stand up to the bully and tell him off. So tell me about your own life and the time when you were brave. What was the brave deed or act you did? How did you feel – frightened or confident? Was it hard for you to be brave? Or, if you wish, write about someone you know who has done a brave deed. Tell me who that person is and what he or she did. Remember, too, that being a writer is a brave thing to do — it shows you are willing to think deeply about important things and express them in words that may be read and heard.

Influence of Technology in Visual Art Essay

How does technology influence visual art? And how does photography influence the development of painting? This essay considers the impact of technology on the visual art and how this technology accelerated the development of the art and how people respond, adapt and incorporate modern technology into their own work. The impact of technology in visual arts has been in photography. Willian Melin stated that, â€Å"the dominant forces during the past century has been modern technology and has affected virtually every aspect of modern life – social, political, economic and cultural† (Melin p. 3). Photography has influenced many painters and has admitted its impact on their work. Their art was greatly affected by this new medium. The effect of this technology was not only to alter the world of painting and the role of the painter but also to use it as a new method or tool to develop their work. Some Artists uses photographs as the basis of their painting or as a reference or guidelines. One of the photograph’s first benefits to the painter was its possible use as a sketch. The photograph could capture exactly a face, a pose, a scene and even actions of different motion. The earliest work by photographers Eadward Muybridge and Etienne-Jules Marey influenced among many painters such as Edgar Degas, Giacomo Balla and Marcel Duchamp. â€Å"When in the late 1870’s, Muybridge’s snapshots of the animal locomotion, specially the studies of horse’s different gaits, came to be known in France and the United States† (de Duve p. 114). Eadweard Muybridge was known for his early use of multiple cameras to study motion. Muybridge’s photographic motion study shows by separating motion into a series of stills. Each subject shows us series of motion as parts in the subject. These cameras capture the image, introducing a single moment from all possible movements of the subject in motion. Taken as a whole, he presents us with an idea of the motion; when projected rapidly on a screen in proper sequence creating rapid consecutive intervals of number of images following one after the other, the motion becomes clear. â€Å"With this demonstration at a meeting of the San Francisco Art Association on May 4, 1880, moving pictures were born† (Newhall p. 336). Muybridge’s motion studies are considered to be a vital step in the development of photography to motion pictures as we know them today.

Challenges Faced by the UK Construction Industry Today Essay

Challenges Faced by the UK Construction Industry Today - Essay Example From the report it is clear that buildings in UK have been accounting for a substantial amount of energy compared to the total electricity consumption, and the entire emission of the carbon dioxide from various building. This has developed challenge replacing or renovating buildings in order to reduce the environmental impacts in a way that neutralizes the carbon emissions, thereby achieving respectable financial returns on investment. There are efforts for reducing consumption of fossil fuels in buildings in order to achieve the objective of neutrality, and this will be achieved through seeking new approaches in designing and renovating buildings.This discussion highlights that  the other challenge relates to the pressure exerted on the construction industry by inflation, whereby pressure has been building over the emerging markets and other mature economies. There is a substantial domestic demand experienced in the construction industry, which is calling for expansionary monetary policy, and increase in cost of commodities. This results to an inflation risk prevailing in the year, though the central bank has commenced to increase the rates in order to prevent asset bubbles. Therefore, a likelihood of remaining as a target in UK because of pressure exerted on the commodities used is in the construction industry while an increase in tax has resulted to an increase in the wages due to expectation of further increase in inflation. (Langdon, 2011, 3). Nevertheless, there are policies that have been undertaken in the Back of England concerning the quantitative reduction of interest rates during the year leading to implications for inflation, which targets integrity (Jones, 2011, 1). In this case, the risk associated with inflation has been depicted three key factors such as potentiality in the rise of food inflation, persistent rise in prices of asset and a substantial increase in the global commodity prices. Shrinking workforce The construction industry in UK has faced a loss in the vital knowledge associated to the inability to replace specific skills, which have made a significant contribution to eh industry. On the other hand, the utility industry has achieved an age of utility workers since numerous of the workers who are experience are about to retire (Hughes, 2011, 1). Moreover, there is an aging workforce as a significant concern in the construction industry, and this is contributing substantially to the shrinkage of the workforce. There are expectations of an increase of average annual rate in construction industry leading to subsequent raise in rate of employment opportunities. However, the deteriorated workforce contributes to a problem related to utilities of the construction industry, whereby the utilities that are projected can lose stability (Lynagh, 2010, 1).

Poetry essay- I Met A Genius by Charles Bukowski Term Paper

Poetry essay- I Met A Genius by Charles Bukowski - Term Paper Example It is a known fact that children do not lie about their own opinions in order to get social approval. Saying that the ocean is not pretty is one of those opinions and observations. This makes the poem a commentary about the adults’ manner of processing opinions and beliefs, which can sometimes be dishonest, as adults usually seek approval of the society. The poem states that human nature can be easily manipulated, especially by the greater society. Human nature is very impressionable, and whatever the greater society says, many people tend to adapt the same opinion, like in this case: the ocean being beautiful. Human nature is weak when it comes to peer pressure and self-identity, when one is an adult. Children are often talkative and they do not censor themselves, unlike adults. They don’t care whether they say â€Å"wrong† things. Realizations from honest opinions are akin to be told about how ill-fitting someone’s designer clothes are. Because even though the designer clothes are pretty and well-hyped, sometimes, ugly is just ugly. It takes lot of courage to say that. One of the most striking characteristics the poem â€Å"I Met a Genius† has is its form. The poem has no meter, no rhyme. It is completely done in free verse. Because it does not have a meter, the lines end unevenly. In fact, the first stanza of the poem is actually a sentence; a run on sentence that implies stream of consciousness of the author. That stream of consciousness technique indicates immediacy, as if the thought runs through the mind of the author as he writes the first stanza. That sense of immediacy fuels the imagination and makes the reader feel like he is part of the scene because of the (implied) idea that the situation happens simultaneously as he is reading those lines. The second stanza is also a sentence. It is a realization and a reaction to the first sentence. Similar to the first sentence, it has a sense of

The value of an education Essay Example | Topics and Well Written Essays - 3500 words

The value of an education - Essay Example One of the most well-known facts about society’s advancement is the fact that from an archaeological perspective, we have banded together to increase our chances of survival. At its root, this suggests that we band together to work together and to learn from one another. Learning from a person is what modern education is today. Society can only progress forward due in part to education and without it, it is a wasteful experience. Education progresses people beyond their limits, allowing for improvements that would not be otherwise possible. It becomes more concrete when perceived from the lens outside of what is commonly understood and held. The implications of a good education can become a persuasive argument for socioeconomic development. One can identify trends within any society to see that education is a tool for success when building a middle class and to some extent, solidifying the community. However, education is a complex issue that holds different keys and locks, al l of which cannot be answered through a singular answer. The importance of an education is valued through what it can grant, provided that individuals help to support their educators but are often hindered by aspects like geography, familial dynamics, and income; which should be overcome if one looks to improve society. Economic development can bring about change in its purest and simplest form. At its core, it can be said that an education has a key role in improving the quality of life and well-being. This is an important aspect of society.

Define supply and explain what causes change (shifts) of supply and Essay

Define supply and explain what causes change (shifts) of supply and how supply can determine prices. Explain what is price elast - Essay Example The curve signifies a law of supply implying the more the price is, the more a quantity is supplied. So if price is altered, the quantity supplied will be affected accordingly. There are a few assumptions associated with the law of supply as well. These include if there is no change in price for the factors of production or technique and related goods, the goal of the firm remains constant and manufacturers do not anticipate a change in the near future regarding price of the commodity. The relationship between price and related goods can go inverse if related goods price goes high e.g. a bar b q meal price will go high if the meat prices go high as the meal is dependent on meat but at the same time production will be decreased as the cost of production will increase. Technological advancement also helps increase production. The swifter a process is, the more the products will be manufactured. Fewer resources are required and consequently more can be produced. The number of suppliers entering the market impacts the prices by bringing it down due to competition (TR Jain, VK Ohri). Figure 1 Supply Shifts and Price Change or shift in supply refers to the phenomenon when this supply curve shifts either up towards the left or down towards the right. What causes such a change is the change in factors other than price resulting in an impact on the quantity being supplied. These factors are of the same commodity such as change in input price, number of suppliers or technology etc. this phenomenon is termed as change in the level of supply. Decrease in supply refers to the fact when supply drops due to change in the above mentioned factors. Similarly increase in supply refers to the fact when supply increases to change in those same factors. The companies are willing to produce more products in the same price when there is an increase in supply. Cheap available inputs or low cost production due to advancement in technology may contribute to these factors. Decrease in sup ply may be due to several reasons. One may be high cost of production because the technique is obsolete or factor prices increase. If there is a competition in market, the price of competing goods will also impact. A decrease in those prices may lead to a decrease in the product price. Similarly is number of companies in the markets decrease, this will also bring down the supply. Also, if a firm anticipates a rise in commodity price in the upcoming future, supply will be decreased. One other major factor may be due to a shift in the firm’s objectives. They might be willing to maximize their profits rather than sales (Jain and Ohri, 2010). The relationship between price and supply is held by the supply curve and stated by the law of supply. Selling chocolates will be profitable if the price of chocolates is high. Consequently chocolates will be delivered in huge quantities to meet the demand. Chocolate manufacturers will add additional resources and work on technological advan cements and supplying techniques to meet the demand. Similarly if chocolate demand decreases, the production will decrease to a level to only fulfill the demand. Therefore changes in supply and demand impact market equilibrium (Mankiw, 2003). Price Elasticity and its Determinants Price elasticity of supply is a ratio between the percentage changes in the quantity supplied to the percentage change in the price. A particular supply curve of a product as a medicine or games depicts the elasticity

Analysis of Electronic Payment Systems Essay Example | Topics and Well Written Essays - 500 words

Analysis of Electronic Payment Systems - Essay Example Electronic payment systems (EPS) can be classified into four main categories namely Online Electronic Cash System, Online Credit Card Payment System, Smart Cards based Electronic Payment System and Electronic Cheque System. These categories can be compared using various features. In terms of actual payment time, electronic cash and smart cards are prepaid whereas online credit card payment and electronic cheque are post paid/paid later. In Online Credit Card Payment and Electonic cash, all transactions are online but offline transactions are allowed in electronic cheque and smart cards. In Online Credit Card Payment, payments are made by the credit account, in electronic cheque, it is done by the bank acount and in smart cards, it is done by the smart card account. In electronic cash, there is no involvement of a bank account (Laudon and Laudon, 2008). As for their users, online credit card is open for all legitimate users of credit card, electronic cash is open for everybody while electronic cheque and smart cards are open for anyone with a bank account. In addition, smart card is also open for anyone with a credit card account. Online credit card can partially be used in real world, electronic cash can only be used in virtual world, smart cards can be used in used in real and virtual world and electronic cheque is limited to real world although its checking count can be shared with real world. Online credit card and smart cards are mobile whereas electronic cash and electronic cheque are not mobile. Transactions costs for online credit card are high thus it is not suitable for small payments. As for electronic cash and smart cards, their transaction costs are but low hence they are suitable for low transactions. Online credit card, electronic cash and smart cards have high levels of user anonymity but it is not found in electronic cheque (Laudon and Laudon, 2008). I mostly use electronic cash because it is open for anyone and there is no

Multinational Advertising Agency Research Paper

Multinational Advertising Agency - Research Paper Example Ad agencies are present in a variety of sizes from small shops managed by one or at maximum two persons to large multinational, multi agency conglomerates for instance Omnicom group, Interpublic Group of companies, WPP group, and also Havas. A national advertising agency generally have only one or two major clients and their accounts are maintained by them. The multinational advertising agency is one which generally have an enormous client base spread across the country or the world (enotes, â€Å"Selecting a particular advertising agency†). Role of multinational ad agencies is to accelarate growth of the economy along with the creation of public awareness.The service obtained from these type of agencies are very much personalized in its nature and provides professional and experienced services for its international clients.This agencies are the important means of communication between global business entities and its customers (Scribd, â€Å"Functions of Advertising Gencies†). The basic role of a multinational ad agency is to manage accounts of its clients across the world, provide creative services, and get media access for them. Since the World War II the well documented developments in the field of communication has been noticed with the growth of multinational corporations as the global enterprises. As compared to the computers and satellites, the new form of the communication system i.e. the multinational ad agencies have been able to establish its importance in the horizon of the corporations (Wiley, â€Å"The Growth of Multinational Advertise Agencies in Latin America†). The benefits that are obtained using the advertising agencies add significance to it. The benefits are like-the agencies contribute added expertise in solving the purpose of its business. They provide media knowledge as well as unbiased recommendation and suggestions. Communication and strong marketing decisions are the two most important

The Money as the Appropriate Measure of the Policy Literature review

The Money as the Appropriate Measure of the Policy - Literature review Example However it is incorrect to regard the money as the appropriate measure of the policy towards the increase in the interest rates, the interest rates are based on the supply of bonds, and rate of interest is regarded as the return on bonds, through bonds the evaluation of the liquidity effect can be exercised. The measurement of the money can be exercised through the non-borrowed reserves; the purpose of injecting the money cannot be achieved through the withdrawal of say, Treasury bills. The injection of money can also be exercised through the purchase of long-term bonds, and this is expected to develop an impact on the short-term rates. The bond market risk is associated with the occurrences when the agents allocate the funds towards the bond market without any evaluation and analysis of the purchasing and selling price of the band afterward. Such concerns are imminent because asset markets are considered to be incomplete and segmented. The risk within the bond market based on the supply of the bonds is experienced when the agents and dealers are willing to invest their resources in the trade market. The buyers are the expected beneficiaries when the bond-supply shock is positive, the positive effect is based on the lower prices of the bond as compared to the expected prices, and when the expected rate of return has been crossed. Therefore within the bond market business, the dealers are expected to make a good fortune, and 'any real consequences are distributional because the shock has favored some agents at the expense of others'. The expansion and growth of the bond market are expected to determine the time perio d associated with the downgrade within the bond market the time is considered to be the major dimension, and the expansion of the bond market is based on the 'relationship between the indicators and the downgrade'. In the case of banks, the relation between the market indicators which include rating changes, abnormal stock returns, and the proportion of equity owned by institutional investors and bank insiders and supervisory information have failed to explain the supervisory assessments and bond ratings, and for this purpose, the equity indicators have been ignored. It was reported that the 'bond spreads with particularly poor supervisory assessments reducing spreads and vice versa', therefore the market is based on the market discipline i.e. supervisory assessments. It was investigated that market prices incorporate additional information as compared with the accounting variables, and therefore influence the ratings of the respective bonds, however there is no variance in the future prospects and worth of the bond, it is the debt market indicators which have predictive power to influence the performance and operations of the bond market. Â  

Tourism individual report Essay Example | Topics and Well Written Essays - 3000 words

Tourism individual report - Essay Example This means a lot more has to be done in different areas to achieve this dream. This report is going to analyze the economic, social and political contexts in the development of Hong Kong as a tourist destination, evaluate and come up with recommendations as to the future opportunities and challenges facing Hong Kong. The report will include the manner in which Hong Kong has responded to impacts of the named development factors and the policies in has put in place. Table of Context 1. Introduction ........................................................................................................4 2. Literature Review................................................................................................7 3. SWOT Analysis .................................................................................................10 a. Strengths and Weaknesses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦..10 b. Challenges and Opportunities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.11 4. Future of Hong Kong...........................................................................................13 5. Conclusion............................................................................................................14 1. ... The overall visitors flocking into the city was over 36 million in 2010. Of this number, long-haul arrivals were approximated to be 4.8 million and mainland arrivals to be 8.2 million. The destination has witnessed a string growth when it comes to the number of visitors from the Mainland as well as both the short and long-haul markets which have doubled over the years. The long-haul visitors mainly come from Africa, Europe, and the Middle East making Hong Kong the leading performing market. Hong Kong has been facing stiff competition from Macau and other Mainland cities and the Hong Kong Tourism Board has reacted to this by working close with the trade and authorities to ensure that Hong Kong remains a multi-itineraries destination. It intraregional tourism has witnessed a rapid increase over the years as it has been receiving more regional short-haul tourists. In addition, the rapprochement between China and Taiwan as well as the China’s economy that has been booming over the years have led to desirable changes in the visitor’s arrivals composition to the destination. However, the political environment and the switch in sovereignty to China from Britain have impacted its current markets and are expected to continue impacting its future strategies and position. Travel and Tourism is now considered as a strategic industry in Hong Kong and is being developed to become a socialist’s market economy. The current situation at Hong Kong has taken more than two decades of development and has yielded hard lesions and positive experiences. Hong Kong is still searching for better strategies of coming up with a strong tourism industry that will be able to successfully compete in both global and regional markets. Hong Kong has faced many challenges and

Kaiser Wilhelm II and The First World War Essay Example for Free

Kaiser Wilhelm II and The First World War Essay The British postcard illustrates Kaiser Wilhelm II in a bath, where he is about to grab a bar of soap labelled Europe, with a caption quoting He wont be happy till he gets it. This suggests he is willing to use force to capture Europe. Wilhelm is wearing a military helmet and has a greedy expression on his face, which gives us the impression he is willing to fight for what he wants. Sources B and C both differ, but both of them agree that Wilhelms attitude towards the war was very violent. In source B, Wilhelms speech seems to be taken over by his emotions: anger, aggression, passion and lots of determination. He refers to certain phrases such as take no prisoners, must be destroyed and ruthless violence. Words such as these show us that he wants trouble. However in source C, there is more talk of peace. It seems to be a more subdued and more thoughtful speech. I was always a supporter of peace. But then he goes on to say how peace has its limits. And he can no longer just look on, but must draw the sword! This giving the final conclusion that Kaisers attitude towards the war has not changed since 1900 although he has become more diplomatic. This postcard may be biased, as the British whom were about to go to war with him produced it. Britain wanted to portray him in as much negative light as possible, therefore this postcard might not be truthful. But using my own knowledge, I know that Kaiser Wilhelm II was an aggressive man who came from an aggressive country and to control Europe was his sole ambition. Also, Britain was aware of Wilhelms objectives and to some extent holds him responsible for the Moroccan Crises. They therefore have a good reason to portray him in this way. The Kaiser was a warmonger and caused the Great War. The evidence given in the sources supports this statement and also disagrees with it. Source A clearly supports this view. The cartoon shows Wilhelm greedily snatching Europe, along with the war helmet, which indicates war. Source B backs this statement too. There is no sign of peaceful man in his speech. In this he says he wants Germans to acquire a similar reputation as Attilas Huns did in the fifth century. Attila was the King of the German tribe the Huns who ravaged Eastern Europe. But there is talk of peace in his later speech (1913), although this hopeful thought is dampened by the indications of war Must draw the sword. However, using my own knowledge I know that the Great War was not only the fault of Wilhelms, there was many other reasons. In my opinion, rivalries were the main factor, which brought about the First World War. Without rivalries, no one would have a cause to start a war. There were many rivalries; Britain and Germany; France and Germany; Austria-Hungary and Russia and Serbia and Austria. These rivalries helped to cause war between the powers of Europe because they all wanted to fight for one reason or another. Another factor was alliances. With alliances, everyone was dragged into war, whether they liked it or not. In this case, it couldnt be avoided. And lastly, the assassination of Franz Ferdinand was the catalyst. This gave Austria a perfect opportunity to declare war on Serbia. With this, Austria and Serbia were at war along with their allies. It caused great destruction as most countries were involved. This is proof that the Kaiser did not cause the Great War, as you need two countries to have a war. Cause the war he did not, but a warmonger he may be.

The First Great Debate Challenges To Realism Politics Essay

The First Great Debate Challenges To Realism Politics Essay The subject matter of International Relations as a branch of political science can be defined in different ways. As in most social science disciplines there is no scientific consensus on the field and thus the definition we adopt would be conventional and reflect a particular account of the world.  [1]  Since there is no common definition of international relations, there exist multiple theories explaining the principles of interplay of what each of them consider being main actors would it be states, non-state institutions or classes. C. Brown and K. Ainley argue that there are no right or wrong theories as all have political implications, therefore, the pluralism of contesting theories each presenting different perspective should be preserved.  [2]   The aim of this essay is to examine the work by Ole R. Holsti  [3]  Theories of International Relations and critically address the arguments he presents. In the course of this essay I will briefly summarize authors description of state of affairs in international relations theories complementing it with personal interpretation. Holsti assumes the main aim of his essay is to contribute to exchange of ideas between political scientists and diplomatic historians.  [4]  The text addresses diplomatic historians to introduce them theoretical approaches used by political scientists. Author describes the first great debate on theories of international relations namely challenges presented by different groups of models to classical and modern realism.  [5]  He classifies theories that challenge realist concepts on system level into three groups: Global Society/Complex-Interdependence/Liberal-Institutionalism, Marxist/World System/Dependency and constructivism, neglecting differences inside these groups to emphasize main differences between theoretical perspectives.  [6]  He also examines several decision-making models that go beyond structural analysis of international relations focusing on political processes inside the units of the system.  [7]   The Great Debate In this chapter I am going to summarize five major arguments of realist theories from classical to neo-realism described by Holsti and their critics by other international relations theories on systemic and decision-making levels. Although it might seem very simplistic, if one could generalize the five points of classical realist theory described by Holsti  [8]  into one sentence, the result might be the following: Sovereign states as main units of the anarchical international system act as unitary rational actors to achieve security through involvement into war and peace based on relative capabilities. In the first place, Holsti states that classical realists consider as central questions the causes of war and the conditions of peace  [9]  , arising from the structural anarchy of the international system, meaning that there is no higher authority above states to settle conflicts. This kind of structural organization of the international system gives rise to the security dilemma that is attempts to reach absolute security by one state is in direct proportion to insecurity of all other parts of the system.  [10]   Each of the five points made by classical realists were further developed and complemented by modern realist or neo-realists, namely K. Waltz and later R. Gilpin, but equally they all seem to hold numerous controversies. At first glance, it appears to be that the assumption of rationality of states is based on, I would argue irrational by itself pessimistic concept of human nature would it be secular or religious.  [11]  Moreover, the whole approach to explanation of international relations in terms of military struggle for security (can easily be substituted by superiority) against all other states may lead to a conclusion that there is constantly a world war all against all. Fortunately however this is not the case. Furthermore, Holsti points that Robert Gilpin developed the argument that international system is in a state of equilibrium if no state believes that it is profitable to attempt to change it.  [12]  Therefore, it appears to be that the question of engagement in a war is defined solely by mathematic correlation between costs and benefits. Would this neo-realist assumption be true, the most powerful states would have been involved in constant expansion until one of them achieves an empire comprising the entire world. The aforementioned controversies of the realist theories show us that there should be more complex motivation in the relations between actors in international relations. Apart from the involvement in war or peace, states are likely to cooperate on a number of issues like trade, science, education, migration, environmental challenges etc. Even the most powerful states are currently unable to cope with some issues that are cross-border like terrorism or spread of epidemic diseases.  [13]  The increasing interdependence of states and growing influence of non-state actors like NGOs, transnational corporations and international organizations in contrast to decline of the nation-state are the main arguments of the group of theories labeled by Holsti as Global Society/Complex-Interdependence/Liberal Institutionalism. State remains the point of departure for these theories, but the views on its future role vary from acknowledgment that state is a major source of change in the internation al system to its irreversible decline.  [14]   Despite encompassing broader range of motivations, except war and peace that determine international relations, the latter group of theories presents just another perspective with its limitations and inability to explain certain tendencies currently taking place in the world. Together with integration processes and interdependence, we can observe rise of nationalism and disintegration in different parts of the world, especially in the Central and Eastern Europe. Marxism/World Systems/Dependency together with post-modernist theories are rare cases where Holsti expresses his own standpoint apart from impartial description of previous groups of theories, using satirical remarks.  [15]  Holsti describes the arguments of this group of theories very shortly. Marxism/World Systems/Dependency theories consider as determining factor of international relations the mode of production and inequality inside the world capitalist system. According to M/WS/D models, the role of state is secondary in relation to classes. On condition that one accepts Marxist paradigm and his interpretation of capitalism, the explanation of international relations based on exploitation within one world capitalist economy seem convincing. The system cannot be anarchical, if one of the parties depends on other. However, at least one problem appears in this regard related to Marxist interpretation of actors in the international relations classes. The criteria for defining classes are more or less clear the relation to the means of production, place in the system of production and distribution. The problem is that the exploited across the world do not necessarily define themselves as proletariat and do not realize the need for workers solidarity. Thus, they cannot act as an independent actor in international relations. Constructivism challenges all the systemic theories of international relations by demonstrating that all notions developed to explain reality are socially constructed, thus, cannot be considered as consequence of the system. The behavior of actors is determined by the way they perceive the reality, not by reality itself.  [16]  I agree with Holstis argument that constructivism is rather an approach than a theory and can contribute to expanding other theories of international relations.  [17]   Finally, Holsti shows the importance of decision making models in international relations. Certain decisions may be taken or not, depending on the inforrmation acquired and processed within the actors. This proves the importance of consideration together with systemic factors also internal conditions of actors in international relations theories. Conclusion The theories discussed by Holsti represent different approaches to explaining international relations. Each of them presents their view why the states or other actors behave like they do and only in that way. All of the theories tend to universalize and explain the relations between states in terms of simple models. My standpoint is that there cannot be a single universal pattern in which the whole diversity of global processes will fit. This is why none of the theories of international rlations is appropriate to be the theory of globalization. However each of them can be useful in research of certain aspect of globalization. For example, structural realism is considered to be ahistorical, nevertheless, it can be applied to the research of conflicts. Other theories may be used to study complex interdependencies and entanglements in the world. The globalization research should be based on a certain theory, but this theory cannot be limited to one perspective. The most important, I believe, is to take into account different perspectives and approaches in the study of globalization. Therefore, none of them can be priviledged or neglected as they are based on the socially constructed notions.

Pediatric Care Against Bullying

Pediatric Care Against Bullying Objectives List at least three client centered learner objectives. The objectives must be client centered, measurable, and time specific. Clients will verbalize understanding what â€Å"bullying† is by the end of the teaching session. Clients will verbalize understanding of the types of bullying by the end of the teaching session. Clients will verbalize understanding of what to do if they encounter bullying by the end of the teaching session. Growth and Development Expected List the age group being taught. I presented my teaching project to a fourth grade class of 9 and 10 year olds. Describe the physical development of this age group. Include information regarding height, weight, muscle structure, fat distribution, bone development, dental development, etc. In this age group, height increases about two inches each year. Weight increases about four to six pounds each year. Along with the increased height and weight, muscle mass also increases. However, the muscles are not functionally mature and are more prone to muscle injury. As height increases, body fat percentage decreases and is replaced by muscle. The skeletal bones continue to harden (ossify) throughout this developmental period. Girls begin to develop faster than boys do and begin to grow taller than boys. This is also the stage of development in which the deciduous teeth are replaced by the permanent teeth. Describe the cognitive development of this age group. Include information regarding the ability to think through operations/problem –solve, ability to learn concepts, reading comprehension, level of understanding, Piaget’s stage, ideas about morality, spirituality, etc. According to Piaget, school-aged children are in the concrete operational stage, which means they make judgements based on their reasoning. The school-age child’s egocentric thinking is also replaced by the social awareness of others. School-aged children can think logically about objects and events. They are able to voice their opinions and think critically. Additionally, this age group is also capable of concrete problem-solving. They achieve conservation of weight by age 9. They also achieve the ability to classify, sort objects and are able to put things in chronological order. For example, school-aged children can classify objects of several features and can place them in order in a series, including dimensions such as shape or size. Reversibility is now possible. School-aged children can reverse simple arithmetic problems. This age group also now has a longer attention span. They have the ability to read more complex sentences that use complex words As egocentric thinking is replaced by logic thinking, school-aged children become more aware of moral standards and conciseness. They now do not solely think about just the consequences, but they can now judge an act by the intention that stimulated it. They clearly understand the difference between right and wrong. As far as spirituality, children are very eager to learn about God. They also are very curious about heaven and hell. They view God as a human and their description of Him is loving, kind, and helpful. They also tend to think that misbehavior will cause them to go hell and good behavior will gain them entrance to heaven. At this age, children also petition their prayers to God. Describe the psychosocial development of this age group. Include information regarding explanation of Erikson’s developmental stage, interaction with peers, interaction with family members, involvement in sports/clubs, hobbies, self-concept, etc. In the school-aged, school plays a major role in the resolution of the developmental crisis of industry versus inferiority. Children learn that they can win recognition of teacher, parents, and peers by doing well in school or mastering a task. The attitudes and opinions of others also become very important. When children master a skill that they have attempted, it helps them to form a positive self-concept of themselves. They develop a sense of who they really are. However, when a goal is not mastered, feelings of inferiority and self-doubt arise because children feel like they failed. These children are most interested in friends and social activities. They enjoy group adventures and cooperative play. The peer group is very important to school-aged children. It is through interaction with the peers that children learn how to put up with those who have strong personalities. Additionally, it is also through peer groups that children socialize and gain independence from their parents. The lack of peer group associations can lead to bullying and feelings of rejection. However, peer groups are not the most influential when it comes the school-aged child. The parents ultimately shape the child’s personality, values, and standards for behavior. Children in this age group also acquire hobbies. They also like to collect things and many enjoy reading and writing. Describe the language development of this age group. Include information regarding ability to articulate thoughts, vocabulary, clarity of speech, dialect among peers, etc. School-aged children learn different words and their meanings. Their knowledge of words is enhanced by reading. Reading also allows the school-aged child to explore and imagine. They also begin to consolidate expressive language skills and learn to express themselves verbally. This age group is also beginning to follow complex instructions. They are able to follow those demands without the use of visual aids. They can read more complex and sophisticated sentences. Additionally, they can express themselves through writing and speaking with more complex and sophisticated words. Describe the fine motor development of this age group. Include information regarding writing ability, scissor skills, dressing self, tying shoes, using utensils, craft making, typing, etc. The school-aged child’s fine motor skills mature and handedness improves. With the maturation in fine motor skills, they also begin to master unlimited varieties of hand crafts. The fine motor skills of children in this age group are smoother and stronger than when they were younger. This increased body control allows them to work on strengthening other skills such as writing, drawing, using scissors, typing, and many other things. However, capabilities ranges are wide among children in this age group. Some may excel in one activity while others struggle. Describe the gross motor development of this age group. Include information regarding walking, maintaining balance, coordination, jumping, reaching, play/activities involving motor movement, etc. The gross motor development of this age group of school-aged children is smoother and stronger than when they were younger. They also have better coordination, balance, and endurance than the younger years. This increased body control allows school-aged children to improve on strengthening physical skills, such as speed and strength in sports and other physical activities, such as running and dance. Some children among this age group will have better endurance, coordination, and balance than others. Some may excel in sports, while others may just enjoy playing with friends and peers fun. POST-IMPLEMENTATION EVALUATION Objectives Evaluation Were the learner objectives met? Evaluate each objective. †¢Clients will verbalize understanding what â€Å"bullying† is by the end of the teaching session. Goal met. Clients verbalized an understanding of what â€Å"bullying† is by stating the definition of bullying by the end of my teaching session. †¢Clients will verbalize understanding of the types of bullying by the end of the teaching session. Goal met. Clients verbalized an understanding of the different types of bullying by stating the different types of bullying by the end of the teaching session. †¢Clients will verbalize understanding on what to do if they encounter bullying by the end of the teaching session. Goal met. Clients verbalized an understanding of what to do if they encountered bulling by stating what they would actually do by the end of my teaching session. Assessments List two identified strengths of the teaching project. One of the strengths of my teaching project is that it was simple, yet age appropriate for the age group that I presented to. Another strength of my teaching project is as I presented the project, I asked questions throughout the presentation. I did this so that I could evaluate the cognitive development and language development of this age group List two identified weaknesses of the teaching project. One of the weakness of my teaching project is that when I presented, I felt that I was talking too fast. Another weakness is that I was very apprehensive when presenting my teaching project. However, that soon passed as I presented the teaching project. Growth and Development Observed Describe the physical development of this age group in comparison of what was listed as expected. Physically, children in this age group were of all different shapes and sizes. Some were more naturally stockier and some were skinnier than others. Some of the children had more body fat than others, while some had more muscle mass. Many of the girls were taller than the boys. While some of the boys were still taller than the girls. Some of the children were short and stocky. Some were tall and stocky. Some of the children were tall and skinny, while others were short and skinny. I also noticed that when some of the children smiled, that they had acquired their permanent teeth. Describe the cognitive development of this age group in comparison of what was listed as expected. Cognitively, the school-aged children were able to think critically about my teaching topic. They also were able to correctly answer the questions that I asked them and shared their own opinions about my teaching project topic. In addition, they also were able to judge acts or actions by the intentions that stimulated those acts or actions. While presenting my teaching project, the students were actually able to tell me reason why people bully other people. They were also able to tell me who can be bullies and who can be bullied. They had logical responses to my questions and actually critically thought about the questions I asked them before answering. Describe the psychosocial development of this age group in comparison of what was listed as expected. The children seemed to be independent and obedient. They also socialized with their peers. Boys tended to spend time with boys and girls with girls. However, the children did interact with peers of the opposite sex. Describe the language development of this age group in comparison of what was listed as expected. This age groups language development was very sophisticated. They expressed their opinions about things using a vocabulary that was complex, but age appropriate. They answered questions using sophisticated words and were able to verbalize their feeling and opinions clearly. Describe the fine motor development of this age group in comparison of what was listed as expected. This age groups fine motor skills varied widely. Some of the children’s handwriting was neat and readable, while some of their handwriting was difficult to decipher. The children also had pictures of activities that required cutting and scissors posted on the walls of the school. Describe the gross motor development of this age group in comparison of what was listed as expected. During recess, I saw the children make use of their smoother, stronger gross motor skills. There were children running and playing outside during recess as I left the school. I also saw students that were playing soccer and jump roping. References Provide an annotated bibliography for the references used. A minimum of three sources must be utilized. Annotated Bibliography Franks, J. K. (2013). The relationship between strengths in youth and bullying experiences at school. Educational Child Psychology, 30(4), 44-58. This article discussed how bullying impacts one’s self-esteem and self-perception of themselves. In addition, this article also discussed the emotional, social, and academic effects of bullying. The information about the consequences for both bullies and those who are bullied was also provided in detail. This article was a helpful resource because it not only provided detailed information about the consequences of bullying and the psychosocial effects of it, but it included evidence-based research information about bullying. Hockenberry, M.J., Wilson, D. (2013). Wong’s essentials of pediatric nursing (9th ed.), Health Promotion of the School-Age Child and Family (pp.457-475). St. Louis, MO: Elsevier. In this textbook, it provides information about the characteristics of bullies and those who bully. The long term effects of bullying are also discussed in this text. Information about why people bully was also provided in this textbook. This textbook was a very helpful resource because it provided detailed information about the characteristics of bullies and those who are bullied. In addition, it also provided detailed information about the long term effects and consequences of bullying. Park, C. (2014). Children And The Duty To Report: The Double Standard Of Child Abuse And Anti-Bullying Laws. Indiana Law Review, 47(3), 843-869. This article discusses why it is important to recognize bullying and put a stop to it. It also gives the definition of bullying and describes the different types of bullying. This article was also a very helpful because it stressed the importance of standing up to bullies and putting and end bullying. In addition, it provided a very detailed definition of bullying and the different types of bullying.

Turkey and the European Union :: Turkey Foreign Affairs Europe Essays

Turkey and the European Union Let us begin this by looking at what the EU wants from Turkey. The criteria for EU membership adopted by the Copenhagen European Council in June 1993 require that a candidate country has achieved stability of institutions guaranteeing democracy, the rule of law, human rights, and respect for and protection of minorities; has a functioning market economy as well as the capacity to cope with competitive pressure and market forces within the Union; and has the ability to take on the obligations of membership, including adherence to the aims of political, economic and monetary union. Thus we can look at what Turkey is facing now. The main problem that faces Turkey is that it is still not a functioning and stable democracy that has the rule of law, that is respecting human rights and protecting minorities. The sporadic disappearances of people in the custody of the authorities and also the suppression of the right of free press and expression in connection with the Kurdish problem has been a stalemate. Also the EU's concerns about the role of the army in political life have to be addressed. Furthermore, under the democracy and human rights agenda Turkeys not so disturbing actions towards its own Kurdish citizens and their rights in a modern democracy is another tripping stone for it, So a solid problem in connection with government and rule persists. A growing Islamist movement and the continuing gain in popularity of the pro-Islamic political parties is another problem that Turkey faces at home, the European Union not taking too kindly to such orientation inside Turkey. Radicalism of this sort is definitely a minus point in their bid for membership. Here too we see the connection with government and law. This growth of support for such movements may be attributed to the blatant European rejection of Turkey at the Luxembourg summit. People have grown weary of continuous rejection and probably the growth in popularity for the alternative parties an be attributed to such matters. Finally the Turkish economic burden on the EU's budget represents the greatest obstacle for its membership in the union. Once a member Turkey would qualify for assistance from the EU funding bodies and could bankrupt the EU funds for such areas as economic improvement and structural growth. The admission of Turkey would release a flood of economic refugees into the other member states. This is not something that Europe would look forward too.

The Pornography Debate Essay -- Pornography

The Pornography Debate Pornography has been the topic of discussion in the court systems for years. Many would like to see legislation against it and software to filter it. The problem is it's not that easy and making laws against it would pose a problem against the first amendment. There have many issues brought up on the grounds that it is demoralizing to women and is filth for the eyes of children. But, is pornography really that harmful? There are many reasons why the government is having trouble putting restrictions on pornography. As Cynthia Stark states in Social Theory and Practice," just because some find certain materials offensive is not a sufficient reason for restricting those materials." There has to be proper grounds for making such laws to prevent pornography distribution because either way you look at it, it goes against the free speech laws of the first amendment. Nadine Strossen of the ACLU had a good point when she said "the First Amendment contains no exception for sexual speech. If sexual speech is censored or regulated then other forms of political expression will also be threatened." It is hard to find the proper grounds in which restricting pornography is appropriate and yet still doesn't go against the First Amendment of free speech.   Pornography can be described as prurient and so why should it be against the law to express your feelings freely? Does pornography it's really cause any harm? New laws that involve the internet have been passed but are now getting a second look, as they too may be against the Constitution. The Children's Internet Protection Act that requires libraries to use anti-pornography software has been brought back into the Supreme Court with the help of the ACLU because it... ...ims of the explicit nature pornography has, or are people going overboard with all the restriction they are putting on TV and the internet? There needs to be a middle ground found somewhere to guard people who may become offensive to this type of behavior. But then again, isn't it just free speech? Works Cited Roleff, Tamara L.   Civil Liberties: Opposing Viewpoints.   Greenhaven Press, San Diego CA, 1999 Alexander, Mark C. "The First Amendment and Problems of Political Viability: The Case of Internet Pornography" Harvard Journal of Law and Public Policy. v.21 no3 p. 977-1030, 2002 Stark, Cynthia A. "Is Pornography An Action: The Causal vs. The Conceptual View of Pornography's Harm" Social Theory and Practice. v.23 p. 277-306, 1997 Charles Lane. "Justices to Hear Internet Porn Case" Washington Post. November 13, p. A08. Washington Post Company, 2002

Example of Related Literature and Studies

The previous chapter is all about the framework of the study. How the study was made possible and up to where the study bounds to are the points of the first chapter. This chapter presents survey of related literature and writing of recognized experts both of which have significant bearing or relation to the problem under investigation. The review focuses on the different materials that are needed on the solution of the study, what are the following points why these materials are necessary for the study.The chapter begins with the introduction of the different materials primarily needed to make the study successful, followed by the history or methodology used by people from ages in making facial masks, and ended by different studies related or to be referred at by the researcher. Materials for the Research The main material of the study is Banana (Musa acuminata). It is an edible fruit produced by several kinds of large herbaceous flowering plant in the genus Musa.The fruit is variab le in size, colour, and firmness, but is usually elongated and curved, with soft fleshy rich in starch covered with a rind which may be green, yellow, red, purple or brown when ripe. Banana is one of the most popular fruit eaten by the whole world. Not because of its cost and agricultural plantation but because of its benefits. Vitamin A present in banana is the component of it that acts as a natural moisturizer. According to an article â€Å"19 Amazing Benefits and Uses of Banana for Skin and Hair† (Aparajita, Stylecraze. com, 2010), Banana fruit has nutrients that are essential for the skin.They contain significant amounts of vitamin C and B6 which plays vital role in maintaining the integrity and elasticity of the skin. In addition, the large amount of antioxidants and manganese present in banana protect the body from damage caused by oxygen free radicals which lead to premature aging of the skin. So a major benefit from banana is younger looking skin. Banana has about 75 per cent water by weight in it. Thus banana helps hydrate your skin and prevents it from drying and peeling. Aparajita’s article also discusses about the anti-aging power of banana’s moisture.â€Å"Nutrients in banana help in fighting wrinkles and keep the skin youthful. For an anti-aging facial mask loaded with vitamins A and E, mash together an avocado and a banana. Leave on skin for 25 minutes and rinse. Skin will be soft and youthful. The vitamins E in avocados combined with the nutrients in bananas fight free radicals and repair damage. † However, banana’s moisturizing effect is not enough for the study to last and be more effective. Acne is the problem of the study, a natural cure is needed. Honey is a sweet food made by bees using nectar from flowers.The variety produced by honey bees is the most commonly referred to as it is the type of honey collected by most beekeepers and consumed by humans. (Wikipedia. com) â€Å"Honey can do wonders for your skin, no wonder you will find so many skin-care products in the market containing honey. Honey acts as an anti-aging agent, and moisturizer. Additionally, it contains anti-microbial properties and natural antioxidants which help to protect the skin from sun rays and facilitates the skin’s ability to rejuvenate and refresh exhausted looking skin, thus leaving it soft and silky.Honey also has the ability to absorb and retain moisture and this helps in keeping the skin well hydrated, fresh and supple. It is known that ancient women used honey and milk to keep the skin youthful, radiant, and smooth. †(stylecraze. com, 2011) Honey is a natural exfoliator that can clear blackheads with regular use. Acne can be also treated by honey with minimal and diluted solution. â€Å"Acne is a very embarrassing. Those who are bestowed with breakout of acne will definitely concur with me. Well there is hope, as honey can come to your rescue in curbing this problem.Honey plays an imperat ive role in treatment of acne. Acne is caused by the build up of oil and dirt and since honey absorbs impurities from the pores on the skin, it is an ideal cleansing agent. Honey also is a natural antiseptic and soothes and heals your skin. Many women use honey to treat pimples. † (stylecraze. com, 2011) Most of facial masks need milk or cream for emulsifying. But milk does not only act as emulsifier, milk has nutrients that contribute to youthful skin and moisturized face. Milk’s thickness and viscosity is not enough to make a viscous fluid or mask, instead we should make use of cream.Cream is a dairy product that is produced of the high-butterfat layer skimmed from top of milk before homogenization. Double cream is the choice, which contains 48% of minimum milk fat that whips easily and thickest for pudding and desserts. (Wikipedia. com, 2008) According to the National Dairy Council (as of 2010), milk is filled with nine essential nutrients that benefit our health:Cal cium: Builds healthy bones and teeth; maintains bone mass.Protein: Serves as a source of energy; builds/repairs muscle tissue.Potassium: Helps maintain a healthy blood pressure.Phosphorus: Helps strengthen bones and generate energy.Vitamin D: Helps maintain bones.Vitamin B12: Maintains healthy red blood cells and nerve tissue.Vitamin A: Maintains the immune system; helps maintain normal vision and skin.Riboflavin (B2): Converts food into energy.Niacin: Metabolizes sugars and fatty acids According to Dr. Brian Roy, milk does not only help in fitness and bone maintenance, but also in skin health and anti-aging agent.Facial mask There are different kinds of masks (e.  g. cactus, cucumber, etc.) for different purposes: deep-cleansing, by penetrating the pores; healing acne scars or hyper-pigmentation; brightening, for a gradual illumination of the skin tone. Some masks are designed to dry or solidify on the face, almost like plaster; others just remain wet. The perceived effects of a facial mask treatment include revitalizing, healing, or refreshing; and, may yield temporary or long-term benefits (depending on environmental, dietary, and other skincare factors).Masks are removed by either rinsing the face with water, wiping off with a damp cloth, or peeling off of the face by hand. Duration for wearing a mask varies with the type of mask, and manufacturer's usage instructions. The time can range from a few minutes to overnight. Those with sensitive skin are advised to first test out the mask on a small portion of the skin, in order to check for any irritations. Some facial masks are not suited to frequent use. A glycolic mask can only be used once a month without the risk of burning the skin.Masks can be found anywhere from drugstores to department stores, and can vary in consistency and form. Setting masks include: clay, which is a thicker consistency, and will draw out impurities (and sometimes, natural oils, too) from the pores; a cream, which stays damp to h ydrate the skin; sheet-style, in which a paper mask is dampened with liquid to tone and moisturize the skin; and lastly, a hybrid/clay and cream form that includes small beads for removing dead surface skin cells. Non-setting facial masks include warm oil and paraffin wax masks.These different forms are made to suit different skin types (e. g. , oily or dry), and different skincare goals or needs (e. g. , moisturizing, cleansing, exfoliating). Clay and mud masks suit oily and some â€Å"combination† skin types, while cream-based masks tend to suit dry and sensitive skin types. Homemade skin treatments aren't a new idea. Thousands of years before commercial products were available, ancient Egyptians made powders, ointments and lotions by combining plant extracts with natural oils (Slapak, 2004).In China, a combination of ground orange seeds and honey was used to help keep skin clear (National Honey Board). And in the 2nd century, ancient Romans combined animal fats with starch es to make facial creams (Fountain). Egyptians used cosmetics regardless of sex and social status for both aesthetic and therapeutic reasons. Oils and unguents were rubbed into the skin to protect it from the hot air. Most frequently used were white make-up, black make-up made with carbon, lead sulphide (galena) or manganese oxide (pyrolusite) and green make-up from malachite and other copper based minerals.Red ochre was ground and mixed with water, and applied to the lips and cheeks, painted on with a brush. Henna was used to dye the fingernails yellow and orange. Kohl was applied to the eyes with a small stick. Both upper and lower eyelids were painted and a line was added extending from the corner of the eye to the sides of the face, the eye brows were painted black. It was believed that the makeup had magical and even healing powers. Most people will have applied the make-up themselves, but for those who could afford it, there was the professional cosmetician, the zXA.yt, the â €˜face painter' so to speak.Even after death one had to take care of one's looks. When presenting oneself before the gods during the Judgment of the Dead one had best observe certain rules of dress and make-up in order to make the right impression: â€Å"A man says this speech when he is pure, clean, dressed in fresh clothes, shod in white sandals, painted with eye-paint, anointed with the finest oil of myrrh. † (Chapter 125 of the Book of the Dead) Oil is the primary ingredient of every Egyptian cosmetic product.Every King in the Dynasty of Egypt orders the finest oil from their capitol and from their workers. The King's order addressed to the High Priest of Amen, king of gods, Ramses-nakht. The following: This royal order was brought to you with the words that I have sent (it) to you by the supervisor of the treasury of Pharaoh, l. p. h. , and the King's butler Amenhotep, reading: Have excellent galena for the make-up of the Pharaoh, l. p. h. , taken where one (i. e. he) is, and you sent 15 deben of galena through him.When it had been handed to the physicians in the place of physicians of Pharaoh in the residence in order to prepare it, it was found to be very bad galena and no make-up usable for Pharaoh, l. p. h. , was among it. Only a single deben of galena was found among it†¦. (Cairo ESP, Letter, New Kingdom) Now, modern cosmetic and facial care products are artificially prepared or made from factories. But every product may irritate your face so naturally prepared cosmetic care products are more needed and more demanding. Related StudiesAccording to a study of an unknown researcher from India, banana juice is nutritious but not necessary on facial treatment because it needs fermentation. Anonymous wrote: Banana is a tropical fruit, which is grown abundantly in India. It is mainly composed of soluble sugars, starch and other polysaccharides. The juice was extracted from the normal ripe fruits with the help of pectinase enzyme. Optimization of pectinase treatment was done by RSM method. Wine was prepared by using two strains of Saccharomyces cerevisiae NCIM 3283 & NCIM 3046.The size of inoculum, effective pH, temperature, level of SO2 , level of DAP for both strains was optimized. It was found that NCIM 3046 gave better results compared to the other strain. Soluble solids (SS), pH and specific gravity decreased while titratable acidity (TA) increased with increasing length of fermentation of the juice. Sensory evaluation results showed that banana wine was acceptable in terms of flavor, taste, clarity and overall characteristics. The banana wine was generally accepted & could be popularized.

An International Investment Portfolio Accounting Essay

International investing seems to pull many investors resulted from the many benefits of the published international investing portfolio by houses all over the universe. Fund investors can play a portion in the economic growing of the other states, able to reexamine their rate of hazard, recognizing variegation effects and taking advantage of different market sections on a planetary graduated table. Globalization reflects the world-wide growing of marketing single states. These advantages may look alluring but the hazards involved for international investing must non be overlooked. In an international investing position, fiscal investings are non merely subjected to currency and political hazard. However, there are many organisations drawbacks and troubles, one of which is related to revenue enhancement issues. These failings of an organisation normally benefited those investors who are able to pull off to get the better of those troubles in a well-organised attack. 1 IntroductionThe international economic activities presently have been increased dramatically due to the investing of concern internationally. International economic systems have become incorporated through a huge web of communicating and trade with the aid of globalisation. Due to globalisation, international flow of fiscal assets have been improved by many progresss in better lower cost of communicating and conveyance, which means that geographical distances are unimportant and therefore national economic systems are closely linked. Investing portfolio normally involves the purchase of bonds, portions, stocks and assets by foreign international investors, all of them with the cardinal aim of accomplishing a fiscal net income. It works in a assortment of different ways toward the end of conserving and bring forthing net incomes. Money could be made from perchance any investing environment even though international fiscal markets are really much composite. International portfolio investing is someway hazardous. The greatest challenge faced about by all investors in doing an investing portfolio work is by cognizing precisely what to make at the right clip. The factors that usually affects are foreign exchange rates, involvement rates and revenue enhancement rates on involvements. Therefore, a well-diversified portfolio is recommended to extenuate hazard. When the investors want to broaden their investing, they will detect the international market and puting in foreign companies. The important ground why internation al portfolio investing might heighten stable returns and cut down hazard is the broader variegation. One of the benefits of broader variegation is risk-return trade-off, which is more profitable while puting internationally. Another possible benefit is the variegation of currency, which means it non merely exposed a foreign company ‘s operation, but besides to this foreign currency. As an investing fund director, the direction includes make up one's minding what assets to buy, how many to buy, and when is the best clip to buy. These determinations must hold some analysis of measurings, which typically involves expected return on the portfolio and the hazard on the return. 2 Evaluation of the listed houses2.1 Brief debut of the 3 list housesDASHANG GROUP ‘A ‘ Code: CN: DDS ( P ) explain SPECIALTY FASH.GP. ( BER ) Code: Calciferol: MVJ ( P ) explain Pacific Internet Code: Joule: PNET ( P ) explain2.2 Asses the VaR exposure of the investings 2.3 Analyzing the economic exposure of each company Figure2.3.1: Figure 2.3.2: Figure 2.3.3: 2.3.1 Arrested development Analysis Arrested development analysis is a widely used statistical tool agencies on concentrating on analysing the relationship between a dependant variable, Y, and independent variable, X, utilizing the simple additive theoretical account Y = a + bX. Regression analysis gives an apprehension on how the dependant variable Y alterations with changing independent variable Ten. The values of X and Y are inputted into Microsoft Excel and by utilizing the arrested development attack, values of a and B are calculated. Excel will so end product a drumhead consisted of a arrested development statistics table and ANOVA. The R2 is a grade of fluctuation, measured in per centum, in the dependant variable that can be accounted for by the independent variables. Multiple R is fundamentally the square root of R2. The standard mistake is an estimated value that is determined by Excel in concurrence with the estimated coefficient. Adjusted R2 is calculated utilizing All calculated values are as shown in table 2.3.1.1. explain observations ( N ) .Arrested development StatisticssDASHANG GROUP ‘A ‘SPECIALTY FASH.GP.Pacific InternetMultiple R0.598157750.6082954860.907217302R20.3577926930.3700233980.823043232Adjusted R20.3565529110.3688165460.822704235Standard Error2300.21234338.18072501118.5093191Observations520524524Table 2.3.1.1:Arrested development Statisticss 2.3.2 ANOVA ( Analysis of Variance ) There are two tabular arraies in ANOVA. 2.3.2.1 ANOVA OUTPUT I The constituents of the ANOVA were tabulated utilizing the undermentioned equations: P represents the figure of coefficients and K represents the entire figure of coefficients which in this instance k=p+1= 2.Regression df = k – 1. Residual df = n – K. Entire df = n – 1. Entire SS = Regression SS + Residual SS. Regression MS = Regression SS/ ( k – 1 ) . Residual MS = Residual SS/ ( n – K ) . F =Regression MS/Residual MS. Significance F = FDIST ( F, k – 1, n – K ) .The consequences are as shown in tabular arraies 2.3.2.1, 2.3.2.2 and 2.3.2.3.Analysis of variancedfUnited states secret serviceMultiple sclerosisFSignificance FArrested development115269395491526939549288.598.99811 & A ; times ; 10-52Residual51827407259955290976N/AN/AEntire5194267665544N/AN/AN/ATable 2.3.2.1:ANOVA end product I – DASHANG GROUP ‘A ‘Analysis of variancedfUnited states secret serviceMultiple sclerosisFSignificance FArrested development1446954.807446954.807306.62.40467 & A ; times ; 10-54Residual522760954.7721457.8N/AN/AEntire5231207909.58N/AN/AN/ATable 2.3.2.2:ANOVA end product I – Forte FASH.GP.Analysis of variancedfUnited states secret serviceMultiple sclerosisFSignificance FArrested development134098162.834098162.82427.91.8982 & A ; times ; 10-198Residual5227331207.4514044N/AN/AEntire52341429370.2N/AN/AN/ATable 2.3.2.3:ANOVA end product I – PACIFIC Internet 2.3.2.2 ANOVA OUTPUT II The following phase is the coefficients. ( Note that the Numberss have been converter to 3 denary topographic points to salvage infinite ) . It gives the coefficient for each parametric quantity, including the intercept. T-stat value is the ratio of the estimated coefficient value divided by the standard mistake value. T-stat value can be compared across all variables in comparing with the criterion error.. The p-value is associated with the variable, and the assurance intervals of the parametric quantity estimates as evaluated by Excel.Analysis of varianceCoefficientsStd. MistakeT statP-valueLower 95 %Upper 95 %Intercept-4642.803833.091-5.5734 & A ; times ; 10-8-6279.455-3006.151X Var 11212.555971.37716.9889 & A ; times ; 10-521072.3321352.78Table 2.3.3.1:ANOVA end product II – DASHANG GROUP ‘A ‘Analysis of varianceCoefficientsStd. MistakeT statP-valueLower 95 %Upper 95 %Intercept424.12819.53521.7116 & A ; times ; 10-75385.751462.505X Var 1-165.3979.446-17.512 & A ; times ; 10-54-183.953-146.84Table 2.3.3.2:ANOVA end product II – Forte FASH.GP.Analysis of varianceCoefficientsStd. MistakeT statP-valueLower 95 %Upper 95 %Intercept-412.87230.206-13.671 & A ; times ; 10-36-472.213-353.532X Var 19.1250.18549.2732 & A ; times ; 10-1988.7619.488Table 2.3.3.3:ANOVA end product II – Pacific Internet 2.3.3 Assurance Time intervals for Slope Coefficients 95 % assurance interval for incline coefficient & A ; szlig ; 2 is from Excel end product ( -1.4823, 2.1552 ) . Excel computes this as b2 Â ± t_.025 ( 3 ) – Se ( b2 )= 0.33647 Â ± TINV ( 0.05, 2 ) – 0.42270= 0.33647 Â ± 4.303 – 0.42270= 0.33647 Â ± 1.8189= ( -1.4823, 2.1552 ) . Other assurance intervals can be obtained.For illustration, to happen 99 % assurance intervals: in the Regression duologue box ( in the Data Analysis Add-in ) , look into the Confidence Level box and set the degree to 99 % . 2.3.4 Test of Statistical Significance The coefficient of HH SIZE has estimated standard mistake of 0.4227, t-statistic of 0.7960 and p-value of 0.5095.It is hence statistically undistinguished at significance degree a = .05 as P & gt ; 0.05. The coefficient of CUBED HH SIZE has estimated standard mistake of 0.0131, t-statistic of 0.1594 and p-value of 0.8880.It is hence statistically undistinguished at significance degree a = .05 as P & gt ; 0.05. There are 5 observations and 3 regressors ( intercept and ten ) so we use t ( 5-3 ) =t ( 2 ) .For illustration, for HH SIZE P = =TDIST ( 0.796,2,2 ) = 0.5095. 2.3.5 Test Hypothesis on a Regression Parameter Here we test whether HH SIZE has coefficient & A ; szlig ; 2 = 1.0. Example: H0: & A ; szlig ; 2 = 1.0 against Ha: & A ; szlig ; 2? 1.0 at significance degree a = .05. ThenT = ( b2 – H0 value of & A ; szlig ; 2 ) / ( standard mistake of b2 ) = ( 0.33647 – 1.0 ) / 0.42270 = -1.569.2.3.5.1 Using the p-value attackp-value = TDIST ( 1.569, 2, 2 ) = 0.257. [ Here n=5 and k=3 so n-k=2 ] .Do non reject the void hypothesis at degree.05 since the p-value is & gt ; 0.05.2.3.5.2 Using the critical value attackWe computed t = -1.569The critical value is t_.025 ( 2 ) = TINV ( 0.05,2 ) = 4.303. [ Here n=5 and k=3 so n-k=2 ] .So make non reject void hypothesis at degree.05 since T = |-1.569| & lt ; 4.303.2.3.6 Overall Test of Significance of the Regression Parameters We test H0: & A ; szlig ; 2 = 0 and & A ; szlig ; 3 = 0 versus Hour angle: at least one of & A ; szlig ; 2 and & A ; szlig ; 3 does non equal nothing. From the ANOVA tabular array the F-test statistic is 4.0635 with p-value of 0.1975. Since the p-value is non less than 0.05 we do non reject the void hypothesis that the arrested development parametric quantities are zero at significance degree 0.05. Conclude that the parametric quantities are jointly statistically undistinguished at significance degree 0.05. Note:Significance F in general = FINV ( F, k-1, n-k ) where K is the figure of regressors including the intercept. Here FINV ( 4.0635,2,2 ) = 0.1975. 2.3.7 Predicted Value of Y Given Regressors See instance where x = 4 in which instance CUBED HH SIZE = x^3 = 4^3 = 64. yhat = b1 + b2 x2 + b3 x3 = 0.88966 + 0.3365-4 + 0.0021-64 = 2.37006 2.3.8 Excel Restrictions Arrested development in Excel has a figure of restrictions:No standardized coefficients. It was really hard to construe unstandardised coefficients. The standardized coefficients could be calculated utilizing the unstandardised coefficient if it is needed.Lack of diagnostic graphs. The standard diagnostic graphs were non available in Excel, such as the secret plan of the remainders, the scatter-plot or remainders against predicted values.Lack of Diagnostic statistics. There were no co-linearity nosologies, which would supply a more apprehension of the informations that was analyzed.Excel standard mistakes and t-statistics and p-values are based on the premise that the mistake is independent with changeless variable. Excel does non supply alternaties, such autocorrelation criterion mistakes and t-statistics and p-values.3 Decision 4 Mentionhypertext transfer protocol: //www.qimacros.com/qiwizard/regression.htmlhypertext transfer protocol: //mallit.fr.umn.edu/fr4218/assigns/excel_reg.htmlhypertext transfer protocol: //www.jeremymiles.co.uk/regressionbook/extras/appendix2/excel/

The History Boys

â€Å"The History Boys† is about eight boys of high academic abilities who are preparing to sit the Oxbridge entry exam. They are taught by two homosexual teachers, Hector and Irwin, who have total different teaching strategies. Hector is an older man with strong feelings towards poetry and has no particular teaching program and gropes his students and it seems that the boys don't really enjoy it though at the end it shows that they are quite ok with that. Irwin, a much younger man, is more sensible about teaching. He is the new teacher that has been taken in to teach the students about how to stand out between their competitors with getting into Oxford. There is quite some competition between both the teachers with Hector being older and Irwin being more attractive and being very close in age with the boys. â€Å"He does, depressingly so† Hector seems very jealous and depressed at the fact that the new teacher Irwin is clever. This means that there is even more competition for Hector and that if he wants to impress the boys, he needs to work harder. Irwin is obviously younger and even more attractive than Hector which could make things even more complicated for Hector. Hector is clearly gay and gropes his students, but what the students do not know is that Irwin too is gay. Hector obviously has realised that the students don't really mind him groping them as they are not objecting in any way. He could be scared that Irwin would do the same as he does and therefore because of his attractiveness the boys would like Irwin more than they like Hector. The fact that their teaching strategies are so different makes it even more interesting to compare the two together. At one point in the story, both teachers teach the boys at the same time. â€Å"We don't know who we are, sir. Your class or Mr. Irwin's.† At Irwin's lessons, the boys are more serious, as Irwin has a programme. At Hector's lessons they are more thoughtful and they decide how to start the lessons. So when both teachers are teaching at the same time it gets a little difficult and they boys don't really know how to behave. Mrs. Lintott is not very surprised at the fact that Irwin is intelligent. Read also History Quizzes â€Å"The Catcher in the Rye is a 1951 novel by J. D. Salinger. Originally published for adults, the novel has become a common part of high school and college curricula throughout the English-speaking world†7 It's quite strange that the book was originally published for adults and now is used widely in schools and colleges. â€Å"Let each child that's in your care have as much neurosis as the child can bear.† This is a section from Auden's poem Letter to Lord Byron. He could be meaning that it's no harm if you bring up your children in a hard way as it will be good as long as it does not go too far. So really, the books that are not liked by the children and yet are forced upon them won't harm them and it will be useful to them one day. In the next section of the play, Irwin and the boys are talking about the Second World War and the reasons for why it really happened. Irwin starts off and lets the boys come to a conclusion. â€Å"Which, sir, since Wilfred Owen says men were dying like cattle, is the appropriate word.† Hector finds it important that they know poems by heart as it will be understood by them one day, and that is what really happens here. They use their knowledge that's given over by Hector not just in English but in their other lessons meaning that learning these poems by heart really is useful. The poem describes how so many men were dying during the war that they looked like masses of animal. â€Å"First Class†¦I am asleep.† The fact that he is asleep is because he has read exactly the same story for 8 times and he had rather read something what would be outside people's comfort zone. Especially when that essay can guarantee you a place in on of the top universities you need to think for yourself and try to stand out within the crowd, your competitors. â€Å"What has that got to do with anything?† Writing an essay on history should not per se be about the truth. History is truth as far as the writers are concerned and is usually written by those that were victorious (in a war for example). History is history for those who want to believe it is history from the victorious perspectives. If you read it from the perspective of the conquered you will hear another story and the other would be blamed. â€Å"We still don't like to admit the war was even partly our fault because so many of our people died. According to Irwin, the Second world lead to many people dying which is why people are sensitive about it but what they do not know is that there were people that actually enjoyed the war. According to him, and he is referring the poets, â€Å"most of them seem to have enjoyed the war.†13 Because of the war the poets had something to write about, that's where they got their inspiration from. If there was no war, they would not have been able to write such powerful poems without a lot of difficulty. When you have experienced something yourself it is much easier to write about it. Poems are the words of the poet and you can interpret it in any way you like yet you cannot exactly know what the poet meant with his words. â€Å"In other words†¦Ã¢â‚¬  Again, this is something they have learned in Hector's lessons. Irwin thinks the lessons of Hector are more fun than educational but this clearly says that they do learn things in his lesson. At schools teachers spoon-feed their students all the way through. When Rudge asks Irwin; â€Å"What do I write down?†15 Irwin responds with; â€Å"I must not write down every word that teacher says.†16 Irwin clearly wants them to think for themselves. He's happy to help them along and tell them what direction they need to go to, but at the end of the day, it has to be them that think it through and they should come to an own conclusion on their own. The History Boys â€Å"The History Boys† is about eight boys of high academic abilities who are preparing to sit the Oxbridge entry exam. They are taught by two homosexual teachers, Hector and Irwin, who have total different teaching strategies. Hector is an older man with strong feelings towards poetry and has no particular teaching program and gropes his students and it seems that the boys don't really enjoy it though at the end it shows that they are quite ok with that. Irwin, a much younger man, is more sensible about teaching. He is the new teacher that has been taken in to teach the students about how to stand out between their competitors with getting into Oxford. There is quite some competition between both the teachers with Hector being older and Irwin being more attractive and being very close in age with the boys. â€Å"He does, depressingly so† Hector seems very jealous and depressed at the fact that the new teacher Irwin is clever. This means that there is even more competition for Hector and that if he wants to impress the boys, he needs to work harder. Irwin is obviously younger and even more attractive than Hector which could make things even more complicated for Hector. Hector is clearly gay and gropes his students, but what the students do not know is that Irwin too is gay. Hector obviously has realised that the students don't really mind him groping them as they are not objecting in any way. He could be scared that Irwin would do the same as he does and therefore because of his attractiveness the boys would like Irwin more than they like Hector. The fact that their teaching strategies are so different makes it even more interesting to compare the two together. At one point in the story, both teachers teach the boys at the same time. â€Å"We don't know who we are, sir. Your class or Mr. Irwin's.† At Irwin's lessons, the boys are more serious, as Irwin has a programme. At Hector's lessons they are more thoughtful and they decide how to start the lessons. So when both teachers are teaching at the same time it gets a little difficult and they boys don't really know how to behave. Mrs. Lintott is not very surprised at the fact that Irwin is intelligent. Read also History Quizzes â€Å"The Catcher in the Rye is a 1951 novel by J. D. Salinger. Originally published for adults, the novel has become a common part of high school and college curricula throughout the English-speaking world†7 It's quite strange that the book was originally published for adults and now is used widely in schools and colleges. â€Å"Let each child that's in your care have as much neurosis as the child can bear.† This is a section from Auden's poem Letter to Lord Byron. He could be meaning that it's no harm if you bring up your children in a hard way as it will be good as long as it does not go too far. So really, the books that are not liked by the children and yet are forced upon them won't harm them and it will be useful to them one day. In the next section of the play, Irwin and the boys are talking about the Second World War and the reasons for why it really happened. Irwin starts off and lets the boys come to a conclusion. â€Å"Which, sir, since Wilfred Owen says men were dying like cattle, is the appropriate word.† Hector finds it important that they know poems by heart as it will be understood by them one day, and that is what really happens here. They use their knowledge that's given over by Hector not just in English but in their other lessons meaning that learning these poems by heart really is useful. The poem describes how so many men were dying during the war that they looked like masses of animal. â€Å"First Class†¦I am asleep.† The fact that he is asleep is because he has read exactly the same story for 8 times and he had rather read something what would be outside people's comfort zone. Especially when that essay can guarantee you a place in on of the top universities you need to think for yourself and try to stand out within the crowd, your competitors. â€Å"What has that got to do with anything?† Writing an essay on history should not per se be about the truth. History is truth as far as the writers are concerned and is usually written by those that were victorious (in a war for example). History is history for those who want to believe it is history from the victorious perspectives. If you read it from the perspective of the conquered you will hear another story and the other would be blamed. â€Å"We still don't like to admit the war was even partly our fault because so many of our people died. According to Irwin, the Second world lead to many people dying which is why people are sensitive about it but what they do not know is that there were people that actually enjoyed the war. According to him, and he is referring the poets, â€Å"most of them seem to have enjoyed the war.†13 Because of the war the poets had something to write about, that's where they got their inspiration from. If there was no war, they would not have been able to write such powerful poems without a lot of difficulty. When you have experienced something yourself it is much easier to write about it. Poems are the words of the poet and you can interpret it in any way you like yet you cannot exactly know what the poet meant with his words. â€Å"In other words†¦Ã¢â‚¬  Again, this is something they have learned in Hector's lessons. Irwin thinks the lessons of Hector are more fun than educational but this clearly says that they do learn things in his lesson. At schools teachers spoon-feed their students all the way through. When Rudge asks Irwin; â€Å"What do I write down?†15 Irwin responds with; â€Å"I must not write down every word that teacher says.†16 Irwin clearly wants them to think for themselves. He's happy to help them along and tell them what direction they need to go to, but at the end of the day, it has to be them that think it through and they should come to an own conclusion on their own. The History Boys How does Bennet use dramatic comedy to offer criticism of contemporary attitudes to education in The History Boys? In this essay I am going to explain how Alan Bennet uses dramatic comedy to criticise the contemporary attitudes towards education in the History Boys. The contemporary attitudes that are criticised are Utilitarianism, Humanism and Pragmatism. He does this by using a range of satirical devices. Satire is the use of humour, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.It is usually used to comment on society by observing their way of thinking and they way they behave. The History Boys is a satire because throughout the book each attitude is being criticised through the characters; The Headmaster, Hector, Irwin and The Boys. All attitudes are shown to be in disagreement with each other as they all have a different view on education. The first attitude towa rds education Bennet presents us with is the Utilitarian attitude. This is where you only consider what will be best for a group of people and not just the individual.At the start of the novel Bennet introduces us to the character of the Headmaster who criticises the utilitarian attitude towards education in Thatcher’s Britain. This is shown to us in the opening scene of the play which was set in the staff room and he headmaster was discussing the boy’s A Level results with their history teacher, Mrs Lintott (Dorothy). â€Å"Their A Levels are very good†. The fact that ‘very good’ is in italics and is emphasised upon by the headmaster suggests to the readers that he is taking pleasure for himself from what the boys have achieved.By showing this Bennet has led the audience to acknowledge that the headmaster takes pleasure in others success even though he appears utilitarian. As we continue into the scene with Mrs Lintott and the Headmaster, we are sh own that the headmaster praises her for her part in helping the boys to pass however it could be argued that he is patronising her at the same time by talking down to her. This is shown when he says â€Å"Thanks to you Dorothy†.Mrs Lintott suggests that they should continue with the way they are teaching in order to achieve better results however the Headmaster interrupts her by saying â€Å"yes yes† and continues to listing what he would like to happen. This is shown when he says â€Å"I am thinking league tables, open scholarships and reports to the Governors†. The fact that the headmaster lists what he wants portrays him, to the audience, as being a selfish character, he does not want what’s good for the boys but he wants things that will make him look good. The constant use of â€Å"I want† also backs up the idea of him being selfish.However he also talks about the boys doing themselves justice, this could make us as readers question whether he does genuinely care about the boys future or whether it is an act. This is shown when he says â€Å"I want them to do themselves justice I want them to do you justice†. Overall the audience could argue that in this scene, because there are differences between both the headmaster and Mrs Lintott there is a form of juxtaposition between them as the headmaster mocks Mrs Lintott’s attitude towards education which shows us that he does not care about what the boys achieve as individuals, he cares about what they achieve as a group.This therefore represents how Bennet has shown the Headmaster to criticise the Utilitarian view towards education. The second attitude towards education Bennet presents us with is the Humanism attitude. This is system of thought that centres on humans and their values, capacities, and worth. Bennet introduces us to the character of Hector. Within the very first page, Hector’s impression of education is set, where he refers to his subject a s â€Å"useless knowledge† and â€Å"A waste of time†.This immediately suggests to the reader Hector’s general apathy towards the subject, and, seeming to mock Houseman goes on to quote, â€Å"all knowledge is useful whether or not it serves the slightest human use†. However, as we learn that Hector is a man of â€Å"studied eccentricity†, and Bennett later goes on to write in the stage directions, â€Å"an elaborate pantomime, all this† it could be assumed that Hector’s views of education differ from those he presents within the first scene.It is soon revealed that Hector’s idea of education is â€Å"the pursuit of knowledge for its own sake† –showing that he is not opposed to teaching; he instead wishes to, as Timms puts it, make the boys â€Å"more rounded human beings†. This, then, gives context to Hector’s referring to General studies as â€Å"bread eaten in secret†: his teachings are not to help the boys’ progressive school careers (â€Å"forget about Oxford and Cambridge†), but to provide the boys with something more personal and lifelong.For instance, when Timms tells Hector that he doesn’t understand  poetry, Hector calms him by saying that he, himself, doesn’t always understand poetry, but to â€Å"know it now and understand it whenever†, going on to say, â€Å"We’re making your deathbeds here, boys†. Hector’s approach is a clear substitute and â€Å"antidote† to Irwin’s direct and driven approach. The third and final attitude towards education Bennet presents us with is the Pragmatism attitude. This is basically where things are dealt with realistically rather than theoretically. Irwin first arrives at the school as the boys are about to start studying for their entrance exams to Oxford and Cambridge University.He is immediately give the important job of teaching the boys just because he s ays he went to Oxford University. This is shown when the Headmaster says to Irwin â€Å"Well you were at Cambridge† and Irwin replies saying â€Å"Oxford, Jesus. † At this point it could be argued that this is Bennett’s way of demonstrating how where you learn can sometimes be worth more than what you learn, which supports the Pragmatic view towards education it The History Boys. The first time we see Irwin it is in the future when he is acting as a spin doctor for the Government, he is in a wheelchair which acts as a narrative hook to the end of the play.He is telling the members of government how to act and what their attitude should be like and he is trying to convince them to agree with the idea of getting rid of the system of trial by jury. This leads on to Bennet showing us that Irwin has a different style of teaching to hectors, he does not educate the boys, but he teaches them how to write essays and how to pass their exams. This is how Bennett shows tha t the education system has change so that young people are not being educated as well as they should be, they’re just being taught how to pass and nothing the might find useful later on in life.â€Å"You can write down, Rudge that I must not write down every word that teacher says. † This quotation is said by Irwin and it shows us that Irwin is saying to the boys until they don’t write down what they have learnt in their own words then they won’t understand anything and they won’t be able to be independent and do as well when it comes to doing their exams. This clearly shows that Irwin’s method of educating the boys is clearly different to the other teachers.However other characters such as Hector seem to feel that Irwin is trying to replace his as the boys favourite teacher as they become fonder of Irwin they don’t seem to be as fond of Hector as they were before Irwin arrived. In contradiction to Hector, the Headmaster is fond of Ir win as he seems to think that Irwin will be the best thing for the boys and the school’s position on the League Tables. This is shown when the headmaster says â€Å"Get me scholarships, Irwin, pull us up the table. † The boys as a group show a suitably irrelevant attitude towards education. The History Boys â€Å"The History Boys† is about eight boys of high academic abilities who are preparing to sit the Oxbridge entry exam. They are taught by two homosexual teachers, Hector and Irwin, who have total different teaching strategies. Hector is an older man with strong feelings towards poetry and has no particular teaching program and gropes his students and it seems that the boys don't really enjoy it though at the end it shows that they are quite ok with that. Irwin, a much younger man, is more sensible about teaching. He is the new teacher that has been taken in to teach the students about how to stand out between their competitors with getting into Oxford. There is quite some competition between both the teachers with Hector being older and Irwin being more attractive and being very close in age with the boys. â€Å"He does, depressingly so† Hector seems very jealous and depressed at the fact that the new teacher Irwin is clever. This means that there is even more competition for Hector and that if he wants to impress the boys, he needs to work harder. Irwin is obviously younger and even more attractive than Hector which could make things even more complicated for Hector. Hector is clearly gay and gropes his students, but what the students do not know is that Irwin too is gay. Hector obviously has realised that the students don't really mind him groping them as they are not objecting in any way. He could be scared that Irwin would do the same as he does and therefore because of his attractiveness the boys would like Irwin more than they like Hector. The fact that their teaching strategies are so different makes it even more interesting to compare the two together. At one point in the story, both teachers teach the boys at the same time. â€Å"We don't know who we are, sir. Your class or Mr. Irwin's.† At Irwin's lessons, the boys are more serious, as Irwin has a programme. At Hector's lessons they are more thoughtful and they decide how to start the lessons. So when both teachers are teaching at the same time it gets a little difficult and they boys don't really know how to behave. Mrs. Lintott is not very surprised at the fact that Irwin is intelligent. Read also History Quizzes â€Å"The Catcher in the Rye is a 1951 novel by J. D. Salinger. Originally published for adults, the novel has become a common part of high school and college curricula throughout the English-speaking world†7 It's quite strange that the book was originally published for adults and now is used widely in schools and colleges. â€Å"Let each child that's in your care have as much neurosis as the child can bear.† This is a section from Auden's poem Letter to Lord Byron. He could be meaning that it's no harm if you bring up your children in a hard way as it will be good as long as it does not go too far. So really, the books that are not liked by the children and yet are forced upon them won't harm them and it will be useful to them one day. In the next section of the play, Irwin and the boys are talking about the Second World War and the reasons for why it really happened. Irwin starts off and lets the boys come to a conclusion. â€Å"Which, sir, since Wilfred Owen says men were dying like cattle, is the appropriate word.† Hector finds it important that they know poems by heart as it will be understood by them one day, and that is what really happens here. They use their knowledge that's given over by Hector not just in English but in their other lessons meaning that learning these poems by heart really is useful. The poem describes how so many men were dying during the war that they looked like masses of animal. â€Å"First Class†¦I am asleep.† The fact that he is asleep is because he has read exactly the same story for 8 times and he had rather read something what would be outside people's comfort zone. Especially when that essay can guarantee you a place in on of the top universities you need to think for yourself and try to stand out within the crowd, your competitors. â€Å"What has that got to do with anything?† Writing an essay on history should not per se be about the truth. History is truth as far as the writers are concerned and is usually written by those that were victorious (in a war for example). History is history for those who want to believe it is history from the victorious perspectives. If you read it from the perspective of the conquered you will hear another story and the other would be blamed. â€Å"We still don't like to admit the war was even partly our fault because so many of our people died. According to Irwin, the Second world lead to many people dying which is why people are sensitive about it but what they do not know is that there were people that actually enjoyed the war. According to him, and he is referring the poets, â€Å"most of them seem to have enjoyed the war.†13 Because of the war the poets had something to write about, that's where they got their inspiration from. If there was no war, they would not have been able to write such powerful poems without a lot of difficulty. When you have experienced something yourself it is much easier to write about it. Poems are the words of the poet and you can interpret it in any way you like yet you cannot exactly know what the poet meant with his words. â€Å"In other words†¦Ã¢â‚¬  Again, this is something they have learned in Hector's lessons. Irwin thinks the lessons of Hector are more fun than educational but this clearly says that they do learn things in his lesson. At schools teachers spoon-feed their students all the way through. When Rudge asks Irwin; â€Å"What do I write down?†15 Irwin responds with; â€Å"I must not write down every word that teacher says.†16 Irwin clearly wants them to think for themselves. He's happy to help them along and tell them what direction they need to go to, but at the end of the day, it has to be them that think it through and they should come to an own conclusion on their own.