Medeval Life Essays - Environmental Toxicology, Pollution

Medeval Life Medieval towns were very small, leaving very little room for expanding, therefore the roads, and the houses were very small. Since the houses were made out of wood and were so close together the risk of a big fire was great because the fires were always in the house. Even though the town was built so close together that wasnt the worst part. Since the people back then had not come out with water and sewage systems, people threw out all their waste into the middle of the street where other people could get infected by the smell of the by-products. Pigs were the only garbage cleaners; they would go around and eat all of the by-products. Another part of life in the city was the pollution that inhabited all of the air; the people on the towns would go threw the streets and breathe all of the air. Thus causing a lot of sickness. So, basically living in the city was not a good thing. Living in the countryside also has its ups and downs. By living in the countryside people had better air than the people in the cities had also people didnt have to worry about being polluted by all the trash that was lying around. Since there was space in the countryside the people built their houses away from each other, by people doing that the people reduced the chance of fires spreading a destroying a whole city. But one problem that was constant with the problem of the people in the cities was that the water was still polluted by all the waste that all the people put into the river or the ground. One problem that the countryside people had that city people didnt have was that the countryside people didnt have any defense from the enemies. But the people in the cities did. If I was to choose whether to live in the countryside or in the towns I would choose to live in the countryside because the death rate in the cities was probably higher than the death rate in the countryside. If I were going to die, I would rather die by fighting than die by smelling other peoples trash and feces. History Essays

Shamanism

Shamanism Who are shamans? Shamans are personal beings who are involved in the practice of treating the spirits in a world beyond human understanding. Shamans are able to do this as they have the capacity to take a journey into the world of spirits. They enter the world of spirits where they are able to master the myths behind these spirits. Shamans are extremely vital in the communities where they are found as they help these communities in various ways.Advertising We will write a custom research paper sample on Shamanism specifically for you for only $16.05 $11/page Learn More For example, they guide their communities during difficult times, for instance, in times of sicknesses, death, pain or when people are faced with difficult choices concerning their lives (Moss, 2010). Shamans can be said to be people with specialist knowledge in a given religious system. The shaman has a great knowledge on the spiritual world, as well as human soul through ecstasy. Thus, they have the power of an unaltered state of mind. This is what enables the shamans to connect with the spiritual world. By so doing, the shamans bring numerous benefits to the community (Moss, 2010). Where are they? Currently, shamans can be found in Eurasia in countries like Siberia, Inner Asia and Mongolia. This is mainly due to the fact that their religious beliefs are closely linked to hunting and gathering activities in society. Shamanism has developed as a result of human beings desiring to exert their control, as well as influence to the natural world and traditional cultures and religions are said to be the oldest forms of healing (Moss, 2010). Consequently, some people estimate that shamanism originated a long time ago and has been part of many religions practiced world wide. For instance, shamanism has been practiced in parts like the Oceania region, Tibet, South America, Korea, as well as China (Moss, 2010). What are their practices for healing? A shaman plays several roles t hat are clearly defined. As a revered and essential community member, a shaman acts as a dream interpreter, a link between the physical and world of spirits, physician, spiritual minister and a psychiatrist. On the other hand, outsiders perceive a shaman as being a primitive medical doctor. However, to believers in shamanism, the healing rituals undertaken by the shaman offers an avenue for existence with a moral interpretation (Moss, 2010).Advertising Looking for research paper on alternative medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Healing is one of the major activities undertaken by shamans. There is a difference that exists between shamanistic healing and the conventional healing done in the traditional biomedicine. The difference is in the health implications of a symbolic reality in the two practices (Moss, 2010). This is in terms of mediating that which separates the biophysical and psychocultural aspects of medicine and science. Shamanism healing entails performance of rituals and the ritual activity performed both at the symbolic and social levels has effects on human functioning. A ritual performed by the shamans does have health implications. However, in most cases, healing activities in shamanism involve critical rituals performed as a response to crises in society (Moss, 2010). More so, there are rituals for social transition which in most cases, act as rites of passage. Shamanism healing also includes calendrical rituals normally held on specified days annually. These calendrical rituals enhance solidarity and integration in the society as a whole. As such, they are vital in recognition of a stage of development in one’s life (Moss, 2010). Some Shamanic ritual that appeal to me The rituals which appeal to me are those performed by the Lebu healers in Senegal. In their healing rituals, the shaman healers of the Lebu dress like hyenas. These healers are then confronted and s cared off by a noble lion, normally more powerful than the hyena. In this ritual, the hyena and lion do have a symbolic meaning where immorality and human weaknesses in society are represented by the hyena. Essentially, these shamans use the hyena to depict all the negative things happening in society while the lion is used to symbolize morality. Evil spirits have to be scared off to maitain morality (Moss, 2010). One major practice of shamanism is having the power animals. These power animals are what acts as people’s guide in their daily lives. Normally, these animals are seen as the guardian spirits. Thus, these guardian spirits are what represent the power, character quality, as well as the strengths of given people who believe in them. Additionally, in shamanism, these power animals keep changing from time to time. More so, the animals are viewed as having different strengths and they are responsible for infusing people with personal power (Weor, 2010).Advertising We will write a custom research paper sample on Shamanism specifically for you for only $16.05 $11/page Learn More

Country of origin labeling Research Paper Example | Topics and Well Written Essays - 1500 words

Country of origin labeling - Research Paper Example On September 2008, The United States Congress expanded the provisions of the COOL law and added more food items like fresh fruits and vegetables under the jurisdiction of this law. This paper will discuss the Country of Origin Labeling law, its advantages, and disadvantages. Country of Origin Labeling (COOL) Although this rule was proposed several years before, it went into effect in the country on 30th September 2008. The Agricultural Marketing Act of 1946 was amended by ‘the 2002 and 2008 Farm Bills’ as part of providing source country information to customers (National Archives and Records Administration, 2009). The 2008 Farm Bill includes a set of provisions such as addition of new commodities and requirement for labeling products of multiple origins. This framework also requires a supplier to share country of origin and other production information with the retailer. Retail firms which are functioning under the Perishable Agricultural Marketing Act (PACA) are legall y liable to comply with the provisions of the COOL. A person selling any type of perishable goods at retail comes under the jurisdiction of PACA. As per PACA requirements, retailers must be licensed when their invoiced purchase costs of perishable agricultural commodities exceed a limit of $230,000 during a calendar year (Rynn & Janowdky, LLP, 2010). According to this Act, perishable agricultural commodities include fresh fruits and vegetables. Since exporters are excluded in the definition, they do not need to adhere to COOL requirements. Similarly, other food service establishments such as restaurants, lunchrooms, bars, lounges, taverns are also exempt from this rule in addition to salad bars and delicatessens that supply fast food. In addition, processed foods- which refer to food items undergone several processing changes- like chocolate, bagged salad, mixed nuts, breading, and orange juice need to comply with COOL requirements (cited in GPO Access, 2012). However, it must be no ted that this law covers some additional items such as canned roasted peanuts although they are considered as a processed food. The origin of country labeling statute clearly directs that if the covered commodity undergoes the processes like frying, boiling, roasting, broiling, steaming, curing, grilling, baking, smoked, or restructuring, the item does not need to be labeled (Third Party Written Submission of Australia, 2010). As Johnecheck (2010) points out, the COOL rule clearly states that the labeling has to be specific and accurate. According to this statute, the labeling option may include sticker, label, sign, placard, twist tie, pin tag, stamp, or band. It is allowable for the retailer to give the information on the package, holding unit, display material, or the bin placed at the end point of the sale. The country of origin information must be displayed in a conspicuous place so that customer can easily read and understand the information during the course of purchase proce ss. The rule also specifically mentions that the country of origin information printed or handwritten should not overlay other labeling information mandated by the Federal regulation. Sometimes, retailers may use bulk containers to display a large number of products, including covered commodities from different countries. Under such circumstances, retailers are required to list all possible origins and other product information. Nowadays, the concept of e-commerce has attained

Interrelationship of the Post-Conflict Resolution Tools Essay

Interrelationship of the Post-Conflict Resolution Tools - Essay Example History cites such evolutional wars as the First World War, Second World War and the Cold War among many others as having erupted from such differences in territorial power, economic empowerment and also political or military endowment of the incumbent countries. Conflict resolution and post conflict reconstruction have been cited as major efforts that characterize humanity in the event of a war or a conflict. Whenever a conflict arises, it is common sense for efforts to be made towards solving the conflict and possibly assuming peaceful relations between the conflicting parties be it nations, regions or even individuals. Conflict resolution is therefore said to be the mechanisms or efforts that are employed to minimize negative effects of a conflict while at the same time increasing the possible positive effects of the same conflict. Therefore, this means that a conflict always brings about both positive effects as well as negative effects. Different tools of conflict resolution hav e been in use over decades in the process of settling disputes that result in the conflicts. These tools are; political, military and /or economic tools. These tools are used at proximity with some of the tools being the best suited over a specific conflict over the others and others being far and least efficient in solving some types of conflicts. However, there are times that interplay of the different tools of conflict resolution and post-conflict reconstruction is best suited. Parties involved such are countries, regions or persons employ economic, political as well as military power to get to the solution of the issues that have caused the differences. In particular, the cold war of late 1940’s to 1990’s have seen the common play of the different tools as mentioned to realize solution to the conflict and reconstruction of the affected countries and regions after solution was found. Nevertheless, common questions as to what extent the different tools of resolution have been used in regard to the post-cold war are interconnected and their success in the purpose intended remains a critical subject of discussion. Moreover, discussions still rage in fire as to whether the tools have been more effective since the cold war or not. If yes, our study wills to justify why and if not then the study will equally find the reasons. Discussion Conflict resolution has been defined as mechanisms that are put in place not to avoid conflicts but rather the mechanisms that minimize the negative effects of the conflict while maximizing the positives resultant from such a conflict. The solutions that are sought as well as the means through which they are sought are considered in terms of being against dominance, oppression, exploitation and violence. The satisfaction of public needs for security, self-determination, identity and the quality of life among other basic needs must be realized in the mechanisms adopted for conflict resolution (Samson Et al, 1-3). Ther e are basic principles that govern conflict resolution tools and approaches. These include but are not limited to: integrative solutions, cooperative endeavor, non-violent mechanisms and proper understanding of all parties involved. While trying to get to the route genesis of the cold war, it is good for

PHL317Marx and Marxism Essay Example | Topics and Well Written Essays - 1250 words

PHL317Marx and Marxism - Essay Example Marx and Engels underline a leading role of the working class supposing that popular revolution could overthrow the repressive oligarchies of wealth and did not set them apart from the principles of democracy but, on the contrary, placed them squarely in the mainstream of the mid- nineteenth-century democratic tradition. "The proletarian movement is the self-conscious, independent movement of the immense majority in the interest of the immense majority." Thus they could make the equation that "to win the battle of democracy" would be the same thing as "to raise the proletariat to the position of ruling class." A "democratic constitution" would produce the "rule of the proletariat" (Marx and Engels 2006). Thus Communist Manifesto could assert even more plainly in a contemporaneous article that "a necessary consequence of democracy in all civilized countries is the political rule of the proletariat" (Marx and Engels 2006). Marx and Engels did indeed mistake the birth pangs of industria lism for the death throes of capitalism (Selsam and Martel 43). What is important for is that political strategy rested upon these expectations--however fanciful--of a geometrically multiplying proletariat and an impending economic cataclysm. First, the Manifesto asserted, when free competition is viewed as a process over time, the inevitable result is a concentration of ownership, with the less efficient enterprises going bankrupt or bought up by the more efficient. This law of concentration applies not only to industry but also to agriculture and distributive enterprises. Thus the manifold gradations of preindustrial society give way to a great gray mass of almost undifferentiated wage earners. This tendency of capitalism to replace skilled by unskilled labor is scarcely mentioned by Marx's followers nowadays-for obvious reasons--yet it clearly belonged to the original prognosis. These events lead to dissatisfaction of the working class and force them to oppose the regime. In this case, it becomes the first way of revolution and further class struggle (Szporluk 84). The idea that the working class leads the revolution is based on the concept of majority rule. Marx conceived that each successive class was "called to rule" and to emancipate mankind in some degree. During each period of emancipation, history awarded majority support, as it were, to this ruling class, because the masses would perceive the leadership of the chosen group genuinely to advance the interests of the whole society. So it had been in proper bourgeois revolutions, when the masses had provided the muscle for the bourgeoisie in its struggle to break out from the fetters of feudalism. So it would be again when the proletariat was called upon to play its ultimate emancipatory role, but not, perhaps, before the compass needle of universal suffrage registered "various deviations" (Szporluk 89). Among these, Marx also seemed to anticipate that the successful creation of a republic would dissolve the tripartite class alliance, leaving the more radical proletarian minority at first i n opposition to a "pale" democratic government representing the petty-bourgeois and peasant majority. He implied as much when differentiating himself politically from one of the leading "petty-bourgeois" democrats" The Communist Manifesto states: "The bourgeoisie cannot exist without constantly revolutionizing the

Benefits Of Audio-Visual Aids Lectures

Benefits Of Audio-Visual Aids Lectures Students’ perception on role of audio-visual aids used in didactic lectures Abstract: Background objectives: Medical teachers have conventionally been using different teaching methods to educate medical students. Nowadays audiovisual aids such as power point slides, animation videos are being used. The optimum use of audiovisual aids is essential for deriving their benefits. This study was done to know the students’ preferences regarding the various audiovisual aids, with an aim to improve their use in didactic lectures for better understanding of concepts in medical science. Methods: Cross sectional observational study was undertaken in 113 undergraduate medical students . A set of questionnaire was distributed and students were directed to choose the most appropriate option as per the Likert scale. The responses were analyzed using SPSS 17.0. Results: Out of 113 students,45.1% preferred use of combination of audiovisual aids during a didactic lecture.27.4% preferred animation videos,15.9% preferred PowerPoint slides 11.5% preferred use of blackboard. Conclusion: Our study demonstrates that use of combination of audio-visual aids is the most preferred mode of teaching by the students. For better understanding of a subject and improvement of student’s performance, a teacher should match the lectures with preferred audiovisual aids and use them prudently. The subjects wanted animations to be incorporated frequently into medical education. Key Words: Animations, Audiovisual aids(AV),Blackboard, didactic lectures, Medical students, Powerpoint slides Introduction: Today we are living in the era of Information and communication technology. The power of technology has captured the minds of new generation and this influence could be seen in the field of medical education too. The technology for teaching students in this competitive scenario is the use of Audio-Visual aids in the form of power point presentations, animation videos, movies etc or can be the combination of both1. Lectures are the most traditional, old fashioned and didactic method of teaching which are meant for one way delivery of information and are especially useful when a large number of learners must be taught at one time. Well organized lecture remains one of the most effective ways to integrate and organize information from multiple sources on complex topics2.Lectures are often supported by audio-visual aids by emphasizing key points on the black board, the projection of written or printed matter on transparencies via an overhead projector(OHP) or increasingly nowadays via a computer based system, notably Microsoft power point(PP) animation videos3. The traditional chalk-talk methodology provides strong student-teacher interaction, but its effectiveness declines as the number of students in the class increases. Furthermore, maintenance of discipline and drawing attention gets hampered4.OHPs lack the ability to display moving images, have poor visibility and optical focus. Microsoft PP slides, accompanied with multimedia projectors, have remarkably revolutionized teaching. Texts as well as audiovisual clips can be easily played on PP slides. Animations refer to 3D video clips that can be played on a multimedia projector (MP). They provide a visual simulation that is particularly handy in sustaining interest and understanding complex medical concepts5. Students favour teaching methods employing audiovisual aids over traditional lectures using blackboard 3.However, the optimum use of audiovisual aids is essential for deriving their benefits6 . There is no conclusive study stating the superiority of one method over the other. Garg A et al. have observed that students want the teachers to include audiovisual aids during the lectures, but it is not certain whether it improves their understanding or performance in the examinations7. Baxi SN et al. have observed that there was marked improvement in examination results when PPT replaced the use of OHP 8. So there is a mixture of views based on the recent studies and it is not clear whether the use of a particular lecture delivery method is superior to others. Therefore, this study was undertaken to get the feedback from the medical students regarding their preferences in using newer modalities of teaching methods like animation videos, PowerPoint slides, and pre-recorded lectures along with blackboard teaching with available resources and progressively improve lecture delivery for their better understanding. Material methods: The cross-sectional, observational study was conducted with prior permission from the authorities and approval from ethical committee. A self administered questionnaire based on previous study4,6,16 was distributed to 130 students of 2nd 3rd year MBBS aged 18-22 years selected by random convenient sampling after obtaining their informed consent.The questionnaire was asked to complete anonymously.Participation was voluntary and dependent on subjects willingnes.The participants were asked not to reveal their names,registration number or any personal information so they can answer freely without any influence. Responses were taken from the students present in the class on the day of survey. Those who were absent or refused to participate were excluded from the study.113 students out of 130 who returned the filled questionnaire became the participants in the current study. The questionnaire consists of twenty questions designed in two parts, first part composed of information regarding schooling, HSC board HSC percentage of the participants. Second part contained questions related to the preferences and opinions for use of AV aids in lecture delivery, in which twelve attributes were measured, based on Likert’s scale of grading as strongly agree/Agree/ No opinion/ Disagree/ strongly disagree. The scores allotted in the aforementioned sequence are 5/4/3/2/1.The participants were encouraged to furnish their independent and unbiased opinion without revealing their identity in the questionnaire. The sum of the all students grading on each attribute was taken for calculating the final weighted score. The response was analyzed using SPSS 17.0 for data entry and statistical significance was found by using Friedman ANOVA test. Results: Association between attributes and preference of AV-aids is depicted in (TABLE- 1).To analyze the best method of audio visual aid in use for independent attributes, ranking scale was adopted allotting the sequence in ascending order. It is evident that mean ranking for blackboard ,PPT prerecorded lectures were lower than that of animation videos for most of the attributes. On application of â€Å"Friedman test† a significant association was found (p Table 1: Association between attributes and preference of AV-aids Attributes Blackboard PP slides Animation videos Prerecorded lectures Combination Stat. Sig (Friedman’s test) Mean SD Median Mean SD Median Mean SD Median Mean SD Median Mean SD Median Lectures were well organized 2.99 .966 4.00 3.23 .798 4.00 3.93 .659 5.00 1.73 1.036 3.00 3.12 .891 4.00 P Contents were well informative 2.87 .992 4.00 3.38 .793 4.00 3.74 .566 4.00 2.06 1.036 3.00 2.96 .908 4.00 P Lectures clear understandable 3.43 .862 4.00 3.11 .833 4.00 3.64 .651 4.00 1.90 1.059 3.00 2.94 .932 4.00 P Clarity was good 2.83 .937 4.00 3.51 .958 4.00 3.41 .879 4.00 2.23 1.092 3.00 3.03 .936 4.00 P Well audible 3.20 .744 4.00 3.13 .908 4.00 3.31 .789 4.00 2.35 1.073 4.00 3.01 .926 4.00 P Stimulated interest 2.91 1.015 4.00 3.20 .983 4.00 3.63 .966 5.00 2.22 1.143 3.00 3.04 1.069 4.00 P Advanced understanding of topics 3.12 1.045 4.00 3.13 .966 4.00 3.44 .962 4.00 2.32 1.108 3.00 2.98 .671 4.00 P Delivery was interesting 2.86 .955 4.00 3.06 .958 4.00 3.52 .852 4.00 2.47 1.112 3.00 3.08 .642 4.00 P Able to take notes/diagrams 3.74 .967 4.00 3.36 1.136 4.00 2.50 1.123 3.00 2.28 1.145 3.00 3.12 1.126 4.00 P Effective in clearing concept remembrance 3.25 .50 4.00 3.00 .963 4.00 3.46 .973 4.00 2.36 1.157 3.00 2.94 .942 4.00 P Concentration/ attention span maintained 3.40 1.140 4.00 3.07 1.134 4.00 3.28 .946 4.00 2.32 1.175 3.00 2.93 .949 4.00 P Explanation/ summarization 3.21 .973 4.00 3.25 1.062 4.00 3.37 .869 4.00 2.27 1.126 3.00 2.89 .964 4.00 P Table 2: Preferred aid Preferred aid Total Animations blackboard Combination Ppt slides Gender Female Count 14 7 35 11 67 % within gender 20.9% 10.4% 52.2% 16.4% 100.0% % within Preferred aid 45.2% 53.8% 68.6% 61.1% 59.3% Male Count 17 6 16 7 46 % within gender 37.0% 13.0% 34.8% 15.2% 100.0% % within Preferred aid 54.8% 46.2% 31.4% 38.9% 40.7% Total Count 31 13 51 18 113 % 27.4% 11.5% 45.1% 15.9% 100.0% Discussion: The current study was conducted to get feedback from the medical students regarding their opinion on audiovisual aids used during didactic lectures using a Questionnaire. It is an obvious observation that gradually the use of electronic media has become more common in medical colleges over conservative teaching methods that utilized blackboards9. For centuries, a blackboard remained the mediator for displaying information in a persistent manner, and can give the audience a consistent view of far more information than can be held in short- term memory. Anderson R noted that blackboards encourage note-taking and student-teacher interaction10 which was also found in our study. Seth V et al. noted that by using blackboard taking down the simply-drawn diagrams is easy, the teacher makes natural pauses and power breaks do not interfere with the lecture4.Its limitation is that information-rich contents like complex tables, graphs and vivid images cannot be displayed and the orga nization of the presentation is poorer as compared to electronic slides5.He also noted that the majority of medical students preferred PPT presentations, while dental students preferred chalkboard. Baxi SN et al.8 observed that an equal number of students preferred blackboard-based or multimedia-based lectures and insisted to consider the need of using multimedia modalities to present lectures to students11. In our study it was revealed that the students preferred animation videos over Powerpoint presentations or blackboard. Majority of the students opined for the use of combination of audiovisual aids in didactic lectures for better understanding of concepts in medical science which correlates with the study done by Kaushik Bhowmick et al12.The training program in UG teaching uses a judicious mixture of didactic lectures with audiovisual aids and problem based learning methods, clinical teaching and practical experiments 6.Optimum use of audiovisual aid is essential for deriving their benefits6.Audio visual aids can be effectively used to show the photographs and the animated pictures related to the topics13.Animations, with their unique three-dimensional presentation, have been accredited with simultaneously being able to increase interest and motivation, to draw attention, to illustrate procedures and to explain how things work14 . Conclusion: Our study demonstrated that lecture delivered by using a combination of audio visual aids was most appreciated by the students. To understand complex concepts and to retain facts, the participants desired animations to be incorporated frequently into medical education as they are interesting it breaks the monotony of lecture.It motivates students to attend lectures as they are very curious to see or hear what the teacher is going to show them in the upcoming class, by seeing animated effects, colorful presentation and hearing recording they are able to concentrate more1. References: Arora A. Impact of Audiovisual aids on students at university level. Altius Shodh Journal of Management commerce.2013;ISSN 2348-8891. Richardson D. Don’t dump the didactic lecture; fix it. Adv Physiol Educ. 2008; 32(1): 23-24. Bennal A, Itagi V, Taklikar RH.Role of Audiovisual aids in physiology lecture. National Journal of Physiology, Pharmacy Pharmacology.2014;4(2):109-111. Seth V,Upadhyaya P,Ahmad M,Moghe V.PowerPoint or chalk and talk: perceptions of medical students versus dental students in a medical college in India. Adv Med Educ Pract 2010;(1):11-16. Naqvi SH,Mobasher F, Afzal MA,Muhammad U,Naeem A. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. JPMA.2013; 63: 859. Mohan L,Sankar P R, Kamath A, Manish M S, Eesha B R. Students attitudes towards the use of audio-visual aids during didactic lecture in pharmacology. Journal of Clinical and Diagnostic Research 2010; (4): 3363-3368. Garg A, Rataboli PV, Muchandi K. Students opinion on the prevailing teaching methods in pharmacology and changes recommended. Indian J Pharmacol 2004; (36):155-8. Baxi SN, Shah CJ, Parmar RD, Parmar D, Tripathi CB. Students perception of different teaching aids in a medical college. African Journal of Health Professions Education. 2009; 1(1):15-16. Seth V, Upadhyaya P,Ahmad M,Kumar V. Impact of various lecture delivery methods in pharmacology. Excli journal 2010;(9):96-101. Anderson R. Beyond PowerPoint: building a new classroom presenter. Syllabus 2004; (17): 31-3. Lowry RB. Electronic presentation of lectures – effect upon student performance. University Chemistry Education. 1999; (8):18-21. Bhowmick K,Mukopadhyay M,Chakraborty S. Assessment of perception of first professional MBBS students in India about a teaching learning activity in Biochemistry. South East Asian Journal of Medical Education 2009;(3):8. Metcalfe DH, Mathura M. Students perception of good and bad teaching: a report of a critical incident study. Medical Education.1995;29(3): 193-197. Lowe R, Schnotz W (eds.). Learning with animation: research implications for design. UK: Cambridge University Press. 2008. Chavan SK,Chavan KD,Giri PA,Jogdand SS. Perceptions of Medical Students Regarding Use of Audio-visual Aids in Lecture Delivery.IOSR Journal of Research Method in Education .2014;(4):28-32. Kumar A,Singh R,Mohan L,Kumar M. Students views on audiovisual aids used during didactic lectures in a medical college. Asian Journal of Medical Science 2013;(4):36-40.

Is Abortion Ever Justfied? Essays -- essays research papers

Is abortion ever justified? If not, why? If it depends, then on what? It is not unreasonable to suggest that the vast majority of people consider it morally wrong to kill other persons. There may be examples of situations where the killing of a person may be justifiable, although they are by no means universally consented to, such as killing in self defence or as a form of capital punishment, but taken in isolation it is generally accepted that to kill is wrong. Therefore in the debate between pro and anti abortionists must centre around two essential questions: whether a foetus is a person, and if so when a foetus becomes a person; and whether abortion can be said to be self defence. Possibly the deepest dilemma for an anti abortionist concerns the stage at which a foetus can be said to be alive, in the sense in which we would refer to a child after it is born. It seems absurd to think that in the relatively short time which the birth takes, the baby’s status will be so radically altered yet an almost mystical store is set by birth as for the first time we can distinguish a distinct personality, and directly interact with the infant . However, it is a largely unfounded significance in ethical terms as birth is often governed by contingent factors and the time of birth can be manipulated. Also to be considered is the fact that if the baby is ready to emerge from the womb, then surely it possesses enough properties for us to consider it in some sense a person. For example, if not than an eight month old foetus would not have the same claim to personhood as a two-month-old baby born prematurely at six months even though they are of similar developmental stage s. Thus other stages of pregnancy are more commonly cited as the point in which personhood begins. John Grigg adopts the stance that there is a life that comes into existence as soon as conception occurs: â€Å"To my mind life begins at the moment of conception†¦ Conception is the magic moment.† (John Grigg, in the Guardian, 29 October 1973) This view may be problematic if we consider that life does not necessarily imply personhood. We may claim that the foetus is a human being but this merely implies that it is a member of our species, and not that of another. Yet it is at least true to say that a foetus, even in the earliest stages of pregnancy has the potential to be a person. This is slightly differe... ...elf defence, even though the foetus has no intention to harm the woman, it is a sad situation in which both parties might be thought of as morally blameless. However, can any abortion said to be self-defence? The reaction to an intrusion in the home may be said to be defence, yet a house is worth far less than your own body. The title question of this essay and the questions raised within it remain unconcluded. The problem is not that there are no answers, rather there are too many. The issue is complicated further by the fact that every single situation is different. Abortion is a very personal issue that effects many people in the world, the average Russian woman has twelve abortions in her life, it is also an especially emotional subject. Abortion is justified everyday, however whether it is a practice that can be morally justified with any universal consent is another issue. The only way I can see that abortion might receive the most moral acceptance, is that if it is presented on the grounds that we must all step back and respect that other moral agents have a right to make autonomous decisions, regardless of what we think about the way they choose to assert their autonomy.

Judaism popular jewish holidays

To demonstrate your repentance and make amends for all the sins youVe committed. Yom Kippur is a complete Sabbath; no work can be performed on that day. It is well- nown that you are supposed to refrain from eating and drinking (even water) on Yom Kippur. It is a complete, 25-hour fast beginning before sunset on the evening before Yom Kippur and ending after nightfall on the day of Yom Kippur. The Talmud also specifies additional restrictions that are less well-known: washing and bathing, anointing one's body (with cosmetics, deodorants, etc. , wearing leather shoes, and engaging in sexual relations are all prohibited on Yom Kippur. It is customary to wear white on the holiday, which symbolizes purity and calls to mind the promise that our sins shall be made as white as snow (Is. :18) 3. Sukkot Significance: Remembers the wandering in the dessert; also a harvest festival Length: 7 days The Festival of Sukkot begins on Tishri 15, the fifth day after Yom Kippur. Sukkot is so unreserved ly Joyful that it is commonly referred to in Jewish prayer and literature as Z'man Simchateinu , the Season of our Rejoicing.Sukkot has a dual significance: historical and agricultural. Historically, Sukkot commemorates the forty-year period during which the children of Israel were wandering in the desert, living in temporary shelters. Agriculturally, Sukkot is a harvest festival and is sometimes referred to as efers to the temporary dwellings that we are commanded to live in during this holiday in memory of the period of wandering. The festival of Sukkot is instituted in Leviticus 23:33 et seq. No work is permitted on the first and second days of the holiday. . Shemini Atzeret Significance: A follow-up to Sukkot; the completion of the annual cycle of Torah readings Length: 2 days (Some: 1 day) Customs: Limited â€Å"dwelling† in the sukkah; dancing and rejoicing with Torah scrolls Date: the day after the seventh day of Sukkot, Shemini Atzeret literally means â€Å"the assem bly of the eighth (day). Sukkot is a holiday intended for all of mankind, but when Sukkot is over, the Creator invites the Jewish people to stay for an extra day, for a more intimate celebration.Shemini Atzeret and Simchat Torah are holidays on which work is not permitted. 5. Simchat Torah Simchat Torah means â€Å"Rejoicing in the Torah. † This holiday marks the completion of the annual cycle of weekly Torah readings. Each week in synagogue we publicly read a few chapters from the Torah, starting with Genesis Ch. 1 and working our way around to Deuteronomy 34. On Simchat Torah, we read the last Torah portion, then roceed immediately to the first chapter of Genesis, reminding us that the Torah is a circle, and never ends.This completion of the readings is a time of great celebration. 6. Chanukkah Significance: Remembers the rededication of the Temple after it was defiled by the Greeks Observances: Lighting candles Length: 8 days Customs: eating fried foods; playing with a dre idel (top) Chanukkah, the Jewish festival of rededication, also known as the festival of lights, is an eight day festival beginning on the 25th day of the Jewish month of Kislev.Chanukkah is probably one of the best known Jewish holidays, because of its roximity to Christmas. Many non-Jews think of this holiday as the Jewish Christmas, adopting many of the Christmas customs, such as elaborate gift-giving and decoration. It is extremely ironic that this holiday, which has its roots in a revolution against adaptation and the dominance of Jewish religion, has become the most conformed, secular holiday on our calendar.The only religious observance related to the holiday is the lighting of candles. The candles are arranged in a candelabrum called a menorah (or sometimes called a chanukkiah). 7. Pesach: Passover Significance: Remembers the Exodus from Egypt ommunal retelling of the Exodus story Length: 8 days (Some: 7 days) Exodus 12:14-17 Agriculturally, it represents the beginning of th e harvest season in Israel, but little attention is paid to this aspect of the holiday.The primary observances of Pesach are related to the Exodus from Egypt after generations of slavery. This story is told in Exodus, Ch. 1-15. It refers to the fact that G-d â€Å"passed over† the houses of the Jews when he was slaying the firstborn of Egypt. In English, the holiday is known as Passover. â€Å"Pesach† is also the name of the sacrificial offering (a lamb) that was made in the Temple on this holiday.

The Gulf War and the role of air power in the Gulf War in 1991

Introduction The Gulf War remains an important event in modern history for various reasons. Firstly, it can be argued that the Gulf War is significant as it gives the background to the overall recent warfare known as the ‘Iraq War’ (Coyote, 2013, p.24). Although the perceived reasons for invading Kuwait are still disputed amongst researchers,, the most popular reason given for the invasion is Iraq’s allegation that Kuwait was stealing its oil (Freedman & Karsh, 1991, p.52). How far this was a significant cause of the war will be explored, in addition to the role that developing air power played in this War. One of the main questions this essay will attempt to answer is: did air power play a major role in the bringing the War to an endFinally, the essay will discuss the wider impact of the Gulf War on the Iraqi Government, and how it has affected the country in the modern day. Why did the Iraqi Government invade Kuwait? There has been unending debate on what the exact reason Iraqi invaded Kuwait, with scholars disagreeing on what transpired in the events the preceded the breakout of the war (Flanagan, 1991, p.18). It is fair to say that it was a culmination of several factors that led to Kuwait invasion, and no single factor could be seen as the catalyst for military action. Firstly, Iraq was heavily indebted to both Saudi Arabia and Kuwait due to their financial backing of Iraq in its war against Iran (Khadduri & Ghareeb 1997, p.1). Kuwait did more than just support the war against Iran financially; they also offered assistance by effectively becoming Iraq’s major port following the closure of Basra at the height of the conflict (Khadduri & Ghareeb 1997, p.3). The close tie between Iraqi and Kuwait during the former’s war against Iran later led to Iran targeting the country following its financial support to Iraq. Iraq owed Kuwait more than $80billion, which the Iraqi Government could not pay back (Cordesman& Wagner1996, p.45). Despite pleas from Iraq to Kuwait to write off $14 billion of the debt, Kuwait refused. The fact that Kuwait were not willing to negotiate the debt in favour of Iraq angered Iraqi Government, further increasing tension between the two countries (Danchev & Keohane, 1993, p.23). Another factor widely speculated to have increased the tension between the two countries is when Iraq claimed certain parts of Kuwait were actually Iraqi territory (Khadduri & Ghareeb, 1997, p.4). Shortly before the commencement of the war, the Iraqi Government alleged that Kuwait was stealing petroleum from Iraq by way of slant-drilling into Iraq’s Rumaila field (Freedman & Karsh, 1991, p.52). This resulted in heated disputes between the two countries, with allegations that Kuwait was stealing oil worth in the region of $2.4 billion (1994, pp.23-30). This, according to Muellor (1994, pp.23-30) arguably put more pressure on a relationship that was already strained. Muellor observe that Kuwait argued that the allegations were ill-founded and fabricated in order to justify Iraq’s resolve to take military action against Kuwait.Foreign firms working in the area took Kuwait’s side, as the common belief built on the belief that the invasion of Kuwait by Iraq was heavily influenced by Iraq’s motivation to obtain the country’s significant petroleum supplies. Some alleged that the decision to invade Kuwait had been mooted a couple of months before Aug ust 1990, as the crisis was coming to a climax (Freedman & Karsh, 1994, pp. 63-65). Linked to this issue is the allegation by Iraq that Kuwait was overproducing petroleum, which caused a revenue decrease for Iraq. It was estimated that during the period of 1985-1989, every year Iraq suffered a $14 billion deficit as a direct result of Kuwait’s oil production (Finlan, 2003, p.24). Whilst Iraq did try to negotiate with Kuwait, they did not reduce their production, which must have angered the Iraqi government. Some historians say that Iraq viewed this refusal as an act of defiance, which then became a powerful trigger for the War (Fisk, 2006, p.18). Therefore, as is often the case with invasion events, politics, money and oil can be shown to be the underlying causes of military action. An overview of the Gulf War The Gulf War took place between August 1990 and February 1991. Following Iraq’s initial invasion of Kuwait, the main players comprised coalition forces, a combination of 34 different countries led by the United States of America, against Iraq. The Iraqi Republican Guard invaded Kuwait on 2 August 1990 with over 100,000 members of the Iraqi military supported by 700 tanks in the early hours of the morning. This was met immediately by a UN Security Council sanction, which created a ban on all trade with Iraq and the freezing of all its assets (Khadduri & Ghareeb, 1997, p.73). By 4 August 1990, most Kuwaiti troops either had been overpowered or had fled to Saudi Arabia or Bahrain. Hundreds of thousands of civilians fled the country and many continued to stay there even after the end of the conflict (Flanagan, 1991, pp.18-26). The initial invasion consisted of intense military action as Iraq looked to show their intention to occupy its neighbor. This action was internationally con demned, and the UN was strongly encouraged to act and find a way forward (Fulghium, 1991). Countries worldwide called for Iraq’s withdrawal from Kuwait, including countries who were previously its allies, such as France and India. This international pressure against the invasion was seen quickly through immediate economic sanctions being placed against Iraq by the UN. Alongside the period of sanctions, there were efforts to negotiate with Iraq. However, these negotiations broke down, leading the coalition forces to advance their campaign against the invasion. The coalition forces were largely comprised of US military, in addition to troops from the UK, Saudi Arabia and Egypt. The main aim of the coalition troops was to expel the Iraqi military from Kuwait (Fisk, 2006: xvii). This commenced with an aerial assault on 17 January 1991 (Fisk, 2006: xvii). Some alleged that the coalition forces joined the US, â€Å"for more than a Wilsonian ideal; they did so to protect their own respective national interests, not the least of which included oil, the life blood of the world economy† (Allison, 2012: vii). Nevertheless, the rising number of casualties, especially amongst children worried many people. Lesley Stahl said, â€Å"We have heard that a half million children have died. I mean, that’s more children than died in Hiroshima†¦is th e price worth it?† (Leigh & Wilson, 2001). Secretary of State Madeleine Albright responded with, â€Å"I think this is a very hard choice, but the price – we think the price is worth it† (Leigh & Wilson, 2001). An attack on the ground followed on 24 February, which brought a victory for the coalition forces, freeing Kuwait from seven months of Iraqi military occupation (Sulton, 1995, pp.195-200). Following this liberation the coalition entered Iraq and after four days (exactly 100 hours) after the ground assault on Iraq) a ceasefire was declared (Dinackus, 2000, pp. 225-230). Air Power in the Gulf War Given the major use of air power in this war, some refer to the Gulf War as the ‘1991 Bombing of Iraq’, as Iraq military was enthusiastic to show off their airpower in the region. The bombing campaign began on 17 January 1991 and from that time until the end of the conflict, the coalition forces were involved in flying over 100,000 sorties in the region. â€Å"Air power dominated the media images of the Gulf War. Video footage of precision-guided munitions hitting their targets with pinpoint accuracy remains embedded in popular memory† (Finlan, 2003, p.30). It is arguable that one of the main factors forcing the retreat of Iraqi troops was the dropping of 88,500 tons of bombs across the country, which destroyed many areas within cities. The strategy in the air was to target not only Iraqi military sites, but also to destroy structural landmarks. This appears to have made the Iraqi military embark on a defensive strategy in response to the air campaign (Finlan, 200 3, p. 33). Hallion (1992) shares this view, and argues that strategy was evolving, seen in how the coalition air forces targeted places and structures rather than citizens. These air tactics, Hallion argues, allowed coalition forces to control Iraq without causing large fatalities. He maintains that, â€Å"the air commanders of the Allied coalition could approach the prospect of war with Iraq with such confidence in the air† (Hallion, 1992: 4). It is this confidence that stopped the Iraqi air force from being able to compete with the strength and quality of the coalition forces. Posen (2003) agrees with the assertion that air power played a significant role in the Gulf War. He took the view that, â€Å"air power alone may not be able to determine the outcome of all wars, but is a significant asset. Moreover, US air power has proven potentially devastating to mechanized ground forces operating offensively†¦as was discovered in the only Iraqi mechanized offensive† (Posen, 2003: 16) This shows that, whilst air power was not on its own sufficient for the coalition forces to be outright successfully, it did contribute greatly to the overall result. In contrast, however, Press disagrees with this argument and puts forward the view that, â€Å"even after 5 weeks of bombing, the best Iraqi units†¦were willing to maneuver into the path of US forces.† (Press, 2001: 37). Although Press does agree with Hallion that the coalition forces were more superior when military supplies and availability of resources were compared. The press argues that sup erior military resources were the main factor why US-led allied team won the war, rather than the much publicised air power. However, there is considerable support among historians for the idea that air power played a significant part in Iraq’s defeat. This includes Schultz and Phaftzgraff who argue that the strategy in the air campaign was an overarching reason why the ground assault brought rapid, total success: â€Å"All major government, military, and party headquarters were wrecked; both civil and military telecommunications were totally silenced; Iraqi air defences were largely incapacitated.† (Schultz & Phaftzgraff, 2001: 19). This strategy of destroying main services greatly helped the coalition forces and because of this, many scholars argue that air power played a valuable and significant role in their victory. It was true, however, that Iraqi forces had air power of their own too, and this was evident when they started off their intensive military invasion of Kuwait (Fulghum, 1991: 71-73). One of the reasons for the relatively quick takeover of Kuwait by the Iraqi military was that the former was taken by surprise, and was not able to offer much resistance, particularly in the air (Sayenga, 1991). Therefore, even at the outset of the war, air played a part, by assisting Iraq to take over Kuwait in a very speedy manner. However, when the competing allied forces confronted the Iraqi forces with similar airpower, the latter soon realised that their airpower were less superior. Despite the use of ground-to-air missiles by the Iraqi military, they were no match to the allied forces’ military ability (Morrocco, 1991: 40-43). USAF Lieutenant General Chuck Horner led the coalition forces and the overall military air strategy included the deployment of Tomahawk cruise missiles from warships. As part of the air campaign, A-10 Thunderbolts bombing large sections of Iraq, causing considerable military and civilian deaths. It can be safely argued that the air campaign led to the destruction of much of the Iraqi armed forces, and that without this air campaign, the result might have affected the outcome, such is its importance in the Gulf War. When the coalition forces were combined, their artillery total was 2,250 combat aircraft, which was significant under any circumstances, but was particularly damaging when compared to the 500 members of the Iraqi air force (Hallion, 1992). The air campaign is often referred to by its code-name, â€Å"Operation Desert Storm† and more than 1,000 sorties were sent on a daily basis (Finlan, 2003: 30-32). Iraqi defence forces were not able to stand up to this military assault, particularly when â€Å" the first night of operations over Iraq witnessed the longest bombing run in history†(Finlan, 2003: 35). This puts into perspective how significant the role of air power was, as it had never before been seen on this scale in any war in the history. The casualty numbers were kept to a minimum for the coalition forces who only suffered 75 aircraft losses out of 100,000 sorties. Faced with this air bombing onslaught, many of the Iraqi air forces fled to Iran. This was unexpected, as coalition military had assumed that the escape might be towards Jordan and had adapted their strategy for this action. After just a few weeks, the air power assault had mostly stopped by 24 February, with the successful entry into Kuwait by coalition troops. It is arguably not a coincidence that the end of the bombing campaign and the end of the War came close together. The impact of the Gulf War on the Iraqi Government Following the passing of the United Nations Security Council Resolution 687 in 1991, the UN deployed several other controversial measures against Iraq, (Cortright& Lopez, 2000). As in the aftermath of any War, the Iraqi Government continued to experience financial difficulties as the rising costs of the war impacted across the country (Alnaswari 2000:89-119). Following the extensive bombing campaign by the coalition forces, the Iraqi Government had to start the process of reconstructing major towns and cities that had been severely destroyed by the bombs. It was reported that Iraqi planners believedthe coalition’s intention had been â€Å"to destroy or damage valuable facilities that Baghdad could not repair without foreign assistance. The worst civilian suffering, senior officers say, has resulted not from bombs that went astray but from precision-guided weapons that hit exactly where they were aimed at electrical plants, oil refineries and transportation networks.† (G ellman1991). However, it is in economic terms that the real impact of the Gulf War was felt. Alnasrawi has argued that oil was Iraq’s ‘gold dust,’ forming the bedrock of their economy and therefore the UN sanctions virtually destroyed this industry with the closure of 90% ports and 97% of exports (Alnasrawi, 2000:89-119). As long after the war as 1996, Iraq was in a dire situation, with a humanitarian crisis, and the UN agreed to offer temporary oil-for-food (OFF) program where Iraq was permitted to sell oil under very stringent conditions. Historians disagree and argue about the exact effect of this on the Iraqi Government; one report stated that, â€Å"Even under the most benign conditions, OFF only allows Iraq to be run as a relatively efficient refugee camp in which people get just about enough food to eat† (Gazdar, 2002). Although it has also been suggested that â€Å"Between the springs of 2000 and 2002, [US and UK] holds on humanitarian goods tripl ed† (Gordon, 2002), the financial ruin that the Iraqi Government found itself in, was as a direct result of the Gulf War. Conclusion With its many casualties and serious effect on global politics, the Gulf War remains a crucial landscape when considering modern politics, particularly in the Middle Eastern region. During its occupation by the Iraqi military, more than 1000 Kuwaiti civilians died, and thousands more fled the country never to return. As it has been shown here, there are a number of factors put forward as contributing to the invasion of Kuwait, and it has been this essay’s aim to argue that the allegation that Kuwait was stealing oil from illegal sources was the ultimate catalyst for the war, rather than the main reason. There were many different forces at play as relations between the two countries had reached volatile to say the least. Nevertheless, what is also interesting in this debate is the suggestion that interest in the conflict from coalition forces came out of an attraction to Kuwait’s oil production. Oil is in increasing demand within the Western World and it is not surprisin g that many see it as a strong underlying motive for – or at least, a significant factor in – the Coalition’s engagement. This is summed up very well by Finlan, who states, â€Å"The critical issue that transformed the situation in the Gulf from a regional dispute into a full-blown international crisis was, above all, the substantial oil reserves in that area and the world’s dependence on this ‘black gold.’ If left to his own devices, Saddam Hussein possessed the ability to have influence over, or outright control of, 40 per cent of the known oil supplies on the planet by combining his own reserves with Kuwait and possibly, that of Saudi Arabia.† (Finlan, 2003: 9). In addition, it has been proposed here shown that air power had a significant role to play in the war and its eventual conclusion. The Iraqi Air Force were no match for the advanced technology at the disposal of the Coalition military, made clear during the extensive bombing campaign and also from the defensive strategy which the Iraqi army were forced to take. It has been this essay’s objective to provide evidence for the contention that the role of air power was considerable. Without the serious impact the bombing campaign had on the Iraqi forces and the Iraq infrastructure, no one knows how the Gulf War would have developed, how long it would have lasted, and what other consequences there might have been. Many lives were lost and it was clear that the Iraqi Government could not compete with the sheer scale of its opponents or stop the devastating impact on its civilians. The aftermath of the Gulf War therefore had a considerable impact upon the Iraqi Government. Arguably, the most significant effect of the war was on the economy, asthe war â€Å"produced serious hardships to the people and set the economy back to 19th Century status† (Alnasrawi, 2000: 89-119). Many academics working in this field believe that, the Gulf War laid the foundations for the more recent ‘Iraq War’ in 2003, which extends its significance even further to say the least. References Allison, W. (2012) The Gulf War, 1990-91 Hampshire: Palgrave MacMillan Alnasrawi, A. (2000) Iraq: Economic Embargo and Predatory Rule Oxford: OUP Cordesman, A. & Wagner, (1996) A.The Lessons of Modern War, Vol IV – The Gulf War Oxford: OUP Cortright, David, And George A. Lopez. (2000) The Sanctions Decade: Assessing UN Strategies in the 1990s. Boulder: Lynne Rienner Coyote, C. (2013) Iraq War 2013: What Really Happened Behind the Scenes, US: Charles Edmond Coyote. Danchev, A. &Keohane, D. (1993) International Perspectives on the Gulf Conflict: 1990-91 London: Palgrave Macmillan Dinackus, T. (2000) Order of Battle – Allied Ground Forces of Operation Desert Storm, Oregon: Hellgate Press Finlan, A. (2003) The Gulf War 1991 (Essential Histories) Oxford: Osprey Publishings Fisk, R. (2006) The Great War for Civilisation: The Conquest of the Middle East London: Harper Collins Flanagan, E. (1991) ‘The 100-Hour War,’ Army, April, 1991, pp 18-26. Freedman, L. & Karsh, E. (1994) The Gulf Conflict 1990-1991 and Diplomacy and War in the New World Order London: Princeton University Press Fulghum, D. A. (1991). Allied Air Power, Forward Controllers Back Arabs to Make Their Drive Succeed. Aviation Week & Space Technology, 134(16), 71-73. Gazdar, H. (2002) â€Å"Pre-Modern, Modern, and Post Modern Famine in Iraq† Institute of Development Studies Bulletin, The New Famines, October, Vol. 33. Gellman, B, (1991) ‘Allied Air War Struck Broadly in Iraq: Officials Acknowledge Strategy Went Beyond Purely Military Targets’ Washington Post, (June 23, 1991) Gordon, J., (Dec, 2002) ‘Cool War’Harper’s Magazine. Available at: http://harpers.org/archive/2002/11/cool-war/ [accessed 28 February 2014] Hallion, R. (1992) Storm over Iraq – Air Power and the Gulf War, Washington DC: Smithsonian Institution Press Hillen, J. (1991) ‘2nd Armoured Cavalry: The Campaign to Liberate Kuwait’ Armor, Ju ly-August, pp 8-12 Khaddori, M &Ghareeb, E. (1997) War in the Gulf 1990-91 Oxford: OUP Leigh, D. & Wilson, J. (10 October 2001) ‘Counting Iraq’s Victims’ The Guardian Available at: http://www.theguardian.com/world/2001/oct/10/iraq.socialsciences [accessed 28 February 2014]. Morrocco, J. (1991) ‘War will Reshape Doctrine, but Lessons are Limited’ Aviation Week and Space Technology, April 22, pp 40-43. Muellor, J. (1994) Policy and Opinion in the Gulf War Chicago: University of Chicago Press Posen, B.R. (2003) Command of the Commons: The Military Foundations of U.S Hegemony, International Security pp 5-46. Press, D.G. (2001) ‘The Myth of Air Power in the Persian Gulf War and the Future of Warfare’ International Security, Vol 26, Issue 2, pp 5-44 Sayenga, K. ‘Wings over the Gulf’ The Discovery Channel: Bethesda, 1991 Schultz, R. &Pfaltzgraff, R. L. (1992) The Future of Air Power in the aftermath of the Gulf War Alabama: Air University Press Sulton, B. (1995) Desert Warrior: A Personal View of the Gulf War by the Joint Forces Commander London: HarperCollins

Magnolia essays

Magnolia essays If you havent seen Magnolia yet, I truly ask you to stop reading now, and rent the movie. Then read this paper and form an opinion on it. I really dont want to ruin the experience for you. Isnt it odd how things happen? How people affect one another in ways that cant be seen until you take a step back. How so called coincidences arent really coincidences, but things that were meant to happen because there was no other route to take. This is what the movie Magnolia is based upon. The people that we meet and greet everyday affect us monumentally in the long run. It tells the story of eight people and how their lives are affected by each others actions. The major characters in the movie are Earl, the dieing TV producer, Frank T.J. Mackey, the chauvinistic televangelist, Donnie, the former quiz kid, Jimmy Gaiter, the quiz show host, Jimmys daughter Teresa, Jim, the LA cop and Stanley, the next quiz kid. I will give a brief, but incomplete, breakdown the story from each characters track in life. I will write of Earl because without Earl, the story wouldnt be possible. Earl is a dying man with an odd vocabulary. All that is known of him is that he had once been a television producer and produced a very successful quiz show for kids in the sixties, which is still in production today. Next comes the televangelist for single men, Frank T.J. Mackey, played by Tom Cruise. He is seen as this smart, sexy and desirable human being. Women and men want to be around him. He is often the target of many womens rights organizations because of his chauvinistic attitude towards women. One day, at a break in his How to pick up women seminars, he is interviewed by a women reporter. She begins to ask questions about his background. Where he went to college, who his parents were, ect. What she begins to find out is that this guy never went to college like he said he did...

Disability Interview Assignment Example | Topics and Well Written Essays - 500 words

Disability Interview - Assignment Example Mike used to be quite popular with his social network; the life of the party who was well-respected prior to his injury. Mike has found that his social invitations are nearly non-existent since the injury, causing him significant frustration at the social level. Emotionally, Mike is having adjustment problems with being forced to live back at home with his parents while he attempts to adjust to his disability. Having been an independent person before the accident, Mike often finds himself lashing out at others in frustration and anger over his life situation. At the psychological level, Mike described what would be referred to as defense mechanisms, often denying that his disability exists so that he can cope with the situation. At the physical level, Mike has a difficult time performing simple tasks such as tying his shoes, eating a meal, or even using the restroom independently. Mike’s right arm was severed which had been his dominant hand for basic lifestyle needs such as writing. Even though Mike receives ongoing parental support and encouragement, he still has not learned basic rudimentary skills without assistance or the use of a vocal translator on his personal computer. At the functional level, Mike would essentially be categorized as moderately functional, requiring significant external assistance in many different areas of lifestyle. Mike has learned to overcome his emotional concern over lost friendships through a series of meditation practices mandated by his primary physician. Mike had a long-term girlfriend who abruptly abandoned him after discovering his disability. At the social and emotional levels, Mike is exploring alternative dating websites which match people with like disabilities for romantic encounters. Additionally, Mike has finally learned to overcome his career deficiencies by being linked with a recruiter who manages people with his condition. At the vocational level, Mike is taking extended coursework in an

Short term finance sources Essay Example | Topics and Well Written Essays - 1500 words

Short term finance sources - Essay Example It is evident from the study that in today’s modern era, every business maintains a bank account of its own where it deposits the money it receives from the sales generated by the business. As the businesses expand, the ratio of their cash sales ratio decreases to the credit sales ratio, because of which the businesses can face difficulties in paying their short term and immediate expenses such as paying salaries of their work and the heating bill. This is when the businesses ask ‘their’ bank for an overdraft so that they can pay for their expenses. Bank overdraft is a form of loan given by the bank to its customers and businesses, where the customers and businesses are charged interest on the money spent by them. Another option that a business can exercise to pay for its expenditures and administrative costs is by arranging a short term loan from the bank. Any loan taken from the bank that has to be repaid within a year can be defined as ‘short term loanâ⠂¬â„¢. Trade credit is the number of days in which a business has to pay for the good it has received from the supplier. The number of days in which the payment has to be made for the business entirely depends on the working relationship between the supplier and the buyer. If the buyer has been maintaining a good reputation and has always being paying on time, the supplier may also go a little easy on the buyer by giving him enough time to arrange for the funds. Sale of unused assets: Most businesses only exercise this source of finance when all their sources of finance are have been used up. In this source of finance, funds are generated by selling unused fixed assets of a business or assets that the business is not making full use of, which may include extra machinery, buildings and vehicles. By selling the unused fixed assets, the business is able to generate enough funds to meet its requirements. In 2010, Lokul Oil used four sources of finance to meet their requirements which we re, Trade Credit, Sale of investments, Sale of property and Sale of its subsidiary companies. To generate funds to meet its short term obligations, Lokul Oil had to sell its short term investments, which included bonds and other cash equivalents. In addition to that, Lokul Oil also sold some of its subsidiary companies to generate enough cash for the company so that they don’t have to arrange for a bank overdraft or short term loans to pay for the expenses. The company also sold some of its property that it had bought long time back for expanding purposes, in order to generate cash to meet the short term obligations of the company. On the other hand, the primary sources of finance that were used by Premier oil to finance its expenses were Trade Credit, Sale of unused assets and Sale of investments. Premier oil asked their suppliers to extend the payment time given to them so that they meet their other short term expenses first, and then, when they have enough funds, the suppl iers will be paid. This helped in solving the problem of meeting short term obligations for Premier oil. Another source through which Premier Oil arranged for funds to meet its short term obligations was sale of its unused fixed assets, the assets that the company had in surplus. This included sale of property, offices, buildings, sites which were not profitable or were not generating enough revenue to meet the company’s demand. This source of finance helped in putting the idle money into use. Like Lukul Oil, Premier Oil also used sale of