A Personal Philosophy of Education - 625 Words

A personal philosophy of education serves to unify the experience of teaching for the individual. It provides our students with a professional that understands the context of learning from which their classroom stems. It also ensures a personal sense of growth: a lifelong process valued by the profession as a whole. I have combined beliefs from pedagogical, ethical and personally developed ideas I intend to use as a foundation in creating a nurturing classroom environment. Education could be defined ad infinitum, but for the purposes of synchronicity I have organized my beliefs in terms of four elements: enculturation, potential, inspiration and development. The meeting point of these ideas is the philosophical ideology of existentialist education. As defined by Dr. V.K. Maheshwari (2011), the origin of existentialism: â€Å"rejects the existence of any source of objective, authoritative truth about metaphysics, epistemology, and ethics. Instead, individuals are responsible f or determining for themselves what is â€Å"true† or â€Å"false,† â€Å"right† or â€Å"wrong,† â€Å"beautiful† or â€Å"ugly.† For the existentialist, there exists no universal form of human nature; each of us has the free will to develop as we see fit.† The focus is entirely student centered, whereas the teacher serves as a guide seeking to educate the whole person. The goal of such a classroom is to develop a thoughtful, creative, self-actualizing adult capable of rational thought, effective communication and independentShow MoreRelatedA Personal Philosophy Of Education Essay1164 Words   |  5 PagesA Personal Philosophy of Education Introduction â€Å"Being reflective involves thinking about what one is doing, and why, before, during, and after the act of doing it (Sweitzer, 2003 p.264). I believe self-knowledge of the professor is critical for meaningful learning to occur. Self-knowledge through reflection allows the professor to embrace teaching through the eyes of a scholar; thus providing a diverse learning environment supporting engagement and motivation of the learner. This paper describesRead MorePersonal Education Philosophy : Personal Philosophy Of Educational Philosophy932 Words   |  4 PagesEducational Philosophy Remember: everyone in the classroom has a story that leads to misbehavior or defiance. 9 times out of 10, the story behind the misbehavior won’t make you angry. It will break your heart. - Annette Breaux My educational philosophy stems from the belief that all people are capable of learning and growing and that education is a powerful tool in helping students achieve both their personal and professional goals. I am also a firm believer in trauma-informed schools and educationRead MoreA Personal Philosophy Of Education869 Words   |  4 Pagesthe healthcare field continues to evolve so must the nursing education system. Personal Philosophy of Education A personal philosophy of education is important to all Nurse Educators. It allows for the Nurse Educator to truly take time to reflect and reconnect to themselves and their profession; highlighting what is central and sacred to them as an individual, a nurse, and an educator. I believe that my personal philosophy of education will continue to progress and change just as healthcare andRead MorePersonal Philosophy Of Education756 Words   |  4 Pagesselecting and implementing programs that will enhance my vision/goal of the organization. What drives me is my passion for education reform. Charter schools are public schools that managed by private institutions with the promise of improving academic results. Working in two different charter schools for the past 5 years gave a new perspective and experiences on education reform. I have seen many programs being implemented that are really awesome and others that fail. These events had a huge impactRead MoreMy Personal Philosophy Of Education997 Words   |  4 Pages Philosophy of Education Discovering the place where personal values and expertise meet organizational values and needs offers a dynamic partnership opportunity. Mutual achievement of organizational academic quality and professional fulfillment provides a positive learning environment. Developing a personal philosophy of education enables an educator to understand and communicate the underlying basis for his or her approach to education. Sharing this philosophy provides valuable information forRead MoreMy Personal Philosophy Of Education1476 Words   |  6 Pages CLES 871 Foundations of Higher Education Summer 2015 Instructor: Joel Abaya, PhD Personal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents wereRead MoreMy Personal Philosophy of Education958 Words   |  4 PagesMy Personal Philosophy of Education It is customary that on New Year’s Eve, we make New Year resolution. The fact is that we are making a set of guideline that we want to live by. These are motives that we seek to achieve. In a similar way, teachers live by philosophy. This essay focuses on my personal philosophy of education. It unfolds the function of philosophy in a teacher’s life, my view on the purpose of education, the student teacher- relationship and the philosophy which influences myRead MorePersonal Philosophy of Education Essay940 Words   |  4 Pagesmost important person in her classroom. Her encouraging words instilled a level of confidence within me that I still cling to and apply more than 40 years later. Her commitment is directly responsible for my personal philosophy of education also being commitment. Other philosophies of education like dedication, responsibility, diligence, honor, and respect, all fall under the umbrella of commitment. For it is impossible to be committed to something without also being dedicated to that same thing.Read MoreMy Personal Philosophy Of Education1335 Words   |  6 Pages I tested into a progressivism teaching style in the â€Å"Finding Your Philosophy of Education Quiz.† While I enjoyed learning about the different philosophies and psychological influences of teaching, I prefer constructivism, social reconstruction, and progressivism due to their student-centered learning, hands-on or project based learning style, while making efforts to improve the world around them. I will be discussing why I chose progressivism, social reconstruction, and constructivism as my preferencesRead MoreMy Personal Philosophy Of Education1244 Words   |  5 Pageswhat they deem best. In creating such a resource now, before diving into a classroom, a teacher can have time to develop and broaden their philosophy of teaching—be prepared before they take that fatal plunge. So, in order to be best prepared for my future endeavors as an educator, I believe it is in my best interest to lay out a personal philosophy of education—a lay out that will aid me in times of need and a way to gauge change, progress, and growth through my Simpson College career. In doing so

The Ottoman Empire Ruling Class - 1142 Words

To be a part of the Ottoman Empire ruling class, three characteristics were necessary: â€Å"Islamic faith, loyalty to the sultan, and compliance with the standards of behavior of the Ottoman court.† This only applied to Muslim people while Turks, Greeks, Armenians, and Jews—recognized as the millets—were excluded and usually employed in state services. As the Ottoman Empire developed and its strength grew, it was looked upon as â€Å"a daily increasing flame† for its ability to rule and take control, but during the centuries of its decline in strength and prestige was looked down upon as the â€Å"Sick Man of Europe† (Stavrianos 1957, 31). As the prestigious Ottoman Empire dominated any and all enemies that stepped in their way, they could not hold this reign forever. The Ottoman Empire, like most powerhouses, fell due to the external and internal conflicts as well as the search for independence, nationalism, and modernity. The Ottoman Empire as a whole was not to blame for their decline, but rather one can say the Ottoman Empire was two separate empires and the latter of the two was the cause of the decline. Three aspects of the Ottoman Empire—political power, military domination, and religious declaration—were all prominent and growing until the end of the Kà ¶prà ¼là ¼ era rule. After the Kà ¶prà ¼là ¼ rule, corruption and chaos were brought to light within the Ottoman Empire by the successor sultans. These sultans caused the empire to become leaderless and powerless which induced the suddenShow MoreRelatedPolitical Factors Of The Ottoman Empire759 Words   |  4 Pagescertain â€Å"empire† came into play as a world power. The when is more easily found than the how though, as it is hard to pinpoint a single action or decision that put that empire above the rest. For this reason it is more logical to look at the rise from multiple different perspectives. Following the 14th century decline of the Mongol empire, three exceptionally powerful Islamic states rose to success and took over as world leaders, the Ottoman Empire, the Safavid Empire, and the Mughal Empi re. ThisRead MoreThe Ottoman Empire And The Empire1596 Words   |  7 Pages Ottoman Empire The Ottoman Empire is known as one of the longest lasting and influential empires in world history. The first reason why the Ottoman Empire culture led to a well organized empire was because of its social class. there social level could had changed anytime, but Its territories extended to the eastern Roman Empire, the northern Balkans and to the north of the Black Sea coast. The empire began around the 13th century and its ruling was long and includes the period of the WorldRead MoreThe Rise of Europe853 Words   |  4 Pagesthe roles of two vastly different empires – the Ming and Ottoman. Even though we barely even touched on the Ming Empire, I feel like the significance of it, is far too grand to leave out in describing the rise of Europe. Both empires had different types of leadership and core goals – military and social. The Ming Empire was led by brilliant philosophical scholars, concerned not only with the external world but the development of the internal co nsciousness; the Ottoman based on a new monotheistic religionRead MoreThe Ottoman Empire1355 Words   |  6 PagesOur History 102 class topics were interesting and enlightening. From discoveries to parliaments our lives have been changed through evolutions and revolutions. Though there were many topics that sparked my interest and choosing one to elaborate on the Ottoman Empire stood out most. This analysis will show its development and reasons for its nick name as the Sick man of Europe. Ottoman Turks were established in Turkey. This area was rich and famous. The land at that time was called Anatolia thatRead MoreHow Did The Ottoman Empire Differ From Earlier And The Middle East?1247 Words   |  5 Pages02/28/2016 Mid-Term How did the Ottoman Empire differ from earlier Islamic empires in the Middle East? The Ottoman Empire, or Ottoman Turkish, was one of the longest in history, having gone through the whole modern era and only come to an end with the end of World War I in 1918. The event that is commonly taken by historians as the inaugurator of the Modern age is the fall of Constantinople, the center of the Byzantine Empire, and was triggered by the Turkish-Ottoman. Also, you certainly heard aboutRead MoreWorld History : The Middle East1339 Words   |  6 PagesIslamic historical events will clarify why world history is important and why the Global Middle East is being studied. The three events/eras that will be discussed are: the Roman Empire and its effect on the Global Middle East (306-337 CE), Ottoman religious propaganda in the 1530s, and the French invading Egypt in 1798. (class discussion 9/29) As previously mentioned, one must acquire a world history foundation in order to understand the history of the Global Middle East. Northrop emphasizes the importanceRead MoreEssay on The Ottoman Society and Government1046 Words   |  5 PagesThe Ottoman society, which was of Turkish origin was a small state founded in the 13th Century by Osman I. It was run and overseen by his descendants up until 1923 during the end of WW I when it was dissolved and declared part of The Republic of Turkey. The Ottoman society was well structured and complicated. The uppermost influence in the land was the Sultan, whose hierarchical place was determined by birth; new Sultans were selected from the sons of the preceding Sultans. The Sultan, however, wasRead More Decline of the Muslim Empires: Safavid, Ottoman, and Mughal Essay1082 Words   |  5 PagesDecline of the Muslim Empires: Safavid, Ottoman, and Mughal Since the beginning, all empires have faced change in many ways, declining and rising in status. Many empires have collapsed, only to start again under a different name. Like all empires, the three Muslim Empires, the Ottomans, Safavids, and Mughals have faced this inevitable state. Although each individual empire is different, they each have similarities in their reasons for decline. Whether it is social, religious, economic, or politicalRead MoreTravel journal 1.071766 Words   |  8 Pagesï » ¿ 01.07 Collapse of an Empire Travel Journal 1. What was Justinian I’s role in the decline of the Byzantine Empire? First, his constant wars and the rebuilding of Constantinople after the Nika Riot caused serious financial problems for the empire. The reconstruction of the Hagia Sophia alone cost about 320,000 pounds of gold. Second, Justinian left the Byzantine army scattered across the empire. Many units were occupied fighting fierce nomads. One of these groups, a Germanic barbarian tribeRead MoreThe Ottoman Empire: the Rise, Fall and Influence in Todays Middle East1907 Words   |  8 PagesThe Ottoman Empire: The Rise, Fall and Influence in Todays Middle East By: Robert Rosen M01 A1 Written Assignment    Throughout history, there have been many empires. Some of them lasted years, some lasted decades. But one stands alone as the longest running empire.   The Ottoman Empire ruled from 1280-1922. The Empire saw 37 Sultans and an expansion of power and control  over most of the Middle East and parts of Europe and Africa. The Empire had a slow, but sudden burst of growth. That burst was

Analysis of The Empty Dace Shoes by Cornelius Eady free essay sample

The poem, â€Å"The Empty Dance Shoes†, by Cornelius Eady uses similes and allusions to show that nothing will happen in life unless you take action. Eady suggests that life is comparable to an empty pair of dance shoes, and further compares it with other inanimate objects such as a wart, a leaf, a rock, and a clown lying on its back. The fact that the poem features dancing shoes rather than ordinary shoes is significant because of the author’s musical background and love of blues music. Music is a central theme in many of his other works, along with the struggle African Americans face, and family. Two of the most common literary devices used in this poem are similes and allusions. Both are used to point out similarities between the shoes, which represent life, and unmoving objects. Eady states that the shoes are like a clown who has been hit by a sandbag, a leaf in a book, and a rock at the bottom of a lake. We will write a custom essay sample on Analysis of The Empty Dace Shoes by Cornelius Eady or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This makes an indirect allusion that the forces acting on those objects (the sandbag, and the weight of the book and the water) are like the obstacles in life that must be overcome in order for those things to move again. In another section of the poem, he says that the shoes won’t move even if they are in the middle of a very lively place because the shoes â€Å"run on their own sense of the world†. This hints that even if your life has many busy things going on around it, or even if you have many lively friends accomplishing things, that doesn’t necessarily mean that your life is the same way. Another literary element used in the poem is the motif. Two recurring motifs are inertia and the empty dance shoes. Inertia is the tendency to do nothing, and in this poem, it represents laziness or obstacles in life. In this poem, the obstacles are the inertia, the sandbag, the book, the water, and a bully. The empty dance shoes represent a life void of fun and happiness, and it is the main subject of the poem. At the end of the poem, the author introduces the first real character in the poem, a nerdy weakling. After having his girlfriend stolen, he comes to the realization (which is symbolized by a coupon in his comic book) that he can’t just sit around and do nothing, so he decides to act against inertia and â€Å"dance†. This poem is written in the form of an allegory, and basically says that life can be an empty pair of dance shoes if it lacks a positive force that acts upon it. It drives the point that things won’t get done by themselves and your life will be stuck in a rut if you just sit around. You have to get up and actively fix your problems, or, in the case of this poem, you have to get up and dance.

Mark Twain And Adventures Of Huck Finn Essays -

Mark Twain And Adventures Of Huck Finn In the novel by Mark Twain, The Adventures of Huckleberry Finn, the two main characters, Huck and Jim, are strongly linked. Their relation is portrayed by various sides, some of them good and some others bad. But the essential interest of that relation is the way that uses the author to describe it. Even if he had often been misunderstood, Twain always implied a message behind the themes developed around Huck and Jim. The first encounter between Huck Finn and Jim is at the beginning of the book, when Huck's friend, Tom Sawyer, tries to fool Jim, Miss Watson's slave. Huck and Jim still don't know each other, but Huck isn't biased against the old slave. It's an important point because, as racism was a widely held mentality in the South, we can learn that that young boy was more open-minded than most people there. Later, they find themselves in the same situation. As they were escaping from the civilized world, they take refuge in the Jackson's Island, on the Mississippi river. Huck is running away from a bad father and Jim has leaved Miss Watson because he didn't want to be sold to New Orleans. Soon after joining Jim on the island, Huck begins to realize that Jim has more talents and intelligence than Huck has been aware of. Jim knows "all kinds of signs" about the future, people's personalities, and weather forecasting. Huck finds this kind of information necessary as he and Jim drift down the Mississippi on a raft. As important, Huck feels a comfort with Jim that he has not felt with the other major characters in the novel. With Jim, Huck can enjoy the best aspects of his earlier influences. Jim's meaning to Huck changes as they proceed through their adventure. He starts out as an extra person just to take on the journey, but they transform into a friend. "It was fifteen minutes before I could work myself up to go and humble myself to a nigger."(chap. XV) Huck tries to squeal on Jim but can't because he remembers that Jim called him "de bes' fren' I ever had;...de on'y white genlman dat ever kep' his promise to ole Jim."(chap. XVI) Huck realizes that he can not turn Jim in since they both act as runaway outcasts on the river. The support they have for each other sprouts friendship. As does the Widow, Jim allows Huck security, but Jim is not as confining as is the Widow. Like Tom Sawyer, Jim is intelligent but his intelligence is not as intimidating or as imaginary as is Tom's. As does Pap, Jim allows Huck freedom, but he does it in a loving, rather than an uncaring, fashion. Thus, early, in their relationship on Jackson's Island, Huck says to Jim, "This is nice. I wouldn't want to be nowhere else but here." This feeling is in marked contrast with Huck's feelings concerning other people in the early part of the novel where he always is uncomfortable and wishes to leave them. The lack of comfort is also shared by Jim. As a slave, he truly feels like an outcast. Considering the context of the United States at that period, during the slavery conflict, we easily understand the situation of Jim. And one of the main ideas of this Mark Twain's masterpiece deals with a multiracial couple's story. The relationship between black and white was hardly accepted in the 1830's. Such an adventure, two male characters, with opposite colour of skin, striking up a friendship, was considered as a provocation by the society. The author knows that very well and will try, through his two heroes, to denounce the drifting of the Nation. Irony is his main weapon against that obscurantism. He uses it as often as possible. For instance, on chapter XIV, Huck tries to explain to Jim why a Frenchman is a man, even if he speaks differently. The ironical feature comes from the fact that this black slave doesn't understand the equality of all people, whereas himself isn't considered equal by the white. Besides, another ironical aspect is that we think first, in that chapter, that the white boy will civilize the black man whereas we'll discover further that it is the contrary. First person brings the reader a more innocent side of the story, so the reader feels more compassion for the small boy. The symbolic image falls into play between Huck and Jim, "...en trash is what people is dat puts dirt on

Jimmy Carter essays

Jimmy Carter essays Jimmy Carter became the thirty-ninth President of the United States of America on January 20, 1977. During his Presidency, he fulfilled campaign promises to develop a national energy program, protect the nations natural resources and aid education. The Egypt-Israeli Treaty of Peace and the Panama Canal Treaty gained the president worldwide recognition. Out of all the parts of Carters Foreign Policy, the two parts I found most interesting was human rights, and the strengthened ties with China. Out of the Carter administrations foreign policy, human rights were the foundation. In Carters Inaugural Address on January 20, 1977 he said, Our commitment to human rights must be absolute...the powerful must not persecute the weak, and human dignity must be enhanced...The world itself is now dominated by a new spirit. People...are craving, and now demanding their place in the sun- not just for the benefit of their own physical condition, but for basic human rights...Because we are now free, we can never be indifferent to the fate of freedom elsewhere. No other issue was so close to Jimmy Carter than human rights. The President was committed at home and abroad to human rights and this gave the people trust and courage. He accomplished his goal by public verbal protest, private diplomatic persuasion, and military and economic consensus. One example of how the President was committed at home is when he addressed a congregation of civil rights leaders at Ebenezer Baptist Church here in Atlanta. Even the Presidents wife, Roselyn Carter, was involved in human rights. In November 1979, Roselyn Carter flew to Thailand to visit relief centers caring for refugees of the Vietnam-Cambodian War. Upon her return to the Untied States, the first lady spoke about her experiences on nation-wide television and her efforts brought aid to thousands. Even in Carters Farwell A ...

Puzzled how to write a character sketch Ask us!

Puzzled how to write a character sketch Ask us! Complete Guide on Writing a Character Sketch We all want our written works to be not only engaging but also full of life and vivid. It is a great intention, but not every student knows how to achieve such an important goal. Most of them are not aware that a wrong approach may only harm the story, especially if you don’t know your characters well enough. In most of the cases, outstanding stories are character-oriented and experienced writers know it very well. If the characters are boring or even absent, the story will not be interesting at all. So if you want to succeed, your characters should have the leading role, showing the story what direction to go. To achieve this, you must know your character from A to Z. And the best way to know the character is to start with writing a character sketch. Character Sketch Definition A character sketch is a brief and comprehensive description of a person that aims to introduce the reader to certain attributes of a character: whether it is physical appearance, behavior under different circumstances, thoughts and experiences that impact actions in future. In other words, it is a description of a character, which is needed for the success of the story. Your main goal is to provide the audience with a clear image of the character, which is necessary for your story. Description of the chosen character should answer all of the questions that the audience may have. Including: What are the physical features of the characters? What is the story behind the characters? In what psychological state the characters are? What are their goals, emotions, and fears? How do they communicate? What are their main life aspirations? How can the story benefit from such information? These questions are not compulsory but yet very advisable if you want to understand your characters. There is no single and accepted pattern of writing a character sketch because everything depends on the goals you are pursuing and the format of the story. However, below we will explain what to include to your sketch and what things to avoid. Just answer a series of questions about the character, and you will get all the data you may need! What Are the Physical Features of the Character? When you think of your character, physical appearance may not be the first thing that comes to your mind although you need to have a clear image of how your character looks like. Any time you make a new acquaintance you notice a few details (if the stranger is not wearing a mask): face, height, hair, body type and attire. Imagine that you need to tell your friends or relatives about a special meeting. How would you start? For example: Hello Anna, today I met a man at the gas station. He looked so handsome in plain jeans and a t-shirt with a superhero logo. He is very tall and has curly brown hair just like Uncle Sam! I guess he is a doctor because there was a big folder with medical histories in his hands.   Probably he was leaving the hospital. In the example above you have told Anna (your friend or sister) about man’s age, his body type, possible occupation and also noticed a resemblance with your Uncle Sam. You may have talked to him, but you will most likely remember the physical appearance and details of clothes, and not his name or the way he talked. If you meet that man at the hospital or any other place, you can just start the conversation: Hello, I guess I saw you two days ago at the gas station. You were wearing a funny t-shirt and held a pile of medical histories. As you see, physical appearance and attributes can create a broader picture of the first impression. So if you want to skip this important stage to dive into the character’s psychological world at once, you risk of losing a big part of the story. Appearance and emotions are inseparable, and you need to give readers a chance to imagine how the character looks like in order to understand the story better. Describing appearance is one of the first steps in creating a character sketch. What’s Your Character Busy with? Your readers will always be interested in what your character is up to (unless he dies in the first chapter). This aspect is as important as describing physical appearance. The audience should know what the character is busy with when you introduce him for the first time. Providing such details helps readers to evaluate other important aspects of the story: time and setting, location and much more. Let’s imagine that your character is a medical intern and he sleeps on a shift. The reason may be that he had a rough night, arguing with his girlfriend or he is simply lazy. Of course, you will want to tell the reader why your intern is asleep in the workplace. Will he be fired? What will the consequences be? As you see, such details may give your story further direction. Your character’s sketch should also reflect the actions or inactions of the person and how they impact the plot. A sleepy intern will surely be a bad example for others. You can draw a picture of how his alarm clock wakes him up, and he rushes to admission’s desk. Remember, your sketch should contain a detailed description of the character’s actions. That is exactly how the plot evolves. Why is your character sitting over textbooks late after midnight? Why is he constantly distracted by smartphone notifications during a date? Your description needs to explain the actions of the character. In such a way you will help the audience to understand what part the character will occupy in a bigger story. What Are His/Her Emotions? Every character has a certain emotional state. Of course, emotions may vary, and every person may go from positive to very angry in a matter of seconds. However, such a switch is usually caused by different experiences. You may stick to several dominant emotions that determine your character’s outlook on life. Are they positive? What things make them happy? Do they often experience anxiety? Do they feel themselves a part of the community? What fears do they have? Are they playing by the common rules? When you need to describe the emotions and behavior of the character further in the story, you can refer to your sketch and person’s dominant emotions. Now, when you add emotional state to your character’s sketch, you should be sure that these details are relevant to your story. Make sure that you are not simply stating emotions that people feel but also showing the reader by inserting dialogs, actions, and thoughts of the character. For example, if your character is happy and positive, he won’t be angry with a broken tire. He will just come up with a solution and will go on through the day. Referring to dominant emotions is a great way to develop the plot and to make your story interesting and engaging. Does Your Character Need a Name? Even if the character appears only episodically, he will need a name. If you decide to write a sketch, it means that the character is important and you definitely need to give him a name. In addition, your readers may need to refer him further in the story. Don’t worry, you may change that name in the future, so there is no need to spend days on choosing a proper one. However, there are multiple online catalogs, which may greatly simplify the process of choosing a name. Some websites offer users to choose a name depending on gender, ethnicity or even time period. You can also choose a meaningful name that will contribute to the story. In addition, you can always give your character a nickname that will explain the background of the person or some of the hobbies he has. The Story Behind the Character As you remember, character sketch aims to guide the reader through a bigger story. That is why you need to create details that will give your readers background information. At a certain point, your plot may require such information: character’s birthplace, childhood experiences and how they influenced adult personality. You may not need such information more than once, but it will surely help you to create a true story. If your goal is not to generate tens of unanswered questions, it is better to be ready and give all the answers that readers may need. If you find it challenging to create a background story of the character, you can think of a person you know that is similar to the character you are describing. It may be a friend or a family member that will inspire you and will help to create a true story of the past. Your main goal is to make such a story believable. For example, if the character doesn’t like people, he was probably hurt in the past and now is trying to distance from others not to experience that pain again. The audience is always willing to know what experience and situations made characters to get where they are now. At first, it may be quite challenging to write a character’s sketch, but it will become much easier if you practice. In case you don’t have time, don’t worry! There are professional writing companies that are ready to help. Important Details Even if you think that your character sketch is ready, there may still be pieces of important information that can occur when working on a bigger story. When they appear, don’t forget to write them down and add to your character sketch. In most of the cases, stories write themselves, so you won’t simply be able to work on all of the details before writing the story itself. The next time an interesting detail or fact comes up you only need to write it down. You can easily forget them, and it will only harm the story, so don’t trust your memory and keep all the thoughts on paper. What may these details include? For example, things that distinguish your character from others and how these differences lead to an argument. The same applies to similarities of the person to others and how these similarities contributed to creating better communication with other characters of the story. Remember, you should always include maximum details, because they will enrich the story and explain readers the motives of various characters and their impact on the plot. Things to Keep in Mind A character sketch is a sort of a guideline of the story. Its main goal is to help the author to understand the character in order to introduce them to the audience. Not all of the elements of the sketch will be included to the story, but you still need to make sure that it contains all of the necessary details, like gender, age, body type, height, birth country, dominant emotions and so on. You should also keep in mind that some of the elements of your sketch may be transmitted through the actions.   You may not simply declare that your character loves reading but tell how he postponed a date to finish reading an interesting novel. Or how he spent two days of vacation in a local library instead of sunbathing on the beach. As a result, you will create a character that will develop the story and will help it to evolve. You will understand the character, his actions and what consequences those actions may have. Remember, the main purpose of a character sketch is to create a comprehensive, character-based and reliable story that the audience will admire.

The feasibility of producing frozen foods for export in Thailand Case Study

The feasibility of producing frozen foods for export in Thailand - Case Study Example Additionally, a similar analysis will be conducted for the four foreign countries. If economic conditions in these countries are feasible for foreign export, then the project is also feasible. Lastly, this research aims at proposing the best international business management tactics in those respective countries. Thailand is a country located in the Eastern part of the Asian Continent. The country has a lot of potential in its food industry because agriculture is one of the mainstays of the Thailand economy. Currently, the industry is dominated by the sale of fresh foods both within the country and also as exports. Very little has been done in the development of the ready- to - eat/ frozen foods section of the industry yet that country has more than enough resources and raw materials to start development in this line of business. Besides, there is a ready market in the country and outside for the products. Some of the countries that could be potential markets for frozen food from Thailand include the US, UK, China and Japan.1 The research topic deals with the introduction of frozen foods from Thailand into foreign markets. ... Therefore, there is a need for one to examine the feasibility of such a venture. This is because before one penetrates into a certain market there are a number of factors that need to be examined to ensure that the venture will be a success. Economic policies within the country of origin must be examined to certify that they favour the exportation of certain commodities. This ought to be examined against the backdrop of that country's economy. A researcher should examine how the Thailand economy is and what level of industrial growth has the country achieved. On top of that, one should ascertain that the country will be able to produce quality frozen foods and that it will be able to sustain that level of production. Some of the factors that could act as a deterrent to the success of exported products include; low purchasing power high wage costs poor climatic conditions availability of raw materials availability of product alternatives2 Therefore, the research should ascertain that these factors are not present in Thailand before it can give a go ahead to the production of frozen foods in the area. There is also need for research in this area because one needs to asses whether there is a ready market for the goods that will be produced by Thailand. In the process of examining this, one should look at consumer behaviour in target countries like the US and China and find out whether there will be a positive attitude towards goods from Thailand. In addition, the export potential of the product should also be assessed. Export market potential is the ability of a product to sell in foreign countries. This is normally assessed by analysing performance in the country of origin. Beside these,

CISG Memo, International Business Law Essay Example | Topics and Well Written Essays - 750 words

CISG Memo, International Business Law - Essay Example Article 30 broadly describes the seller's obligation while articles 31-34 expounds on that focusing on the "delivery of the goods and handing over of documents." Article 67 must be read in conjunction with these articles for it determines who assumes the risk of loss and when or under what circumstances this is passed onto the buyer. Article 31 applies only if the seller is not bound to deliver the goods at any other particular place. This article specifies the place where he is to perform his obligation to deliver. The general rule is the seller's place of business. There are two exceptions: (1) where the sale involves carriage of the goods then the obligation is fulfilled when the goods are handed over to the first carrier for transmission to buyer; (2) if the contract is not covered by the first exception and is related to specific goods, or unidentified goods to be drawn from a specific stock or to be manufactured or produced at a particular place the obligation is fulfilled when the goods are placed at the buyer's disposal meaning that "the seller has done that which is necessary for the buyer to be able to take possession."1 The effect of the fulfillment of the obligation to deliver is that any risk of subsequent damage or loss has now passed onto the buyer. ... If the contract involves the carriage of goods and the seller is not bound to hand them over at a particular place, the risk passes to the buyer when they are handed to the first carrier for transmission to the buyer. But if a place is specified for delivery, the risk passes onto the buyer only when the goods are handed over to the carrier at the place agreed upon. Note that even if the seller is authorized to retain the documents controlling the disposition of goods is immaterial to the passage of the risk. These rules will still apply. Article 32 sets forth the additional obligations of the seller in article 31. The first is to clearly identify the goods through the buyer's notice of the consignment. The second is to enter into contracts necessary for the proper transport of the goods in keeping with the circumstances and usual practice. Third, if the seller is not bound to effect insurance, he must inform the buyer so that the buyer may opt to obtain the same. Article 33 as a general rule states that the delivery of goods must be at within a reasonable time after the conclusion except when a date or a period is fixed or determinable from the contract. Article34 requires that the seller must hand over the documents to the goods in the time, place and required form as specified in the contract. If the seller hands the documents earlier than the agreed time, he is given the right to cure any lack of conformity in the documents. He can exercise this right until the time to hand over the document expires. Consequently the buyer is given the right to claim damages if in the exercise of such right by the seller causes him unreasonable inconvenience or expenses. According to a practicing lawyer, the rules of the CISG will create

Sigmund Freud Essay Example for Free

Sigmund Freud Essay In a comparison of comedy and tragedy, I will begin by looking at narrative. The narration in a comedy often involves union and togetherness as we see in the marriage scene at the end of Midsummers Night Dream. William Hazlitt tells us that one can also expect incongruities, misunderstandings, and contradictions. I am reminded of the play The Importance of Being Ernest and the humor by way of mistaken identity. Sigmund Freud tells us to expect excess and exaggeration in comedy. Chekhovs Marriage Proposal displays this excess both in language and in movements. Charles Darwin insists that in a comedy circumstances must not be of a momentous nature; whereas, Northop Frye identifies comedy as having a happy ending and using repetition that goes nowhere. On the other hand, narration in tragedy often goes from high to low. Oedipus is a clear example of this. At the beginning he is in a high position and held in high esteem by the people. By the end he has fallen to the depths of despair. Aristotle tells us that plot is jsfdkrjnhfffffffffffffffffffffffffffffffffffffffffffffffffff- ffffffffffffffffff In a comparison of comedy and tragedy, I will begin by looking at narrative. The narration in a comedy often involves union and togetherness as we see in the marriage scene at the end of Midsummers Night Dream. William Hazlitt tells us that one can also expect incongruities, misunderstandings, and contradictions. I am reminded of the play The Importance of Being Ernest and the humor by way of mistaken identity. Sigmund Freud tells us to expect excess and exaggeration in comedy. Chekhovs Marriage Proposal displays this excess both in language and in movements. Charles Darwin insists that in a comedy circumstances must not be of a momentous nature; whereas, Northop Frye identifies comedy as having a happy ending and using repetition that goes nowhere. On the other hand, narration in tragedy often goes from high to low. Oedipus is a clear example of this. At the beginning he is in a high position and held in high esteem by the people. By the end he has fallen to the depths of despair. Aristotle tells us that plot is In a comparison of comedy and tragedy, I will begin by looking at narrative. The narration in a comedy often involves union and togetherness as we see in the marriage scene at the end of Midsummers Night Dream. William Hazlitt tells us that one can also expect incongruities, misunderstandings, and contradictions. I am reminded of the play The Importance of Being Ernest and the humor by way of mistaken identity. Sigmund Freud tells us to expect excess and exaggeration in comedy. Chekhovs Marriage Proposal displays this excess both in language and in movements. Charles Darwin insists that in a comedy circumstances must not be of a momentous nature; whereas, Northop Frye identifies comedy as having a happy ending and using repetition that goes nowhere. On the other hand, narration in tragedy often goes from high to low. Oedipus is a clear example of this. At the beginning he is in a high position and held in high esteem by the people. By the end he has fallen to the depths of despair. Aristotle tells us that plot is In a comparison of comedy and tragedy, I will begin by looking at narrative. The narration in a comedy often involves union and togetherness as we see in the marriage scene at the end of Midsummers Night Dream. William Hazlitt tells us that one can also expect incongruities, misunderstandings, and contradictions. I am reminded of the play The Importance of Being Ernest and the humor by way of mistaken identity. Sigmund Freud tells us to expect excess and exaggeration in comedy. Chekhovs Marriage Proposal displays this excess both in language and in movements. Charles Darwin insists that in a comedy circumstances must not be of a momentous nature; whereas, Northop Frye identifies comedy as having a happy ending and using repetition that goes nowhere. On the other hand, narration in tragedy often goes from high to low. Oedipus is a clear example of this. At the beginning he is in a high position and held in high esteem by the people. By the end he has fallen to the depths of despair. Aristotle tells us that plot is In a comparison of comedy and tragedy, I will begin by looking at narrative. The narration in a comedy often involves union and togetherness as we see in the marriage scene at the end of Midsummers Night Dream. William Hazlitt tells us that one can also expect incongruities, misunderstandings, and contradictions. I am reminded of the play The Importance of Being Ernest and the humor by way of mistaken identity. Sigmund Freud tells us to expect excess and exaggeration in comedy. Chekhovs Marriage Proposal displays this excess both in language and in movements. Charles Darwin insists that in a comedy circumstances must not be of a momentous nature; whereas, Northop Frye identifies comedy as having a happy ending and using repetition that goes nowhere. On the other hand, narration in tragedy often goes from high to low. Oedipus is a clear example of this. At the beginning he is in a high position and held in high esteem by the people. By the end he has fallen to the depths of despair. Aristotle tells us that plot is

The Laughing Fools :: Personal Narrative Emotions Feelings Essays

The Laughing Fools I just started my new job working as a bartender in this local jazz club. Not knowing a person in the place, I thought that I would ease-drop on a conversation that these two men were engaged in, just so I could get to know the costumers better. The conversation was being lead by Lee and the other man, Mike, was prompting him to go on with the story. The story was about an incident that Lee had when he was a small boy with a paper route and his dog was killed. It was a sad story, I thought , but the men just laughed. The reason they laughed I have never figured out, now I am trying to understand the two men. Working at the jazz joint , I see some rather strange things. Mike and Lee come in about once a week. I have listened to Lee and Mike have other discussions, although ease-dropping is not an easy task to do when working. The last time I listened in on uninvited was a conversation on Lee's mother. Lee talked how his mother did everything for him, she would cook his diner, do his laundry, clean his house and buy his groceries. She did all this for him, when he was moved out of her house and supposedly "on his own." Lee did not like his mother doing all this for him, but he never told her that he didn' t want her to keep doing the domestics around his house. She kept on doing things like that for her son, thinking that she was helping out. Eventually, Lee came to resent his mother for all that she did for him and as time passed he expected more from her. He did not tell her that she was interrupting his life. Lee's mother became ill. She had a long, painful battle with a disease, I am n ot sure which one, for I was only ease-dropping. As time passed she became worse. Lee's mother could not do all the things that she had done before, this was not good for Lee, for he had become dependent on one person and he disliked her for that. Finally she died. At the end of the story the two men were again laughing. This really bothered me. I was trying of something to say because it was just like the story with the dog, it had a sad ending with the same reaction of both Lee and Mike, they laughed.

The Role of a Guardian

Guardianship is a legal relationship between a competent adult and a person over the age of 18 and whose disability causes them to make irrational decisions. The incompetent person is called the ward. The disability may he caused by mental illness, developmental disability, accident, or other causes. A developmental disability or mental illness is not, alone by itself enough reason to call someone incompetent. Even advanced stages of alcoholism is reason enough to find a guardian or some other kind of court intervention in that persons life. Competency has to do with a person's ability to make an ‘informed decision', or, with the risk of arm that they may experience due to their inability to provide for themselves or control their business. The court has the right to make the guardian last indefinitely. The only way to end it is to have the court end it. The only way that they do that is where the child reaches the age of majority and then they don't need a guardian or if the incapacitated person dies. The incapacitated person could also get better and then they wouldn't need a guardian any more In the relationship between the guardian and the ward, the guardian is given the right to make decisions on behalf of the person with a disability. When a guardian is appointed, the ourt gives the guardian the authority to exercise certain legal rights in the wards best interest. The courts, when giving rights to a guardian, take them away from the ward. Because guardianship involves such a serious deprivation of rights and dignity, the law requires that guardianship be executed only when other, less restrictive alternatives have proven not to work. If less restrictive forms of protection are not enough to protect a person from the risk of harm, then guardianship should be sought on behalf of the incapacitated person. A guardian's authority is limited to those areas of decision making for which there is vidence to indicate that a person is incapacitated. Some incapacitated people are able to make responsible decisions in some, but not all, areas of their lives. In these situations guardianship may be limited by the court to only those areas in which the incapacitated person is unable to make responsible decisions. Some individuals require a guardian who has responsibility for both the person and the estate. The primary responsibility of the guardian with duties pertaining to the ward is to provide consent for issues such as medical treatment and living situation. A uardian of the estate is responsible for managing some or all of the property and/or income of There are three different kinds of guardianship. The first kind is the most common type and that is plenary guardianship. Plenary guardianship or complete guardianship is when the ward has very little capacity and the guardian makes all the important decisions. People found to be totally without capacity or understanding to make personal decisions or manage financial affairs, are given plenary guardians. In determining a need for person guardianship, two prominent issues are medical decision making and residential placement. If a person is unable to give informed medical consent or is unable to live independently in an appropriate residence, person guardianship should be Estate guardianship is necessary where a person, due to some disability, cannot manage financial affairs. However, courts rarely appoint plenary estate guardians where estate assets are minimal. Bill paying assistance and money management assistance programs should also be considered before you seek an estate guardian. Small estate amounts can be collected and disbursed, without resort to estate administration. Some courts encourage the use of small estate ffidavits and court-supervised deposits of wards' funds as alternatives to estate guardianship. However, as stated before, many judges rarely appoint estate guardians in small or minimal Perhaps the least understood and least used form of guardianship applies where a person lacks some, but not all of the capacity to make personal decisions or handle an estate, the appointment of a limited guardian is not a finding of legal incompetence. Limited guardianship is intended to be less severe and more individualized than plenary guardianship. Although guardianship is supposed to be used only to the extent necessary by a person's ctual mental, physical and social limitations, courts tend to create plenary guardianship rather than limited guardianship, even where limited guardianship may arguably be more appropriate. One reason for the bias toward plenary guardianship is that the creation of an appropriate limited guardianship is complicated when compared to plenary guardianship. A physician must clearly state between things a person can and cannot do and must clearly describe these things to the court. The court must then determine which of these rights will be taken from the person with disability, considering the consequences for each. The limited guardianship must be understandable to the guardian, ward and other parties that may depend on the document. Not all guardianship practitioners, medical practitioners and courts are able to make an appropriate, The following are some better alternatives, which should be considered before pursuing guardianship. Representative or Protective Payee is a person who is appointed to manage Social Security, Veterans' Administration, Retirement, Welfare Assistance or other state or Federal benefits or entitlement program payments on behalf of an individual. Conservatorship is a oluntary proceeding in which a person (the conservatee) asks the Court to appoint a specific individual (the conservator) to manage his or her estate. The court must find the ward incapable of managing his or her financial affairs, but capable of making the decision to have a conservator appointed to do so these actions. Power of Attorney is a contract between two individuals where one party gives to the other the authority to make any number of decisions (e. g. medical, placement, financial) on his or her behalf. The person giving the power of attorney must be mentally competent to enter into the contract as learned in this class. If the contract is made and the six essential elements of a contract are met, the power of attorney remains in effect even if the principal becomes mentally incapacitated. Here is a case where some kind of guardianship or another court related act would have to take place. A person with Alzheimer's disease often loses all short-term memory and gradually loses even long-term memory. That person cannot make responsible decisions such as remembering to take medication or remembering to pay bills. If that person did not execute a power of attorney while he or she still had the legal capacity to do so, the only way for a family ember to take over bill payments or seek medical assistance for the disabled person is to execute a guardianship through court intervention. In conclusion there are very many things you have to consider before you try to become a legal guardian. You must first think of what is in the best interests of the ward. Then, if you can, you should try to find some better, less restricting options, for him or her. Being a guardian to a child or a mentally disabled person is a big responsibility and should not be taken lightly. There are businesses and law firms, which can help you, research and become a guardian.

Economics Practice Problems Essay

1. Which of the following would most likely cause equilibrium quantity and price of x to rise? (a)a fall in income when the income elasticity of demand for x is positive Wrong. This will cause a drop in demand and thus a fall in quantity. (b)a fall in the price of complementary product y Correct. A fall in a complementary product will cause a rise in demand for that product â€Å"y† and thus a rise in demand of product â€Å"x† (see graph). (c)a fall in the price of substitute product Z Wrong. A fall in a substitute product will cause an increase in the demand for product Z and thus a fall in the demand for product x. (d)an increase in the cost of producing x Wrong. The increase in production cost will decrease supply (see graph). (e)a fall in the price of product A which is jointly produced with x Wrong. A fall in price of a jointly produced product will give the incentive to produce more A. If this incentivizes the producer to also increase the supply of x, the effect would be opposite as in (d): less price and more quantity. 2. Which of the following is not characteristic of a cartel situation? (a)While disagreement over production quotas may occur, once set, there is little incentive for cheating. Correct answer. In a cartel there are incentives to cheat (all other are characteristics of a cartel). (b)There is an incentive for some producers not to join. (c)Entry of new producers is a threat to the cartel’s viability. (d)Long-run demand elasticity can pose an obstacle to success. (e)Output must be less than the competitive case for the cartel to be effective.

APES Laws Essays

APES Laws Essays APES Laws Paper APES Laws Paper Ocean Dumping Ban Act bans ocean dumping of sewage sludge industrial waste National Wild and Scenic Rivers Act protects rivers with due respect to aesthetic, recreational, wildlife, historical, or cultural reasons Clean Water Act set maximum permissible amounts of water pollutants that can be discharged into waterways. Aim: to make surface waters swimmable and fishable Surface Mining Control Reclamation Act requires coal strip mines to reclaim the land National Environmental Policy Act (NEPA) Environmental Impact Statements must be done before any project affecting federal lands can be started Clean Air Act Set emission standards for cars, and limits for release of air pollutants Kyoto Protocol controlling global warming by setting greenhouse gas emission targets for developed countries Montreal Protocol phase out of ozone depleting substances Resource Conservation Recovery Act (RCRA) controls hazardous waste with a cradle to grave system Comprehensive Environmental Response, Compensation Liability Act (CERCLA) The superfund act designed to identify and clean up abandoned hazardous waste dumpsites Endangered Species Act identifies threatened and endangered species in the US, and puts their protection ahead of economic considerations Convention on International Trade in Endangered Species (CITES) lists species that cannot be commercially traded as live specimens or wildlife products Lacey Act prohibits interstate transport of wild animals dead or alive without federal permit US Marine Mammal Protection Act prohibits taking marine mammals in US waters and by US citizens, and the importing marine mammals and marine mammal products into the US Federal Insecticide, Fungicide, and Rodenticide Act regulates the effectiveness of pesticides Food Quality Protection Act set pesticide limits in food all active and inactive ingredients must be screened for estrogenic/endocrine effects Low-Level Radioactive Policy Act all states must have facilities to handle low-level radioactive wastes Nuclear Waste Policy Act US government must develop a high level nuclear waste site by 2015 (Yucca Mountain) Safe Drinking Water Act set maximum containment levels for pollutants that may have adverse effects on human health Ocean Dumping Ban Act bans ocean dumping of sewage sludge industrial waste National Wild and Scenic Rivers Act protects rivers with due respect to aesthetic, recreational, wildlife, historical, or cultural reasons Clean Water Act set maximum permissible amounts of water pollutants that can be discharged into waterways. Aim: to make surface waters swimmable and fishable Surface Mining Control Reclamation Act requires coal strip mines to reclaim the land National Environmental Policy Act (NEPA) Environmental Impact Statements must be done before any project affecting federal lands can be started Clean Air Act Set emission standards for cars, and limits for release of air pollutants Kyoto Protocol controlling global warming by setting greenhouse gas emission targets for developed countries Montreal Protocol phase out of ozone depleting substances Resource Conservation Recovery Act (RCRA) controls hazardous waste with a cradle to grave system Comprehensive Environmental Response, Compensation Liability Act (CERCLA) The superfund act designed to identify and clean up abandoned hazardous waste dumpsites Endangered Species Act identifies threatened and endangered species in the US, and puts their protection ahead of economic considerations Convention on International Trade in Endangered Species (CITES) lists species that cannot be commercially traded as live specimens or wildlife products Lacey Act prohibits interstate transport of wild animals dead or alive without federal permit US Marine Mammal Protection Act prohibits taking marine mammals in US waters and by US citizens, and the importing marine mammals and marine mammal products into the US Federal Insecticide, Fungicide, and Rodenticide Act regulates the effectiveness of pesticides Food Quality Protection Act set pesticide limits in food all active and inactive ingredients must be screened for estrogenic/endocrine effects Low-Level Radioactive Policy Act all states must have facilities to handle low-level radioactive wastes Nuclear Waste Policy Act US government must develop a high level nuclear waste site by 2015 (Yucca Mountain) Safe Drinking Water Act set maximum containment levels for pollutants that may have adverse effects on human health

Medieval Clothing Styles by Region and Period

Medieval Clothing Styles by Region and Period In Europe,  Ã¢â‚¬â€¹medieval clothing varied according to the time frame as well as the region. Here are some societies (and segments of society) whose clothing styles are especially evocative of their cultures. Clothing of Late Antiquity, 3rd- to 7th-Century Europe Traditional Roman garb consisted largely of simple, single pieces of fabric that were carefully wrapped to cover the body. As the Western Roman Empire declined, fashions were influenced by the sturdy, protective garments of Barbarian peoples. The result was a synthesis of trousers and sleeved shirts with cloaks, stolas, and palliums. Medieval clothing would evolve from  late antique garments and styles. Byzantine Fashions, 4th- to 15th-Century Eastern Roman Empire People of the  Ã¢â‚¬â€¹Byzantine Empire inherited many of the traditions of Rome, but fashion was also influenced by the styles of the East. They abandoned wrapped garments for long-sleeved, flowing tunicas and dalmaticas that often fell to the floor. Thanks to Constantinoples standing as a center of trade, luxurious fabrics like silk and cotton were available to the richer Byzantines. Fashions for the elite changed frequently over the centuries, but the essential elements of costume remained fairly consistent. The extreme luxury of Byzantine fashions served as a counterpoint to most European medieval clothing. Viking Apparel, 8th- to 11th-Century Scandinavia and Britain Scandinavian and Germanic peoples in northern Europe dressed for warmth and utility. Men wore trousers, shirts with tight-fitting sleeves, capes, and hats. They often wore leg wraps around their calves and simple shoes or boots of leather. Women wore layers of tunics: linen under woolen overtunics, sometimes kept in place at the shoulders with decorative brooches. Viking clothing was often decorated with embroidery or braid. Aside from the tunic (which was also worn in Late Antiquity), most Viking garb had little influence on later European medieval clothing. European Peasant Dress, 8th- to 15th-Century Europe and Britain While the fashions of the upper classes were changing with the decade, peasants and laborers wore useful, modest garments that varied little over the centuries. Their outfits revolved around a simple yet versatile tunic - longer for women than for men - and were usually somewhat dull in color. High Medieval Fashion of the Nobility, 12th- to 14th-Century Europe and Britain For most of the early Middle Ages, the clothing worn by men and women of the nobility shared a basic pattern with that worn by the working classes, but was generally made of finer fabric, in bolder and brighter colors, and at times with additional decoration. In the late 12th and 13th century, to this plain style was added a surcoat, probably influenced by the tabard worn by crusading knights over their armor. It wasnt until the mid-14th century that designs really began to change noticeably, becoming more tailored and increasingly elaborate. It is the style of the nobility in the high Middle Ages that most people would recognize as medieval clothing. Italian Renaissance Style, 15th- to 17th-Century Italy Throughout the Middle Ages, but especially in the later Middle Ages, Italian cities such as Venice, Florence, Genoa, and Milan flourished as a result of international commerce. Families grew wealthy trading in spices, rare foods, jewels, furs, precious metals and, of course, cloth. Some of the finest and most sought-after fabrics were produced in Italy, and the extensive disposable income enjoyed by the Italian upper classes was spent lavishly on more and more ostentatious outfits. As costume evolved from medieval clothing to Renaissance fashion, the outfits were captured by artists who painted the portraits of their patrons as had not been done in earlier times. Sources Piponnier, Francoise, and Perrine Mane, Dress in the Middle Ages. Yale University Press, 1997, 167 pp. Kà ¶hler, Carl, A History of Costume. George G. Harrap and Company, Limited, 1928; reprinted by Dover; 464 pp. Norris, Herbert, Medieval Costume and Fashion. J.M. Dent and Sons, Ltd., London, 1927; reprinted by Dover; 485 pp. Jesch, Judith, Women in the Viking Age. Boydell Press, 1991, 248 pp. Houston, Mary G., Medieval Costume in England and France: The 13th, 14th and 15th Centuries. Adam and Charles Black, London, 1939; reprinted by Dover; 226 pp.

What you see as the pathWay to complete wellness Essay

What you see as the pathWay to complete wellness - Essay Example Before I took this course, I roughly thought that this was the path to complete wellness, so my ideas have not really changed based on what I have learned throughout this course. The most obvious component to complete wellness is in the physical area of someone’s life. To experience fulfillment in this area, it requires being totally satisfied with one’s physical state. The sad thing is that too many people do not feel this, and this is mostly because of what society and the media tells them how they should be. To improve physically, someone needs to take the time and dedication to be willing to alter their diet in order to improve their physical appearance. This is just one component of improving physicality; another is being motivated enough to do exercise so as to reduce one’s weight. This is really challenging for most people, but it can be achieved with enough will power. Another component to complete wellness is through emotions. Females are very susceptible to this, but it can affect everyone at some stage. Some people are very emotional and get upset even at the slightest thing. This shows that someone is not content with their emotional side because they cannot control their emotions. It does not matter what another person says or does; emotional wellness is about feeling good about one’s self and not listening to what others have to say. The next area of complete wellness is through the mental side. This is perhaps the most underestimated part of complete wellness because it is very difficult to know what other people are thinking. Negative thinking can result in poor lifestyles choices, and this will ultimately not lead to complete wellness. In fact, mental toughness is the most critical part of wellness because it determines how someone would react to certain situations. The fourth area to complete wellness is spirituality. Many people do not think

Turkey and the Kurdish today Essay Example | Topics and Well Written Essays - 1250 words

Turkey and the Kurdish today - Essay Example Civil uprisings have often taken place leading to deaths of thousands of people, most of them being Kurds and members of KPP. However, recent attempts by Premier Egrogan to bridge the gap between the Kurds and the Turkish armed forces have yielded positive results. This paper goes on to discuss the history of the Kurds in Turkey, how they have been treated over the period of time and what attempts have been made by the current government to solve this issue. Essay The Republic of Turkey, as it is officially known was founded by Mustafa Kemal Ataturk in first quarter of the nineteenth century. According the official census of 1990, the country has a population of fifty seven million people (Gunter, Michael M., 2007). Although ninety nine percent of the population in the country consists of Muslims, the rest one percent is also allowed complete freedom to carry on their religious and social activities just like their Muslim counterparts. The Kurds comprise of a significant number of pe ople in Turkey. Even though the national language of Turkey is Turkish, Kurds speak a different language which is a mixture Indo and European Languages. Discrimination against the Kurds has always been a key issue in this country and this community has been facing a hard time ever since the creation of the country. Kamal Ataturk in his life time did discuss the issue of Kurds at various special forums. In the Turkish parliament session he once said, â€Å"North of Kirkuk there are Kurds as there are Turks, and we never discriminated against them†. However the situation hasn’t been as good as it sounds. Even after eighty two years of independence, the fourteen million plus Kurds of Turkey have been facing a hard time - often being prejudiced against, kicked out of their homes and villages, tortured, raped and killed. To maintain their status quo, the Kurds have fought back time and again against the government. Although there have been various fights, none of them has b een as fierce as the one in 1984 by the banned organization called Kurdistan Workers Party (PKK). Over the years these fights have resulted in thousands of deaths with almost forty thousand of them being of members of the PKK. The major reason for the conflict between the Turkish state and Kurds has been the call for a separate province. The Iraqi Kurds have always called for a separate province, Kurdistan, and just the mere existence of this word is a taboo for the Turkish state. The rationale behind this fear is that the creation of Kurdistan by the Iraqi Kurds can provoke the Turkish Kurds to rebel against the state and take with them bits of Turkish territory. For decades the Turkish government has seen the issue of Kurds as one of terrorism caused by the PKK. However it is very interesting to see that when various countries back the PKK (due to the fact that PKK is seen by others as a party fighting for the rights of the Kurds), the Turks say that this goes on to prove that no one really wants to see a healthy Turkish economy to grow into an European superpower. Even if all what is mentioned were to be true, factually Turkey is home to almost 17 million Kurds, many of them being those who don’t even support the PKK and its acts. It is also widely reported that Kurds have been treated very unfairly in Turkey. This point was proved when a report from The European Commission Against Racism and Intolerance spoke about injustices prevailing in Turkey. The report says that the Kurds’

Online Shopping Acceptance Model OSAM Assignment

Online Shopping Acceptance Model OSAM - Assignment Example The components of OSAM are generated from OSA components. The OSAM module is described as an entity offering a group of services that can be achieved from the background of service growth and service provision (Dede et al., 1997). This model presents an easy method of obtaining comprehensive information about the constituents managed automatically at the beginning of the structure and can hypothetically affect its function. Zhou et al. (2007) state in their study that the knowledge-orientated view of the customer approval of electronic shopping is currently predicted and clarified by observing technical descriptions such as content and design on the website, user boundary features, and structure usability of an available store. Without the approval of the technology, e-commerce would be limited. The customers’ willingness to acknowledge the technology guides the achievement of electronic promotion (Zhou et al., 2007). Several factors influence the consumer acceptance of online purchase like consumer attitude, environmental factors, and availability of resources. The main aim of the OSAM model is to enable traders market their products using different modes like mobile phones and social media channels. Advertisement can be made through mobile phones and social media networks. References Carlota, L., Efthymios, C., and Maria-del-Carmen, A. (2013). Social Media as Marketing Strategy: An Explorative Study on Adoption and Use by Retailers, in Miguel R. Olivas-Lujan, Tanya Bondarouk (ed.) Social Media in Strategic Management (Advanced Series in Management, Volume 11). New York: Emerald Group Publishing Limited. Chen, S. J., & Chang, T. Z. (2003). A descriptive model of online shopping process: some empirical results. International Journal of Service Industry Management, 58(6): 556-569. Close, A. (2012). Online Consumer Behavior: Theory and Research in Social Media, Advertising and E-tail. London: Routledge. Dede, A., Arsenis, S., Tosti, A., Lucidi, F., Westerg a, R. (1997). OSAM Component Model - A Key Concept for the Efficient Design of Future Telecommunication Systems. In IS&N, (67):127-136. Doherty, N., and Ellis-Chadwick, F. (2010). ‘Internet retailing: the past, the present and the future.’ International Journal of Retail & Distribution Management, 38(11/12): 943–965. Flick, K. (2009). Assessing Consumer Acceptance of Online Shopping: Examining Factors Affecting Purchase Intentions. London: ProQuest. Howladar, M., H., H., and Mohiuddin, G. (2012) Developing Online Shopping Intention among People Bangladesh Perspective, Developing Country Studies, 2(9): 2225-0565. Lina, Z., Liwei, D., and Dongsong, Z. (2001). ‘Online shopping acceptance model – a critical survey of consumer factors in online shopping.’ Journal of Electronic Commerce Research. 8: 41—61. Mikalef, P. Giannakos, M., Michail, G., and Pateli , A. (2013). ‘Shopping and Word-of-Mouth Intentions on Social Media.’ Jour nal of Theoretical and Applied Electronic Commerce Research, 8(1):17-34. Monsuwe, T.P.Y., Dellaert, B.G.C. and Ruyter, K.D. (2004). What drives consumers to shop online? A literature review. International Journal of Service Industry Management, 15 (1): 102-121. Olumayowa, S. M. (2012). Acceptance and Impact of Social Networks Marketing Using Extended Technology Acceptance Model unpublished

Canadian Residential School System Education Essay

Canadian Residential School System Education Essay The Canadian Teacher Magazine is an educational scholarly resource meant for use by high school students and teachers, young Canadians, communities and anyone who might be interested in the history of First Nations education. It seeks to enable readers understand the major developments impacting First Nations before the Europeans arrival up to this day. The text has three portions. The first-First Nations History-gives a short summary of the distinctive cultures of Early First Nations in Canada. It explores the system of education that was implemented before the arrival of Europeans. The second portion explores the system of education that was implemented by the government and the missionaries after their arrival. Llewellyns (2002) article on Dealing with the Legacy of Native Residential School Abuse in Canada by University of Toronto Law Journal, a scholarly source particularly describes how the residential schools system introduced to the First Nations affected school going childre n. This point is supplemented by other non scholarly sources such as Chrisjohns The Circle Game. Another non scholarly source is Dubashs film titled Indian Residential Schools in Canada, which depicts the experiences of aboriginal kids in residential schools. The third part explains how Indian Control of Indian Education impacted education among First Nations communities as depicted by Wells (2012) in his book Wawahte: Canadian Indian Residential Schools. This part is the most relevant to the topic at hand as it explores how the First Nations worked with the government in order to improve the education system and general learning environment. It is rather obvious that this collaboration was long overdue. As such, its outcome would be of benefit to both partied involved in its implementation. The credibility of these articles on Canadian Residential Schools can be ascertained as it is a reflection of the education system that existed among First Nations from the context of teachers a nd students. Today the Canadian Government has partnered with First Nations in this era of reconciliation to help establish stronger First Nations communities. Essential collaborative efforts are can be seen all across the country in areas as diverse as First Nations education, social services, governance, economies, culture, human right and resolution of outstanding claims. The term First Nations is used to encompass the wide range of aboriginal peoples in Canada, which include Indians (status or non- Status), Metis, Inuit, aboriginals and native peoples. This paper is intended to provide readers interested in First Nations education with information about current developments in federal, provincial (public and separate) and band schools across the country. As well, this study is intended to give schools, school officials, teachers and parents or guardians examples of various approaches, so that they may improve their own situations. It is based on the results of a survey of schools and on submissions from Departments or Ministries of Education (Wells, 2012). At present, the majority of First Nations students attend one of four types of school: federal day schools, which are located on reserved; provincial (public) day schools, usually off reserve; band schools on reserves; and separate schools, usually affiliated with church denominations. Since the policy of Indian Control of Indian (First Nation) Education was adopted in 1973, the number of federal schools has declined dramatically as bands have assumed responsibility for these schools (Wells, 2012). Most mainstream account accounts of the education of the education of First nations in Canada begin with the arrival of the Europeans. Although this may be accurate in terms of formal schooling, it is worthwhile to consider the education that was practiced before this contact. Traditional Education Long before the arrival of Europeans in North America, Indians had evolved their own form of education. It was an education in which the community and the natural environment were the classroom, and the land was seen as the mother of the people. Members of the community were the teachers, and each adult was responsible for ensuring that each child learned how to live a good life. The development of the whole person was emphasized through teachings which were often shared in storytelling. Each group of first Nations has its own legendary hero through which much learning was transmitted, including Raven, Nana bush and Weakachak. They were regarded as transformers or tricksters of learning, through which children learned such traditional varies as humility, courage, respect and honesty (Chrisjohn, Young, Maraun, 1997). Although there was little segregation of family for events, whether social or work-related, children were taught that there were times when they should be silent and all ow adults to speak without interruption. Silence was regarded as the cornerstone of character. Traditional education was largely an informal process that provided the young with the specific skills, attitudes and knowledge they needed to function in everyday life within the context of a spiritual world view. It taught many skills as part of everyday life, as can be seen in Rabbit Snaring, (Chrisjohn, Young, Maraun, 1997). Jeanette Armstrong describes the traditional indigenous peoples view of education as a natural process occurring during everyday activitiesà ¢Ã¢â€š ¬Ã‚ ¦ensuring cultural continuity and survival of the mental, emotional, physical and spiritual well-being of the unit of its environment. (Llewellyn, 2002). Education Provided By the Federal Government and the Missionaries In the early 17th century, missionaries were brought over from Europe to establish schools for Indians. This was believed to be the best method of bringing Christian civilization to the heathen Natives. The Roman Catholic Church was the first to get involved in educating Indians in the 1600s. The Protestant churches did not get involved until after the turn of the 19th century. Day schools were the first to be established. The day schools were largely abandoned in favor of residential (boarding) schools from the latter 1800s through to the 1950s, though a few day schools did continue to be built, and the building of day schools on reserves accelerated after 1950 (Llewellyn, 2002). Residential (Boarding) Schools Residential schools were designed to isolate children from their parents and the influences of the reserve. Schools were often located many miles away from the childs community. Children stayed at the residential schools for at least ten months of the year, from the ages of six (sometimes younger) through to 18 years. Residential schools provided a very basic education designed to prepare students for futures as working farmers, housemaids, mechanics or the like. It was to make provision for the domestic and Christian life of the Indian children. The residential schools were oppressive. After being separated from their families, the children were then subjected to a severe regimen of work. The boys were expected to clean the stables, butcher cattle, mend broken machinery and work in the fields. In fact, by the half-day plan, they were expected to spend as much time in this kind of manual labor as in school. The same was true of the girls who had spend half of their time doing laundry, sewing, working in the kitchen and doing other forms of housework (Llewellyn, 2002). The residential school was most notable for the incredibly high mortality rates among the students. Many died from the effects of tuberculosis. At about the turn of the century, it was estimated that 50% of the children who passed through these schools did not live to benefit from the education they had received therein (Dubash, 2008). The federal government became involved in the education of the Indians in the mid-1800s. The residential schools became jointly operated by the government and the church. The churchs duty was to manage the school, contribute part of the operating cost, and most importantly, provide Christian guidance to the children. The government was responsible for inspection, special rules and regulations as well as making financial grants. The highest recorded number of such schools in Canada was 80, in 1933. The enrolment in the schools varied anywhere from 50 or so to over 400 students of all ages (Wells, 2012). Most of these schools were closed by themed-1980s. However, in Saskatchewan, several remain but under the control of the First nations bands and offer culturally sensitive environment to the students. The residential schools have had a lasting negative effect on First Nations people as a whole. These schools removed children from their parents and their communities. Generations of Indian children were denied a normal family childhood. They were denied the association with family, with their extended familys perceptions of spiritualism, of acceptable behavior and of the means of survival. For many, residential schools meant the loss of their native language, the principal means by which culture is accumulated, shared and transmitted from generation to generation. The result was a tragic interruption of culture. The legacy of the residential schools was one of cultural conflict, alienation, poor self-concept and lack of preparation for independence, for jobs and for life in general. Much of what was learned and experienced in residential schools was a direct and purposeful contradiction to the philosophy of traditional First Nations societies as a whole. Integration- Education provided by provincial Governments To civilize and Christianize gave way in the 1950s and 1960s to a policy of integration. Integration, administratively defined, was the process of having First Nations children attend provincial schools (Loyie, 2009). Since the policy of integration was introduced in 1948, the government of Canada has at its highest point been successful in making provision for about 65% (about 43% today) of First Nations students in integrated schools. The integration program was introduced and continued with little or no discussion with First Nations parents and children or the Non- Native community. No specific training of teachers or of the national curriculum was designed to put up with the children of another culture. In 1967, Dr. Harry Hawthorn, a professor at the University of British Columbia, released a two-volume study on contemporary Indians (Wells, 2012). In 1972, the Winnipeg Free Press revealed a number of Hawthorns findings on Indian education. The article stated that integration has not provided the answer to the demand for significant education for First Nations children. Integration has, in many schools, resulted in only a physical presence (Chrisjohn, Young, Maraun, 1997). This program has not been one of true integration where the different cultures are recognized; rather it has been a program of assimilation where First nation students are absorbed into the dominant society. Indian Control of Indian (First Nation) Education In the 1960s, First Nations leaders began to react openly to the deplorable conditions of their people. In response to the educational concerns being raised by First Nations people, the federal governments Standing Committee on Indian Affairs was charged with the responsibility of preparing a report on Indian education. This report, presented in the House of Commons on June 22, 1971, unfolded before the Canadian public the educational problems facing Indian people (Loyie, 2009). Some of the findings included: A drop-out rate four times the national average (96% of Indian children never finished high school); A related unemployment rate averaging 50% for adult males, going as high as 90% in some communities; inaccuracies and omissions relating to the Indian contribution to Canadian history in texts used in federal and provincial schools; An age-grade retardation rooted in language conflict and early disadvantage, which accelerated as the child progressed through the primary and elemen tary grades (Dubash, 2008). The First Nations peoples response was generated by the 1969 government White Paper, based on the goal of eliminating the special status of Indians in the wake of a First Nations school strike in North East Alberta in 1971 (protesting school facilities on reserves). The National Indian brotherhood (now the assembly of First Nations) established a working committee that would reflect a national position on education (Llewellyn, 2002). The committees work culminated in the document, Indian Control of Indian Education (ICIE). In February 1973, the minister for Indian Affairs gave official departmental recognition to the ICIE document stating that: I have given the National Indian Brotherhood my assurance that I and my department are fully committed to realizing the educational goals for the Indian people which are set forth in the Brotherhoods proposal (Wells, 2012). First nations Philosophy of education is in many ways more valid and universal than the one which prevails in educational circles today. Instead of a one-sided view of history, First Nations want their children to learn a Canadian History that honors their customs, accomplishments, values and contributions. As George Manuel stated: We want our children to learn science and technology so that they can promote the harmony of man with natureà ¢Ã¢â€š ¬Ã‚ ¦not destroy it. We want our children to learn about other peoples in literature and social studies, and in the process to learn to respect the values and cultures of others (Llewellyn, 2002). ICIE is a four point policy dealing with parental responsibility, school curriculum and programs, teachers and school facilities. Parental Responsibility Under the terms of the 11 major treaties between the Indians and the federal government and the Indian act, the federal government of Canada is obligated to provide funds for the education of Indians. This is an incontestable fact. In no way does the principle of Indian control or local control contradict or nullify this fundamental federal obligation. The governments financial responsibility does not justify its dominance over lives of Indian people. This policy statement demands that Indian parents participate as partners with the government in the education of their children. Teachers and Counselors The federal government must help train Indians as teachers and counselors, in co-operation with First Nations peoples. Non- Indian teachers and counselors should receive additional training to prepare them for cross-cultural situations and teach them how to make the curriculum for Indian children more meaningful, i.e., more relevant, and also how to instill pride and cultural awareness in their students. Facilities Educational facilities must meet the needs of the local population. Substandard buildings and equipment must be replaced. Conclusion From this overview, it is obvious that the missionaries and both federal and provincial governments have failed in 300 years to administer an effective educational program for First Nations. This failure has been attributed to several factors; namely the absence of a consistent philosophy of education with clearly articulated goals and objectives, failure to provide a meaningful program based on First Nations reality, a lack of qualified teaching staff, inadequate facilities, and most important , the absence of parental and community involvement in the education of their children. Studies on the effects on integration have shown that First Nations children reveal patterns that can be identified as alienation and identity conflict. The First Nations student is caught between two cultures and is, therefore, literally outside of, and between, both. Through the policy of ICIE, the effect of parental responsibility and local control has clearly brought about positive changes within the past two decades. These include an increase in the numbers of First Nations students completing high school and entering universities and colleges, an increasing number of First nations teachers, and increasingly more research being done by First Nations providing valuable insights on the effect the various forms of education are having. More importantly, the problems and challenges associated with ICIE are becoming clearer and attempts are being made towards resolving them. Critical to improving the situation is the need for legal recognition of First Nations jurisdiction over education. This was identified very early on as a serious problem. It was noted that the Indian Act presents no direct legal foundation for the shifting of control of education from the minister to Indian bands. It empowers the minister to enter into contracts with territorial and provincial governments, public school boards, or charitable or religious organizations, but not with Indian bands. Clearly, the fundamental obstacle to Indian Control of Indian Education is the lack of legislation. Without it, we can expect only minor adjustment to the existing situation. With it, an Indian band or group of bands would be able to write its own Education Act, and determine its own administrative unite, policies, aims and objectives.

Pfizer Animal Health Essay -- Business Marketing Case Study, solution

Pfizer entered the animal health industry in the early 1950’s. Today, Pfizer Animal Health products are sold to veterinarians, livestock producers, and horse and pet owners in more than 140 countries around the world and used in more than 30 species. Pfizer Animal Health is committed to providing high-quality, research-based health products for livestock and companion animals. The company continues to invest more in research and development than any other animal health company. This offers opportunities for substantial growth and internal synergy. Pfizer has more new animal health products in its research pipeline today than at any other time in its history. Their products include anti-inflammatory, anti-infectious, and anti-parasitic pharmaceutical medicines, vaccines and feed additives. These products are used by cattle, swine, and poultry industries, as well as, veterinarians serving both the livestock and pet markets. The animal health segment of Pfizer accounts for approx imately 10% of their total revenues. ) Pfizer Animal Health revenues were $1,314 million in 1998. Some of Pfizer’s top selling animal health products are Rimadyl, Anipryl, Dectomax, and RespiSure.   Ã‚  Ã‚  Ã‚  Ã‚  The animal health segment is served in manufacturing by the 35 production plants around the world. Their products are sold through veterinarians, drug wholesalers, retail outlets, distributors, and directly to users. Animal Health gross revenues declined 1% to 1.3 billion in 1998. (Note Appendix:) This decrease is due to continuing weaknesses in the U.S. livestock market, the poor Asian economy, and the unfavorable effects of foreign exchange. This decline was offset by growth of Pfizer products; the cattle endectocide Dectomax, the canine anti-arthritic Rimadyl, and the swine vaccine RepiSure. Pfizer is among the leading suppliers of companion animal vaccines, a $500 million market worldwide. They have over 43 animal health product candidates in clinical development. Pfizer’s Animal Health markets several feed supplements for large animals. Feed supplement product sales slowed in 1998, due in part to regulatory issues, market conditions, and competitive pressures.   Ã‚  Ã‚  Ã‚  Ã‚  Pfizer’s goal for both its business units is to meet the needs and exceed the expectations of all their customers. They achieve this with ongoing innovation through state-of-the-art research and development, ... ...s small, medium, large, and extra large coolers to accommodate shipments ranging in size.   Ã‚  Ã‚  Ã‚  Ã‚  Government regulations are a large threat to our company. In December 1998, the Council of European Agricultural Ministers voted to ban the use of Pfizer’s antibiotic feed additive, STAFAC, throughout the European Union. It is regulations like these that can stunt our sales growth in both of our business segments. FDA requirements and reviews have increased the amount of time and money necessary to develop new products and bring them to market. Our international businesses are subject to a number of risks that are inherent in carrying on business in other countries. Some government-imposed restraints may include laws on pricing or reimbursements for use of products.   Ã‚  Ã‚  Ã‚  Ã‚  Another threat to Pfizer’s Animal Health segment is competition. Principal methods of competition in this marketplace vary depending on the particular product, but are mainly: product innovation, service, price, quality, and effective promotion to veterinary professionals and consumers. Pfizer is the leader in the animal health industry today. Some of their main competitors are Merck, Alpharma Inc, and Wingo Inc.

Personalities of The Cold War Essay

Who caused the cold war? Focus; the role of each personality in contributing to the cold warTime frame: 1945 to 1952Cold war- period of intense tension and mistrust, leading to competition and confrontations. Stand: both Stalin and Truman contributed to the cold war. The key personalities that contributed to the cold war are namely Stalin and Truman,both in office in US and USSR respectively. both were responsible as their personalities and level of experiences contributed to their policies made, which heightened tensions and thus caused the cold war. Personality traits like Stalin’s paranoia gave rise to his expansionist policy, which hardline Truman viewed as aggression and tried to counter it in the Truman Doctrine and Marshall plan. Truman’s low level of experience in dealing with Stalin also increased tensions and led to the cold war. Stalin was aggressive and protective of the USSR as he was a true hardline communist and believed that Russia had to stay strongly communist. However, the USSR was invaded thrice in no more than a century and also suffered civil war and intervention from anti-communist forces from 1918 to 1920, when communism as an ideology was at infancy. These anti-communist forces comprised of the West when they helped the Whites during the Bolshevik Revolution. From this, Stalin believed that the West wanted to destroy communism before communism became stronger. His mistrust grew as he became paranoid and thought of the West as a potential security threat this was because This prompted his embarking on salami tactics ( an expansionist policy) so that Communism would remain strong in Eastern Europe. Gradually the Russians began to systematically interfere in the countries in Eastern Europe to set up pro-communist governments, in countries like Poland, Hungary, Bulgaria, Albania and Romania. Stalin felt that his actions were justified for the defense of communism, and that salami tactics were absolutely necessary. He did not realize that his actions had frightened the West. What he failed to consider was that the west was not interested in destroying communism but was looking more towards post war cooperation. The  west showed this through the decisions made at the post-war conferences when Russia was allowed to take reparations from Germany and it was allowed to benefit from the loans from the west, known as the Lend Lease. His paranoia in embarking on the expansionist policy ( comprising Salami tactics) when juxtaposed with Truman’s hardline views, only served to heighten suspicion and tensions, leading to the Cold war. Similarly, Truman became suspicious of the USSR’s intent towards eastern Europe. He was a hardline president who stood firmly against Communism, and was intolerant of the needs of the USSR . Truman saw Stalin’s actions as a breach of the Declaration of Eastern Europe where Stalin had promised to allow countries like Poland free elections but failed to do so, instead carrying out the reverse and forcing communist governments in these countries through rigged electionsTruman, with his hardline view that communism was bad, viewed Stalin’s moves as being remarkably similar to Hitler’s salami tactics, and that the USSR was embarking on aggression. In addition he felt that if he did not stop Stalin, Stalin would think that Eastern Europe was his for the taking, and capitalism would perish. This in turn led to the formation of the Truman Doctrine and Marshall plan which would serve to increase tensions (elaborated below)Secondly, the Truman Doctrine and the Marsh all Plan. The West formulated the Truman Doctrine and the Marshall plan to contain communism in Greece and Turkey. Communists were trying to overthrow the monarchy but british troops who restored the monarchy in the past were feeling the strain of supporting it against the communists. The british prime minister appealed to the USA and Truman announced that it would † support free peoples who are resisting subjugation by armed minorities or by outside pressure’ and Greece received massive amounts of aid and the communists were defeated. The funds of the Truman doctrine were obtained through Congress where Truman portrayed the situation in Greece and Turkey as part of the global communist threat. Truman’s low level of experience prevented him from realizing that Stalin would see the Truman doctrine as an attempt to subvert them. In other words, he did not deal with stalin before, and did not see that his portrayal was excessively confrontational and would  serve to heighten Stalin’s paranoia and escalate his mistrust towards the West. Similarly, the Marshall plan was formulated to facilitate economic recovery in Eastern Europe. By September, 16 nations had drawn up a joint plan for using American aid and in total over 13000 million dollars of Marshall Aid was given to western European countries. However, the west did not consider the impact that the Marshall plan would have on how the USSR viewed them. Truman’s low level of experience with dealing with the Stalin prevented him from seeing that the Stalin was sensitive about USSR’s economic status (Stalin refused to ratify the the Bretton Woods agreement so that the West would not realize how economically weak the USSR was in 1945. The Bretton woods agreement was a system to acquire international currency stabilization which required foreign access to sensitive economic data. Stalin viewed the policy as ‘dollar imperialism† and as a blatant American device for gaining control of western Europe, and made all Russian states reject the offer. The Truman doctrine and the Marshall plan would eventually prompt Stalin( along with his paranoia) to come up with the Cominform and the Comecon which served to unify all Eastern European satellite states. Truman’s low level of experience in coming up with the Truman Doctrine and the Marshall plan, when juxtaposed with Stalin’s paranoia, fueled further consolidation of power by Stalin, which escalated tensions on both the USA and the USSR and caused the Cold war. Biblography: Richard Crockett, the fifty years war: The United States and the Soviet Union in World Politics, 1945-1991Gaddis, John Lewis. We now know: Rethinking Cold war History. US: Oxford University Press.