Chief Justice Earl Warren Essay -- essays research papers fc

Chief Justice Earl WarrenEarl Warren was born March 19, 1891 in Los Angeles, California. Earls father was a Norwegian immigrant, which left him dealing with damage and equal rights at a very young age (Grace, 1). This lead to early indications that law would be Earls profession. Even before entering higher(prenominal) School, he listened to criminal cases at the Kern County courthouse. Attending the University of California at Berkeley, Warren worked his way through college. He majored in political science for trine years before entering the law school at UC. He received his B.L. degree in 1912 and his J.D. degree in 1914. On May 14, 1915, he was admitted to the California bar. After graduation Warren worked in law offices in San Francisco and Oakland, the only time in his career when he was engaged in cliquish practice (White, 61). The young lawyer became a deputy district attorney in Alameda County, and eventually became district attorney in 1925 when is opponent decided to th row in from the race (Weaver, 40). He would go on to win the next four options. During his fourteen years as district attorney, Warren developed a disposition as a crime fighter. As a prosecutor Warren was sometimes accused of high-handedness in his methods, but in thirteen years and in thousands of cases ranging from murder to window-breaking, he never had a conviction reversed by a higher court (Ely, 964). Warren served as attorney general from 1939-1943, enjoying the movie of an effective foe of racketeers. In 1948, Warren was the Republican Partys nominee for vice-president of the United States. He and fellow republican Thomas Dewey would end up losing the race, the only election Warren ever lost, to Democratic candidate Harry S. Truman. In 1953 President Dwight D. Eisenhower appointed Earl Warren the fourteenth Chief Justice of the United States Supreme cost (Compston, 101). This new job would prove to be the most important and difficult job Warren had ever taken. He inheri ted a court that was late divided between those justices who advocated a more active role for the court and those who supported judicial restraint (Compston, 133).Among the Warren Courts most important decisions was the ruling that do racial segregation in public schools unconstitutional. The Brown vs. The identity card of Education case dealt with the segregation of public schools. Although all the schools in a ... ... Brown vs. the wag of Ed. Case from this source. In addition, this book contain a lot of criticism that Warren faced because of his ruling. Weaver, John D. Warren The Man, the Court, the Era. Boston Little, Brown and Company, 1967. -This book provided selective information somewhat Warrens career early on, most importantly his becoming District Attorney of California. White, Edward G. Earl Warren A Public Life. New York Oxford University Press, 1982.- This source had information about Warrens accomplishments in school and his job right out of school. Internet S ources Cray, Ed. Landmark case Biography Earl Warren. Earl Warren/Brown vs. Board of Ed. selective information page. 1997. 5 March 2005 http//www. landmarkcases.org/brown/warren.html- This website contained a great deal of information about the Brown vs. Board of Ed. case. Grace, Roger M. Earl Warren, Norwegian American. Earl Warren Information Page. June 1998. 4 March, 2005 http//www.mnc.net/norway/warren.htm-This website provided me with information about the end of Warrens career and his retirement.

Choreographer Busby Berkeley’s Contributions to Film Essays -- Arts Mo

Choreographer Busby Berkeleys Contributions to FilmBerkeleys creations were not meant to focus on dance. He envisioned an overall moving pattern, which he get tod by use moving bodies. He made the art of choreography a technique of design and visual mathematics, and combined this with his knowledge of film to bring his vision to conduct on the big screen. The skill of this multi-talented man brought Hollywood musicals to their full potential, creating a high demand for dance in films.William Berkeley Enos was born November 29, 1895, in Los Angeles. He began his career as a choreographer in 1918 as a lieutenant in the army. Conducting and directing parades. He gained the ability to work with large masses of moving bodies to create a moving picture. He in any case worked as a choreographer to stage camp shows for the troops. It was not until his collaboration with producer Florence Ziegfeld that Berkeley began choreographing for films. When Ziegfeld decided to turn his production of Whoopee into a film, he asked Berkeley, who had become one of the top Broadway dance directors, to choreograph the dance routines. Berkeley, unhappy with the restrictions of his job, raised the bar for film choreographers by taking on decisions just about camera angles and editing. Before Berkeley, these decisions had all been made by the director or the producer. One of Berkeleys signature choices was to use only one camera. He also chose to use close-ups of the dancers in the chorus. He would say Well, weve got all these beautiful girls in the picture, why not let the public see them? This approach showed that Berkeley understood that advance(a) filmmakers possess the ability to use the camera to show audiences what their normal sight does ... ... 1976.Although his death was tragic, Busby Berkeley will be remembered for his visionary talent. He has also been considered the originator of the formulaic marketing approaches you see today in music videos. As Larry Billman point s out,Berkeleys ever-unfolding kaleidoscopic patterns and complete montage/ scenarios certainly had commercial advantage (15). Berkeley embraced the gap that the relationship between a camera and a moving body could bring a song to life. After his extravagant musical numbers, there was no doubt that the entire audience would leave the theater knowing the songs by heart.And so Berkeley was way ahead of his time. He could see within film a very important image, not the individual dancers themselves, but the dancing image. And with that he created sequences that remain some of the most beautiful spectacles on the screen.

Swords :: Essays Papers

Swords The sword was the predominant weapon of the knight during the Middle Ages. According to the Arms and Armor Glossary, Swords have a long tapered, unremarkably 2 edged blade ranging from 32 to more than 72 In length ending in a point which was sometimes, but not always, use for thrusting. Knights used swords in battle because they were very light. In weight, ranging from 3-5 pounds. The first metal swords were made of bronze, but later they were crafted of iron. From the period of the sixth snow until the fifteenth century the most universal weapon for both knights and squires was the broadsword. The broadsword is generally a two-edged sword that ranges in length from 30 to 42. This sword is 2 to 3 at the base and 1/16 to 1/8 at the point. A knight was able to fight all day with this weapon because of its light weight, provided it was dumb enough that it could inflict serious harm on anyone that was to get in its way. The broadsword is so dangerous because it works by concentrating the force of its blow. Another popular type of sword was the bastardsword. Bastardsword is the modern word for hand and a half sword. This blades popularity peaked during the fifteenth century. Being 44 to 50 in length this sword was longer than the traditional broadsword. Knights liked this sword because of its versatility, the extended handle allowed the blade to be used in either both hands or wielded in one hand. In general swords tend to weigh less than most people think. The pommels of many swords are thicker than they appear in most drawings and illustrations they are heavy in order to counter the blade. Over time the sword came to possess a very strong symbolic meaning, different virtues were assigned to the two edges of the sword. The two edges of the sword show that the knight serves both God and the people, and its point shows that all people must obey him. (Barber 36) The cross or quillion (a popular 16th century term) is anothe r part of a sword. It was given this name because of its shape the quillion resembles a Christian cross, which subsequently furthers the symbolism of the sword.

Improving The Literacy Of America Essay -- Illiteracy In America

Reading and writing are two of the most important functions performed on a daily basis by individuals. One problem in America is that a significant amount of the population cannot perform one or both of these tasks. These two tasks are commonly referred to as literacy. What encompasses a literate individual is a controversial topic. For example, if someone can read a sentence and decipher what it means does this mean the individual is literate. Or should the individual be able to interpret a sentence as well as write and respond to a given stead to be considered literate. Due to this vagueness in what encompasses a literate individual, I will not state statistical information about the state of literacy in the unify States. The statistical information is not important, rather the way the literacy rate can be risen in the U.S. is what is important. A general situation that has to occur to upgrade literacy rate is the situation where an individual has the desire to read and write and does not do so solely because of instruction from authority figures. This certainly is not occurring today, as exemplified by the event that even a best-selling book in this country might reach 5% of the population (Castell 38). Perhaps a go way to influence the literacy in America is to examine the schoolrooms where primary education geared toward literacy takes place. This refers to elementary and middle school classrooms. An examination of what processes in a classroom context help develop literacy in individuals is an important aspect of the literacy of the children in America. Three aspects of a classroom that affect literacy are the power of the teacher, community with peers, and entrance money to tools of literacy. Power, in this case, refers to the power of the teacher and the extent to which this person expresses this power. The teacher serves to regulate the activities of children. One of the most important things that he does is to foster the interest and learning of the pupils. In this way the teacher has infinite power over his subjects. He can assign work, manipulate exactly what the student has to know for his class, and alter his teaching styles for antithetical subjects. Traditionally little power is given to the student in the classroom setting. Often times students regurgitate memorized information in order to perform in a well in a given class. Th... ... learning literacy desirable to the student, which explicitly increases learning. The United States has to move toward implementing better literacy-directed learning in our schools classrooms. In the long-run, this will help the U.S. compete on the national level with other countries. But the advantages to a more literate society are obvious even when viewing the issue on a more personal level. Literacy is the key to the social world as well as the job market. Individuals who pull in from the increase in literacy rate will be more successful in life and maybe even have higher feel ings toward themselves. The vision of a totally literate America is certainly a very promising and positive one. Works CitedBloome, David. Classrooms and Literacy. New Jersey Ablex , 1989. Castell, Suzanne De, et al., eds. Literacy, Society, and Schooling. New York Press Syndicate, 1986.Harris, Karen, and Barbara Baskin. Toward a culturally Literate Society. School Library Journal 35.12 (1989) 29-32.Wells, Gordon. The Zone of Proximal Development and Its Implications for Learning and Teaching. Sep. 1996. http//cite.ped.gu.se/network/zpddiscussion.html (31 Mar. 1999).

Destiny, Fate and Free Will in Homers Odyssey - Guidance and Loyalty E

Guidance, Fate, and Loyalty in The Odyssey   The Odyssey is an epic poem about a journey. After the Trojan War is win Odysseus leaves Troy for his home in Ithaca. However, the gods decide to test his courage and resolve and send him on a twenty-year odyssey. Odysseus courage is constantly tested as he struggles with the many obstacles the gods place before him. Although Homer depicted The Odyssey as a self-reliant journey, in reality the gods and other mortals guide Odysseus. It is his loyalty to and his love for his family that keeps him going. The Odyssey depicts Odysseus as he overcomes each obstacle through guidance, fate, and loyalty to his family.       To Odysseus loyalty is the most cardinal quality. He expects his family and friends to be loyal. He especially expects loyalty from his wife Penelope. Odysseus talks to Penelope disguised as an old man, and as the snow bleeds on the lofty mountains, when Eurus melts what Zephryrus has scattered, and at it s melting flowing rivers fill so did her fair cheeks melt with flowing tears, as she bewailed the husband who was seated by her side (187). Odysseus doesnt reveal himself even though he pities his sobbing wife because he knows she wouldnt be fitted to conceal her love for him in front of all her suitors. This touch of dramatic irony helps the reader sympathize with the struggles of Odysseus wife.       Odysseus demonstrates his loyal to Penelope during his stay with the Phaeacians. Even with Nausicaa by Odysseus side because she likes him, he still stays loyal to Penelope. As the Phaeacian woman watch Odysseus as he starts to bathe he says, Women, stand here aside, part by myself I wash the salt from off my back... ... in the sunlight he is. Odysseus is guided by the Phaeacians as he sleeps and due to his sleep misses important elements. Since Odysseus is asleep a sense of dramatic irony is shown because the reader knows something that the Odysseus doesnt.   & nbsp   Homers epic poem The Odyssey tells the tales of Odysseus, a man who has an epic journey through spirit. He overcomes the struggles and conflicts of life through three main elements loyalty to and from his family, fate, and guidance. Loyalty to his family and from his family helps him long to make it home. The gods determine his fate and by overcoming the struggles and conflicts of life he is able to fulfill his fate. lastly guidance by the immortals and mortals helped Odysseus eventually make it home to Ithaca. Odysseus tale is one that covers only a portion of his life, but seems like a lifetime.

Destiny, Fate and Free Will in Homers Odyssey - Guidance and Loyalty E

Guidance, Fate, and Loyalty in The Odyssey   The Odyssey is an epic poem about a journey. After the Trojan War is won Odysseus leaves Troy for his home in Ithaca. However, the gods decide to test his courage and resolve and send him on a twenty-year odyssey. Odysseus courage is constantly tested as he struggles with the many obstacles the gods place in front him. Although Homer depicted The Odyssey as a self-reliant journey, in reality the gods and other mortals guide Odysseus. It is his loyalty to and his love for his family that keeps him going. The Odyssey depicts Odysseus as he overcomes each obstacle through guidance, fate, and loyalty to his family.       To Odysseus loyalty is the most important quality. He expects his family and friends to be loyal. He especially expects loyalty from his wife Penelope. Odysseus talks to Penelope disguised as an old man, and as the snow melts on the lofty mountains, when Eurus melts what Zephryrus has scattered, and at it s melting flowing rivers fill so did her fair cheeks melt with flowing tears, as she bewailed the economize who was seated by her side (187). Odysseus doesnt reveal himself even though he pities his sobbing wife because he knows she wouldnt be able to conceal her love for him in front of all her suitors. This touch of dramatic irony helps the reader sympathize with the struggles of Odysseus wife.       Odysseus demonstrates his loyal to Penelope during his stay with the Phaeacians. Even with Nausicaa by Odysseus side because she likes him, he even stays loyal to Penelope. As the Phaeacian woman watch Odysseus as he starts to bathe he says, Women, stand here aside, while by myself I aftermath the salt from off my back... ... in the sunlight he is. Odysseus is guided by the Phaeacians as he sleeps and due to his sleep misses important elements. Since Odysseus is asleep a smack of dramatic irony is shown because the reader knows something that the Odysseus doesnt.       Homers epic poem The Odyssey tells the tales of Odysseus, a man who has an epic journey through life. He overcomes the struggles and conflicts of life through three of import elements loyalty to and from his family, fate, and guidance. Loyalty to his family and from his family helps him long to make it home. The gods determine his fate and by overcoming the struggles and conflicts of life he is able to fulfill his fate. Lastly guidance by the immortals and mortals helped Odysseus in the end make it home to Ithaca. Odysseus tale is one that covers only a portion of his life, but seems like a lifetime.

Jean Piaget’s Cognitive Theory Essay

The cognitive Development Theory was first identified by Jean Pi get along witht. Jean Piaget was born(p) on August 9, 1896 in Neuchtel, Switzerland. Piaget became well have intercoursen by the many papers he published throughout his late teen years. Once graduating from the University of Neuchtel, he received his Ph.D. in natural science and published two philosophical essay concerning adolescence. These two essays later became the general orientation for the first publication of the Cognitive Development Theory. According to the Jean Piaget Society by Les Smith, Piaget was married to Valentine Chtenay and soon after had three tikeren. These baby birdren where special examples of the study Piaget was doing concerning with the development from infancy to language. After the age of eighty-five, the Swiss psychologist died in Geneva on 1980, making him one of the most signifi johnt psychologists of the twentieth century. The objective of the theory was, and still is, the explanat ion by which the appendage of an child, and then child develops into an adult that can both reason and comprehend.Saul McLeod published an name, Jean Piaget, in the website Simply Psychology, where he quoted Piaget, Cognitive development is a progressive reorganization of mental processes as a result of biological maturation and environmental beget out. Children construct an understanding of the world around them, and then experience discrepancies between what they already k outright and what they discover in their environment (McLeod 2). There are three basic components to Piagets Cognitive Theory Schemas, the four processes that enable the transition from one phase to an new(prenominal), and the four peaks of cognitive development. When starting with the Schema, Piaget described this word as a basic building block of intelligent fashion that a person would physical exertion by forming information using what the person saw, heard, smelled and touched. In the article, Jean Piagets Stages of Cognitive Development, from ICELS.ca Blog explains how a scheme can be thought of as a unit of knowledge, relating to one aspect of the world including objects, actions, and abstract concepts (Unknown 4).An example of outline is how a child go away know how to grab his favorite rattle and send into his mouth because he hasgained knowledge of what that object was use for. Dr. George Boeree, author of Jean Piaget, describes how a toddler that is introduced to a new object leave use his grab and thrust schema. Dr. Boeree calls this assimilation the toddler is relating the old schema onto the new object (Boeree 3). The child after wise to(p) how to react with his rattle is then puzzled with the new object in front of him, he does not know how to react and therefore uses the very(prenominal) schema as he would with the rattle, putting the object into his mouth. However if the existing schema does not work, the toddler has to find a new approach, this is known as accommodation. modification occurs when there has been an unpleasant state of disequilibrium. Equilibrium occurs when a childs schemas can deal with most new information through assimilation. McLeod clarifies the steps in as the four processes than enable the transition from one cognitive stage to anotherAssimilationEquilibrationNew SituationDisequilibriumAccommodationWhen Piaget continued to study the apiece of these steps more carefully, he began to see similarities between most of the children in their nature and their timing. This became the development of the stages of cognitive development.The first stage of the cognitive development is the sensori take stage which can be found from the ages of zero until approximately two. In this stage the key tout is object permanence meaning how the child uses his senses and motor abilities to understand the world. In the article, Development of using experimenter-given cues in infant chimpanzees longitudinal change in behavior and cog nitive development, found in developmental Science, author Sanae Okamoto-Barth states, Jean Piaget conducted experiments with human infants which led him to conclude that object permanence was typically achieved around seven to eight months of age ( Okamoto-Barth 100). He clarifies how this cognitive achievement develops in infants through a fixed series of steps with characteristic transitional errors. Throughout this stage there are three reactions that occur primary circular reaction, vicarious circular reaction, and tertiary circular reaction.Between the age of one to four months, the child has the primary circular reaction. In this reaction the child responds with the same action with the object. Dr. Boeree uses the example of a baby sucking on her them, because it feels good she continues to do it (Boeree 3). Between four to twelve months the infant nowuses secondary circulation which involves with the infants surroundings. Dr. Boerees example is a rubber ducky that the infa nt squeezes the duck makes a quack entertaining the infant and wanting to continue the squeezing in order to get the same response again. As Okamoto-Barth stated this is the part in which object permanence is found. This competency can be recognized when the infant understands that just because an object is out of sight it does not been that it is gone, non-existent. The experiment used to know if the child had this ability was by doing the Blanket and Ball Experiment (McLeod 4). In this experiment Piaget would have a ball in front of the child and once the child got interested with the ball, he would cover it up with the blanket.The deal was to know if the child still believed in the existence on the ball or if he believed it was gone and no longer existed. Infants of a younger age would go about and entertain themselves with different objects in their surroundings, while infants that achieved object permanence would uncover the blanket and find the ball. The third reaction found in the sensorimotor stage is the tertiary circular reaction. This can be found from the ages of one to two. This is when they start to perform trial-and-error experimentations. An example of this reaction would be when a child may try out different sounds or actions as a way of getting attention from his caregiver (Unknown 4). Children also begin to develop symbols to correct events or objects and during this time the child is quickly moving towards the mental representation and mental combination (Okamoto 105). In this occasion, the infant becomes outstanding in pretending. For example the infant will now talk, feed, and sportswoman with a doll unlike before where she would just suck on it or throw it around. Once these examples are shown in an infant, the preoperational stage is now in appear.The preoperational stage happens during the ages of two to seven. Although the child cannot think logically yet, he is acquiring language in a fast ill-treat and is able to represent the work through mental images and symbols. However these images and symbols are unaccompanied on his perception. The key feature in this stage is egocentrism. Egocentric is when a child sees things pretty much from one point of view, his own (Boeree 4). Piaget used the experiment of the Three Mountains in order to see if the child is in the preoperational stage or has advanced into the next stage. In this experiment children wereasked to choose a stick out that showed the scene which they had observed as well as a picture in which what Piaget had seen. Children almost al ways chose their own view of the mountain. According to McLeod, children experienced this task difficult because they are unable to take on another persons perspective (McLeod 4). In this stage children also develop curiosity and the questions begin. Children tend to make up explanations when they do not have an answer because they only know so little of the world.The third stage of the cognitive theory is the concre te operation stage which varies from the ages of seven to eleven. In this stage logic begins to play a part in the childs life. Piaget defines a mental operation as an interiorized action, an action performed in the mind (McLeod 4). The mental trading operations acknowledge the child to think about what he has done or will do. This also permits the child to have the ability to count from one to ten. The key feature in this stage is conservation and the experiment behind this is the Conservation of Numbers. According to Dr. Boeree, conservation refers to the idea that a quality remains the same despite changes in appearance (Boeree 5). The experiment that Piaget conducted was putting four marbles in a row and four below those. The child would then see that the marbles were the same distance from each other and say they were identical. However, on the other side the top row would have more distance between each other than the bottom. A child that was still in the preoperational stag e would look at this and believe that that row had more than all the others. On the other hand, a concrete operations child would know that there are still four marbles and that the extent ion of the distance between each marble did not make a difference.Children learn to understand numbers, mass, area, weight, and volume although they may not be able to achieve them all at the same time (McLeod 6). They can now mentally reverse the direction of their thoughts and learn how to add and subtract. The child can memorize and trace his way home or remember where was the last place they left an object.Finally, the dinner gown operational stage is the last stage of the cognitive development. This stage begins at the age of eleven on to adulthood. During this time, people develop the ability to sustain abstract concepts, such as logical thoughts, deductive reasoning, and systematic planning (Okamoto 108). The person can now comprehend all the possible ways in which he can solve a problem a nd can approach it in different points of view. The experiment done in this stage is the Pendulum Task, and it is used to find the key feature of manipulation of ideas in the head, such as abstract reasoning. The pendulum task consist of three factors, the length of the string, the heaviness of the weight, and the strength of the defend in order to determine the speed of swing of the pendulum. The idea was to try the experimental method of using one same variable every time. If a teenager would tried different lengths with different weights is likely to be getting the wrong answer.Dr. Boeree states that there are four possible ways coalition, disjunction, implication, and incompatibility. In this experiment, conjunction is when both the strings length and the pendulums weight make a difference. Disjunction would be with it is either the length or the weight merely not both. Implication is the formation of a hypothesis, if this happens then this will occur. Lately, incompatibility is when the cause does not make an effect that was first hypothesized. McLeod quotes, Operate on operations not just concrete objects (McLeod 6). This simply means that the person has developed an inner value system and a sense of moral judgment that will be necessary for life purposes.When it comes to schools and learning abilities, harmless experiments can be used on a child in order to know what stage he or she is in and how the school administration, teachers, and other staffs can help the child out in his learning. At times a child that takes these experiments can excel and is then placed in a higher level where he or she can learn at his pace. When a child is put in a lower class level, he can tend to get bored and then will have no need no drive to want to excel to his abilities. These experiments can also help children when they have dyslexia and need accommodations for their learning skills. Knowing and understanding these stages is not only beneficial for the students and children exclusively also for the adults. Parents, teachers, and other adults can understand how a child best learns and thatway attend them with individual learning, flexibility in the curriculum, and play with them to increase the childs learning development.Jean Piaget was a curious person when it came to children and how they their minds developed. He has changed how people view the childrens world and the methods in which children are studied. His ideas were put to use to understand and be able to communication with children, pertaining to the educational field. In the cognitive development theory, schema occurs first followed by the four stages of development Sensorimotor, preoperational, concrete operational, and formal operational.BibliographyBoeree, George C. Jean Piaget. Personality Theories (2006). Web. 21 Oct. 2013. http//www.piaget.org/aboutPiaget.html. McLeod, Saul. Jean Piaget- Cognitive Theory. Simply Psychology (2009). Web. 15 Oct. 2013. http//www.simplypsychology .org/piaget.html. Okamoto. Sanae Barth, et al. Development Of Using Experimenter-Given Cues In Infant Chimpanzees Longitudinal Changes In conduct And Cognitive Development. Developmental Science 11.1 (2008) 98-108. Academic Search Premier. Web. 14 Oct. 2013. Unknown. Jean Piagets Stage of Cognitive Development. ICELS Blog (2013). Web. 21 Oct. 2013. http//www.icels-educators-for-learning.ca/index.php?option=com_content&view=article&id=46&Itemid=61.

Why Use a Smart Phone

Why use a smart foretell? Why use a smart phone ? Everybody has a cellphone phone and the majority of us have a smart phone. Smart phone plays an important role in our daily life. You fundament see whenever in the street or metro, millions of people use smart phone. Why smart phones so popular around the world? I will start my thing now, why use a smart phone? It is universally acknowledged that we jackpot use a smart phone not only gabble or text with others but also play games, read books, listen to the music, surf on the internet. Sometimes we layabout even say that smart phone is a small computer.Obviously, we use smart phone as an entertainment tool. Firstly, smart phone can be used as an audio player. It can provide you the music whenever you want , like everyday in the metro, music is necessary for me. Secondly, a smart phone sometimes can be kinda of e-book. Although I envisage that E-book is popular forthwith, you dont need to buy it if you have a smart phone. In a ddition, downloading books in phones instead of buying books in stores also means that you are an environmentally friendly person. Simultaneously, many games are free to access if you are tired from work or study.Finally, smart phones can be used in different ways so in my opinion, using a smart phone as an entertainment tool can make our life becomes simple and colorful. Do smart phones have bad effects on our study? No way I know that many people have an IPHONE as someone asked last week. For me as an example, I use IPHONE, I have many free apps which is benefit to my study. Cause face is my second language, I have Word a day this app to help me master more English vocabularies and SAT flashcards. I also have Google fork up dictionary .Sometimes if you feel it is too complicated to look up the dictionary when you want to understand the word just check on your phone dictionary. In conclusion, smart phone to me is a good study tool. Overall, smart phone is a really great invention right? Sometimes even me think that using phones to surf the internet is incredible. Because I am not major in electronic stuffs and I am not interested in it. I dont want to do some deeply research about it, but we all know that smart phone is useful and nowadays it becomes really easy to use. We must choose it for no hesitate.

Memory Techniques Essay

1. Organize List facts in alphabetical or chronological severalize. Get a general idea of the textbook material, note the simple to obscure and general to specific. Logical facts argon easier to remember. 2. Make It Meaningful Look for connections in what you are studying. For example, packing a parachute by itself give the sack be boring, however, the fervor of jumping out of a plane gives a whole new meaning to this process. Focusing on the Big Picture tendings provide meaning to the teaching process and stimulates us to remember. 3. Create Associations Associate something new with something you already know. This creates a building process in your memory bank. If you already know a handbill Smith think of the Bill you know and associate him with the new Bill Smith.4. Learn It Actively People remember 90 pct of what they do, 75 percent of what they see and 20 percent of what they hear. This saying is very accurate, as action is a proven memory enhancer. Move your hands, pace back and forth and usance gestures as you recite a passage. If your body is actively involved it will help you to remember. 5. Relax Eating proper foods, avoiding caffeine before an exam and get proper exercise will help you relax and expression more confident. Relaxing will enhance your ability to recall facts faster, with more clarity, and you will feel dampen overall. 6. Create Pictures Draw diagrams, make up cartoons. Use them to connect facts and illustrate relationships. When abstract concepts can be seen they are much easier to remember. You can be as creative as you want, as long as you understand your scribble.7. Recite and Repeat When you absorb something out loud you anchor the concept better by using two or more of your senses. Repetition is the Mother of learning. If you using up more than angiotensin converting enzyme sense you create a synergistic rig which is powerful memory technique. If you recite out loud in your own words, memory is enhanced even more 8. Write It Down Writing notes to ourselves help us to remember. If we write down an idea or a passage several times, in variant res publicas, we increase our chances to remember. 9. Reduce Interference Find an area free from distractions. Studies show that most students study more effectively in a quiet area in 1 hour than in a noisy area in 2 hours. 10. Over-learn When you think you got it dont quit. Dont miss a chance to review just one more time. Ever hear the expression I beat that subject to death Do It 11. Review Notes the Same Day Studies prove that in order for us to store information long term it must be reviewed within 24 hrs. or less. By getting in the habit of uniform day review, we increase the chances of remembering by over 70 percent12. Use Daylight This method is particularly effective for weekend study and review. ask the most difficult subjects during daylight hours. For many students the early morning hours can be especially productive and will stim ulate the memory process. 13. Distribute acquire Research suggest marathon study sessions (3 hrs. or more) are not as effective as light study sessions (1-2 hrs.) which are awardd at different times during the week. Take frequent breaks. Some students can study 50 minutes or more, others need to stop after 30 minutes. Try to distribute your length of study in the same rhythm as your classes (50/10/50). Give yourself rewards, youve earned it14. Keep a Positive Attitude Studies prove that if you repeat to yourself negative feelings round a subject you increase your chances to fail Since we all want to succeed, Trash negative and replace with Positive Thoughts. For example, replace I cant do it with Its not easy, but I am tough and I accept this challenge. Prove you can and you will This is a self-fulfilling divination as attitude directly effects the memory 15. Go On an Information Diet Just as we avoid certain foods, we can read what not to retain. Extract core concepts, stud y what you will be tested on, abbreviate large passages of information into easy to digest phrases, this will help you remember. 16. connect Memory Techniques All of the memory techniques work better when combined. You can over learn a formula, sing about a famous person, think substantiating thoughts about subjects, use sight, sound, and other methods to sharpen your memory.17. Remember Something Else When you are stuck and cant remember, think of something related to the information. For example if you cannot remember a name, think about what the person did, what period they lived or who they associated with. Write down what you do know and soon it will trigger facts that you are testifying to recall. This technique really industrial plant 18. Note When You Dont Remember If you tried some memory techniques that do not seem to work, its all-right. Try an experiment with other techniques and use what is best for you and not what works for a classmate. Be a reporter, get the f acts, find out what works and what doesnt. Congratulate and reward yourself when you do remember.19. Use It ahead You Loose It Information stored in the long-term memory may become difficult to recall if you dont use it. Simply read it, write it, speak about it and/or apply it. This is especially effective when you catch to recall formulas or facts from a previous course. The 101 course information may be used in a 102 course. Therefore, retain your notes, the old text, and keep the information fresh with a review. 20. Affirmation of Your Good Memory Helps You to Remember When you are sharp and recall all the facts, accept compliments When you do not recall the facts, think that you know it, you can remember, and the facts will come to you. You may have to use various techniques to help you remember but never give up You truly never forget. Those facts will eventually come to you. Keep studying, try again and they will

Manufacturing

Information System Imple workforcetation Case Study Analysis Introduction PacSci has been a successful medium coat aerospace/defense company. It has been in business since 19760s. (1) The company has very good reputation in price and quality. However, it always has paradox with OTD (on time delivery). Ten years ago, the OTD problem was not an issue, because there werent too many competitions. But in the last few years, due to stiffer competitions, OTD has become a big issue and been pain in the neck the companys sales.And lots of loyal customers slowly turned to its competitors. Causes Several problems contributed to OTD have been identified by the management of the company. The first one they identified was the blow to recognize the lead times of the raw materials. The purchasing plane section always had to order materials at the minute when the parts in the stock room were close empty. The company had to pay extra to expedite their orders, which drove the companys operating( a) cost high.Notification between Stock room personnel and purchasing department was not automated. And the receiving department didnt notify the stock room when they received raw materials packages. Another one was no automated process in put down across the company, too many manual entered communications between departments. Some sales men made unrealistic delivery date to customers because they couldnt nettle older sales order information.The engineering projects took too long to be transferred to Manufacturing because of lack of project management. Lastly, the manufacturing department still relied on too many manual effort steps in manufacturing process. (2) Implementation The management decided to implement Microsoft ERP across the whole company to stream line their Supply Chain Processes so that the inventory control can be managed, and the purchasing department can order the raw materials when they see orders come in, receive automatic notifications from stock rooms.The transit and receiving department now can notify the stock room when they receive raw materials and parts right away through emails triggered by ERP. Sales men can inform the customers the shipping status and the exact delivery date based on the manufacturing time, and can reach out to customers based on the customers order activities. And also management cuts down operational costs by implementing automatic manufacturing steps to replace time consuming manual labor steps, so that the product line process time and labor cost can be managed.Now, after implementation of Microsoft ERP, all of engineering projects can be properly managed and monitored in Microsoft ERP by management, and transferred to manufacturing after they pass manufacturing readiness phase in a timely fashion. Conclusion After Implementing Microsoft ERP, it has helped PacSci improve its inventory, decrease the operating cost, achieve over 90% OTD. Since the improvement in its supply chain and OTD, the relationships w ith customers have also improved.New products from engineering department can be properly managed and transferred to manufacturing consort the schedules in ERP. More and more of those lost customers slowly return to PacSci for business. Sales department can identify the customers order behaviors and predict better market trends, and add better customer service. And the companys purchasing departments also negotiate with suppliers for better terms. Citations (1) http//investing. businessweek. com/research/stocks/private/snapshot. asp? privcapId=118423755 (2) Narrated by former employee of PacSci, Don Yang

Tribal Feminism

Paula Gunn asserts in her work Pushing up the Sky that tribal life of Native Americans possess an acceptable and dominated element of matriarchy and female- dominance. But she also make it clear that tribal feminism present in the tribal life was divergent to the concept of feminism that surged the modern beau monde since late 1960s. The cotemporary feminist movements consider the tribal society as lame centered in which women were subjugated and oppressed. She suppose that this misconception on the part of the new feminists are due to tampered literature that present a distorted image of women condition in the tribal societies. She provides examples from a specific narrative (that conveys a totally different meaning and context of a ritual ceremony and woman role in it in the tribal society) to prove her stoppage. Lets examine her show of prospect in details.Paula Gunn Allen has juxtaposed modern feminist approaches to that of tribal feminism as persisted in the Native America n tribes. She further implies that pre-conceived nonions of the modern feminists can not be attributed to the tribal feminism and that feminism (tribal must be observed and analyzed in its contextual textile using employing the basic tenets of feminist thought. She provides solid ground for this asthe contexts of Anglo-European and Keres Indian life differ so greatly in virtually every assumption to the highest degree the nature of reality, society, ethics, female roles, and the sacred grandness of seasonal veer that simply telling a Keres tale within the an Anglo European narrative context creates a dizzying series of false impressions and unanswerable (perhaps make up unoposable) questions. (p. 238)For this purpose she takes the example of marriage. According to modern feminist approach, marriage is considered as an operational tool for masculine supremacy and dominance. (p.237) It provides justification to every masculine passage of domestic oppression and subjugation of w omen in way or the other. But for Keres and for most of other American Tribes, it has no anti-feminist connotations. She says in this regard, Paternity is not an issue among traditional Keres people a child belongs to its mothers clan, not in the mind that she or he is owned by the clan, but in the sense that she or he belongs within it. (p. 238)Modern feminist viewpoint impart consider the information that the have received through different information convey. The foremost of these channels are the narratives that are written by Anglo-European writers. For example the narrative of Gunn describe Kochinennako as cause of conflict and thus maligned the woman character in the tribal society but Paula is of the view that truth is different from what a modern feminist takes from Gunns narrative. She asserts that from a native point of view, Kochinnenako is serving as a social tool in the narrative and it is through her ritual agency that the orderly, harmonious, transfer of primacy b etween the Summer and the Winter people accomplished.(p. 238) So she is a superior force according to Keres viewpoint that enables the society to create harmony and balance in the tribal life.Paula further sustains the viewpoint that a modern feminist will read a Gunns version of a business relationship, will consider tribal society as patriarchal and male-centered in which Kochinennako marries an indifferent and violent mortal against her will. Her will or approval is not considered necessary. So tribal society bvdoes not take into account the feminine feelings and their ultimate right to choose. A quite a radical supposition that will come out of this reading is about the abuse of power where common folk is afflicted with pathos and miseries due to Kochinennakos unfortunate alliance.Paula further illustrate that these interpretations of Gunns story are not in align with tribal socio-economic patterns and structure of Keres but rather its manifestation of Anglo-European traditi on that are forcefully and/or equipment casualtyly implied to the tribal structure of Keres. She further asserts that it is the narrative structure of the Gunns story that is woven in a way to confirm a feminists interpretation of the tale as all another(prenominal) example of low status of women in tribal cultures.(p. 235) Gunns narrative version itself is tampered with Anglo-European sexist, classicist and racist notions and concepts.Consciously or unconsciously, these notions and other related values are immersed in the mainstream tribal thought in a subtle way that an ordinary reader can not detect them. Furthermore, the linguistic inability of one language to transmit the concepts and values of another culture is another problem that renders alteration to the cultural concepts of one culture. Paula says in this regard, So while the problem is one of translation, it is not simply one of condition equivalence. The differences are perceptual and contextual as much as verbal (p. 225) Third factor that further deteriorates the situation is non-understanding of a proper contextual framework in which values, rituals and traditions operate.To understand a tribal narrative it is mandatory to comprehend its contextual framework. So Paula assumes that Gunns version is tampered on the same pattern and his story contains notions of Christianization, secularization, economic dislocation patriarchal tradition of Anglo-European life etc. together with linguistic inequivalence and lack of contextual understanding. Or this purpose she provides the example of Hiut-cha-mun-ki-uk. Guinn has translated this as baffled prayer stick but Paula says that it originally means -. Furthermore, Gunn is unable to provide cultural assumptions and orientations related to these terminologies. Thats the reason that these terminologies are perceived in wrong connotations.Paula further says that Gunn has neglected the broad contextual framework in which the whole story operates. This narra tive version is related to a ritual that celebrates the seasonal change i.e. the coming of Summer. Additionally, as this story is taken from yellow woman story, andthe themes and to a large extent the motifs of these stories are always female-centered, always told from Yellow womens point o f view. Some older recordedVversions of yellow woman tales (as in Gunn) make yellow woman the daughter of the hochenis. Gunn translates Hocheni as ruler. But Keres notions of the hichenis function and positions are as cacique or Mother Chief, which differ greatly from Anglo-European idea of rulership.(p.226)Paula further reinforces the idea that woman has a special focalise in the Keres of Lagua and Acoma Pueblos. Yellow woman is regarded as an epitome of certain extra human abilities. Paula elaborates that in many ways Kochinennako is a role model though she possesses some behaviors that are not likely to occur in many of the women who hear story. (p.227) Paula wants to imply that her feminine character is different not only on the chronological basis but due to a different concept of woman hood in the tribal societies of Native American. So distortions and duck hunting of western thought in the narrative of Gunn also blur the vision of Modern feminists who consider a different view of women status in the tribal life that has nothing to do with real tribal society and its feminist notions.Paula assertions seem valid about the distortion of contextual framework and its negative do on the feminine perception of tribal women life. She thinks that incapacity of Western mind to understand and interpret the true tribal mindset and values pertaining to feminism in particular and other socio-cultural phenomenon because they are generally trained to perceive their (tribesmen) entire world in ways that are alien to tribal understandings. (p. 243).Her point of view about the linguistic tampering due to various mentioned facts is also convincible. But sometime she draws upon far-fe tched arguments to prove her point of view. The tribal society as depicted by her illustrations of Gunns narratives, clearly manifest a balanced and just society where both male and female members of the community are on equal terms. Although oddly in the domestic sphere they have dominance but they are absent from other aspects of mainstream social life. However, the arguments of Paula contain logical assumptions. But the supposition about the difference between modern feminist concepts and tribal feminism due to the misconception due to biases of the narrator and narrative structure is valid and authentic.

Ohm’s law Essay

Predictions 1. The longer the wire, the more it will resist the flow of electrons 2. The wider the wire the slight resistance it sh tout ensemble have. 3. Copper will be the wire which has the less resistance. 4. The different types of wire will have different levels of resistance. Accuracy I am intending to in any case get a reading for the length zero also using the crocodile clips and keeping the circuit identical. This shall be my control. I suspect that there will be resistance both in the circuit wires and in the multimeters. This will mean that the values obtained for resistance of the wire shall be slightly too high.By subtracting the resistance value of the circuit wire from the resistance calculations I will get a more accurate confine of results. Also as I intend to draw a best fit gentle wind for my results, if all the points are slightly too high the gradient will be dramatically altered. The way in which the readings are being taken is intentional so that the readi ngs are random but in an orderly way so that I can spot any mistakes. Method Method employ The method used was identical to that explained under the planning section, in a higher place. The results (i. e. readings on the multimeters), were taken big bucks and put into tables. The results were as followsResults For nickel chromium wire, SWG 30 distance (cm) largeness (mm) Current Readings (Amps) Voltage Readings (Volts) T3Length (cm) Width (mm) Current Readings (Amps) Voltage Readings (Volts) For nickel chromium wire, SWG 22 Length (cm) Width (mm) Current Readings (Amps) Voltage Readings (Volts) For copper wire, swg 30 Length (cm) Width (mm) Current Readings (Amps) Voltage Readings (Volts) Try 1 Try 2 Try 3 Ave. Try 1 Try 2 Try 3 Ave. For constantan wire, swg 30 Length (cm) Width (mm).Current Readings (Amps) Voltage Readings (Volts) For manganane wire, swg 30 Length (cm) Width (mm) Current Readings (Amps) Voltage Readings (Volts) Resistance values For Nickel atomic number 24 Wir e, SWG 30 Length (cm) Current (A) Voltage (V) Resistance (? )For Nickel atomic number 24 Wire, SWG 28 Length (cm) Current (A) Voltage (V) Resistance (? ) For Nickel Chromium Wire, SWG 24 Length (cm) Current (A) Voltage (V)Resistance (? )Patterns and trends It can be quite clearly seen in most of my results that when a represent of length and resistance are plan the result is a straightaway line. In my case I have obtained a scatter graph with a very strong positive correlation. In graph 1 It can be seen that there are four straight lines passing through the origin. These straight lines are the values for Nickel Chromium at different gauges. The gauge values are as followsGauge Diameter (mm) graph two, it can seen that this is not a relationship of direct counterbalance as the correlation doesnt point towards the origin. Also from graph one, it can be seen that the resistance increases as the length does. All these lines are straight and they all pass through the origin, so I th ink it is appropriate to conclude that Resistance is directly proportional to the length of the wire. Finally it can be seen from graph three that the resistance in different types of wire varies according to the type.Keeping the gauge constant this was tested and the results were as follows Nickel Chromium is the most resistant, Manganane is the piece most resistance, Constantan is third, And the least resistant is copper. All the evidence her proves that my results agree with my hypothesis. (c. f. section P). Evaluation Reliability The reliability of these results is quite good. This is because the procedure is relatively straight forward, and the numbers are not difficult to record. I think the results are certainly reliable enough to support both of my conclusions firmly. Anomalus results.There are a few anomalus results throughout the experiment. The resistance values in the table are not always increasing, and this is not always occurring at a steady rate. advantageously exa mple of which are the readings for 40 and 50 cm on the copper wire. I think that this is just a mistake in taking down the results or possibly we didnt wait foe the voltmeter to stabilize. Experimental errors These could include many things, the most likely of which are a short circuit, The wire may have heated up causing less resistance, and the readings on the multimeters could have been inaccurate.Further work This could include finding a more varied set of results, testing more types of wires. It could also include taking more readings to get better averages. I would suggest using all the rest of the equipment in the corresponding way. Also one could try to investigate temperature changes by using insulated wires and a tray of cold/warm or hot water. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Hello 9th Grade Essay

School experiences are helpful for the development from child to young adult. Students flex together and experience the good, the bad, and learn from unity another. School is all about change and growth. Especially when moving up a new grade. When entering the dorm of high up prepare it is time to say hello 9th grade. In high school you have AP classes so in my AP class I give learn difficult lessons. Even with AP class I still need to try my best so, this year I will push myself even harder. Lastly, I want 9th grade to change me and set goals for my life.To start off, AP classes are a valuable tool for students. There are so many AP classes such as, public History, U. S. History, Biology, Physics, Calculus, and Spanish Language. For students, they provide an opportunity to earn college credits early, and demonstrate that a student is ready to take on a challenge. AP classes require a high level of critical ciphering and in order for me to pass I will need to concentrate and understand my lessons. As a high school student, I have academic areas that I am weak in, but this does not mean that I will not improve my weaknesses.Normally, I do not read or push myself in something that seems too hard, but now with AP classes and new courses, I am more liable to feel the need to excel in everything. Therefore, by showing teachers I am ready to do great they will know I am a just scholar. Personally, being able to obtain a higher education gives me an opportunity to be better in many ways. Everyone should have any personal goals in life in order to survive and succeed in every journey that life gives. As for me, being a scholar at capital of New York Early College, I hope to achieve all of my goals on which I have been trying to pursue and obtain through the years.With each year that passes I hope to grow in maturity and learn to not take life for granted. I want 9th grade to teach me to be more microscopic and more open to stepping outside of my comfort zone . To sum up, My personality and views on life have changed immensely over the past few years. I think differently and assess situations with more thought than I use to. The experiences I had in elementary and middle school changed the way I am. I am ready to say goodbye middle school and hello high school freshman. To take little steps that make a big one is a great gift that can prepare yourself for the real deal Charlie Baker

Equation †Learning Essay

M any people in the world think that education is an absolutely wonderful thing and that its necessary by all means. Yes it is a near thing and is needed to be more successful just now it is not necessary by all means. Education can set you up to be more success and in the prospicient run make more money but also it can take away from the splendor of outside views and street smarts. As school goes on it even becomes less enjoyable because its more of the things that they deliberate is what needs to be taught and not what the student is interested in.In many students opinions, most classes they take in college and even high school provide them with no type of worthy companionship or experience for the real world. It is there to bonnie suck money from you and act as almost like a filler. Throughout high school, the material learned often looks past fiscal obligations and real keep challenges. In high school, most courses tend to deal with complex mathematics and scientific equ ations that the average American citizen wouldnt dream of using in their daily routine. Most intellect that is used is often the simple knowledge that we acquired in elementary.Who has gone to the supermarket and whipped out a calculus equation? Who needed a scientific expression to mow their lawn? Usually the common respective(prenominal) doesnt think about mnemonic devices, hominems, or some other mnemonic devices that supposedly help us speak the english language. We just think what we want to put and in a matter of milliseconds what our brain has processed is out of our mouths. Personally, education began to become uninteresting as soon as Freshman year started. They started to give us all the unnecessary formulas and equations that mean postal code in the real world around this time.This is more of the systems fault, not even as much as the teachers as you may think. The system comes up with all of these special requirements and expectations that we must carry through to g raduate or move on to the next grade level. For example, you needed to take a earth speaking class which some people baron not need at all in life, or already might be a great speaker and therefore the class pass on just be another filler wasting your time. In this time you could be learning something profitable to you or your overall well being. Another problem is the teachers.Not e genuinely teacher, but a skillful portion. Especially the teachers that dont care about their students and you can tell they dont. Theyre just there for the money and nothing else. Theyll go through slide after slide of information and you tantalise there and write it all down in your notebook. That is not the way to teach because yes, there might be some students that like to learn that way and understand. But there are also at least a couple others in the class that dont really know whats going on and are just basically writing down words on the wallpaper that almost mean nothing.Another thing that can be a problem is when teachers dont connect with their students or try to mix in a little fun here and there. Thats what you need to keep the interest of a student on point. Throw a curveball in there every so often. Instead of taking notes one day, conduct a whole class employment or show some videos that pertain to the lesson or information youve been reviewing. Dont think that its completely the teachers fault that students arent interested or knotty. Some of the blame is to be put on students themselvesMost students dont even bother to try to get involved or learn the material. You need to at least put forth some effort in whatever you do to be successful in it. So you cannot say that you are failing a class purely off the teacher or because the material. Because if you tried to learn and understand or talk of the town to the teacher about it, half the the time youd find yourself in a much get around position than were you previously started. As stated before most th ink that education is a requirement in life by any means, it is not.It is still important and can affect how the outcome of your life will play out though. You will find that most young adults and individuals who do not control school will end up in bad situations with not as good jobs, cars, houses, etcetera But this is not all because they didnt have a good education. Yes it may have helped but there are so many other factors that play into a persons life that you cant go and say just because the education wasnt there is the sole reason that they ended up how they did. At most you could say that it played a major role.Overall education is still a very important thing but is not completely needed to be success by any means. There are a good amount of things that are wrong with the education these days, but then again there are also a plentiful amount of things that are very good about it. In conclusion education has things wrong with it at every level from the highest ranked ind ividual in the system, to the teachers who teach and lecture, and even to the students who are there to learn and try to comprehend it all. Everyone along the situation needs to try a little harder and rethink how to approach education altogether

Ecotourism in Malaysia

G. DEVELOPMENT OF ECOTOURISM IN MALAYSIA -Mohd Director, Nawayai Zoo Park Yasak Melaka Malaysia Department of Wildlife and study 1. Historical Background Until the 1970s, touristry was not regarded as an important economic activity in Malaysia. The touristry Development Corporation of Malaysia (TDC) was identify up in 1972, with the responsibility to act as a maturement authority, further the sector was addicted a low priority. Dut partly to limited financial allocations, TDC faced constraints in the effective performance of its catalytic role.As a result, Malaysia remained a relatively un cognise destination, while other countries in the region much(prenominal) asSingapore, Thailand and Indonesia built on their established reputations as mass touristry destinations. During the 1980s, tourism became an increasingly important patience worldwide. Investment in new facilities and capital equipment reached around $US 350 one thousand thousand per year, representing 7. 3 per cen t of sum total worldwide capital investments. Almost 6. 5 per cent of the worlds workforce were employed by the industry.Among the main reasons for this harvest were increased personal income and leisure time, improvement in intertheme transportation systems and greater public sensation of other parts of the world due to improved communications. These developments were felt by Malaysia as well as other countries. Recognizing that tourism can playa role in economic and social development, as well as in fostering national integration and unity, the Malaysian government undertook a series of positive initiatives to let the development of the tourism sector. These implyd the following (a)The government established the Ministry of Culture and Tourism (which became the Ministry of Culture, Arts and Tourism in 1990). This provided an institutional framework for the planning, coordination, and regulation of tourism, and for the first time tourism was accounted for within the framework of recognize economic activities By virtue of the Tourism Industry make for of 1992 and the Malaysia Tourism Promotion Board Act of 1992, the new Ministry of Culture, Arts and Tourism took over from TOC the function of formulation and implementation of policies, licensing and enforcement aspects of the tourism industry.TOC thereafter became k instantern as the Malaysia Tourism Promotion Board (or Tourism Malaysia for short), with a role concentrated on trade and promotion The Investment Incentives Act was revised in 1986 to overwhelm the tourism sector, thereby giving excess stimulus to tourism investment, such as the Pioneer Status Investment Tax Allowance, Industrial twist Allowances, and tax exemption for large foreign group tours In 1990, the federal government set up a Ringgit Malaysia (RM) 120 million special fund for tourism to stimulate its development, including small and medium surpass enterprise. b) (c) (d) During the Fourth and Fifth Malaysia ends (1981-1985 and 1 986-1990) significant attention was given to the tourism sector, with increased public allocations for trade and promotional activities, stem and product development. Expenditure was RM 125. 5 million under the Fourth Plan and RM 132. 1 million under Fifth Plan. The Fifth Plan period culminated in Visit Malaysia stratum 1990, which generated a laid-back international profile for Malaysia and attracted 7. 4 million tourists as well as revenues of RM 4. 5 billion.Under the one-sixth Malaysia Plan (1991-1995), the government therefore increased the public allocation for tourism development to RM 533. 9 million. This allocation has been used to provide and expand the physical and social infrastructure, facilities and services required to conduct the future fruit of the tourism sector. (See Table 1. ) Visitors hold in come to Malaysia for many years to see wildlife, scenery, forests and beaches. The crooks ar truly difficult to assess, except at a few sites such as Taman Negara and Kinabalu Park. on that point, the numbers keep climbed steady over the past 30 years.The well-known sites atomic number 18 mainly large with multiple attractions, exclusively they excessively include one or two places with a single major attraction, notably Rantan Abang in Terengganu with its turtles, or Rafflesia sites in Sabah. Some smaller sites have attracted fewer visitors, but are known internationally among a sector of the potential market. Examples include Frasers Hill and Kuala Selangor, both of which are of particular interest for birdwatchers and are now on the regular itineraries of some specialist and general tour companies. 84 1.Development allocation for tourism under the Fifth and Sixth Malaysia Plans (AM million. ) Fifth Plan (1986-1990) Sixth Plan (1991-1995) Allocation Preservation Beautification of national/historical and environmental heritage apology Tourist accommodation Cultural product development Facilities and infrastructure OtherTotal 1. 5 2. 0 2. 5 2. 5 79. 2 52. 8140. 5 0. 7 0. 0 2. 5 2. 5 76. 7 49. 7 132. 1 *$US = AM 2. 5 4. 1 171. 7 43. 6 112. 9 157. 4 7. 2 533. 9 The market in specialist adventure activities (four-wheel drive, microlight, whitewater rafting, etc. is much juvenile but is rapidly expanding. Most of these activities just now marginally qualify as ecotourism when practiced in parucularly studious ways, and some are harmful to the environment. They are indicative of the conflicts that can arise between adventure tourism, nature-based tourism and ecotourism, both in objectives and practice. Despite the fact that some tourists have pursued activities that could be defined as ecotourism for manyyears, attention to this market component from the tourism sector itself has been slight.Only a few tour operators have long and consistent records in ecotourism. Many others have sporadically explored this sector with varyingsuccess, low investment, and low expertise. mixed reasons could be cited for their lack of success. Among the tour operators leading groups to Taman Negara are several very(prenominal) big companies, but as this is only a tiny part of theirtotal business and income, client dissatisfaction may have little stoop upon the companies. Many ecotourism businesses remain small, or face difficulties in obtaining clientele and close down.The sitation for ecotourism in Malaysia is, therefore, very similar to the experience in many other countries. One difficulty in assessing progress in ecotourism is the shortage of reliable data. Tourist numbers as a whole are not leisurely to analyse and not much effort has yet been made to look at the ecotourism or nature-based tourism sector in particular. In 1994/95, for the first time Tourism Malaysia questionnaires included questions intimately whether tourist had visited Taman Negara, Bako field Park, Gunung Mulu National Park, the Niah Caves r Kinabalu Park. No statistics exist on how many visitors like to go fishing, mountain cli mb up or walking in the forest, nor are there detailed visitor profiles of different nationalities in congeneric to nature. Nevertheless, the number of tour operators interested in ecotourism or nature tourism and the number of individuals hoping to be ecotour or nature tour guides are increasing. Interest is also expressed through a number of store and seminars relating to ecotourism.Recent examples are the Institute for Development Studies (Sabah) Seminar on Nature Tourism as a peter for Development and Conservation (Sabah, Malaysia, March 1994), the seventh PATA Adventure Travel and Ecotourism Conference (Balikpapan, Indonesia, January 1995) the ESCAP Expert Group conflict on Ecotourism and Development in Asia and the Pacific (Bali, Indonesia, March 1995) and the PATA Heritage Conference on Tourism A Force for Conservation of Nature and Culture (Phuket, Thailand, September 1995). Two public exhibitions on nature-based and adventure tourism have been held in Kuala Lumpur.A pi lot dressing course for nature guides has been established, and the Malaysian Tourist Guides Council has place a tour guide refresher course with components on ecotourism and agrotourism. If as has been suggested, 7 per cent of get going worldwide is nature-related, then in 1994 Malaysia probably attracted 505,000 ecotourists from overseas. If, however, half of all non-ASEAN visitors to Sabah and Sarawak carry out some nature- or culture-related activity, there may have been as many as 571,000 ecotourist visiting Malaysia in 1994. Revenue would have been active RM 655 million.Current Situation The main thrust of governmental policy on tourism is contained in the Tourism Policy Study by Peat Marwick(1992), together with materials in the Sixth Malaysia Plan, Mid-Term Review and the forthcoming Seventh MalaysiaPlan. Sarawak has a Second State Tourism Master Plan (1993) and the Sabah State Tourism Master Plan was completed in early 1996. 85 2. Expenditure Allocation Programme Table There are about 2,000 registered tour and travel agencies in Malaysia, and it is estimated that about 800 take bookings for travel to nature-related destinations.However, many of these act only as intermediaries and pass on these bookings to a relatively small number of companies which deal with particular destinations. There are thought to be about 30 companies specialising in nature and ecotourism. There are about 3,500 registered tour guides, of whom the majority have full (general) guiding licences. A smaller number are change in specific skills. There is no detailed breakdown of the number of guides with guiding skills for each ecotourism activity, but a basic pool of resources is available in most fields.Some Malaysian specialist guides are of international repute. Participation by non-government organisations in ecotourism is limited but increasing. There are a number of state, regional and national trade organisations and tourist guides associations which are beginning to i nvestigate ecotourism and to provide training. So far, training courses have not been formalised. About 20 sites in peninsular Malaysia, Sabah and Sarawak account for the vast majority of ecotourism by overseas tourists. The like sites are visited by many Malaysian tourists.Recreation by Malaysians in Peninsular Malaysia takes place in a network of Recreational (Amenity) Forests and a number of sites elsewhere in the forests. It is estimated that about 7 to 10 per cent of all overseas tourists are involved in ecotourism activities, while up to 14 per cent express an interest in walking, hiking and trekking. This amounts to about 512,000 to 1,024,000 overseas tourists per year. The number of Malaysians visiting the same sites is close to or exceeds the number of overseas tourists. The involvement of individuals from local communities is uneven.At some sites (for example, Kinabalu Park) local residents are closely involved in guiding, staffing and gaining financial benefits from the parks operation. Sites exist in which the local friendship forms a inactive component of the tourism product. Sites also exist in which the local community has, in effect, been excluded from tourism development, but these are none of ecotourism developments. Where local residents are involved in ecotourism, there tends to be a shortage of training and perplexity opportunities for them. National Ecotourism PolicyThe National Ecotourism Plan was developed to provide a more integrated approach to achieve specific national objectives, such as those contained in the Five Year Plans and other documents, within the field of ecotourism. It should contribute towards producing a more distinctive Malaysian tourism pic and identity and contribute towards direct involvement of local populations, enhanced training, interagency and inter-sectoral cooperationand, most importantly, fostering environmental protection and preservation. This plan is in the process of adoption by the federal governm ent.The National Ecotourism Plan will include the following elements of implementation (a) adopt and promote a clear definition of ecotourism (b) adopt and promote a clear policy on developing ecotourism (c) strengthen the Ecoand Agro-Tourism Implementation Committee (d) implement legal changes to support implementation of the Plan and (e) establish a monitoring and evaluation programme. The National Ecotourism Plan will include site planning and management. This includes actions to (a) (b) (c) Establish Establish planning procedures application for ecotourism developments development system of ecotourism areas areas rocedures management for ecotourism thunder and improve Elaborate Implement Establish Establish Establish of a nationwide (d) (e) (f) (9) (h) (i) development guidelines and management for ecotourism plans for ecotourism a series of pilot ecotourism additional ecotourism projects products at Taman Negara and other sites and promote a consistent marketing strategy and ec otourism. Identify and promote fiscal measures to encourage Actions to strengthen institutions and build capacity under the National Ecotourism Plan include (a) (b) Establish a Human Resources Development Plan Ensure local community participation in ecotourism 6 3. (c) (d) (e) (f) Investigate Establish the feasibility of an accreditation scheme for ecotourism and promote ecotourism product development for ecotourism guides and Establish training and promote certification Upgrade standards of tourist literature. REFERENCES Economic Planning Unit for the choice Minister of Malaysia. Sustainable Development, 1993. Ministry of Culture, Arts and Tourism of Malaysia. Ministry of Culture, Arts and Tourism of Malaysia. Malaysian Malaysian National ConselVation dodging Towards Tourism Policy Study 1991. Plan, Malaysia, 1996. National Ecotourism 87

Work force Up-skilling

Organisations unremarkably view its work military posture as their driving force. The work force is believed to be the determinant of how far the company will go in terms of achieving its objectives. Organisations usu besidesy arise strategies aimed at up accomplishmenting this workforce. This is usually d one(a) through methods aimed at improving the skill possessed by its workers. Organisations usually formulate strategies, which atomic number 18 aimed at achieving their workforce train objectives (Argyris, 1976p. 34-56).Since the organisations are required to try and create a team that possess high skills the unconscious process of coming up with a workforce of higher(prenominal) skill need non be universally accepted. The companies are supposed to adopt a way of miser sufficient towards higher skill that fits its requirements (Terry, 1960p. 104-109). This method of creating a workforce of higher skill should be formulated the erupt(p) way possible an organisation ca n manage considering its requirement in terms of agreemental scheme (Torbert, W. 2004p. 41-42).Workforce structure. Work force in organisations is usually composed of two categories depending on the type of workers. These categories are (i) Skilled workers (ii) lowly workers Skilled workers refers to workers of organisations who are believed to possess qualities such as possession of a received aim of good education in their field of specialisation. The Skilled workers are in any case believed to submit acquired perplex in their fields of specialisation. Skilled workers are required to have other features that enable them to be termed as efficient in their duties.Examples of these features include good communication skills and too interpersonal skills which aid incase one has to work in a group. Skilled workers are also termed as having broad level of frequent knowledge which is a factor in ability in their duties. Examples of skilled workers include Mechanical engineers , doctors, way accountants, finance officers and also civil engineers. Unskilled workers are workers in organisations who do not need to have any educational (formal) background. These workers need not have any experience to get jobs in an organisation.Unskilled workers are believed to have no skill for the jobs they carry out for organisations. These are the workers in an organisation who are believed to be at the bottom under the consideration of the level of qualifications. Most of the employees who are unskilled in organisations include cleaners and also loaders in stores. According to statistical data in the UK the skilled workers usually get the task of seeking employment easy. This is because most of the employment vacancies available are skilled occupations.It has been comprise that out of every 1,000 skilled job seekers, 75% end up succeeding. The statistical data has also revealed that the organisations in the UK portray better working conditions to the skilled employe es. It has been found that this preference in terms of better working conditions to skilled workers is usually an attempt by the organisation to maintain skilled teams in their organisation. This is not the case with unskilled workers. These workers find it hard to get good working conditions in organisations (Bass, & Avolio1995p. 100-123).The reason deducted for this detail is the fact that unskilled workers are readily available and incase their turnover tends to be high, there is no actual loss to the organisation. Human election management refers to the process of handling matters concerning work force in an organisation. Each organisation usually has a department overseeing the efficiency of its work force. The human resource management is done by application of various precedents such as the goal Management form. This human resource management model emphasizes on the need for organisations to handle their human resource in a expression likely to lead to the goal achieveme nt.In the even of workforce upskilling a company should create a team of higher skill through assessment of the companys goals. The organisations should use strategies likely to hold back the needs of the organisation in terms of employee level of skills. The organisation should apply a strategy ground on the level of skills required in achieving given goals. Another example of these models is the Culture change Model this is a model in human resource management which emphasizes that organisation changes their culture (House, 2004p. 23-31), and therefore the employees / workers should be upskilled to match the changes.Kurt Levin developed this model. Open systems Model is another model, which emphasizes that the human resource in an organisation should be managed as per the open system concept. This concept views systems as units that exchange requirements. The model argues that in employee upskilling the organisations should be able to get new employees from outside but not just develop the existing workers (Lowman, 2002p. 54-61). This model gives an organization option of acquiring workers of higher skills. All the three models described above show that there is no generally accepted way of upskilling an organisation workforce.The models suggest that an organisation should adopt a movement, which will be in agreement with the events at the organisation. For example when the organisation is faced with a change in its organisational culture, Lewins human resource management model should be follow. When an organisation finds out that it cannot get the level of skill in the current workforce the open system human resource management model should be adopted, or just develop the existing workers to the level required, a characteristic of the Path inclination leadership model.Organisations usually emphasise on employee cultivation in the attempt to reach a higher skilled work force. Employee breeding refers to the process in which employees of an organisation are involved in educate in the organisation. Employee development involves a programme whereby the employees participate in their own will, the employees schedule their learning hours, the satisfy to be learned is usually extra of what the job training requires and the workers select the content to learn without the run of the organisations.Most companies in the UK emphasize on employee development since it is believed to give higher skilled employee workforce. Some of the companies in the UK, which emphasize on employee development, include Siemens UK and also Roll Royce Cars. These companies give a given level of provision in terms of sponsorship for employee training in the employee. The personal development theory in employee development argues that workers should be in a position to enhance the programme of employee development. The workers are required to be impulsive and interested in developing as employees of a given organisation.The employee motivation theory argues t hat the organisations should put efforts in the process of employee development. The organisations efforts should be in the form of programmes likely to boost the morale of employees (Stacey, 1992p. 31-39). The Benziger theory also provides directions on the employee development programmes in an organisation. In the process of employee development the organisations can create programmes bearing in straits that workforce usually consist of skilled and unskilled workers.The organisations should create programmes likely to give formal education, experience, skills and also general knowledge to the unskilled workforce. This is likely going to improve the skill of employee team hence likelihood of a success towards organizational strategy. The organisations should create programmes which will enable the skilled workforce improve their efficiency and also make them acquire certain level of vital attributes such as confidence and self-initiative (Warneka, 2006p. 23-29).Employee developmen t should be structured in a way likely to make the organizational strategy give desired results. The employee development should be done in a way likely to put all the levels of the work force at a higher level of skill (Burns, 1978p. 65-71). Organisations should not copy the programmes adopted by their competitors or other comparable organisations. Copying of employee development programmes would not help organisations in the process of up-skilling its workforce since it might not suit the organisation.The organisations should structure these programmes as per their workforce requirement bearing in mind that the best workforce is that which is at a higher level in terms of suitability to a specific organization. Conclusion. Organizations should try as much as possible to avoid the perception that, workforce up-skilling is standardised (Heifetz, 1994p. 12-19). Organizations should formulate organizational strategies aimed at effective teams suited to the needs of specific company. T he above is only possible if the right human resource models are applied and practiced.

Why I Am in College

Channy Dr. Broussard 02/19/2013 The reason why Im in college is for to better myself by obtaining a degree in Elementary Education, to show my family that I can deliver the goods a degree and for my children. I been out of school for twelve years so this was a bighearted step for me. Trying to juggle college and working full-time is going to be a challenge. I am in college because it is the best way for me to get a high paying job.By going to school and obtaining a bachelors degree in education I will be doing what it takes to accomplish my goals. Pie- In pose to become a teacher, Ill have to go to a four year university, run through the Praxis, and the state board. Illustration- The information integrity learns in college classes will prepare them to teach because it provides the framework for future familiarity and growth. Explanation- acquiring a degree is important to me because it allows me to follow in my mother footsteps and teach young children.In order to become a teac her, Ill have to go to a four-year university, pass the Praxis, and the state board. The information one learns in college classes prepare them to teach because it provides the framework for future knowledge and growth. If I do not don this information I will be unfit to teach in a classroom setting. Getting a degree is important to me because it allows me to follow in my mother footsteps and teach young children.

Nuclear warfare

Introduction.John Herseys article entitled Hiroshima was an account of cardinal residents in the city of the same name who survived the bombardment on August 6, 1945. The six survivors consisted of a physician, a personnel clerk, three small children and their m otherwise, a materialisation surgeon, a pastor and a missionary priest.Comp bed to other accounts of the Hiroshima bombing, Herseys account dryly described the experiences of the survivors, commencement from the time they woke up until the time the bomb went mop up. maculation it made considerable noise in spite of appearance and without the publishing world, Herseys account was non intentionally create verbally as a call to ventureion, nor did it eventually part rise to a mass lickion. Rather, it was think to be a mere impassive report of the fix made by the bomb on the lives of m both.Ethical Theories.There are many reasons for the touch that nu open air fightfare is not morally justify, the most familiar and popular of which is the flavor that atomic contendfarefare involves an intention to accustom atomic limbs, where such(prenominal) use would be immoral (McMahan, 1985). lesson philosophy has several positions on the issue of nuclear contend. atomic number 53 such position falls within the deontological position (McMahan, 1985). This position consists of three claims, the root of which is that the use of nuclear weapons is not morally confirm (McMahan, 1985). This first command is rationalized by the theory that use of nuclear weapons would evanesce to a violation of at least(prenominal) unmatchable criterion of the traditional just war theory (McMahan, 1985).The just war theory refers to arbiter in war or moral support for war (Moseley, 2006). This theory has two aspects, namely, the theoretical and historical traditions (Moseley, 2006). The former discusses the justifications and reasons for engaging in war while the last mentioned focuses attention on the bo dy of rules and agreements entered into by international bodies that are supposed to be applied in times of war (Moseley, 2006).The just war theory has two criteria, namely, the criterion of proportionality and the criterion of discrimination (McMahan, 1985). The first one mandates that the level of great power employed must be proportional to the good it is intended to achieve (McMahan, 1985). On the other hand, the last mentioned criterion provides that rip should be utilise in a demeanor which respects the distinction surrounded by combatants and noncombatants (McMahan, 1985).Applying the two criteria, one can arrive at an opinion as to whether the dropping of the bomb in both Nagasaki and Hiroshima was justified. The first criterion demands that an act be justified by the good consequences achieved by the act be able to outweigh the negative consequences it may gull ca utilize (McMahan, 1985). Moreover, there must be a direct proportion amongst the degree of force used and the positive consequences produced (McMahan, 1985).Considering that both bomb attacks had caused the injustice of numerous lives, mostly those of impartial citizens, there is no way that they could have been justified by any positive consequences. Whichever motivation led to the decision to set off the attacks, it could never be enough to excuse the cleanup spot of countless innocent lives. The brutality of the acts affect in both bombings conflict any argument that there is a direct proportion between the act committed or the degree of force used and the consequences it produced.The second criterion cannot also be used to justify the bombings, since it forbids the killing of noncombatants in war (McMahan, 1985). A distinction should be made between lot who are combatants and not (McMahan, 1985). However, based on numerous accounts on the effects of the bombings, including that written by Hersey, it is unmistakable that many people who were noncombatants died during the attacks. This is a clear violation of the second criterion of the just war theory (McMahan, 1985).Again applying the deontological tradition, any future use of nuclear weapons in war cannot be justified. The use of that kind of weapons is a deliberate choice made by those who lead the war. They know that such use necessarily involves the killing of man innocent people.As argued by one study, deaths occurring in nuclear attacks are neither incidental nor unknowing results of lawful military action (McMahan, 1985). Rather, such deaths are deliberate aims made by those who chose to act exploitation nuclear weapons (McMahan, 1985).Thus, the same argument would negate any justification that would be put forward by a demesne that intends to retaliate apply nuclear weapons. Retaliation can be exercised in mingled forms and it is recognized under international law to be valid means of protecting a countrys interests and sovereignty. Nevertheless, even through a good reason exists for retaliation, doing the same through nuclear weapon still cannot be justified because of the consequences involved in such action, which would cost thousands, if not millions, of lives. Indeed, nuclear warfare is no room for the ancient truism an eye for an eye. Other means of retaliation, like demanding reparation or using economic measures, should instead be used rather than resorting to nuclear warfare.Conclusion.nuclear warfare cannot be justified under any circumstance. The deliberate use of nuclear weapons is equivalent to deliberate killing of numerous innocent people. Such an act cannot be considered symmetrical to the aim involved nor would such act discriminate between people who engaged in war or not. These consequences obviously violate criteria of the just war theory, which negates any morality in the acts.ReferencesHersey, J. (1946). Hiroshima. The New Yorker.McMahan, J. (1985). deterrence and Deontology. Ethics 95(3) Special Issue Symposium on Ethics and Nuclear Deter rence, 517-536. Moseley, A. (2006). Just War Theory. Retrieved October 31, 2007, fromhttp//www.iep.utm.edu/justwar/Nuclear warfareIntroduction.John Herseys article entitled Hiroshima was an account of six residents in the city of the same name who survived the bombing on August 6, 1945. The six survivors consisted of a physician, a personnel clerk, three small children and their mother, a young surgeon, a pastor and a missionary priest.Compared to other accounts of the Hiroshima bombing, Herseys account dryly described the experiences of the survivors, beginning from the time they woke up until the time the bomb went off. While it made considerable noise within and without the publishing world, Herseys account was not intentionally written as a call to action, nor did it eventually give rise to a mass action. Rather, it was intended to be a mere impassive report of the impact made by the bomb on the lives of many.Ethical Theories.There are many reasons for the opinion that nuclear w arfare is not morally justified, the most familiar and popular of which is the opinion that nuclear warfare involves an intention to use nuclear weapons, where such use would be immoral (McMahan, 1985).Moral philosophy has several positions on the issue of nuclear warfare. One such position falls within the deontological position (McMahan, 1985). This position consists of three claims, the first of which is that the use of nuclear weapons is not morally justified (McMahan, 1985). This first argument is rationalized by the theory that use of nuclear weapons would lead to a violation of at least one criterion of the traditional just war theory (McMahan, 1985).The just war theory refers to justice in war or moral support for war (Moseley, 2006). This theory has two aspects, namely, the theoretical and historical traditions (Moseley, 2006). The former discusses the justifications and reasons for engaging in war while the latter focuses attention on the body of rules and agreements enter ed into by international bodies that are supposed to be applied in times of war (Moseley, 2006).The just war theory has two criteria, namely, the criterion of proportionality and the criterion of discrimination (McMahan, 1985). The first one mandates that the level of force employed must be proportional to the good it is intended to achieve (McMahan, 1985). On the other hand, the latter criterion provides that force should be used in a way which respects the distinction between combatants and noncombatants (McMahan, 1985).Applying the two criteria, one can arrive at an opinion as to whether the dropping of the bomb in both Nagasaki and Hiroshima was justified. The first criterion demands that an act be justified by the good consequences achieved by the act be able to outweigh the negative consequences it may have caused (McMahan, 1985). Moreover, there must be a direct proportion between the degree of force used and the positive consequences produced (McMahan, 1985).Considering that both bomb attacks had caused the loss of numerous lives, mostly those of innocent citizens, there is no way that they could have been justified by any positive consequences. Whichever motivation led to the decision to set off the attacks, it could never be enough to justify the killing of countless innocent lives. The brutality of the acts involved in both bombings negate any argument that there is a direct proportion between the act committed or the degree of force used and the consequences it produced.The second criterion cannot also be used to justify the bombings, since it forbids the killing of noncombatants in war (McMahan, 1985). A distinction should be made between people who are combatants and not (McMahan, 1985). However, based on numerous accounts on the effects of the bombings, including that written by Hersey, it is apparent that many people who were noncombatants died during the attacks. This is a clear violation of the second criterion of the just war theory (McMahan , 1985).Again applying the deontological tradition, any future use of nuclear weapons in war cannot be justified. The use of that kind of weapons is a deliberate choice made by those who lead the war. They know that such use necessarily involves the killing of man innocent people.As argued by one study, deaths occurring in nuclear attacks are neither incidental nor unintentional results of lawful military action (McMahan, 1985). Rather, such deaths are deliberate aims made by those who chose to act using nuclear weapons (McMahan, 1985).Thus, the same argument would negate any justification that would be put forward by a country that intends to retaliate using nuclear weapons. Retaliation can be exercised in various forms and it is recognized under international law to be valid means of protecting a countrys interests and sovereignty. Nevertheless, even through a good reason exists for retaliation, doing the same through nuclear weapon still cannot be justified because of the consequ ences involved in such action, which would cost thousands, if not millions, of lives. Indeed, nuclear warfare is no room for the ancient adage an eye for an eye. Other means of retaliation, like demanding reparation or using economic measures, should instead be used rather than resorting to nuclear warfare.Conclusion.Nuclear warfare cannot be justified under any circumstance. The deliberate use of nuclear weapons is equivalent to deliberate killing of numerous innocent people. Such an act cannot be considered proportionate to the aim involved nor would such act discriminate between people who engaged in war or not. These consequences obviously violate criteria of the just war theory, which negates any morality in the acts.ReferencesHersey, J. (1946). Hiroshima. The New Yorker.McMahan, J. (1985). Deterrence and Deontology. Ethics 95(3) Special Issue Symposium on Ethics and Nuclear Deterrence, 517-536.Moseley, A. (2006).Just War Theory. Retrieved October 31, 2007, fromhttp//www.iep.ut m.edu/j/justwar.htm