Discuss the role that governments have played in the development of Essay

Examine the job that legislatures have played in the improvement of the Australian arrangement of business relations since 1980 - Essay Example Thusly, a sound work relations framework should make a good situation that is perfect for accomplishing most extreme financial effectiveness, inspiration, efficiency, representative turn of events, and upgrading worker reliability (Lewis, et al., 2003, p. 7). There are three primary gatherings that make up the work relations frameworks: businesses, representatives and the legislature. Businesses have certain rights that are given by their state work laws. The principle business right is the capacity to recruit and fire representatives. They additionally reserve a privilege to move, close or go into joint effort with their organization of decision. Besides, managers reserve the option to present new advancements inside the work place. Rights practiced by the business may somewhat influence the workers antagonistically (Gardner, 1997, p. 6). Workers consistently target getting the best terms and states of work from their bosses. This procedure includes imparting their insights with the administration and furthermore airing their complaints. Representatives likewise use worker's guilds to battle for the option to partake in dynamic at their work environment. Laborers associations effectively present worries of laborers to the administration, and they are because of laborers joining against their managers (Gardner, 1997, p. 7). State and focal government are especially significant in impacting and managing business relations through standards, laws, notices, and issuance of grants. Government incorporates council courts, outsiders and work organization inside the administration (Gardner, 1997, p. 9). The three primary gatherings in the business framework have their own delegate bodies, which deal with benefit of the whole party. Bosses are spoken to by businesses affiliations, representatives in terms of professional career associations while the administration is spoken to by the courts and councils, for example, Fair Work Australia (Forsyth and Stewart 2009, p. 4 ). The extent of work relations is very wide, and there are five principle issues secured under the business relations scope. These issues incorporate aggregate bartering, components for settling business questions, standing requests, inclusion of laborers in dynamic procedure, and uncalled for work rehearses (Rose, 2008, p. 11). Bosses ought to be in the cutting edge in guaranteeing that there is a solid and sound connection among them and their representatives. These amazing connections must be accomplished through work relations programs that are indispensable in the advancement of a roused, able, and steadfast group of representatives. This group must be accomplished through an all around organized work relations program that centers around worker preparing, representative reviews, worker prize and acknowledgment, and worker evaluation. In addition, the program should concentrate on legitimate compromise instrument and employing of most reasonable specialists (Lewis, et al., 200 3, p. 27). Business relations frameworks from different nations around the globe work in various styles, however the primary point is to keep up a sound connection between all the gatherings in question. Governments have contributed hugely in the making of perfect workplaces for the residents. The Australian government is one such

10 Things I Hate About You Movie Review essay Example For Students

10 Things I Hate About You: Movie Review paper Katerina Stratford (Julie Stiles) shows no mercy in her way to deal with life. She carries on with a for all intents and purposes un-materialistic life contrasted with her younger sibling Bianca (Larissa Oleynik) who lives as Daddys little princess and adores it. Just a single thing disrupts the general flow of joy for Bianca; the one standard that remains in her family unit, No dating until they graduate. For Bianca this is a punishment more awful than death yet for the once well known Kat, it is anything but an issue. This is on the grounds that, as indicated by her sister, Kat got exhausted of being well known and therefore changed into an especially ghastly variety of failure. All works out in a good way in the lives of the sisters until school beautiful kid Joey Donner (Andrew Keegan) focuses on Bianca. This is terrible for the new kid Cameron James (Joseph Gordon-Levitt) who likewise feels weak at the knees over the well known sophomore young lady. Both hit a block divider to the extent taking Bianca out as her dad (Larry Miller) is keeping his standard firm. This is until Walter Stratford concludes that another standard is all together: Bianca can date, when Kat dates. This drives Cameron to enroll the assistance of school terrible kid Patrick Verona (Heath Ledger), a similar person who supposedly sold his own liver for another arrangement of speakers. The main issue is, in the school where ubiquity wins, nobody accomplishes something for nothing. Cameron and his companion Michael Eckman (David Krumholtz) conclude that they can play Joeys knowledge, or absence of, against him by utilizing his cash to back their arrangement. With Patricks help the young men must get Kat to date so True love can follow through to its logical end with Bianca and Cameron. Mocking and smart, Julie stiles play the vixen splendidly inverse awful kid Heath record, who with his terrible ways and great looks, can interest any young lady. The plot of this film has numerous similitudes with Shakespeares the Taming of the Shrew, yet in addition has numerous perceptible contrasts. To make the exemplary play bid to a more extensive, increasingly current crowd, the storyline has been modernized and set in a West coast American secondary school. The film kept a similar plot and subplot of the subduing of the Shrew, however has shed the good old names yet at the same time kept the Shakespearean roots, with names like Verona, which is the town wherein Romeo and Juliet is set., and Stratford, the origination of Shakespeare. The characters of Kat and Bianca are basically the equivalent, albeit both must be modernized because of the setting. Bianca held the capacity to draw in numerous men while Kat held the blazing temper of her partner in the subduing of the wench. The principle plot of both of the plots sees a man attempting to tame the Shrew so that the more youthful, progressively appealing of the sister can be hitched, or simply taken out, by an admirer of her decision. Both of the subplots see various men attempting to strive for Biancas consideration however the newcomer gets the young lady at long last. The main distinction is that at one point the newcomer seems to lose when Bianca says that she doesnt like him, in the film. This is later changed in the film where she dismisses Joey for Cameron, after an entertaining grouping of stances from Joey at the gathering. In the film, Hortensio is spoken to as Joey, as he doesnt get Bianca yet gets her closest companion, who reveals to her a shocking certainty that doesnt go down excessively well. In the way to the relationship that Patrick and Kat later offer, there are numerous things hindering the way. From the start Kat obviously dismisses Patrick, declining to go out with him, yet after he turns up at club skunk and statements her preferred groups he about convinces her to go to intruder Lowensteins party with him. The contrasts between the characters in the film additionally divides the relationship in the film over and over, yet they are modified by either Kat or Patrick with the goal that they are progressively perfect. .ufd5593b58790df7adf4b639173f1e09f , .ufd5593b58790df7adf4b639173f1e09f .postImageUrl , .ufd5593b58790df7adf4b639173f1e09f .focused content zone { min-stature: 80px; position: relative; } .ufd5593b58790df7adf4b639173f1e09f , .ufd5593b58790df7adf4b639173f1e09f:hover , .ufd5593b58790df7adf4b639173f1e09f:visited , .ufd5593b58790df7adf4b639173f1e09f:active { border:0!important; } .ufd5593b58790df7adf4b639173f1e09f .clearfix:after { content: ; show: table; clear: both; } .ufd5593b58790df7adf4b639173f1e09f { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; mistiness: 1; change: murkiness 250ms; webkit-change: haziness 250ms; foundation shading: #95A5A6; } .ufd5593b58790df7adf4b639173f1e09f:active , .ufd5593b58790df7adf4b639173f1e09f:hover { darkness: 1; progress: obscurity 250ms; webkit-change: murkiness 250ms; foundation shading: #2C3E50; } .ufd5593b58790df7adf4b639173f1e09f .focused content territory { width: 100%; position: relative ; } .ufd5593b58790df7adf4b639173f1e09f .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content adornment: underline; } .ufd5593b58790df7adf4b639173f1e09f .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .ufd5593b58790df7adf4b639173f1e09f .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe range: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-tallness: 26px; moz-fringe span: 3px; content adjust: focus; content beautification: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .ufd5593b58790df7adf4b639173f1e09f:hover .ctaButton { foundation shading: #34495E!important; } .uf d5593b58790df7adf4b639173f1e09f .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .ufd5593b58790df7adf4b639173f1e09f-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .ufd5593b58790df7adf4b639173f1e09f:after { content: ; show: square; clear: both; } READ: What is Priestley's message in An Inspector CallsAt the start of the film, Patrick is a smoker, however after hearing that Kat loathes smoking, he stops, yet later starts one up before her. Likewise, Kat believes that her future is significant and has just applied to an east coast school, Sarah Lars, though Patrick has no enthusiasm for his future truly, as he spent an entire year at his uncles sitting idle. Bargains are made to make the relationship work, chiefly by Patrick who later goes up to Club Skunk and attempts to converse with Kat. Both the characters must experience numerous diverting circumstances before they really get together appropriately. One such circumstance is the place Patrick sings I Love You infant before a half filled arena, with the school band playing the music. This is a feature of the film and presents a portion of the genuine emotions between the couple. This circumstance is later equalled by Kat when she attempts to save Patrick from the subsequent confinement after his presentation at the arena. Everything is working out in a good way as Kat diverts the instructor who is responsible for confinement, her P.E. educator, and she figures out how to connect with him in her school soccer group strategies, until, that is, Patrick is about discovered moving out the homeroom window. Kat thinks quick and gives the P.E. instructor an unexpected outcome when she gives him her mystery plan, before the entire class. Circumstances like these make the content brilliant and amusing. Inquiries from Patrick after Cameron says that Bianca kissed him function admirably as it proposes a grown-up nature to this adolescent content. His inquiry where and afterward Camerons answer, in the vehicle, show the mind that can go into these movies, particularly after Patricks reaction to Camerons answer. Another bit of content that I truly like is the part when Joey asks Bianca to pick between 2 photographs of him in a similar posture in various hued shirts. She utilizes the word contemplative to depict his look however he answers Damn, I was going for astute. This brings out Joeys absence of Intelligence, as he doesnt understand that those words mean something very similar. The soundtrack of the film bids to all adolescents and youthful grown-ups the same. A portion of the tunes are progressively present day, similar to the Bare Naked women melody, One Week. I truly like this melody and think its very great. Likewise the Madness melody utilized in the film, Wings of a pigeon, may engage any more seasoned watchers, those that were around when Madness were at their prime. A portion of different groups in their play outside the box music which at times claims to me, as it is a lot of like awesome music. The film itself, without its references to Shakespeare and different scholars, shows very well how the adolescents of present day America live. It shows how precisely the adolescents of America live, and how there are a wide range of sorts of social gatherings inside a solitary school. This is appeared by Michael Eckman toward the start of the film when he is indicating Cameron around the school. He portrays everybody as being in a gathering, for example, the dont even consider it gathering. This shows how the school is separated and how they can just converse with individuals who are in a similar kind of social gatherings. Something else that is introduced in the film, about present day American young people is the gathering at Bogey Lowensteins house, where there is a great deal of liquor and almost all the individuals there are underage, as the savoring age America is 21.

The Poetry Of E. E. Cummings Essays - Guggenheim Fellows, La

The Poetry Of E. E. Cummings Essays - Guggenheim Fellows, La The Poetry of E. E. Cummings E. E. Cummings, who was conceived in 1894 and passed on in 1962, composed numerous sonnets with whimsical accentuation and capitalization, and abnormal line, word, and even letter positions - to be specific, ideograms. Cummings' most troublesome type of writing is presumably the ideogram; it is very curt and it consolidates both visual and sound-related components. There might be sounds or characters on the page that can't be verbalized or can't pass on a similar message whenever articulated and not read. Four of Cummings' sonnets - l(a, humans), !blac, and swi( - outline the ideogram structure very well. Cummings uses one of a kind punctuation in these sonnets so as to pass on messages outwardly just as verbally. Albeit one may consider l(a a sonnet of misery and depression, Cummings most likely didn't mean that. This sonnet is about singularity - unity (Kid 200-1). The topic of unity can be gotten from the various inezces and types of the number '1' all through the sonnet. To begin with, 'l(a' contains both the number 1 and the solitary inconclusive article, 'a'; the subsequent line contains the French solitary clear article, 'le'; 'll' on the fifth line speaks to two ones; 'one' on the seventh line illuminates the number; the eighth line, 'l', secludes the number; and 'iness', the last line, can signify the state of being I - that is, distinction - or unity, inferring the one from the lowercase roman numeral 'I' (200). Cummings could have rearranged this sonnet radically (a leaf falls:/dejection), and still passed on the equivalent verbal message, yet he has changed the ordinary punctuation all together that each line should show a 'one' and feature the subject of unity. Actually, the entire sonnet is formed like a '1' (200). The state of the sonnet can likewise be viewed as the way of a falling leaf; the sonnet floats down, flipping and changing sets of letters like a falling leaf coasting, to and fro, to the cold earth. The starting 'l(a' changes to 'le', and 'af' flips to 'fa'. 'll' demonstrates a brisk drop of the leaf, which has eased back by a more drawn out line, 'one'. At long last, the leaf falls into the heap of fallen leaves on the ground, spoke to by 'iness'. Cummings has composed this sonnet so consummately that all aspects of it passes on the message of unity and distinction (200). In humans), Cummings vitalizes a trapeze follow up on paper. Strangely enough, this sonnet, as well, focuses on the possibility of independence, or 'eachness', as it is expressed on line four. Lines 2 and 4, 'climbi' and 'begi', both end leaving the letter 'I' uncovered. This is an indication that Cummings is attempting to stress the idea of grandiosity (Tri 36). This sonnet is an entertaining one, as it shows the impacts of a trapeze act inside the game plan of the words. On line 10, the space in the word 'open ing' shows the demonstration starting, and the vacant, static second before it has completely started. 'of paces of' and '&meet&', lines 8 furthermore, 12 individually, show a kind of to and fro movement, much like that of the movement of a trapeze swinging. Lines 12 through 15 show the last hop off the trapeze, and 'a/n/d' on lines 17 through 19, speak to the abandoned trapeze, after the aerialists have gotten off. At long last, '(im' on the last line ought to take the peruser's eyes back to the highest point of the sonnet, where he discovers 'humans)'. Putting '(im' at the end of the sonnet shows that the entertainers achieve an uncommon kind of eternality for taking a chance with their lives to make a demonstration of magnificence, they achieve an extraordinary kind of eternality (36-7). The circularity of the sonnet causes a sentiment of completeness or culmination, and may speak to the Circle of Life, unceasing movement (Fri 26). Cummings first firmly composed ideogram was !blac, a very intriguing sonnet. It begins with '!', which is by all accounts saying that something meriting that shout guide happened front toward the sonnet, and the sonnet is attempting equitably to depict certain emotions coming about because of '!'. dark against white is a case of such a depiction in the sonnet; the conflicting hues make an inclination in a state of harmony with '!'. Likewise, why (whi) proposes entertainment and marvel, another feeling

How to Use a Scientific Calculator

You might know all the formulas for math and science problems, but if you dont know how to use your scientific calculator, youll never get the correct answer. Heres a quick review of how to recognize a scientific calculator, what the keys mean, and how to enter data correctly. What Is a Scientific Calculator? First, you need to know how a scientific calculator is different from other calculators. There are three main types of calculators: basic, business, and scientific. You cant work chemistry, physics, engineering, or trigonometry problems on a basic or business calculator because they dont have functions youll need to use. Scientific calculators include exponents, log, natural log (ln), trig functions, and memory. These functions are vital when youre working with scientific notation or any formula with a geometry component. Basic calculators can do addition, subtraction, multiplication, and division. Business calculators include buttons for interest rates. They typically ignore the order of operations. Scientific Calculator Functions The buttons may be labeled differently depending on the manufacturer, but here is a list of common functions and what they mean: Operation Mathematical Function + plus or addition - minus or subtraction Note: On a scientific calculator there is a different button to make a positive number into a negative number, usually marked (-) or NEG (negation) * times, or multiply by / or à · divided by, over, division by ^ raised to the power of yx or xy y raised to the power x or x raised to the y Sqrt or √ square root ex exponent, raise e to the power x LN natural logarithm, take the log of SIN sine function SIN-1 inverse sine function, arcsine COS cosine function COS-1 inverse cosine function, arccosine TAN tangent function TAN-1 inverse tangent function or arctangent ( ) parentheses, instructs calculator to do this operation first Store (STO) place a number in memory for later use Recall recover the number from memory for immediate use How to Use a Scientific Calculator The obvious way to learn to use the calculator is to read the manual. If you got a calculator that didnt come with a manual, you can usually search for the model online and download a copy. Otherwise, you need to do a bit of experimentation or youll enter in the right numbers and still get the wrong answer. The reason this happens is that different calculators process order of operations differently. For example, if your calculation  is: 3 5 * 4 You know, according to the order of operations, the 5 and the 4 should be multiplied by each other before adding the 3. Your calculator may or may not know this. If you press 3 5 x 4, some calculators will give you the answer 32 and others will give you 23 (which is correct). Find out what your calculator does. If you see an issue with the order of operations, you can either enter 5 x 4 3 (to get the multiplication out of the way) or use parentheses 3 (5 x 4). Which Keys to Press and When to Press Them Here are some example calculations and how to determine the correct way to enter them. Whenever you borrow someones calculator, get into the habit of performing these simple tests to make sure youre using it correctly. Square Root: Find the square root of 4. You know the answer is 2 (right?). On your calculator, find out whether you need to enter 4 and then press the SQRT key or whether you hit the SQRT key and then enter 4.  Taking the Power: The key may be marked xy or yx. You need to find out whether the first number you enter is the x or the y. Test this by entering 2, power key, 3. If the answer was 8, then you took 23, but if you got 9, the calculator gave you 32.10x: Again, test to see whether you press the 10x button and then enter your x or whether you enter the x value and then press the button. This is critical for science problems, where youll live in the land of scientific notation!Trig Functions: When youre working with angles, keep in mind many calculators let you select whether to express the answer in degrees or radians. Then, you need to determine whether you enter the angle (check the units) and then sin, cos, tan, etc., or whether you press the sin, cos, etc., button and then enter the number. How do you test this: Remember the sine of a 30-degree angle is 0.5. Enter 30 and then SIN and see if you get 0.5. No? Try SIN and then 30. If you get 0.5 using one of these methods, then you know which works. However, if you get -0.988 then your calculator is set to radian mode. To change to degrees, look for a MODE key. There is often an indicator of units written right up with the numerals to let you know what youre getting.

Improving The Decision Making Process - 798 Words

confidence will increase due to equality. Appointing more minorities to judgeship can produce diverse perspectives and improve the decision making process. In order to accommodate minorities and underline the importance of racial equality, the judicial system must implement innovative changes to better serve the country’s ethnic diversity. Torres-Spelliscy et al. (2010) encouraged diversity in the American court system and provided ten practices to attract the brightest female and minority candidates for the judiciary, and they are as follows: (1) grapple fully with implicit bias; (2) increase strategic recruitment; (3) be clear about the role of diversity in the nominating process in state statutes; (4) keep the application and interviewing process transparent; (5) train commissioners to be effective recruiters and nominators; (6) appoint a diversity compliance officer or ombudsman; (7) create diverse commissions by statute; (8) maintain high standards and quality; (9) raise judicial salaries; and (10) improve record keeping (p. 3). Appointing minorities and females to the U.S. bench will increase public confidence, and it will also bring important value towards the representation of women and ethnic groups. 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Pore Structure Of Hydrated Cement - 1398 Words

PORE STRUCTURE IN HYDRATED CEMENT CE13B1023 Vatsal mittal INTRODUCTION When cement is mixed with water in order to prepare concrete, the hardened concrete formed after hydration is not a solid mass but a porous material. There is formation of pores due to water which is initially added. Water occupies some fraction of the total initial volume and after the hydration of cement water is held physically, chemically or is adsorbed on product after hydration. This leads to formation of different types of pore structure inside the hydrated cement. CLASSIFICATION OF PORES STRUCTURES IN HYDRATED CEMENT Capillary pores:-The hydration of cement leads to formation of a network of hydrated solid product with the left empty spaces between the hydrated products that are occupied by water left after hydration. These residual spaces are known as capillary pores. The capillary porosity of the cement paste depends on the original water-cement ratio and on the amount of cement that has become hydrated. 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Moreover, the complexity of structures and their magnitude have continued to increase, and this has resulted in a greater importance of their strength and distortion characteristics in more serious consequences of their behaviour. Engineers have been working on the development of innovative types of concrete. One of the most promising products is fiber-reinforced concrete (FRC). Fib ers in concrete provide better-quality mechanicalRead MoreCorrosion Is A Major Consideration For The Construction Industry5510 Words   |  23 Pagesconstruction material, the Portland cement has been widely used in construction industry around the world. The Portland cement clinker is made from calcinations of limestone and siliceous materials where de-carbonation occurs. The reaction: C_a ã€â€"COã€â€"_3⟠¶C_a O+ã€â€"COã€â€"_2 The production of Portland cement is high-energy consumption and produce large amount emission of CO2. 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Once the bearing limit of the dirt was poor, the accompanying were alternatives: ï‚ §Read MoreHypo Sludge9275 Words   |  38 PagesPortland cement with chemical composition and weight percentage | 3 | A table of admixtures and their functions | 4 | Properties of Raw Hypo Sludge | 5 | Properties of Hypo Sludge as Cement Ingredient | 6 | Comparison of Cement and Hypo Sludge | 7 | Number of Specimens Tested for Compression | 8 | Number of Test Specimens for Flexural Strength Test At 14 Days Curing Period | LIST OF FIGURES FIGURE No. | TITLE | 1 | Conceptual Paradigm of the Study | 2 | A flow diagram of Portland cement productionRead MoreCivil Engineering10763 Words   |  44 Pagesmaterial. construction material are: Cement,sand ,water.   Concrete,   Lime,   Stones, Paints and Varnishes,    Wood and Timber, Engineering Metals, Bituminous materials and Plastics,   Rubber and Glass, Miscelleneous materials, http://www.aboutcivil.org/engineering-materials.html Cement Bricklayer Joseph Asp din of Leeds, England first made  portland  cement  early in the 19th century by burning powdered limestone and clay in his  kitchen stove. Portland  cement, the basic ingredient of  concreteRead MoreThe Mining Industry And Its Effects On The Environment1912 Words   |  8 Pagesconcrete can deteriorate, disintegrate and fail due to certain environmental conditions and factors. Concrete can deteriorate in several distinctive modes namely mechanical, physical, and chemical and also under intensive heat. Concrete is a mixture of cement, water, fine and coarse aggregates. These ingredients are mixed accordingly to achieve the desired strength and durability. Prior to mixing, certain standards have to be complied with to ensure that the concrete constituents are adequately suitable

Changes In The Victorian Age Essay Research free essay sample

Changes In The Victorian Age Essay, Research Paper The alterations in the Victorian Age, about 69 old ages long, contributed more to the promotion of the universe than the other two thousand old ages of it s being. It was a clip of enlargement, reform, and technological promotion. Thus grade couple was basically right in stating that British history is two thousand old ages old, and yet in a good many ways the universe has moved further in front since the queen was born than it moved in the remainder of the two thousand old ages put together. A moderate Whig, Lord Palmerston, had between 1830 and 1840, helped to spread out the British imperium. He served as their foreign curate and with the appropriation of new Zealand and the beginning of a war with China, it seemed as though Palmerston s clever diplomatic negotiations showed promise for the British. This thought was affirmed with eventual acquisition of Hong Kong in 1842. We will write a custom essay sample on Changes In The Victorian Age Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page British kept spread outing. During much of the 1830 s many new reforms were passed under Lord Melbourne of the Whig party. Slavery Washington s abolished in the British Empire and the first kid labour limitations were passed. In 1832, the Reform measure was passed, spread outing elector rights to work forces with belongings. When Sir Peel of the Tories came into power, He abolished the maize Torahs leting some easiness to famine victims. The Mid-Victorian period proved to be a clip of prosperity in the field of engineering. The McCormick harvester prevented agricultural diminution while the Bessemer procedure helped simplify the steel doing procedure, profiting the industry and increasing fabric imports. Transportation system of people and goods was made easier by steamers and railroads, besides diminishing their costs. Antiseptic surgery was introduced by Joseph Lister and Florence Nightingale introduced the first modern nursing school. Many of the alterations that took topographic point in Britain during those about seven decennaries greatly affected the remainder of the universe. New things were introduced into the universe, revolutionising it, traveling it one measure closer to the modern universe today. And in 1897, Mark Twain saw that.

Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology Essay Example

Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology Paper This essay will firstly, ascertain and examine what exactly critical thinking is. Secondly, it will provide a brief outline of Platos Apology, and then it will outline and assess how Platos defence is represented and understood as critical thinking. Finally, there will be a conclusion of what exactly being a critical thinker entails and a short paragraph explaining how the module has improved and expanded my own capacity for critical thinking. Young (1996, p. ) states that critical thinking is the capacity people have to question beliefs and presuppositions (their own and those of others) with a view to giving reasons for them or for amending them. Put more simply, critical thinking is the procedure for understanding and evaluating the evidence which supports a certain claim or view. Critical rationality which is the capacity to criticise, that is, to assess goals, rules and presuppositions themselves and where appropriate change them is a distinctively unique human trait, which gives human beings the power to engage critical thinking (Rationality Handout). It also involves rational decision making in whether to believe or discount a point, and it also involves accepting or rejecting certain evidence. It is not simply an exchange of opinions, but a critical and vigorous attempt to find ones way through discussion and argumentation. The Apology is Platos version of the speech given by Socrates as he defends himself against the charges of being a man who corrupted the young, refused to worship the gods, and created new deities (Schofield, 1998, p. 1). Young (1996, p. ) states that Plato sees philosophy itself as namely a style of thinking which is distinctively different from, for instance, science or religion or indeed anything else. We will write a custom essay sample on Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Platos defence of philosophy understood as critical thinking, as it is represented in Socrates trial in the Apology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer So, philosophy for Plato is not a distinctive set of conclusions or of finished truths, but a distinctive style of thinking. For Plato, Socrates embodies this distinctive way of thinking and living that is philosophy, which Young (1996, p. 2) adds is not just another way of theorizing about life but also a new attitude toward life, even a new way of living life. Socrates begins by stating that the accusations against him began because people confused him with intellectuals who claim to have expert knowledge either in the natural sciences (cosmogonists), or in the social sciences or humanities (sophists). Socrates says There is a wise man called Socrates who has theories about the heavens above and has investigated everything below the earth, and can make the weaker argument defeat, the stronger (Young, 1996, p. 2). Socrates is, in the Apology, the very embodiment of philosophy or critical thinking, so by stating the differences he is stating that philosophy does not provide expert knowledge, but instead gives a different kind of human or limited knowledge. Socrates says of himself that it seems he really possesses this. And he hints that, limited though it be, the knowledge or wisdom that can be secured via philosophy is of decisive importance for human beings (Young, 1996, p. 3). The vital knowledge Socrates talks about is the abilities and vital skills philosophy learns people of questioning everything, being inquisitive in life and not accepting things for how they are. Socrates then goes on to tell a tall story about himself, which, as with all of the Apology, it isnt just the words spoken but the action and setting plus words left unspoken, which determine the texts meaning. Socrates tells the story of his friend Chaerephon who went to Delphi and through the oracle there asks the god if anyone was wiser than Socrates. The god said that there was no one. Socrates claims to have been astonished and then states that it was reverence toward the gods which led him by his questioning activity to challenge the leaders of the State (Young, 1996, p. 3): I knew I was making myself disliked, but felt compelled to put my duty to the god before all else And by the dog, Athenians! as I pursued my questioning at the gods command, it seemed to me that those with the greatest reputations for being wise were amongst the stupidest of all; others supposed to be their inferiors were wiser, and better people too. (Young, 1996, p. 3)) An important part of critical thinking is then, according to Socrates, having the ability and open mind to listen to and question everyones views. Socrates differentiates between the all-seeing knowledge of the gods and normal knowledge which humans can gain, and states that the wisest people are those who know that they can never have this definitive and ultimate knowledge. Young (1996, p. ) adds Socrates wisdom or knowledge consists in part in the fact that he (unlike his powerful interlocutors) knows the limits of his own knowledge (or the extent of his own ignorance), whereas they do not: a person who is ignorant of x but knows herself to be ignorant of it, is to that extent wiser than someone who does not know it either but mistakenly thinks she does. Socrates gets his accusers to admit that they are ignorant and proud; to use Platos language, they are lovers of status, power and wealth, as opposed to lovers of knowledge and truth (Young, 1996, p. ) and states they will only ever become wise and less ignorant if they change their will and desire. Translating Socrates words, Young (1996, p. 4) comments Philosophical knowledge or wisdom, then, depends upon on the will at least as much as the intellect; upon desire and upon the direction of desire at least as much as abstract intellectual ratiocination; upon practice at least as, much as theorizing. Critical thinking then is an intellectual effort aiming at acquiring human self-knowledge or self- understanding. (Young, 1996, p. 4). In order to strive to achieve this, a person must have courage, be prepared to question and challenge oneself, and to continue on even though it may be upsetting some people, just as Socrates upset those in power through his philosophy of questioning and debating. Critical thinking is a way of living which one embodies in their attitudes and practices, it is also about taking others views and beliefs into consideration, and then challenging the very presuppositions that these beliefs rest on. To be a critical thinker is to be tolerant, not take things at face value and to realise that as humans our knowledge will always be limited. This should spur one on to be open-minded and to question ones thoughts and views. However, Socrates recognises that some people may be unwilling to do this out of fear of losing their credibility and reputation. One should not automatically assume what a person says is true just because they are in power, in the same way Socrates tells the youth to think for themselves and not believe everything politicians say. Young (1996, p. ) sees philosophy as a second-order study; first-order studies being those, such as sciences that deal with facts, where as second-order study focuses on the concepts using which first-order studies study the real world and its facts with a view to clarifying the structure and role of these concepts; or again instead of engaging in first-order evaluation of the world we focus on the evaluations and judgements whereby first-order evaluating is done; and so forth. Socrates was willing to die for philosophy and the distinctive way of thinking and living it entails; the statement he made he unquestioned life is not worth living (Platos Apology, p. 12) sums up his life and beliefs perfectly. He believes that critical thinking is good for both individuals and society, and that the freedom to think in this way should be defended. In asking what the good life was and how we could attain it, Socrates made critical thinking the patrimony of potentially every person who was willing to follow his leadership. His simple call to critically examine oneself and the world would both empower and challenge his followers throughout the ages. To be fully human after the example set by the life of Socrates would require any serious person to engage in the examined life (Polelle, 2008, p. 91). Socrates was the very embodiment of what it is to be a critical thinker, and he saw it as being such a crucial part of being a human being that he was willing to die for it. The very idea of critical thinking needs defending because there will always be people who are annoyed by it and who will try to take away others freedom to practice it, just as happened to Socrates in the Apology. I must admit that I have never had time for either religion or god. When I was younger I could not understand why people spent so much time out of their lives worshipping something that has never even been proved exists. It seemed very unusual to me that people would pray to a god when things got bad because how do they even know someones listening? It seemed obvious to me at the time that surely there is no higher being because if there really was, would this almighty god allow all of the suffering that goes on in the world to continue? Can there really be a god that created our earth? After studying the critical thinking module I no longer think this way. Im open to everything, even something that cant be proved, like god. I still question the ideas on which ideas and beliefs are based, but I am now more open to all ideas, no matter how strange they seem to me at the time. Instead of just ignoring the Jehovahs Witnesses at the door, I now say hi, collect some brochures from them and have a chat, although I cant see myself ever becoming a follower of Jehovah. I am open to ideas, such as god creating the world, however I do feel this is very unlikely. I have thought there must be something out there listening to gods worshippers, and surely he must exist otherwise he would not have so many followers. But then again, perhaps the bible is a hoax. I feel more inclined to believe that a big bang created the earth, mainly because there seems proof to support the fact. To be a critical thinker means to consider and debate all ideas and beliefs and I feel I am developing my ability to think critically. However, this does not mean I have to agree with everything or everyones points of view.

Compare two film posters between different genre Essays

Compare two film posters between different genre Essays Compare two film posters between different genre Paper Compare two film posters between different genre Paper Both the film posters are effective in promoting the film and conveying meaning to the audience. They both use many effective visual devices to do this. The gesture codes are effective visual devices that are used to show facial expressions and body language. Film poster one presents us with a very strong opening image. That of a towering ferocious ape, King Kong. Kong is presented in a crouching pose, shielding the female protagonist from the audience. His protective state suggests he is acting contrary to his animal roots and protecting rather then killing the human female. Also on Kongs forehead we can see a deep scar, showing that even someone as appretnly vicious as Kong can receive harm. This allows the audience to perceive Kong with perhaps not sympathy but definelty a better understanding of his appeal to the audience. The female represents a binary opposite to the posters main focus. Wheares Kong is portrayed as a huge angry ape, our woman protagonist is a small dainty and clearly in some kind of distress. This plays perfect, as her stereotypical feminity allows the audience to understand her better, and the same applies for Kongs body language, as the stereotypical big caring masculine here, or in this case anti-hero. Our female protagonist does not seem scare, rather in awe of this huge beast. Her body language prompts lack of fear and amazement at her position. War Of The Worlds seems to have no gesure codes, it differs from King Kong as it does not portay the protagonist. This is typical of the genre, often Sci-fi films focus on there monster or special effects, rather then there actors. By looking closely at the hand of the alien, we can see the hand throbbing with power and strength, thus displaying a strong action code. But by hiding the aliens face it really gives the poster a strong enigma code. The composition of mise-en-scene shows a strong contrast between the two film posters. King Kong places us above Kong, making us feel more powerful then him. Allowing us to realize that even though he is 10 feet tall, he is still an animal. Also by highlighting the vibrant New York city backdrop it gives us a chance to see the wonderland that Kong has scaled. This adds to the enigma of the poster allowing the audience to see how high he has climbed. The natural colors of the poster also makes this poster seems out of genre. An autumn summery mix of pastel like colours arent exactly typical fantasy conventions, especially ape-related fantasy. While War Of The Worlds places us at a low camera angle, below the gaping hand that is crushing our world. By placing us below the hand it really makes audience feel inferior and helpless. The pitch black background contrats perfectly with the suspended evil that the hand displays. By being very sparse and simple in its appeal , War Of The Worlds swaps emotion for a strong enigma code and downright fear. This works very well, as most Sci-Fi films do not rely on huge emotional ploys, rather than enemies or spacships. Whereas Kong does rile up various feelings. By seeing Kong on top of a large building, this builds a lot of awe, intrigue and mostly excitement. I believe this poster is a metaphor for the female protagonists love of Kong. Just sheer amazement and wonder. Both film posters lack what is considered the key convention of film posters, a tagline , but for this there is good reason. Both these posters advertise remakes of older classic versions. For this reason a tagline is not really required as the audience has there own ideas about the plot and fore knowledge of picture. Also by not placing a tagline on either poster, it really adds to the enigma codes of both films respectively. Both films intial intrest would be gained via the directors rather than the stars. Both having Oscar winning directors at the chair gives the films a sense of purpose and prestige. By having there names on the posters, it relieves the audience that these arent going to be terrible remakes. King Kong uses its maing star Kong to attract the attention of the audience. By placing him at the mainstay of the screen it will surely attract all the previous fans of the series. Whereas War Of The Worlds displays no famous stars, but by showing the alien gripping the world this will surely grip sci-fi fans.

Please give a conclusion of this presentation Essay

Please give a conclusion of this presentation - Essay Example For a good student, after graduation, he or she is married and take time to think about the future life. Get money and save for the sake of the future life and for the coming generation. For students, the major aim is to have focus on the future life. For a good student, he or she is supposed to have a good future by passing very well and avoid debts in order to build wealth by saving from the little earned at work. It is health to save money because of emergency and wealth building. Also one can avoid impulse buying because of the stress one faces and may lead to a syndrome problem. In building the wealth one must create a budget that will govern and direct the investment procedures. Wealth has values like creating security to someone and promotes investment. One should avoid credit cards because they facilitate a lot of spending. It is a challenge for the students to focus on their lives and think about their

Chinese Economic Reform Essay Example | Topics and Well Written Essays - 750 words

Chinese Economic Reform - Essay Example This led to a situation, where by 1978 seventy five percent of the industrial output was state controlled, and there was hardly any private enterprise worth mentioning. The foreign trade of China was restricted, and consisted of only those items that were not available, or could not be produced in the country. The economy remained stagnant and inefficient, as a result of the policies followed by the Chinese government. There was hardly any competition, and the price and production controls by the government led to severe distortion of the economy. All these factors led to the living standards being extremely low in comparison to all its neighbors. In 1978, Deng Xiaoping took over the reigns of the country, which saw the start of the reform era. The realization of the poor economic state of the country, and the need for economic reforms to revitalize the country, and maintain its strategic importance caused the Chinese government to reconsider its policy of centrally controlled economy, and initiate economic reforms. The Chinese government set about a gradual reform process in the belief that this would cause significant economic growth, and raise the living standards in China, and restore its importance in a region, where its traditional rivals like Japan and South Korea, were displaying steady economic growth, and as result boosting their relevance in the region. (Morrison, M. Wayne, 2006). The economic reform in China has two sides to it. The positive side of the reform has seen greater efficiency in the economy, which has led to the boosting of output, and increased resources for even more investment in the economy. The Chinese have traditionally demonstrated a high rate of savings, and the boost in the economy has seen these savings rates rise to forty percent of the GDP, making the domestic savings rate in China rank among the highest in the world. The GDP of China for 2005 was estimated at $1.9 trillion, and its per capita GDP at

Econ 561 Profit Analysis Question 2 LO3 Essay Example for Free

Econ 561 Profit Analysis Question 2 LO3 Essay 2-8(Key Question) With current technology, suppose a firm is producing 400 loaves of banana bread daily. Also, assume that the least-cost combination of resources in producing those loaves is 5 units of labor, 7 units of land, 2 units of capital, and 1 unit of entrepreneurial ability, selling at prices of $40, $60, $60, and $20, respectively. If the firm can sell these 400 units at $2 per unit, will it continue to produce banana bread? If this firm’s situation is typical for the other makers of banana bread, will resources flow to or away from this bakery good? Total Profits = Total Cost – Total Revenue Total Cost = Presource * Qresource and Total Revenue = Price * Qsold Total Cost = ($40 * 5 units of labor) + ($60 * 7 units of land) + ($60 * 2 units of capital) + ($20 * 1 unit of entrepreneurial ability) = $200 + $420 + $120 + = 0. Total Revenue = $2 * 400 loaves of banana bread = $800. Total Profits = $800 $760 = $40. The firm will continue to produce as it is earning economic profits. If this firm is typical of the banana bread industry, more resources will flow toward banana bread as other potential firms are attracted to the economic profits in the industry. 2-9 (Key Question) Assume that a business firm finds that its profit it greatest when it produces $40 worth of product A. Suppose also that each of the three techniques shown in the table on page 43 will produce the desired output. Resource Units Required Resource Price per unit of resource Technique 1 Technique 2 Technique 3 Labor Land Capital Entrepreneurial ability 4 a.With the resource prices shown, which technique will the firm choose? Why? Will production entail profit or losses? What will be the amount of profit or loss? Will the industry expand or contract? When will that expansion end? b.Assume now that a new technique, technique 4, is developed. It combines 2 units of labor, 2 of land, 6 of capital, and 3 of entrepreneurial ability. In view of the resource prices in the table, will the firm adopt the new technique? Explain your answer. c.Suppose that an increase in labor supply causes the price of labor to fall to $1.50 per unit, all other resource prices being unchanged. Which technique will the producer now choose? Explain. d.â€Å"The market system causes the economy to conserve most in the use of those resources that are particularly scarce in supply. Resources that are scarcest relative to the demand for them have  the highest prices. As a result, producers use these resources as sparingly as is possible.† Evaluate this state ment. Does your answer to part c, above, bear out this contention? Explain. (a)The firm will choose technique 2 because it produces the output at the least cost ($34 compared to $35 for techniques 1 and 3). Economic profit will be $6 (= $40 $34), causing the industry to expand. Expansion in this industry will continue until prices decline to where total revenue equals total cost of $34 and no additional firms will want to enter the industry. (b)The firm will adopt technique 4 because its cost is now lowest at $32. (c)The firm will choose technique 1 because its cost is now lowest at $27.50. (d)The statement is logical. Increasing scarcity of a resource causes its price to rise. Firms ignoring higher resource prices will become high-cost producers. Firms switching to the less expensive inputs become lower-cost producers and earn higher profits than high-cost producers. The market system, therefore, forces producers to conserve on the use of highly scarce resources. Question 9c confi rms this: Technique 1 was adopted because labor had become less expensive. 2‑10(Key Question) Some large hardware stores such as Home Depot boast of carrying as many as 20,000 different products in each store. What motivated the producers of those individuals to make them and offer them for sale? How did producers decide on the best combinations of resources to use? Who made these resources available, and why? Who decides whether these particular hardware products should continue to be produced and offered for sale? The quest for profit led firms to produce these goods. Producers looked for and found the least-cost combination of resources in producing their output. Resource suppliers, seeking income, made these resources available. Consumers, through their dollar votes, ultimately decide on what will continue to be produced.

Graduation Speech: The Great Ocean of Truth -- Graduation Speech, Comm

How simple life can be, how wonderful it is to take the time to appreciate your surroundings. The opportunities offered me during my four years at County High have been amazing. I have begun to understand all the potential I have to live life. I don't believe it takes a trip abroad to realize all we take for granted here in Hometown, USA. However, amongst the clutter that fills our lives, seldom do we choose to stop and reflect. Today is one day we intentionally set aside for the sentimentality we rarely experience. In only a few months, many of the graduates in front of you will leave home for universities, travel, or jobs. Today is not only your day to acknowledge our accomplishments, but also a time for us to acknowledge all you have given us. Having paid due appreciation to the relationship between each person in this room, whether teacher, friend, or family, I now address the 2012 graduating class. Of all the lessons learned in and out of school, the most important may still elude us. What have we really learned these 17 or 18 years? Perhaps if we consider this question... Graduation Speech: The Great Ocean of Truth -- Graduation Speech, Comm How simple life can be, how wonderful it is to take the time to appreciate your surroundings. The opportunities offered me during my four years at County High have been amazing. I have begun to understand all the potential I have to live life. I don't believe it takes a trip abroad to realize all we take for granted here in Hometown, USA. However, amongst the clutter that fills our lives, seldom do we choose to stop and reflect. Today is one day we intentionally set aside for the sentimentality we rarely experience. In only a few months, many of the graduates in front of you will leave home for universities, travel, or jobs. Today is not only your day to acknowledge our accomplishments, but also a time for us to acknowledge all you have given us. Having paid due appreciation to the relationship between each person in this room, whether teacher, friend, or family, I now address the 2012 graduating class. Of all the lessons learned in and out of school, the most important may still elude us. What have we really learned these 17 or 18 years? Perhaps if we consider this question...

History Questions and Answers on France Essay

1.How far did Napoleon Bonaparte maintain the ideals of the French Revolution during the period 1799–1815? The key issue is the relationship between Napoleon Bonaparte and the French Revolution. ‘How far’ invites candidates to consider the extent and limits of the claim that he maintained revolutionary ideals. These ideals can be summarised quickly as ‘liberty, equality and fraternity’. The Revolution had sought greater equalisation between classes, the rule of law and the end of secular and religious privilege. The focus should be on the period from 1799 to 1915 and there is no need for long narratives of the period from 1789 as long as answers can put Napoleon into context. Napoleon maintained that he was the son of the Revolution and his Code incorporated some measures that ensured the rule of law. He encouraged promotion by merit rather than by birth. He confirmed the changes to property ownership that had taken place. On the other hand, the Code benefited the middle classes more than the peasantry and the emphasis on authority in the family returned to pre-1789 values. His rule was authoritarian and the establishment of the Empire was a contradiction of republican principles. Opponents were prosecuted by an active police system, headed by Fouchà ©. Government institutions were not independent and Napoleon was able to nominate those to high offices. Lesser officials, although elected, could be removed. There is no need for long narratives of foreign policy but it will be relevant to explain how far it was driven by personal, rather than revolutionary, motives. Answers worth 22-25 will consider both sides of his rule and come to clear conclusions. 19-21 answers will be mostly secure but will miss some possible lines of discussion. 11-13 answers will show a basic knowledge of his rule but will be very narrative or descriptive, but sometimes incomplete. 14-15 can be awarded to fuller descriptions. 16-18 answers will make some salient points of comment in otherwise largely descriptive accounts. 2 How far did Napoleon Bonaparte achieve his aims in domestic policy? The key issue is Napoleon’s success in achieving his aims in domestic policy. The question is deliberately worded to exclude discussion of foreign policy and this will be irrelevant unless referred to briefly in an introduction or conclusion. For example, a good point would be that Napoleon achieved power largely by conquest and was then was brought down by failure abroad, not by internal opposition. But this does not mean that victory and defeat abroad must be described in detail. Answers can be awarded 11-13 marks when they contain relevant but basic descriptions of domestic policy. These answers will give little consideration to Napoleon’s aims and will probably be very uncritical. Fuller descriptions but with a similar approach can be awarded 14-15 marks. The 16-18 band will require some specific study of aims although these might be treated broadly; the description will be quite full. The discriminating factor for the 19-21 band will be the concentration on aims and their achievement although the essays will contain some gaps. For example, they might be very one-sided. More complete assessments that consider alternatives can be awarded 22-25 marks. Napoleon aimed at personal power and he secured this from 1799, with the Consulate, and then 1804, with the Empire, until 1814. But candidates should note his abdication before his unsuccessful return. Credit will be given when candidates consider how far he wished to continue the reforms of the Revolution. He sought to maximise his support and offered promotion by merit. However, political opponents were treated harshly by the police system under Fouchà ©. His attempts to stabilise the economy can be examined as can his relations with the Roman Catholic Church, which he stabilised. Candidates should consider the importance of the Code Napoleon. 3.The aims and methods of Cavour were completely different from those of Mazzini.’ How far do you agree with this judgement? The key issue is the comparison of Cavour and Mazzini. Answers should be reasonably balanced in their treatment of the two men. 60:40 either way can deserve any mark band; 70:30 will normally lead to the award of one band lower than would otherwise be given. The 11-13 band will require a basic knowledge and understanding of one man. Answers in the 22-25 band will be fully comparative. They will differentiate between aims and methods and support the argument by sound knowledge. Most candidates, even in this band, can be expected to agree with the claim in the question but credit should be given to candidates who are aware of some common ground, e.g. both wished to make Italy an independent state and saw Austria as the major stumbling block. 19-21 answers will show good qualities but will be less impressive, perhaps by lacking a distinction between aims and methods or by pursuing a more uneven comparison. There will be some comparison in the 16-18 answers but the approach will be mostly descriptive or narrative. The emphasis on narrative will probably be characteristic of answers in the 11-13 and 14-15 mark bands. In their aims, Mazzini always sought the unification of all of the Italian peninsula. Cavour began by seeking to make Piedmont a more important and extended state in northern Italy and was initially reluctant to embrace the southern states. Mazzini was a democratic republican. Cavour was a monarchist whose ideas of democracy were more limited. Mazzini wished Italians to gain independence by themselves; Cavour aimed to win European support for his designs. In methods, Mazzini embraced revolutionary methods, for example in the 1830s and in 1848. He tried to build an alliance of all classes although he failed to do so. Cavour began by strengthening Piedmont. He opposed revolutions but manipulated plebiscites to give the appearance of popular support for his policies. Diplomacy, especially with Napoleon III of France, was a vital means of isolating Austria and supplementing the weak Piedmontese army. To the dismay of Mazzini and Garibaldi, Cavour was willing to surrender some Italian territories to gain his wider ends (Nice and Savoy to France). Although not an ally of the Roman Catholic Church, Cavour saw the importance of not alienating the papacy, unlike Mazzini. 4.How far was Napoleon Bonaparte an oppressive ruler in his domestic policies from 1799 to 1815? The key issue is the assessment of Napoleon’s domestic policies. Foreign policy will be irrelevant unless mentioned briefly in an introduction or conclusion. For the highest marks, 21 – 25, Examiners will expect answers to consider the case for and against the claim that he was oppressive, coming to a clear conclusion. For 11-13 marks, answers should be expected to demonstrate a basic knowledge and understanding of the main elements of domestic policies. Some policies might be seen by some as oppressive and by others as liberating. 1799 marks the appointment of Napoleon as First Consul after the fall of the Directory. Especially during the Consulate, he implemented many reforms such as the Code Napoleon and the Concordat (1801). The former helped to restore administrative order to France and guaranteed certain rights but it also strengthened Napoleon’s authority. The latter was a reconciliation between France and the Papacy/Roman Catholic Church. This pleased many French people who retained their religious views but it afforded Napoleon a considerable measure of control over the Church. The Empire (1804) saw Napoleon achieve even more power and he was dominant over every aspect of French life. Candidates can explain administrative measures that cemented the authority or oppression of the Emperor. Officials were nominated rather than freely elected. The most successful candidates should be able to note and assess the reasons for the continuing opposition to Napoleon within France which was controlled to some extent by a harsh police system. Answers worth 11-13 marks should display basically acceptable knowledge but there will be little considered assessment. 14-15 marks can be awarded to answers that are relevant and more detailed but still more dependent on narrative and description than assessment and comparison. 16-17 marks might be awarded to answers that contain more analysis and assessment but where the assessment might be largely implicit. 18- 20 marks will be appropriate for answers that focus on the key issue but in which there is evident imbalance and unevenness. The discriminating factor in the 21-25 mark answers might well be their success in providing convincing assessments. 5.‘From 1789 to 1799, who posed the more dangerous threats to the French Revolution: its internal or its external enemies? The key issue is the threats or dangers to the French Revolution. Candidates should note that the question ends in 1799 with the coup d’à ©tat of Brumaire, the end of the Directory, and Napoleon’s accession to the Consulate. No particular ceilings are suggested for incomplete answers but answers that end in 1794-95 with the fall of the Jacobins might be worth at least one band lower than would otherwise be awarded. Candidates should consider both internal and external threats. Answers that discuss only one aspect and completely ignore the other cannot expect more than a mark in a middle band. However, examiners will not look for an even balance in even the best essays; a reasonable balance but one that is weighted to one side can score very highly. The quality of the argument will be of prior importance. Internal enemies included the King and court to Louis’ execution in 1793. His recognition of the Revolution, and the concessions that he agreed, were half-hearted. Royalists within France and those who left the country (à ©migrà ©s) continued to agitate. The influential Church was hostile. Conservative regions of France, especially the more rural areas, were hostile to the changes, such as the Vendà ©e. From 1795, the Directory tried to draw back from the alleged excesses of previous years but was unsuccessful in controlling disorder until the advent of Napoleon. France had to face foreign enemies from the inception of the Revolution and open war broke out in 1792 against Austria and Prussia. The danger of overwhelming defeat and the fall of the Revolution seemed very real. Foreign enemies later included Britain, Holland and Spain. Although unsuccessful at home, the Directory had more success abroad, especially through the victories of Napoleon in Italy. Weak answers will probably be vague about the threats and might be confined to very general accounts of the Revolution. Answers in the middle bands might focus on threats but deal with them in a highly descriptive manner, lacking assessment and comparison. The most successful answers can be expected to be analytical, focused on assessment and supported by appropriate factual knowledge Why did Louis XVI’s policies from 1789 fail to prevent his execution in 1793? †¨The key issue is the assessment of Louis XVI’s policies as a reason for his execution. The question asks ‘Why†¦?’ and examiners will award the highest marks to answers that are analytical, providing a series of reasons for the execution of Louis XVI. However, excellent answers can be organised chronologically because the period from 1789 to 1793 saw many changes that can be examined sequentially. Candidates might examine his reluctance to accept the comparatively moderate changes that were demanded by the Third Estate in 1789. He sided with the First and Second Estates until he was forced to concede. He was forced to accept the Declaration of Rights and the Civil Constitution of the clergy. Suspicions that he wanted to overturn the concessions, probably with foreign assistance, were reinforced when he fled to Varennes. Answers in Band I should also consider the impact of other factors that led to the King’s execution. These included a worsening economic situation and the rise of political radicalism, leading eventually to the (brief) triumph of Robespierre and the Jacobins, who were directly responsible for Louis XVI’s execution. War and counter-revolution in the provinces threatened the gains of the Revolution and had an impact on the King’s situation. The Grand Peur, the Terror and the influence of Paris and the sans-culottes might be seen as evidence of the burgeoning influence of the urban lower classes. Some candidates might consider the reputation of the Queen, Marie Antoinette, and the royalist supporters. 7. ‘The divisions among the revolutionaries were the most important reason why Austria was able to suppress the revolutions in Italy and Germany in 1848–49.’ How far do you agree with this claim? †¨ The key issue is the reason for the failure of the revolutions of 1848–49 in Italy and Germany. Examiners will expect a reasonable balance in the discussion of the two regions for marks in Bands 1 and 2 (18–20; 21–25). 60:40 either way will be acceptable. An understanding of the revolutions in one region will be required for Band 5 (11–13). Candidates can argue that other factors were more important than divisions among the revolutionaries, for example Austrian military power, but the stated factor should normally be given some attention for Band 5. In Italy, the revolutionaries had different aims. For some, local grievances were most important. For example, Sicily resented rule by Naples. Mazzini and Garibaldi aimed at wider issues when they established the Roman Republic. Piedmont’s leaders had a different agenda. In Germany, Liberals demanded constitutional reform but disagreements appeared, for example over the role of Prussia. There was no coordination between the movements. Religious divisions between Catholics and Protestants were important. Candidates might explain the failure of the Frankfurt Parliament. On the other hand, Austria’s army was stronger than any force that the revolutionaries could muster. Their generals were more capable; answers might mention Radetsky in Italy. 8. How far did Napoleon Bonaparte ensure liberty and equality in his domestic government of France? †¨The key issue is the nature of Napoleon’s government of France. The question clearly refers to domestic issues; discussions of foreign policy or the impact of Napoleon’s rule on other countries will not be relevant unless they are a brief part of introductions or conclusions. One would expect answers in Bands 1 (21–25) and 2 (18–20) to consider arguments for and against Napoleon’s support for liberty and equality. However, examiners should not require an equal balance. The balance will reflect the argument. For example, it might reject ’liberal’ measures as of minor importance. Answers in other Bands might plump for an argument that accepts or rejects ’liberty and equality;’ without considering the alternative at all. It will be relevant to discuss the Code Napoleon (1804), an attempt to unify the diverse laws of France. Its confirmation of equality before the law and the end of privilege, and religious toleration would point towards Napoleon’s liberalism. Careers were open to talent. However, associations of workers were banned and women were given fewer rights than men. Napoleon kept a tight hold on power through his autocratic rule. Officials were nominated and the Empire ensured Napoleon’s personal rule. Opposition was suppressed and reference might be made to the work of Fouchà © as Minister of Police. Equality was limited by the restriction of promotion to Napoleon’s supporters. 9. Why was Napoleon Bonaparte able to become Emperor of France? †¨The key issue is the creation of the Empire by Napoleon Bonaparte. The Question asks ‘Why’ and examiners will be looking for analysis when awarding the two highest Bands. It will be relevant to explain the background to Napoleon’s rise to show his appeal after the instability of the previous decade. However, surveys need to be linked to the Empire to get a high reward. Napoleon offered military success in the revolutionary wars especially against Austria; the failure of the Egyptian campaign was offset by propaganda. He also gained support because of his ability to put down insurrection and disorder within France. He managed to out manoeuvre colleagues in the Consulate and caught the imagination of France by establishing the Empire, promising to safeguard the ideals of the Revolution and maintain order. He had pursued populist policies, for example in the Codes and through the Concordat. War was not a heavy expense for the French people but made Napoleon‘s reputation. Even the Egyptian expedition did not reflect badly on him. It will not be necessary, and probably irrelevant, to narrate the developments of foreign relations and campaigns but candidates can point out the resulting popularity within France. Although the Empire contradicted the republicanism that was at the heart of the French Revolution from 1792, it promised to maintain the ideals of the Revolution whilst, at the same time, ensuring order and efficiency. Some, such as extreme royalists and Jacobins, were not reconciled but Napoleon’s autocracy and the establishment of the Empire were not seriously threatened by oth er people or alternative ideas. 10 How far was France a police state under Napoleon Bonaparte from 1799 to 1814? †¨The key issue is in the phrase ‘police state’. The question asks ‘How far..?’ and candidates should examine both the extent and limits of the claim. However, examiners will not expect balanced answers. The French were completely free under Napoleon but many candidates might judge that France was indeed a police state and therefore devote most of their time to this argument. An uncritical acceptance of this view might be worth up to Band 2 (and Band 1 might be achieved by excellent discussions) but normally answers in the highest band might be expected to consider both sides. Napoleon seized power in 1799, reduced the other Consuls to impotence and then declared himself Emperor in 1804. Although these changes were approved by plebiscites, and were genuinely supported by most French people, they represented authoritarian rule and the results of the plebiscites were rigged to produce even larger majorities in favour. Fouchà © headed the Ministry of Police. Letters of arrest very similar to the Bourbons’ lettres de cachet were used. Opponents were detained. The press was heavily censored and the state itself engaged in widespread propaganda. Napoleon’s governments under the Consulate and Empire gave him considerable power over central and local administration. The Codes might have guaranteed some freedoms but they were also a device to bring order and obedience to France. The Concordat with the Papacy (1801) recognised the need to conciliate the Roman Catholic Church and it also allowed some toleration to Protestants but its justification to Napoleon was political rather than moral. On the other hand, it can be argued that police action was not indiscriminate. Many French people found conditions improving. There is no need to compare Napoleon’s rule with other revolutionary regimes (or other police states) but brief comparisons can be given credit. 11Why was Louis XVI executed in 1793? †¨The key issue is the reasons for Louis XVI’s execution. The question asks ‘Why?’ and candidates should provide a series of reasons. Most candidates can be expected to begin in 1789. It will be difficult to make material before 1789 relevant. Some might take a narrower approach with the rise of the Jacobins. As always, the main criterion in assessment will be the quality of the argument. The question can be tackled chronologically. It is easy to underestimate the support for Louis XVI in 1789. The decision to convene the Estates General was popular. The number of republicans was negligible. Nevertheless, his popularity continued to decline until his execution at a time when few monarchists in France dared to protest. Louis’ personality can be examined. He was well-meaning but lacked political skills. He had a strong sense of duty and monarchical obligation. He believed in divine right. Together, these made him reluctant to accept the (comparatively moderate) reforms that were demanded, such as the issue of voting in the Estates General, the August Decrees and Declaration of Rights, until he was forced into concessions, which consequently made him less, not more, popular. His defence of privileged classes was an important factor. He held out against the Civil Constitution. There were suspicions, not wholly unfounded, that he was angling for foreign intervention to regain power. The King was seen as sympathetic to the à ©migrà ©s. Whatever the truth about Marie Antoinette’s attitudes and actions, she was widely hated. The ill-fated flight to Varennes can be examined. It will be very relevant to show how extremists hijacked the Revolution. The dangers from war, internal unrest as in the Vendà ©e, and economic pressures led to the victory of extremists such as Robespierre and the defeat of moderate revolutionary forces. Louis’ execution was important in its own right but it was also a reflection of rivalries between different groups of radicals. 12 Who of Cavour, Garibaldi and Mazzini contributed most to the unification of Italy by 1871? †¨The key issue is the comparative contributions of three leaders of Italian unification. Band 5 (11–13) will need a basic understanding of the work of one man. However, even the best answers do not need to show an even balance between the three. Candidates can spend most time on their preferred choice but answers in the two highest bands will need a sound knowledge and understanding of all three. There is a comparative element in the question (‘contributed†¦most’) and answers in Band 1 (21–25) will be clear when offering their reasons. Answers in lower bands might be relevant, well informed and clearly argued but they will probably not justify their choice. A problem might be when candidates interpret the question as an invitation to write about only one leader – the most important. These answers might show the candidates to be capable of writing well but they will be incomplete. Such answers might be limited to a ceiling in Band 3 (16–17) although, as always, the overriding factor will be the quality of the argument. Cavour laid a firm foundation for unification by re-organising Piedmont. He was a successful politician who managed Piedmont with a combination of skill and bribery. He was a realist and ensured that he obtained foreign assistance, especially from Napoleon III’s France, before confronting Austria. He preferred to extend Piedmont’s influence by plebiscites, apparently democratic but actually carefully managed. It might be argued that unification went further than he intended but his acceptance of Garibaldi’s gains in the south confirmed his pragmatism and he was careful not to confront the Papacy. By the time of his death (1861), Italy was unified with the exceptions of Venetia and Rome. Garibaldi made his name in Italy and outside by his contribution to the failed revolutions of 1848–49. He did as much as anybody to popularise the cause of Italian unification. The 1860 invasion of the south was successful militarily and had knock-on effects by forcing Cavour to recognise the momentum of pressure for a larger Italy. Although his later career was less successful, his particular claims were to push for the unification of the peninsula as a whole and to win the support of the lower orders. Mazzini led the cause in the 1830s and 1840s, for example through the Carbonari and the 1848–49 revolutions. It might be claimed that his ideas were unrealistic: a secular democracy achieved by Italians alone. However, although he was to be less successful in practical terms than either Cavour or Garibaldi, his claim to have been the most important contributor depends largely on the way in which he began the struggle. Except for the monarchy, the final shape of Italy closely resembled his programme. 2 Was Robespierre more a success or a failure than a revolutionary leader? Robespierre soon gained a reputation in the Estates General of 1789 as a lawyer who defended the interests of the poor. He became a leader of the Jacobins and was one of the first to demand the establishment of a republic and the execution of King Louis XVI after the Flight to Varennes (1791). He opposed the war in 1792 because he feared that it would result in the rise of a dictator. Robespierre and the Jacobins (or Montagnards/Mountain Men) defeated the Girondins and dominated the new Committee of Public Safety (1793-95). While in a dominant position, he did not merely seek power for himself and was believed not to be corrupted by power or wealth. He was the ‘Incorruptible’. He believed the problems facing the republic (including external war, internal counter-revolutionary groups and inflation) could only be solved through the use of terror. The terror acted against real and suspected enemies of the revolution and extended into every corner of France. Victims were mostly the aristocracy, bourgeoisie and members of the clergy but also included members of other classes. In all, perhaps 40,000 people were executed. Robespierre advocated a Republic of Virtue. He took the anti-clerical policies of the revolution further by inaugurating the cult of the Supreme Being, based on Reason. He also took severe steps to solve the dual problems of inflation and food shortages. Assignats and price fixing were introduced but both were unsuccessful. Robespierre took on board Carnot’s proposals for mass conscription to fight the war against counter-revolutionary kingdoms. By 1794, the opposition was able to gather sufficient support to bring him down and he was executed. Answers in the higher bands will consider both successes and failures although answers need not be evenly balanced because arguments can stress either. Was he more a success than a failure? Successes might be seen in the defeat of counter-revolution from within and outside France. The establishment of the republic was a short-term success. Robespierre’s leadership of war was decisive. Failures might include the brief period of his rule. Enemies were paralysed briefly. His socio-religious and economic policies did not work. 14 ‘Italian unification was more a victory for Piedmont’s power than for nationalism.’ How far do you agree with this claim? After 1815, Piedmont emerged as the major Italian state to oppose Austria’s power in Italy. However, its leadership was not accepted universally and was unpopular in some quarters. Other places with their leaders had claims, e.g. Rome and Venice. Charles Albert of Piedmont played a controversial role in 1848, seeming to lead the resistance to Austria but in the narrower interests of Piedmont and being willing to exploit the problems of risings elsewhere. After 1848 and under Victor Emmanuel, Piedmont became the more obvious candidate for leadership of Italy. It was independent of Austrian influence, with a constitution including the Statuto, was the wealthiest state in Italy and possessed an army which, although not equal to that of Austria, was stronger than that of other Italian states. Responses might build on this to examine the particular role of Cavour. He aimed to modernise Piedmont and then win allies to help to weaken Austria. By his death in 1861 his policies were successful in expanding Piedmont’s role in the north and in the Duchies. Garibaldi’s success in the south led him to go further than he probably wanted. But by 1861 Venetia and Rome were still outside the new kingdom of Italy in which Piedmont was the most powerful state. Italian nationalism was diverse in its aims. Mazzini aimed at the unification of the entire peninsula but he was foiled in the 1830s and in 1848-49. Other leaders such as Manin in Venice and, briefly, the Pope in 1848-49 had very limited success. None of these gained universal support from inside or outside Italy and crucially lacked military power. However, the role of nationalists, especially Garibaldi, should not be underestimated. Garibaldi played a crucial role in Cavour’s later years and he continued to aim at the incorporation of Rome. Candidates might point out that the final stages of unification (Venetia in 1866 and Rome in 1870) owed little to either Piedmont or to other Italian nationalists. To achieve the highest bands answers need not be evenly balanced between Piedmont and nationalism but should be sound on each.

Advantages And Disadvantages Of Wind Energy - 939 Words

What are the advantages and disadvantages of wind energy? Wind energy as a kind of environmentally-friendly energy, the demand of it steadily increases around the world with population growth and development of technology. Even though wind energy does not produce pollutants like other fuel based energy and it has many advantages, the disadvantages of wind energy should be given attention. As Congressional Digest (2013), a scholarly independent monthly publication, stated that wind is a form of solar energy. The generation of wind results from the uneven heat of the atmosphere by the sun, the irregular surface of the the earth, the earth rotation. Wind flow patterns can be influenced by the altitude, quantities of water, and vegetative†¦show more content†¦For coal power plants, water is also used to clean fuel. By developing the use of wind energy, water can be preserved and used for other purposes. Besides, Wind energy may help to reduce the production of air pollutants by replacing the current sources of conventional energy. (Saidur et. al., 2011) It does not generate carbon dioxide, sulfur dioxide, mercury or any other air pollutants. The data from German Federal Ministry for the Environment, Nature Conservation and Nuclear Safety showed that approximately 67 million tonnes of carbon dioxide was avoided in a year by producing electricity through wind, biom ass, photovoltacis and hydropowe. Among there few types of electricity generation systems,wind energy play the most important role. Wind energy is easily available around the world. Thus, many countries have access to produce wind energy. What’s more, wind turbines are generally constructed on rural areas. Yusuf Alfer Kaplan, a professor in the University of Anadolu, Department of Electrical Electronics Engineering pointed out that the economies in rural communities can be improved by wind energy. 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