The Cultural Revolution in China

The Cultural Revolution in China The need to address Mao’s interests in the rivalry with his opponents was disguised in the fight for the preservation of socialism in China through the Cultural Revolution. Mao saw this as an opportunity to make a comeback into power after the immense loss he suffered in the Great Leap Forward (Lu, 2004). He had considerably lost in terms of his influence within the Chinese Communist Party leadership.Advertising We will write a custom research paper sample on The Cultural Revolution in China specifically for you for only $16.05 $11/page Learn More He exploited the fact that his shortcomings exhibited through this event remained unpublicized to launch the Cultural Revolution. They used the notion of capitalism eroding the socialism upon which China thrived to mollify the people to support their cause. The misdirection of the youth by the Mao faction adversely affected their psychological well being as well as the genuine prospects of socialism. The you ths were considerably disillusioned because of the negative experiences they encountered during the revolution. This underlines the fundamental objective of the revolution as depicted by Mao. The education sector in China suffered considerably during the era of the revolution. Mao factionists paraded and humiliated academic administrators in the streets labeling them as rightists (Lu, 2004). Mao’s perception that academicians supported his opponents solely fueled the harassment that he bestowed upon them. This in itself illustrates the personal insecurities that drove Mao in his advocacy for the revolution. He did not want his authority questioned, and thus any elements that might have had the audacity to question his policies had to be suppressed. The use of the public humiliation in this regard, amounted to the suppression of free political discussion. Most of the followers of Mao’s cause in the Revolution never realized that he shared in the undertakings of the Comm unist Party. At one point, when the students that Mao had mobilized unleash terror on his rivals turned uncontrollable, he compromised with his opponents an illustration that his motives were personally driven. He further demonstrated his opportunism by entering into a deal with the US imperialism, which he claimed to oppose. Mao used his political resources to secure the dismissal of selected officials within the armed forces, the cultural establishment, Peking municipal government, and the Politburo itself (Lu, 2004). The revolution, which Mao hoped to be his most significant contribution to China to Marxism-Leninism, instead became the monumental error of his later years. Because of his influence, his tragedy became the tragedy of the whole nation.Advertising Looking for research paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More The costs of this revolution were largely the consequences of Mao’s perception th at China was on the brink of the restoration of capitalism, and his prescription that the youth mobilization was the best option to prevent it (Jiang, 2007). The crisis is comparable to a crisis of political modernization in a developing country in the 20th century where there are high levels of protest due to widespread dissatisfaction with a variety of social, economic, and organizational policies. The Chinese Communist party was unable to either suppress the dissidents or accommodate them. The results, just like elsewhere, was chaos and anarchy. However, what is unique about the Cultural Revolution is that the leader of the regime itself deliberately induced the crisis (Jiang, 2007). Mao called into question the legitimacy of the Chinese Communist Party and mobilized the social forces that would undermine the government. He provided the political and ideological vocabulary for the protest and dissidents. The fact that the Revolution ended with Mao’s death depicts a revolut ion whose ideologies were only the making a few individuals. Mao used his influence to attain his objectives by exploiting the ignorant and dissatisfied elements in the society. The aftermath of Cultural Revolution is best described in terms of the trails of destruction left behind. It was a ruthless power struggle between Mao’s group and his conservative opponents. The Cultural Revolution was a chaotic era that witnessed the victimization of helpless intellectuals, loyal party members, and innocent civilians (MacFarquhar, 1991). During this episode, democracy and the law were disregarded. The people, whose opinions were the supposed cause for the Revolution, were left with a sense abandonment and isolation. The Cultural Revolution witnessed a lot of bloodshed with anyone perceived as an enemy of the revolution being the target. Institutions of learning literally ceased to function, as the youth were key participants in the revolution since Mao managed convinced them that the school system was oppressive. The leaders in the Revolution disregarded the freedom of thought and of academic inquiry that they ought to have promoted as genuine Marxists. Nothing illustrates better the Revolution’s impact on China’s education system than the fact that the education ministry was abolished in 1966 and remained that way until 1975 (MacFarquhar, 1991).Advertising We will write a custom research paper sample on The Cultural Revolution in China specifically for you for only $16.05 $11/page Learn More The youth, especially the students who abandoned their formal study to engage in factional fights as Red guards, which was one of Mao’s major instruments in his undertakings, ended up disillusioned and felt betrayed at the end of the war. Although they sacrificed a lot to the cause of restoring socialism in their country, there were no substantial benefits derived from the Revolution. Furthermore, China’s economy suffer ed greatly during the era of the Cultural Revolution. References Jiang, J. (2007). Burden or legacy: from the Chinese Cultural Revolution to  contemporary art. Hong Kong: Hong Kong University Press ;. Lu, X. (2004). Rhetoric of the Chinese Cultural Revolution: the impact on Chinese  thought, culture, and communication. Columbia, S.C.: University of South Carolina Press. MacFarquhar, R. (1991). The Cambridge history of China. Cambridge [u.a.: Cambridge Univ. Press.

Big Picture Questions in ACT Reading Whats the Main Point

Big Picture Questions in ACT Reading What's the Main Point SAT / ACT Prep Online Guides and Tips On ACT Reading, you'll encounter questions that ask you to be able to read large amounts of text and distill them down; we call these "big picture" questions here at PrepScholar. Big picture questions can ask about the entire passage, a series of paragraph, or even just one paragraph (as opposed to "little picture" questions, which will ask for specific information). Being able to answer these types of questions will prove very useful for college/university, where professors will expect you to use these skills with even more dense and academic writing. What are â€Å"big picture† questions on ACT Reading, and what are the best ways to approach answering them? I’ll start by discussing the two primary types of big picture questions you’ll encounter on the ACT, along with common ways the ACT will ask you about each. After that, I’ll give you some strategies to answer both types of questions, illustrated with examples from prose fiction and academic writing. feature image credit: The Bigger Picture by F Delventhal, used under CC BY 2.0/Cropped from original. Type 1: Main Point Questions First of all, what is the main point of a passage or paragraph? For Social Science, Humanities, and Natural Science passages, the main point is the central argument. It's a little more complicated for Prose Fiction or Literary narrative, since they don’t always have central arguments; for these passage types, the main point is often the central conflict and its implications. If you're stumped, it can also sometimes help to think of the main point of a Prose Fiction/Literary Narrative passage as a short summary of what happens, or even the â€Å"moral of the story.† Questions that ask you about the main point are not asking about the topic, or theme, of the writing, but are instead looking for something more specific. The main point should answer the question, â€Å"so what’s the author’s point in this paragraph/passage?† in a short sentence. Identifying Main Point Questions It’s usually pretty clear when you’re being asked about the main point of a passage. The wording will go something like the following (all extracted from and modified from actual SAT questions): â€Å"Which of the following statements best expresses the main idea of the passage?† â€Å"The primary focus of lines 65-92 is..." "The author’s main purpose in lines 54-69 is to show..." â€Å"The main theme of this passage concerns the...† â€Å"The main idea of the first paragraph is that the music of the video game Portal...† Main Point Questions: Examples Let’s take an example from a paper I wrote during graduate school (minus footnotes). I’ll even include introductory material, similar to what you might find on the ACT. This paragraph is excerpted from the paper â€Å"‘This was a triumph:’ Narrative and dynamic uses of music in Portal† by Laura Staffaroni ( ©2013 by Laura Staffaroni). This paper was written as the final assignment for a Research and Materials class. In general, because Portal is a puzzle game, it might be expected to lack a strong narrative; this, however, is not the case. While the gameplay is focused on the solving each level’s puzzle, you are also provided with tantalizing bits of story in the form of dialogue spoken to you by GLADoS, the AI directing the â€Å"tests.† Bits of the story are revealed over the course of the game in this way, picking up with the introduction of secret rooms with writing on the walls and the adorable but deadly turrets. So what’s the main point of this paragraph? If you just go with what the topic is, then your answer might be something like â€Å"games,† or even â€Å"the video game Portal.† *buzzer* EHHHHHH. WRONG. Remember, the main point should be able to answer the question "What's the author's point in this paragraph?" The answer to that question will be something like "The author is arguing that [main point]." So "the video game Portal" doesn't even make sense as an answer - "The author is arguing that the video game Portal" is not a complete sentence, which means "the video game Portal" cannot be the main point of this paragraph. Here's my short answer for what I think the main point of that paragraph is: Portal is a puzzle game that also has a narrative. This successfully answers the question "what is the author's point in this paragraph?" in a way that makes sense: the author is arguing that Portal is a puzzle game that also has a narrative. I will go into strategies for how to extract this information from a paragraph or passage in a little bit. For now, let’s take a look at another example, this time from prose fiction. This paragraph is excerpted from the short story â€Å"Writer’s Block† by Laura Staffaroni ( ©2009 Laura Staffaroni). This story was written as an assignment for a Creative Writing class. Emma gave her friend a glare that conveyed both her disbelief and annoyance. Really, sometimes Rachel could be a bit melodramatic, as shown by, oh, EVERYTHING she had just said and done. If anyone had trouble writing, it was her, Emma. When given a prompt, Rachel’s pen would start racing back and forth across the page like a ping-pong ball on a string, going to the right right right AND back to the left, where the metaphorical paddle awaited. Meanwhile, Emma would be sitting with her pen pushed into the paper, hoping for a few sentences or paragraphs in half an hour. It just didn’t seem fair. Now Rachel was worried about writing? It was probably a ploy, some kind of act she was putting on, so that when she ended up producing a three-page story in the space of fifteen minutes everyone would feel especially awed. What’s the main point, or primary focus, of this paragraph? If you go with â€Å"theme,† your answer might be along the lines of â€Å"jealousy,† or â€Å"writing.† Again, this is not specific enough to be correct. The answer to the question "What's the main point of this paragraph?" should be able to give a person who hasn’t read the paragraph a good idea of what goes on in it, not just what it’s about. So what’s the focus of this paragraph? Again, that can be answered with just a short statement: Emma’s jealousy of Rachel’s ability to write a lot quickly. What about the main point? The main point is that Emma is jealous of Rachel's ability to write a lot quickly. 1961 Triumph TR3A by The Car Spy, used under CC BY-SA 2.0/Cropped from original. Type 2: Perspective Questions Rather than asking about â€Å"what happened†, perspective questions ask â€Å"what is the perspective, attitude, or point of view of the [person, narrator, author], shown in this [paragraph, series of paragraphs, passage]?† These questions are a little different from main point questions (and occur less frequently than main point questions), but since answering them requires you to synthesize large amounts of information down into one central point, perspective questions are still big picture questions. It's a subtle distinction, but it is important to make a note of whether a question is a main point or perspective question, particularly if it is asking about a paragraph, rather than the whole passage. Why? Because it's entirely possible that a single paragraph is from a particular character/person's point of view, and that person's opinion may differ from the objective reality presented in the rest of the passage. Identifying Perspective Questions Here are a couple examples of how a perspective question might be phrased on the SAT: "The passage is written from the point of view of..." "Based on the passage, which of the following statements best describes the overall attitude of the narrator?" Perspective Questions: Examples Let’s use the example of my paper on Portal again. This paragraph is excerpted from the paper â€Å"‘This was a triumph:’ Narrative and dynamic uses of music in Portal† by Laura Staffaroni ( ©2013 by Laura Staffaroni). This paper was written as the final assignment for a Research and Materials class. In general, because Portal is a puzzle game, it might be expected to lack a strong narrative; this, however, is not the case. While the gameplay is focused on the solving each level’s puzzle, you are also provided with tantalizing bits of story in the form of dialogue spoken to you by GLADoS, the AI directing the â€Å"tests.† Bits of the story are revealed over the course of the game in this way, picking up with the introduction of secret rooms with writing on the walls and the adorable but deadly turrets. Question: â€Å"The passage is written from the point of view of...† Correct answer: This passage is written from the point of view of†¦a dispassionate narrator describing a component of Portal’s gameplay. True. The narrator doesn't appear to have particularly strong feelings about Portal, and the excerpt describes an aspect of the gameplay (that you get bits of story through dialogue). Incorrect answer: This passage is written from the point of view of†¦GLADoS, the AI. No. The passage mentions GLADoS, but isn’t written from her POV. Incorrect answer: This passage is written from the point of view of†¦a narrator unhappy that Portal is different from all other puzzle games. No. The narrator mentions that Portal is a puzzle game, but doesn’t mention that it is different from all other puzzle games, nor does the narrator seem unhappy about this. Here's a prose fiction example, again using the passage from before: This paragraph is excerpted from the short story â€Å"Writer’s Block† by Laura Staffaroni ( ©2009 Laura Staffaroni). This story was written as an assignment for a Creative Writing class. Emma gave her friend a glare that conveyed both her disbelief and annoyance. Really, sometimes Rachel could be a bit melodramatic, as shown by, oh, EVERYTHING she had just said and done. If anyone had trouble writing, it was her, Emma. When given a prompt, Rachel’s pen would start racing back and forth across the page like a ping-pong ball on a string, going to the right right right AND back to the left, where the metaphorical paddle awaited. Meanwhile, Emma would be sitting with her pen pushed into the paper, hoping for a few sentences or paragraphs in half an hour. It just didn’t seem fair. Now Rachel was worried about writing? It was probably a ploy, some kind of act she was putting on, so that when she ended up producing a three-page story in the space of fifteen minutes everyone would feel especially awed. Question: â€Å"Based on the passage, which of the following statements best describes the overall attitudes of Rachel and Emma?† Correct answer: Emma does not believe Rachel’s anxiety is real. True: Emma thinks that Rachel's worrying about writing is an an "act [Rachel is] "putting on", which means it is not a real emotion. Incorrect answer: Rachel likes writing, while Emma doesn’t. Possibly true, but not directly supported by anything in the paragraph. Incorrect answer: Rachel is manic and exuberant, while Emma is depressed and calm. Again, maybe true, but not apparent from this paragraph alone. Warning: Main Point and Perspective ≠  Function Warning by Stefano Brivio, used under CC BY 2.0. Main point and perspective questions are different from function questions. Instead of asking "what's the point," function questions usually ask "what does this [line, sentence, paragraph] DO?" Rather than asking "What is the perspective from which the author is arguing her point?" (a perspective question), you'll be asked questions about the author’s purpose: â€Å"why is the author writing this?† Example: "The main idea of the first paragraph is..." You can translate this to "What does this paragraph say,† a main point question. Compare to: "Which of the following best describes the way the fifth paragraph (lines 48–54) functions in the passage as a whole?" You can translate this to "What does this paragraph do," a function question. On the other hand, sometimes main point questions can masquerade as function questions. Take this example (1): "1. In terms of the passage as a whole, one of the main functions of the third paragraph (lines 13-19) is to suggest that... A. ER’ s successes in various professional pursuits helped prepare her to take action in the political world.B. ER had avoided the political spotlight in her personal pursuits.C. ER had competing and conflicting interests during her first year as first lady.D. while ER had many personal accomplishments, little could have prepared her for life as the first lady." Even though the question has the word "function" in its wording, it is actually asking about the main idea of the paragraph. How can you tell? Compare the above question to a similarly-worded function question (2): "2. The function of the first paragraph in relation to the passage as a whole is to: A. orient the reader to the subject of longitude by explaining how longitude is determined at sea.B. explain the political significance of developing an accurate way of determining longitude.C. establish that longitude calculations are necessary to determine time in two different places at once. D. introduce a discussion of how knowledge of Earth’s position relative to the Sun was gained in the process of advances in timekeeping. " The difference is in both the wording of the question and in the answer choices presented. If you reduce the questions down to their basic strucutre, example 1 asks "what does this paragraph SUGGEST (what does this paragraph say)?" By contrast, example 2 asks "What is this paragraph's FUNCTION (what does this paragraph DO)?" The answer choices are also telling: function questions often have answer choices in the form of "verb a noun" (in this case, "orient the reader," "explain the political significance," "establish that longitude calculations are necessary," and "introduce a discussion"). Main point questions, on the other hand, have answer choices that answer the question "what's the point?" For more on the distinction between big picture and function questions, check back soon for my ACT Reading function questions article. Now that you know what big picture questions are, though, how do you go about answering them? Strategies For Answering Big Picture Questions The strategy you use to answer big picture questions depends on how you read the passage. If you have enough time to read each passage in full and answer questions afterwards without feeling rushed, then you should be trying to figure out the main point and author perspective as you read. You can do a quick check to see if there will be any questions about it first, but even if there aren’t any questions that directly ask you about the main point, it can be helpful in answering other questions (more on that later). If you read the questions first, you may be able to get a sense of what the big picture is just by the questions asked. If you skim the passage, then attack questions, you should focus on just the key information the first time through But how do you know what the key information is? Read on to find out! Check The Introduction and Conclusion For questions about non-Prose Fiction/Literary Narrative passages, chances are that if the author’s done a good job, the main point and perspective should be clear in the conclusion, if not the introduction as well. This can, of course, be true for Prose Fiction/Literary Narrative passages as well, but since it isn’t as essential to the construction of a successful piece of prose fiction or literary narrative, an author won't always structure her writing that way. When finding the main point of a single paragraph, on the other hand, this rule gets a little fuzzy. Sometimes there will be direction-changing words in the middle of the paragraph that are essential to understanding the main point - words you might miss if you only focus on the introduction and conclusion sentences. Last sentences also often try to take the argument a step beyond what has been discussed in the article, placing it in a broader context. Still, the introduction and conclusion can be helpful as places to start. If the introduction and conclusion seem to contradict each other, that is a clear sign that you need to dig deeper into the passage/paragraph to find the main point. Use Key Words It makes intuitive sense that you’d want to note where the author says things like â€Å"important† or â€Å"significant† – those things probably are important (or even significant). You can also uncover key information, however, by paying attention to words and phrases that signal changes of direction, like â€Å"in contrast,† â€Å"while,† â€Å"however,† and so on; because the information associated with these words contrasts with what came before, it often is important. Key words can help you get to the meat of the issue by helping you avoid the trap of just reading the first sentence of a paragraph and assuming that is what it will be about. Let's take yet another look at my Portal paper for an example of this. In general, because Portal is a puzzle game, it might be expected to lack a strong narrative; this, however, is not the case. While the gameplay is focused on the solving each level’s puzzle, you are also provided with tantalizing bits of story in the form of dialogue spoken to you by GLADoS, the AI directing the â€Å"tests.† Bits of the story are revealed over the course of the game in this way, picking up with the introduction of secret rooms with writing on the walls and the adorable but deadly turrets. The beginning sentence of this paragraph basically says that Portal doesn’t have a strong narrative. The â€Å"however† later on in that same sentence should catch your eye....however, as should the following sentence that starts with â€Å"While†, because they indicate that something in contrast to the opening statement is being presented. Don't ever abandon a paragraph without double-checking for contrast words.  ©2013 Laura Staffaroni. Answer In Your Own Words If you come across a question that asks you a big picture question, try to formulate the answer using your own words before you look at the test's answer choices, relying only on what you read in the passage or paragraph, not on things that COULD BE true but aren’t supported. Then, when you go to look at the answer choices, see which one best matches the answer you came up with in your own words. If you use this strategy, however, you have to be careful not to oversimplify when you answer the question in your own words. Remember, the central argument is the specific point the author is making, not a general topic or theme. Use as few words as possible to write down your version of the answer – after all, you don’t want to waste too much time on something that won’t be graded – while still being precise. It can be a tough balance to maintain at first, but practice makes it easier. Putting Strategies To Use: A Final Big Picture Example Let’s end by taking a look at the conclusion paragraph of my Portal paper and seeing if we can extract the main point from it, using some of the strategies I mentioned above. This paragraph is the conclusion of the paper â€Å"‘This was a triumph:’ Narrative and dynamic uses of music in Portal† by Laura Staffaroni ( ©2013 by Laura Staffaroni). The paper was written as the final assignment for a Research and Materials class. Overall, the music of Portal tends to fit more within a narrative framework than it does the ideal of interactivity. The use of an ambient musical soundtrack, silences, musical dialogue, non-ambient music for dramatic effect and underscoring of characters’ psychological states, and thematic music for narrative continuity and as a way to transition in and out of the game world all serve narrative purposes. Yet, like many other current game music composers, the composers of Portal created a paradigm wherein â€Å"the music and sound effects are responding to the needs of the game and the gameplayer† by creating tracks like â€Å"Procedural Jiggle Bone† that are able both to loop back into themselves and to move on to other tracks without a problem. This dichotomy confirms that the best way to analyze the music in Portal is not by applying any one analytical schema to it, but instead to assess what the most important elements of the game are and decide from there wh at methods of analysis are most appropriate. Perhaps the way music functions in Portal is best summed up by Whalen’s description of how music should function in general when it comes to digital games: â€Å"By simultaneously enriching the worlds of video games and assisting the player’s navigating the syntagmatic structure of video games, music is essential to the semantic operations of a video game as an interactive story.† If the music in Portal did not both provide narrative structure and respond to each player’s interaction with the game, it would not have been nearly as engaging and successful a game. Whew, that’s a lot of words. Where should I start if I want to figure out the main point of the paragraph? Step 1: check out intro and conclusion sentences: Intro: â€Å"Overall, the music of Portal tends to fit more within a narrative framework than it does the ideal of interactivity.† Conclusion: â€Å"If the music in Portal did not both provide narrative structure and respond to each player’s interaction with the game, it would not have been nearly as engaging and successful a game.]† Do these sentences support each other or contradict each other? My thinking: First sentence says music in Portal fits better with narrative framework than interactivity (whatever I meant by that); last sentence says music in Portal has both narrative structure and interaction parts. Hmm. Better go deeper to double check. Step 2: Look for direction words. Here's a sentence that begins with "yet," a direction word: â€Å"Yet, like many other current game music composers, the composers of Portal created a paradigm wherein â€Å"the music and sound effects are responding to the needs of the game and the gameplayer† by creating tracks like â€Å"Procedural Jiggle Bone† that are able both to loop back into themselves and to move on to other tracks without a problem.† Yikes. This is saying that the composers for Portal’s music did†¦something†¦to make music that could loop and also go on to other tracks. This is sort of contradicting the opening sentence (responding to the needs of the game is interactive, but the opening sentence says the game isn’t interactive). Also, that seems way too detailed to be a main point. Are there any other direction words? Aha, next sentence! "but instead": â€Å"This dichotomy confirms that the best way to analyze the music in Portal is not by applying any one analytical schema to it, but instead to assess what the most important elements of the game are and decide from there what methods of analysis are most appropriate.† [bolding mine] This says you shouldn’t just analyze Portal in one way, which seems to support the conclusion sentence. Good sign. Step 3: Answer in your own words. My thoughts: Main point is that music in Portal is used in both narrative and interactive ways (can’t just go with one or the other). Time to look at the actual answer choices... The main idea of the last paragraph is that the music in Portal: A. was a key factor in the game’s success B. occurs as a way of maintaining narrative continuity C. can be analyzed from a narrative or interactivity perspective D. results entirely from interactions between player and game My thoughts: A: could be true, but not really what this paragraph is about B: true, but that’s not the main idea C: true, and that’s close to how I phrased the main idea D: no, that’s entirely wrong. So the answer must be C. (and so it is) August 25th "The Big Picture We've Done It_I'm a World Record Holder!" by Amanda Slater, used under CC BY-SA 2.0/Cropped from original. In Conclusion... Big picture questions require being able to scan a text and sum up â€Å"what’s the point.† Knowing the main point or perspective of a paragraph, series of paragraphs, or passage can be useful for answering other types of questions, especially function and author technique questions; on occasion, knowing the main point/perspective can also be helpful for little picture, vocab-in-context, and inference questions as well. No matter how you approach the passage, use the strategies of checking intro/conclusion, looking for key words, and coming up with the main point in your own words to help you answer main point and perspective questions. What’s Next? Are these strategies fine in theory...but in real life, you always run out of time when reading (especially on the ACT)? Discover how to avoid that terrible fate here. Want more in depth guides like this? Check out our articles on other ACT Reading skills types, starting with vocab-in-context questions! What are the other types of questions you’ll find on the ACT Reading, and what’s the best way to read the passage to answer them? We have ways of making you...read the passage effectively. Find out what's actually tested on ACT Reading here. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Ideology of USA Foreign policy Term Paper Example | Topics and Well Written Essays - 3500 words

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Leadrship Development and business Ethics - Essay Example orders illegally from their clients was exposed in 2004 when a senior executive of the Company, Michael Kutschenreuter, received a worrisome call from Al Etsalat, an employee of a Saudi Consulting firm. Kutschenreuter was actually requesting for $910 dollars bribe for having assisted the Siemens Company to obtain telecommunication contract with the Saudi Arabia government. Al Etsalat threatened to expose the scandal to the US Securities and Exchange Commission, if the Siemens Company failed to pay him the agreed bribe. Kutschenreuter reported the matter to the Siemens management Company, and the Company agreed to pay Al Etsalat $50 millions so as to settle the matter. After the Kutschenreuter’s revelation, another senior executive of the company, Reinhardt Siekaczek , confessed of being aware of the Siemens’s Company management use of illegal means to obtain contracts from the clients. As the consequence, investigation was done, and the Company management were prosecuted for involvement in illegal deals. One of such deal was the illegal payment of 6 million Euros to an Italian government owned Company, Enel, so as to secure power generation equipment contract. The management of the Siemens Company were found guilty of bribery, and the Company was fined $ 51.4 million for the crime. The managers of the Company were also punished accordingly for the crime. Thereafter, the Siemens Company was prosecuted for many such crimes, and the Company lost more than $1.6 billion in fines for bribery. And in a move aimed at enabling the workers of the Siemens Company to freely give evidence of what really was happening in the Company, the workers were granted amnesty. This move enabled the workers to give evidence freely, without any fear of prosecution. A look at the Siemens’ company management manner of doing business and making profits, shows that the managers were guided by the utilitarian ethical principle, whereby it is the end that justifies the means; in other

Malcolm X Citation Essay Example for Free

Malcolm X Citation Essay â€Å"The future belongs to those who prepare for it today.† This quote by Malcolm X showed that he was ready for the future, whatever it may be. (Moncur). Malcolm X greatly affected the turn of black de-segregation in the 1950s. He had strong beliefs, suffered a gruesome assassination, and a remarkable legacy. Malcolm Little had many strong beliefs in himself and in people all over the world. Malcolm Little educated himself, so was able to find out what he believed. For one, he changed his name from Malcolm Little to Malcolm X because X was the original surname of the slaves from whom he had descended. He insisted that Blacks had the right to protect themselves. He had always believed that violence was occasionally reasonable. Even though he was put into prison in 1946 for burglary, and got out in 1952, he was still a very significantly important person. Malcolm X became very interested in the Nation of Islam. The Nation of Islam is based on conventional teachings, Black Nationalism, and self-help programs that helped the Blacks living in the ghettoes. He believed in and studied Elijah Muhammad, who was the leader of the Black Muslims and popularized their doctrines. He soon became a Black Muslim and as one, he encouraged other Blacks to form all-Black communities. After being a Black Muslim for awhile, he became the â€Å"Top Dog† and representative for them. On March 8, 1964, Malcolm X broke with the Nation of Islam and made a religious journey to Mecca, Saudi Arabia. In Mecca, he took the name El-Hajj Malik El-Shabazz. When Malcolm broke with the Nation of Islam, he became a target for death threats and pressure. On February 21st, Malcolm X was shot and his life was taken away from him in Harlem. No one thinks it is a coincidence the February 21st, was the first day of National Brotherhood Week. He was shot by a double-barreled shot gun and two pistols. Malcolm’s lawyer, Percy Sutton, said after he was proclaimed dead, â€Å"Malcolm knew he would be killed. He told me repeatedly-and as late as yesterday- that his life was in danger† (Finkelman). There were three men involved in the assassination of Malcolm. They were all members of the Nation of Islam. The main one who shot him in the chest was Talmadge Hayer. Hayer was born in 1943, making him twenty-two at the time of Malcolm’s death. Earlier in his life he was detained in prison for possession of guns and disorderly conduct. He testified that his accomplices were not guilty, but they were all convicted. The Audubon Ballroom was the place where Malcolm was shot. The Audubon Ballroom adjoined a theatre found in Washington Heights, NYC. Washington Heights is in a neighborhood north of Harlem. Recently, it was obliterated to make way for the new Columbia Presbyterian Hospital, the place were Malcolm X was taken when he was shot. Everyone that walks in the doors of the Hospital will see the memorial which was placed there for Malcolm X. Malcolm X was one of the most contentious persons of the century. He had met many people, traveled many places, and influenced many lives. Many young Black activists supported him. Malcolm X was captivating and witty, while his words gave hope to all who heard them. He was an incredible speaker and many people wished to quote him. Malcolm X once said, â€Å"How can anyone be against love?†(â€Å"Malcolm X†). I agree with him, no one can be against love. This is one of the many reasons Malcolm X supported the Blacks and helped them to believe that they had the right to be safe, the right to protect themselves, and the right to love.

Essay on Dr. Eckleburg of The Great Gatsby -- Great Gatsby Essays

Dr. Eckleburg   of The Great Gatsby      Ã‚   Throughout the course of events in The Great Gatsby, the watchful eyes of Dr. T.J. Eckleburg stare into the depths of each character, while the Doctor serves as a god of conscience from his middle ground between two worlds. As the creations of F. Scott Fitzgerald, the characters whose stories unwind before us live twisted webs of lives in which there is a distorted view of a greater force outside their worlds. Dr. Eckleburg merely watches over the "grey land and the spasms of bleak dust which drift endlessly over it" at the spot where "when the drawbridge is up to let barges through, the passengers on waiting trains can stare at the dismal scene for as long as half an hour" (27-8). This is where Dr. Eckleburg reigns; this is the site of a final...

Carer Definition Essay

First of all we need to look at what is meant by the word ‘carer’. A government website agrees â€Å"the word ‘carer’ means someone who looks after a friend, relative or neighbour who needs support because of their sickness, age or disability†. (Directgov 2006). A carer goes beyond what is expected from a relative, friend or neighbour; they are not paid like some professionals known as care workers, although they are vital to the government in providing care to some of the most vulnerable. The type of care given within the family environment saves the government billions a year which otherwise would be unaffordable. I am going to discuss throughout the assignment Anne Walker a stepdaughter caring for her stepfather Angus McPhail and touch upon the challenges both these people face in their daily life’s when giving and receiving care. There are many difficulties involved in giving care. Being a carer can be physically and mentally demanding and in some cases carers need to be on call anytime day or night. Caring for a family member can be hard work and your role within the family setting can change. You are no longer seen as a daughter, son, wife or parent but as a carer. This can be a change in identity within the family home which can strain the quality of relationships that already existed prior to taking on the caring role. For example if we look at the case study of Ann Walker who has a full time caring role for her stepfather Angus McPhail. Anne is also a wife, she lacks time to spend with her husband as she needs to attend to her stepfather for all of his physical needs. Her husband also has a difficult relationship with Angus which has led to Anne at times having to physically remove herself from the house.

Camelina: a Market Forecast and Strategy Report

Camelina: a Market Forecast and Strategy Report 40 graphs and charts Camelina: a Market Forecast and Strategy Report 40 graphs and charts Published March 2010 From Biomass Advisors, a Biofuels Digest company Camelina has been much in the news of late, as a biofuels feedstock of strong promise, because of its position as one of the few â€Å"sustainable, affordable, reliable, available† feedstocks suitable for aviation biofuels. In November, KLM Royal Dutch Airlines made the first biofuels test flight with passengers on board, powering one engine with a mixture containing biofuel made from Camelina. Great Plains – The Camelina Company provided some of the Camelina used to make the fuel for this flight. Earlier, camelina was one of the feedstocks powering the Japan Airlines biofuels test, while the U. S. military has performed ground engine tests on camelina-based jet fuel in preparation for FA-18 Hornet fighter jet flights planned for this spring. Biofuels Digest has covered the camelina story in 71 different stories since 2007. But what’s the bottom line, for the grower, processor, end user, investor or policymaker? Biomass Advisors — a Biofuels Digest company focused on in-depth research — will release its definitive report on camelina in March 2010, including 40 charts and graphs. It’s based on unparalleled access to and cooperation with key stakeholders, on trends in processing, yields, geographies, and the end user markets opening up for high-value animal feed, and liquid transportation fuels (including aviation biofuels). In the report you’ll find the timeliness and perspective expected of the Digest — but with far more depth than a daily newsletter can provide. To reserve a copy or for more information, use this link to email us with â€Å"reserve† or â€Å"more information† in the subject line. Or to order your copy for $495, click on the button below: Table of Contents 1. Overview 1. 1. What is Camelina? 1. 2. Camelina’s development 1. 3. Camelina for the grower: a wheat rotation crop 1. 4. Camelina for the processor: omega-3 rich meal, high-yielding oilseed 1. 5. Camelina for the end user: animal feed, renewable jet fuel, biodiesel 2. Camelina’s Geography 2. 1. Opportunities within the wheat belt 2. 2. Additional opportunities in grazing or idle lands 2. 3. Trial locations and yield patterns 3. Camelina’s Economics 3. 1. Camelina oil: uses and values 3. 2. Camelina meal: uses and values 3. 3. Camelina economics 3. 3. 1. Inputs: fertilizers, herbicies, pesticides, labor 3. 3. 2. Outputs: yields and values 3. 4. Comparison of Camelina to other rotation crops: geography, yields, economics 3. 5. Camelina’s lifecycle greenhouse gas emissions, and sustainability 3. 6. Camelina Subsidies, Incentives, Grants, Mandates and Approvals for Use 3. 6. 1. National 3. 6. 2. State 3. 6. 3. Local 4. The competition: Petroleum Oil Economics 4. 1. Oil market trends and forecasts 4. 2. Camelina end markets size and potential 5. Camelina Production Forecast 5. 1. Oil parity analysis 5. 2. Available land analysis 5. 2. 1. Wheat fields available for rotation 5. 2. 2. Idle land available for Camelina production 5. 3. Agriculture adoption patterns 5. 4. Existing, planned and potential refineries 5. 5. Camelina production forecast 5. 5. 1. Biodiesel 5. 5. 2. Biojet fuel 5. 5. 3. Biolubricants and biomaterials 5. 5. 4. Animal feed 5. 6. Theoretical maximums 5. 7. Potential impact of market distortions 5. 8. Sensitivity analysis 6. Business and Investment Opportunities 6. 1. Transport and logistics 6. 2. Pressing 6. 3. Refining and blending 6. 4. Site selection considerations 6. 4. 1. Current and planned refineries 6. 4. 2. End-market locations and off-take partners 7. Case Studies, Profiles 8. Additional Resources and Information ?

Lightning Protection Essay Essays

Lightning Protection Essay Essays Lightning Protection Essay Essay Lightning Protection Essay Essay Did you know that last twelvemonth. in the United States. belongings loss due to lightning work stoppages exceeded one billion dollars? The mean homeowner’s insurance paid $ 4. 296 per lightning claim and an norm of two 100 50s thousand insurance claims were filed purely due to lightning. In January 2003. the American Meteorologist Society issued a bulletin backing the lightning protection demands embodied in the National Fire Protection Association Standard 780. Stating. â€Å"It is now good established that decently installed and maintained lightning rod based protection systems significantly decrease lightning harm. † The lone true manner to protect a construction from a direct lightning work stoppage is with a lightning protection system. A lightning protection system. with proper installing can salvage lives. protect constructions. and supply peace of head. To understand lightning protection. you foremost necessitate to understand lightning. Lightning. by definition. is the discharge of inactive electricity from cloud-to-ground. Lightning is the energy created by clash from the rise and autumn of hot and cold air multitudes in the clouds. This energy. which is merely seeable as lightning. retains a negative charge. To equalise. this negative charge must reach a positive charge. which is held by land. The positive charge and the negative charge seek the best path to run into and disperse ; intending that lightning is merely looking for a manner to obtain land. Lightning decides on a mark no more than 500 pess prior to striking and does non know apart on what it strikes. Lightning protection systems provide an efficient way for lightning to make the land safely. without destructing constructions. The system does non pull lightning. nor deter. but instead acts as a canopy of protection. Lightning protection systems are interconnected to organize a â€Å"cage† around the margin of the construction. Every component of the lightning protection system has to link to organize common foundation. There are five elements that make up a lightning protection system. The five elements are lightning rods. overseas telegram. land rods. adhering stuffs and rush protection. The lightning rods are positioned at the really top of the lightning protection system. Their map is to take the direct work stoppage of the lightning bolt. Lightning rods are constructed of Cu or aluminium to defy the electrical current as a consequence of a direct work stoppage. Depending on the specifications of the construction. the length of the lightning rods varies. nevertheless ; the breadth of the lightning rods is normally the same diameter of an ordinary pencil. The rods aren’t really large ; nevertheless. they can defy the power of a direct lightning work stoppage. The 2nd component of a lightning protection system is the overseas telegram. which is besides constructed of Cu or aluminium stuffs. The cable’s map is to â€Å"transport† the electrical current from the lightning rods to the land rods. The overseas telegram is routed around the margin of the construction with â€Å"downleads† happening at different points of the construction. depending on the specifications. â€Å"Downleads† are when the overseas telegram is run down the construction to the land rods. Land rods are the really underside of the lightning protection system. They take the electrical current of the lightning into the land to equalise or disperse. This means that the electrical current is now neutralised. Land rods are really similar to lightning rods. nevertheless. the land rods can be 10 pess long and are buried at least six pess below class. In bouldery dirt. installing can be a peculiarly difficult. Bonding of the lightning protection system refers to doing certain that all public-service corporation entrywaies are protected along with the construction. Gas lines. H2O lines. and electrical lines all have to be connected. Rush Protection is the last component of the lightning protection system. As lightning protection provides structural protection. rush protection protects sensitive electronics and other public-service corporation entrywaies. such as telephone. overseas telegram. and electrical mercantile establishments. Rush protection is an of import portion of the lightning protection system mystifier. Lightning protection systems are an indispensable component to protecting every construction. but are different for every construction ensuing in doing a lightning protection contractor a really specialised trade. Residential lightning protection is puting lightning protection on private places. A lightning protection system has two different types of residential systems ; concealed or exposed. Concealed system installings are included during the building of the place. The hidden system is designed to be hidden ; as the name implies. During different phases of building. the lightning protection installing technicians run the overseas telegram within the model of the place. Besides the overseas telegram is run up through the roof in particular constructed â€Å"thru-roof† merchandises. The lightning protection system works without being seen. Some persons wonder how lightning can run along the overseas telegram between the walls of a place without get downing a fire. The lightning is going so fast along the overseas telegram with no clash and doesn’t adequate clip for a fire to get down. Exposed lightning protection systems installings are completed after building. Cable is run on the exterior of the roof and walls. nevertheless ; you can paint the overseas telegram to fit the colour of the outside to do the overseas telegram blend for a more aesthetically delighting affect. The pigment will non impede the cable’s ability to transport the electrical current. Besides overseas telegram can be run down along the rain troughs for even more concealment Commercial lightning protection systems are similar to residential. they both have the same rules. but they are installed on commercial constructions. The lone difference is the tallness. which has different criterions from the normal residential places. There are two types of lightning protection systems. The first is a category I constructions have a tallness of 75 pess or below and merely necessitate a â€Å"standard† lightning protection system. The 2nd is a category II construction. normally known as high rises or sky scrapers. have a tallness of 75 pess or above. These edifices have to be specified with what is called an â€Å"Intermediate Loop. † An Intermediate Loop consists of a â€Å"standard† lightning protection system but has an extra cringle of overseas telegram tally around the center of the tallness of the edifice. The loop consisting of running overseas telegram around the edifice is connected to all the downleads. The cringle guarantees the lightning bolt a uninterrupted way without clash to acquire down to the land rods. Besides. some Class II edifices require a â€Å"Ground Loop. † This cringle is a mirror of the â€Å"Intermediate Loop. † but is buried below the class of the commercial edifice. This cringle is besides connected to all the land rods. but is non seeable because it is belowground. Merely as the intermediate cringle. this land loop provides more options for the lightning to disperse. As stated before. lightning is merely looking for a way to acquire to land and equalise. Lightning protection systems allow this to go on in a non-destructive mode without lay waste toing the edifice stuffs of commercial or residential constructions.

What to Pack for College

What to Pack for College Deciding what to pack when you head to school may seem more overwhelming than trying to get your entire high school career on one tiny admissions application. With a little planning and foresight, however, it doesnt have to be as complicated as it might seem at first. You'll Buy Stuff When You Get There You dont have to plan for your entire academic year when packing, especially if youre on a really tight budget. You can buy pens, extra binders, and lots of other things as the year goes on. Additionally, if you arent sure if you need to bring a small desk lamp or if the school will already provide one for you, for example, just research it in advance. See if the schools website says anything.Check out social media and ask other students.Call the residence life office and ask whats already in the room. Keep in mind, too, that you are building a new life of sorts for yourself. Dont try to duplicate your room at home so much as find things that will represent your time at school. Lastly, this list doesnt include all of the things that should go without explaining, like clothes and a backpack. This is meant to remind you of a few items that you might forget to pack and that just might make your college life a little easier. The Essentials Quarters - Possibly one of the highest-demand items on a college campus. Grab a roll or two before you go.Tip: If you run out, ask a fellow student who works as a waiter/waitress.Detergent and fabric softener - If you buy a big box because its cheaper in bulk, make sure you have a way to carry a little bit at a time. Theres no need to carry 25 pounds of detergent down three flights of stairs every time you need to wash your clothes.Laundry basket, hamper, or bag - Space is usually at a premium for college students, so this should double as a way to carry your clothes from your room to the washing machines.Fabric freshener  - Speaking of that dirty laundry... a bottle of spray fabric freshener like Febreze will keep your dorm room smelling fresh and your roommate happy.Shower caddy - Youll most likely need to carry your shower items (soap, shampoo, conditioner, razor, etc.) from your room and back. A good shower caddy should fit all your essentials.  Shower shoes - The showers at school may not be as clean as the one youre used to at home. Make sure you have something to prevent catching (or stepping in) anything nasty. Robe - Not everyone wants to walk from the shower to their room in only a towel.First aid kit - Something simple will do to help cover up and heal small injuries here and there.Sewing kit - This may seem like a lifesaver when youre on your last pair of clean socks . . . and your toe pokes through them.Small toolkit - These can be a little hard to find, but are worth the effort. A basic toolkit with a small hammer, screwdriver (with different kinds of tips), wrench, tape measure, and a few other essentials will come in handy during your time at school.Hangers - Its no fun to arrive at school with tons of clothes that have to live on your bed or closet floor for the first few days.  Cup, bowl, plate, fork, knife, and spoon - One set should work for grabbing pizza late at night, sharing the 2-liter soda your RA bought during midterms week and eating healthy snacks while studying between meals.Can opener - Theres just no way to get that can of soup open without one, especially when its really late and youre really hungry. Small items for clean-up - Depending on what you prefer, this could be Clorox wipes, paper towels, a rag or two, or a few sponges. No matter what it is, that cup of soda is inevitably going to spill and youll be prepared.Keychain - While you can wait to get this until you arrive, make sure its on your list. Most students have a keychain that holds their keys and student ID; get a sturdy one that will be hard to lose.Extra-long sheets - Check with your school before buying sheets. Most college residence halls have extra-long twin beds, which are a different size than standard twin beds. Youll need a specific size of sheets to fit them.Flash/jump/thumb drive - Perfect for printing at the library, saving your work when working with a group on someone elses computer, and bringing to class for presentations. Have two or three of these on hand in case one gets misplaced.Laptop lock - Make sure your laptop is as protected as possible, no matter how safe you feel.Power strip with surge prote ction - Residence hall rooms are notorious for not having enough plugs. Make sure you can safely plug in all the devices you bring. Extension cords - With rooms being small enough already, the last thing you need is to have to move things around just to reach an outlet.Printer paper - You just finished writing your essay, youre tired, and you want to go to bed. Who wants to spend twenty minutes searching for printer paper?Small fan - Many residence halls dont have air conditioning and can get pretty hot during the summer. A tiny fan will do wonders for circulating the air in your room, even in winter.Umbrella - If youre packing during a sunny day, this may totally slip your mind. But youll be grateful for it the first time it rains on campus.Fridge and microwave - Essentials for most college students. Make sure, though, that you coordinate with your roommate before bringing either of these.Additionally, make sure that whatever you bring doesnt exceed the limitations allowed in your hall. You can find out more about size and electricity limits by contacting your campus residence life office.Cell-phone charger - Oh , the horrors of forgetting this. If possible, get one with an extra long cord; outlets are usually in short supply. If you like to sleep with your phone by your bed (or use it as an alarm), you might not be able to do so if the cords too short. Things Not to Bring There are things that you do want to bring to campus and those that should definitely be avoided. Candles - These are rarely allowed in residence halls, and even on-campus apartments, because of the fire hazard. Even if you arent going to light them, they still may not be allowed.A fridge or microwave that exceeds the size and electricity limits for your room or apartment Hotplate - These are also usually not permitted in on-campus housing.Expensive equipment - You may think that bringing very high-quality stereo equipment will make you a popular student on your floor. That may be true, but doing so may also make you a target for theft. If there are other things youre thinking of bringing, its more important to have a rule for how to decide what to bring with you than it is to worry about whats right vs. whats wrong. Just use that smart brain of yours to make wise choices. Lastly, make sure you know how to keep your belongings safe once you arrive. Who wants to spend all that time packing just to have your things disappear?!

Analysis of the Movie The Gladiator Review Example | Topics and Well Written Essays - 750 words

Analysis of the The Gladiator - Movie Review Example The movie review "Analysis of the Movie The Gladiator" presents the overview of the film "The Gladiator" plot, its main heroes, and techniques used in the production of this movie. The plot of the film is brought out in an overwhelmingly exciting manner with scenes unfolding like in a real-life scene. Maximus is preferred by Commodus father to inherit the throne, something which Commodus disputes strongly. Commodus then resorts to murder his father and forcefully inherits the throne. He reduces Maximus to being a slave and severely destroys his family. To save himself from the chains of slavery, Maximus opts to become a gladiator on a new land after being saved by slave traders- a very low position in society. Using his brains and tactics, he plans to take revenge on Commodus so that he can be reunited happily with his family. In spite of all the challenges he faced, he was able to go through with his revenge. The movie is built around three act structures; bringing Maximus down from a warrior to slave and finally to gladiator. There is nothing complex in this film as it is not realistic but rather an attempt to create a myth. The three acts are brought out in a dizzyingly exciting manner. Scott employs simple digital effects of reconstructing the whole Ancient Rome world on a film. He presents breathtaking scenes like the intact Coliseum shots flooded by crowds of spectators. Furthermore, on watching the film, there are scenes when the screen is filled with action series of tigers, chariots, and swords.

Compare and Contrast Research Paper Example | Topics and Well Written Essays - 500 words - 2

Compare and Contrast - Research Paper Example This paper is a comparison of two Islamic arts: The Great Mosque of Cordoba in Spain and the Mamluk Glass Oil Lamp. Enameled as well as gilded glass lamps were custom-made in big numbers for most Cairo built mosques by Mamluk Sultans as well as their Amirs. Lamp donation was contemplated as respectful act towards God. Such an act connects to a Koran text that explains that God is the Heaven’s as well as Earth’s light. This verse explains further that the light of God happens to resemble a niche within which one can find a lamp. This lamp is glass made while the glass resembles a brilliant star. The Mosque lamp also is decorated using bold encryption frieze that contains Sayf al-Din Shaykhu al-Nasiri’s names as well as title, also his heraldic device that joins a red cap is situated at the roundels center on the neck as well as the lamp’s underside. The wealth as well as influence of Shykhu made him a Cairo’s significant art as well as architecture patron (Over 11 Mosque lamps that are inscribed similarly. It is most likely that these are from the mosque of Shayk hu at Citadel’s foot in Cairo that got completed in the year 1349 as well as taken as among its time’s finest (British Museum). The great Mosque of Cordoba which is as well known as Mezquita, is among the Islamic civilization Jewels. Unlike the malmuk lamps that were of the 14th century, the temple was began in during the 8th century by the Emir Abd al-Rahman I, in the year 745, added in the year 833 by   Abd al-Rahman II and in the 10th century ended by the Vizier  al-Mansur and al-Hakam II. The most decorative as well as striking of the 4 phases is the one by al-Hakam that contains the mirhab (niche within the wall that faces Mecca) ( Khan Academy). The great mosque’s growth was a symbol of the increasing power of the city and came in hand with population growth hence need for