Business Overseas Essays - Geography Of Europe, Europe,

Business Overseas Spain Geography & Location Spain is the second largest country in the EU. The territory of Spain covers most of the Iberian Peninsula; which it shares with Portugal and also includes the Balearic Islands in the Mediterranean, the Canary Islands in the Atlantic Ocean, and the North African cities of Ceuta and Melilla. In the north it is bordered by the Cantabrian Sea, France and Andorra; in the east and south-east by the Mediterranean; in the south by the Straits of Gibraltar; in the south-east by the Atlantic; in the west by Portugal and in the north-east by the Atlantic. Climate The temperate in Spain is clear, hot summers in the interior, more moderate and cloudy along the coast, cloudy, cold winters in the interior, partly cloudy and cool along the coast. Terrain The terrain of Spain described as large, flat to dissected plateau surrounded by rugged hills; Pyrenees in the north. Natural hazards Periodic droughts Time Zones Spain is one hour ahead of London time, with the exception of the Canary Island, which is in the same time zone as London. Language Castilian Spanish 74%, Catalan 17%, Galician 7%, Basque 2% Spanish is the official language, which is used along with other official regional languages, such as Catalan, Basque, Galician and Valencian in their respective autonomous communities. English is the main foreign language studied at school. Population 39,167,744 (July 1999 est.) Age structure 0-14 years: 15% (male 3,012,907; female 2,835,455) 15-64 years: 68% (male 13,411,046; female 13,406,216) 65 years and over: 17% (male 2,702,654; female 3,799,468) (1999 est.) Currency 1 peseta (Pta) = 100 centimos Economic System Spain is very dynamic country and has achieved high economic growth rates surpassing the average of other industrialized countries. Sixty million tourists visit the country each year. International organizations recognize and endorse the improvement in the Spanish economy, as the country shows a projected GDP growth of 3.7 percent for 1998. The operations in the Spanish financial system can be classified as follows: The Bank of Spain, :Banco de Espana,? is the central issuing bank. It implements the monetary and exchange policy set forth by the Government and provides payment services with respect to the national debt. Around 50 foreign banks have offices in Spain. Stock market There are four stock exchanges in Spin; the largest is Madrid and the others are located in Barcelona, Valencia and Bilbao. The Spanish stock exchanges are characterized over the long run by strong steady growth in share price. Money Market The money market is based fundamentally on the issuance of short-term securities by the Bank of Spain, which are taken up by banks, finance companies and money market operators that place a portion of them with individuals and corporations with cash surpluses for short-term investment. In a broader sense, the money market also covers inter-bank deposits. Interest rates on such deposits are as a benchmark for other transactions and trading in short-term corparate securities (although these are dealt with through stock exchanges). The money market has become increasingly important as a result of the liberalization and greater flexibility of the Spanish financial system. This is evident from the fact that interest rates are ordinarily higher than the inflation rate and from the substantial volume of trading in money market securities. The Government debt market is important in Spain and used by both resident and foreign investors. Favorable tax arrangements for investments by non-residents in these securities make this market attractive. Transportation Railways: total 15,079 km Highways: total 346,858 km Paved: 343,389 km Unpaved: 3,469 km Waterways: 1,045 km Ports and harbors: Aviles, Barceluna, Bilbao, Cadiz, Cartagena, Castellon de la Plana, Ceuta, Huelua, La Coruna, Las Palmas (Canary Islands), Malaga, Melilla, Pasajes, Gijon, Santa Cruz de Tenerif (Canry Islands), Santander, Tarragona, Valencia, Vigo Airports 99 (1998 est.) Political System Spain's government type is parliamentary monarchy. Spain has three different levels of government, municipal governments, autonomous communities, and the central government. Spaniards can boast of having one of the best lifestyles in Europe or for that matter, in the world. It is the sunniest country in Europe and its climate is ranked among the healthiest in the world according to the World Health Organization. Spain's excellent quality of life has been widely recognized by the media, and in particular a recent study by The Economist ranked Spain as third in the world in terms of social, political, cultural, and economic factors. Over four thousand kilometers of beaches, abundant

Free Essays on The Problem With Money

A good education is comprised of many things, one of which is the quality of the school’s program. Many other elements make up the school including the community, the teachers, and of course the actual environment in which the learning takes place. All of these things depend on a solid financial backing in order to exist fully for the benefit of the students. According to â€Å"The Facts on File Dictionary of Education†, the word ‘budgeting’ is defined as, â€Å"No less than the single most important decision-making process in the United States public institutions today,† (73). The people who are responsible for this allocation of funds are left with an exceptionally tough job. One member of the faculty that is in charge of proper distribution of district budget funds is the administrator. This job can be very stressful, seeing as how the existence of these growing funds has, over the years, become extremely vital. The first and foremost element of the school district is the community. The job of the administrator here is to see that the community is knowledgeable of what is needed. Focusing more toward public schools; the fact of the matter is that if the community is not well-informed on the needs of the school district, budgets will not pass. As substantial finances are needed for the success of academic programs, the lack of a significant budget will noticeably lead to a lack of academic quality among the district. As Dr. Robert Kopecek explains in his interview entitled â€Å"The Man the Myth and The Mission†, public schooling can only exist with community support. â€Å"†¦strong public education is something that citizens need to invest in if you’re going to have a thriving community,† (14). As one can see, the correlation between the quality of the school district and the quality of the community it resides in is very pronounced. Furthermore, he says â€Å"The cost of education has also changed. It’s a big business†¦so muc... Free Essays on The Problem With Money Free Essays on The Problem With Money A good education is comprised of many things, one of which is the quality of the school’s program. Many other elements make up the school including the community, the teachers, and of course the actual environment in which the learning takes place. All of these things depend on a solid financial backing in order to exist fully for the benefit of the students. According to â€Å"The Facts on File Dictionary of Education†, the word ‘budgeting’ is defined as, â€Å"No less than the single most important decision-making process in the United States public institutions today,† (73). The people who are responsible for this allocation of funds are left with an exceptionally tough job. One member of the faculty that is in charge of proper distribution of district budget funds is the administrator. This job can be very stressful, seeing as how the existence of these growing funds has, over the years, become extremely vital. The first and foremost element of the school district is the community. The job of the administrator here is to see that the community is knowledgeable of what is needed. Focusing more toward public schools; the fact of the matter is that if the community is not well-informed on the needs of the school district, budgets will not pass. As substantial finances are needed for the success of academic programs, the lack of a significant budget will noticeably lead to a lack of academic quality among the district. As Dr. Robert Kopecek explains in his interview entitled â€Å"The Man the Myth and The Mission†, public schooling can only exist with community support. â€Å"†¦strong public education is something that citizens need to invest in if you’re going to have a thriving community,† (14). As one can see, the correlation between the quality of the school district and the quality of the community it resides in is very pronounced. Furthermore, he says â€Å"The cost of education has also changed. It’s a big business†¦so muc...

Identification and analysis of DNA repair mechanisms that contribute Assignment

Identification and analysis of DNA repair mechanisms that contribute to resistance against nucleoside analogues - Assignment Example For instance of repair pathways are homologous recombination (HR), trans-lesion synthesis (TLS), non-homologous end joining (NHEJ), nucleotide excision repair (NER), base excision repair (BER) and mismatch repair (MMR) (Martin et al., 2010). When there are double-strand breaks in the DNA strands and the replication forks, HR and the NHEJ pathways are at work to repair it. In the case of modified or incorrect basis, which can happen in DNA synthesis, the BER path works to remove them. When there are chemically induced damages to DNA or UV damage, the NER pathway removes the damage. MMR is the pathway repairing deletion, mismatch or insertion mutations that happen in the DNA and TLS pathways makes the polymerases bypass modified bases which can disrupt the replication forks. In other cases, multiple protein pathways take part in maintaining the genetic wholeness in different cell cycles, stopping the aberrant or anomalous cells from dividing. Thus, the daughter cells inherit the correc t genomic information (Martin et al. 2010). There are various mutations are happened at the same time, the repair process misses some of mutations and become part of DNA (Loeb, Loeb 2000). Currently, there are 346 genes, which are associated with the development of cancer and this number keeps increasing. In some cases these genes are mutated only in cancer cells, not in the normal cells. In other cases genes may show increased levels of deregulated. In both cases, the result can be a significant decrease in the effectiveness of the genes, which may lead to change pathways both in the cancer cell and the body itself (Huang, Wallqvist & Covell 2006). This suggests that mutations are very essential part of cancer formation. It is observed that when human cancer is first detected, there are already thousands of different mutations. Also, information that cancer can be passed from one generation to the next, means that some of those mutations are inherited in the genes (Loeb, Loeb 2000) . Cancer is characterised by a high rate of somatic cells cloning themselves. These cells do not go by the normal growth regulation mechanisms acting in a cell. This is why these cells can multiply far more rapidly than a normal cell would. In a similar way, mechanisms controlling apoptosis are also not working normally, which means that the cancerous cell does not die when it should (Evan, Vousden 2001). Most tumours that develop in the human body are substantially heterogeneous. This suggests that many mutations occur in the cancer cells leading to the creation of tumours and to the change in function of normal cells compared to cancerous cells (Loeb Loeb & Anderson 2003. That is why cancer can be seen as a disease, or many diseases, which happen because of genetic abnormalities piling up in the cells (Huang, Wallqvist & Covell 2006). In each generation of cancer cells, significant mutation occurs within different cells, and those that develop mutations that facilitate cancer grow th are selected for, resulting in an increase in the prevalence of these cells. Mutations may be subtle, such as changes in the sequence of nucleotides, or more substantial, involving changes in the chromosomes themselves (Wang et al, 2002). One important factor in the treatment of cancer is that therapeutic killing cancer cells, which make the cancer go into remission, can also make it more resistant to treatment in a similar manner to how some microorganisms can become

Philosophy Essay Example | Topics and Well Written Essays - 750 words - 5

Philosophy - Essay Example America’s Visions Different continents in the world have dissimilar myths about human identity. For instance, in America, the first story is on Emergence, which states that all human being came from a different world and settled in the one they are currently living. The other world, which is the womb, is considered as the earth mother. This emergence is often referred to as giving birth. The midwife in this case is a female who is like a spider woman. In this emergence story, the male human beings are not featured anywhere. In this case, the formation of human beings is often done in dissimilar stages of growth and change. This is necessitated by inner forces in the womb, and finally the people emerge from a hole and eventually settle in their present homes. The ex nihilo story is found in many cultures, America included, which means â€Å"out of nothing†. Human identity is brought about by the thought of a creator who through his dreams and breath was able to form a hu man being. Through the creator’s bodily secretions, they believed that a being would be formed because of that. This is solely from within the creator who does not exist in the physical world. Another story is the world parent, which describes the union of two parents when they are both disjoined from one another. These two parents are referred to as the Sky and the Earth, which describes the male, and female respectively. ... East Asia In East Asia, and particularly Japan, their vision of human identity was similar to the American and Central Asian cultures. At first, there was chaos, and out of it came light that formed the sky. It later formed the earth. Both the sky and the earth formed various creations and it is at this time that the roots of two people Yang and Yin who were male and female respectively begun to grow in the sky and the earth. At this time both of them were united together and they started separating to create a man and another light brought another person who was like him and he taught him to make clothes to cover himself because he was naked. Another version is of how a bird was sent under the water to create a land inside the water where people can live. The bird then went splashing water apart with its feet at the same time creating the earth when people will live. They believe that their ancestor was a bear because of their hairy bodies. They also believe that two people a male a nd a female were sent to the earth and had a son from where they originated. Australia and the Pacific vision A vision on the Australian myths was about analyzing every animal and its features, which included why the emu has long legs, why the snake has no legs and the reason why the koala has no tail among others. They tell of the formation of the Milky Way and the migration of animals to Australia. They tell of how the first humans came into existence in the continent and how the beginning came into existence. They believed in a wondrous being that went all over the world creating trees, animals and everything in the world and lastly created human beings. African Vision In

Les Misérables Essay Example for Free

Les Misà ©rables Essay Victor Hugo – Les Miserables BACKGROUND : Victor Marie Hugo was the son of a general in Napoleon’s army, and much of his childhood was therefore spent amid the backdrop of Napoleon’s campaigns in Spain and in Italy. The first three years of his life were spent in Elba, where he learnt to speak the Italian dialect spoken in the island in addition to his mother tongue. Victor got a little education in a small school. At the age of eleven, Hugo returned to live with his mother in Paris, where he got a little education in a small and where he also became infatuated with books and literature. By the time he was fifteen, he had already submitted one poem to a contest sponsored by the prestigious French Academy. There he learnt much from an old soldier, General Lahorie, who, obnoxious to Napoleon for the share he had taken in Moreaus plot, lived secretly in the house, and from an old priest named Lariviere, who came every day to teach Victor and his two brothers. In 1815, at the age of thirteen, he was sent to a boarding school to prepare for the Ecole Polytechnique. But he devoted himself, even at school, to verse-writing with greater ardour than to study. He wrote in early youth more than one poem for a prize competition, composed a romance which some years later he elaborated into the story Bug Jargal, and in 1820, when only eighteen, joined his two brothers, Abel and Eugene, in publishing a literary journal called Le Conservateur Litteraire. Hugo published his first novel the year following his marriage (Han dIslande, 1823) and his second three years later (Bug-Jargal, 1826). By the end of 1822 Victor Hugo was fully launched on a literary career, and for twenty years or more the story of his life is mainly the story of his literary output. Because of his successful drama Cormwell, the preface to which, with its note of defiance to literary convention, caused him to be definitely accepted as the head of the Romantic School of poetry. The revolution of 1830 disturbed for a moment his literary activity, but as soon as things were quiet again he shut himself in his study with a bottle of ink, a pen, and an immense pile of paper. For six weeks he was never seen, except at dinner-time, and the result was : The Hunchback of Notre-Dame (1831). During the next ten years four volumes of poetry and four dramas were published in 1841 came his election to the Academy, and in 1843 he published Les Burgraves, a drama which was less successful than his former plays, and which marks the close of his career as a dramatist. In the same year there came to him the greatest sorrow of his life. His most famous poem was ‘Demain, des l’aube’ in which he describes the crucial moment where he visits his daughters grave. As Hugo grew older, his politics became increasingly leftist, and he was forced to flee France in 1851 because of his opposition to the monarch Louis Napoleon. Hugo remained in exile until 1870, when he returned to his home country as a national hero. He continued to write until his death in 1885. He was buried with every conceivable honor in one of the grandest funerals in modern French history. The Book – Les Miserable : Hugo began writing Les Miserables twenty years before its eventual publication in 1862. His goals in writing the novel were as lofty as the reputation it has subsequently acquired; Les Miserables is primarily a great humanitarian work that encourages compassion and hope in the face of adversity and injustice. It is also, however, a historical novel of great scope and analysis, and it provides a detailed vision of nineteenth-century French politics and society. By coupling his story of redemption with a meticulous documentation of the injustices of France’s recent past, Hugo hoped Les Miserables would encourage a more progressive and democratic future. Driven by his commitment to reform and progress, Hugo wrote Les Miserables with nothing less than a literary and political revolution in mind. Les Miserables employs Hugo’s style of imaginative realism and is set in an artificially created human hell that emphasizes the three major predicaments of the nineteenth century. Each of the three major characters in the novel symbolizes one of these predicaments: Jean Valjean represents the degradation of man in the proletariat, Fantine represents the subjection of women through hunger, and Cosette represents the atrophy of the child by darkness. In part, the novel’s fame has endured because Hugo successfully created characters that serve as symbols of larger problems without being flat devices.

Overview of the Data Protection Act

Overview of the Data Protection Act Task 2 For the purpose of this task. I am going to do the following: I am going to discuss the Data Protection Act. I am going to discuss what the data protection is. I am going to discuss the rights to a persons personal protection. I am going to look at the aims to their rights. I will identify the rights of people in relation to the data protection, and give eight samples. I will look at when these rights do not apply. I will discuss how a person can have access to their details. I will discuss the role of the Data Commissioner. I will also discuss the role of the Data Receiver. The role of the Data Controller will also be discussed. I will give two examples of breach of data legislation relating to healthcare. 1. What is Legislation? Legislation governs communication in Ireland concerned with communication freedom of information act. It was amended in 2003 and is called the Data Protection Act. What is the Data Protection When you give personal details to an organisation or individual, they have a duty to keep these details private and safe. This process is known as Data Protection. They refer to organisations or individuals who control the contents and use of a persons details as data controllers. Most people give information about themselves to groups such as Government bodies, i.e, banks, insurance companies, medical professionals and telephone companies to use their service or meet a certain source. Under data Protection Law, you have the rights regarding the use of these personal details and data controllers have certain responsibilities in how that handle this information. Identify the rights of people in relation to Data Protection: The right to have your details used in line with Data Protection Regulations. The right to information about your personal details. Thee right to prevent the use of your personal details. The right to change or remove your personal details. The right to remove your details from a direct marketing list. The right to refuse direct marketing calls or mail. The right to object. The right to freedom from automated decision making. When have you the right to Data Protection? You Have the right to Data Protection when your details are: Held on a computer. Held on paper or other manual form as part of a filling system. Made up a photograph or video recordings of your image or recordings of your voice. What are the aims of these rights? Data Protection rights will help you make sure that the information stored about you is Factually correct. Only available to those who should have it. Only used for stated purposes. When do Rights not Apply? The rights does not apply, however, in a small number of cases, where it could harm certain interests for example, when someone ids investigating an offence. How do I request access to my details? You can ask for a copy of all your personal details by writing to any organisation or any You can also ask the Data Controller to inform you of any opinions given about you, unless the Data Controller considers that the opinions are confidential. Even in such cases, your rights to such information will usually be greater than the right of the person who gave this information will usually be greater than the right of the person who gave this opinion in private. 8. What is the Role of the Data Commissioner? The role of the Data Commissioner aims to make sure that those rights are being upheld and that Data Controllers respect data protection rules. Summary proceedings for an offence under the Data Protection Act may be brought and prosecuted by the data Protection Commissioner. The Role of the Data Controller: A Data Controller is the individual or the legal person who controls and is responsible for the keeping and use of personal information on a computer or in structured manual files. Will keep or process any information about living people. They are responsible for the personal data which it holds. They decide what personal information is going to be kept. They decide the use to which the information will be put. The Role of the Data Receiver. A Data Receiver is a person who provides personal information about themselves to a variety of organisations for a whole range of purposes i.e, when you go to the doctor you give him/her information about yourself, name, address, date of birth, if you have children, and your phone number. Give two examples of Data Legislation: Sample One: The office received a complaint from a solicitor acting on behalf of a data subject concerning the alleged further proceedings of the complaints personal data contained in medical records held by her General Practitioner (G.P.). It was alleged that medical records relating to the complaint were released to an Insurance Company by her G. P, following a request made to her G.P. The complaint stated that the G.P, had received a request from an Insurance Company, seeking the complainant medical records, relating to a knee injury she had suffered. It was alleged that, in replying to this request, the G.P, not only realised data relevant to the knee injury, but also disclosed other sensitive medical information including cervical smear test results, colposcopy, correspondence regarding lesions and records relating to Carpel Tunnel Syndrome, none of which were related to the knee injury. We wrote to the G.P, and we asked that he provide an explanation as to what had occurred in this case. He responded stating that an Insurance Company had requested relevant information with respect to the patient concerned and her knee injury. He informed us that the request received, stated that it required copies of clinical consultations/surgery notes, investigations and associated results, treatments, referrals, out-patients appointments and repeat prescriptions from 18 02 2009 to the present date. He stated that, inadvertently, copies of the patient records were supplied to the Insurance Company with some details which were not relevant to her knee injury and that this was obviously an oversight. He stated that he was deeply sorry that he has caused any distress or upset to his patient, whom he has known for thirty-five-years. The G.P, stated that the company knew he always endeavoured to keep high standards in the practice and that she should understand his disappointment that the system used in releasing this information fell below that standard expected by the complainant and himself. He further stated that he hoped that she would accept his unreserved apology for the inadvertent disclosure of her records to the Insurance Company and that he completely understood how upset and appointed she must be. He said that since this unpleasant and unfortunate error he had overhauled his practice procedures. We wrote to tell the solicitor for the complainant outlining the G.Ps response and also conveying the G.Ps apologies. We stated that this offices approach to complaints is to try to seek an amicable resolution to the matter which is the subject of the complaint and we asked if his client would like to try to reach an amicable resolution of the complaint. They responded stating that their client wished for a formal decision of the commissioner on the matter. In considering this case, the key issues from a Data Protection perspective was the issue of consent. It was noted from the material provided that the complainant had completed and signed an insurance claim form which contained the following consent clause: I authorise Financial Insurance Company Limited (the underwriters) to make any enquires and get any information they consider relevant from my doctor, employers or elsewhere. I understand that I must provide evidence to Financial Insurance Company Limited to prove my claim form. On the same claim form, the complainant supplied details of her accident and explained as follows, Why it prevented her from walking? left knee injury, tore ligaments, recovery time unknown, waiting for knee surgery, on waiting list. The Insurance Company concerned had sought the complainants medical records, supplied the relevant consent form and used the following terms in its request to the G.P.: Can you please provide us with copies of the claimants medical records relevant to this claim. This includes all records relating to the medical conditions and associated symptoms which are subject of this claim. It was clear from the Insurance Companies request for medical records that it sought medical records relevant to the claim only. As the claim related to the complainants knee injury, the medical records sought related to that injury and the request did not extend beyond that. Equally the complainants consent authorised the Insurance Company to make injuries and to get any information concerned relevant from her doctor and others. The consent was clearly limited to relevant information and it could not be interpreted as extending to all medical records held by the G.P. This office issued a decision on this complaint which stated that the commissioner was of the opinion, following the investigation of this complaint, that section 2 (1) (C) (ii) of the Data Protection Acts, 1988 2003 had been contravened by the G.P, by the further processing of the complainants sensitive Personal Data in the form of medical records unrelated to her knee injury. The contravention occurred when the G.P, in responding to a request from and Insurance Company, disclosed to that Insurance Company certain medical records of the complainant without her consent.

Men Makes Better Teachers Than Women

Men Make Better Teachers than women (Just for comment)The simple answer is women should teach by men teacher and boy should teach by women teacher so both are study interestingly and paying attention on their subject so students get a good marks I will discuss in general view about men make better teachers than women and in my point of view both are good and bad. There are many characteristics, techniques and other factors that make a successful and exemplary teacher. These may be varied as the teachers themselves.However, there are certain time-tested attributes, characteristics, practices and environmental actors which contribute immensely to teacher success. The main topic of today is to be categorized as Teacher-Personality and Attitude, Teacher-Student Psychology and Teacher-Institute Relationship and who can be teach better men and women? If teacher doesn’t have knowledge and clear concept of his teaching he shouldn’t teach. There are some cases that, a teacher ma y be a good student in his class but he cannot be a good teacher. Good teacher requires communication skills and Teacher-Student Psychology between students and teachers.A teacher also a good friend of you. He understand the nature of students either they are in mood of study or not and how should I convey my knowledge to students in a fun or serious, in story or in joke. That’s make the teacher best that he/she understand the student on their level and if some students asks any question he/she try to understand that what students want to say and try to clear this concept on his mind. One thing also play a big role in class, â€Å"Teacher-Personality and Attitude with students†. There are certain personality characteristics and attitude issues which will help a teacher excel at his/her work.It is widely believed that if a teacher is presentable, he/she will give a good impression to the students especially in the first few days of the class. This indicates that the tea cher is taking his/her job seriously and acting professionally and the students eventually will appreciate that. In addition to looking presentable, the teacher’s personality in class plays a big role in how efficiently the class will be conducted. It is essential that the teacher send the right signals to the students so they will understand the basic rules in the class. A teacher also should active and energetic, some teachers are good in nowledge but they don’t have much communication skills with student in the result, the students are sleeping in the class and they don’t much concentrate on that subject. According to my point of view I generally categorized the teacher in different situation that are: An average teacher just tells the students that what did they do? But, A good teacher explain the students that how did they do? And also, A very good teacher demonstrate the students that like this way they can do? And a great and best teacher inspires you, he gives motion to student to achieve the target for not be a good student but also a very good person in community.That teachers are very rare today that they sincere with their students and wish they always done a best in every field of life. A famous quote â€Å"In every successful student behind a teacher, and in failure a strict teacher† So that’s reason our villages people don’t study more because teacher treat them strictly and they prefer work instead of study. The teacher who follow these things it is a good teacher either it is women or men. But in my personnel point of view a man teacher is more best then women teacher because he behaves sometime strict and he doesn’t compromise with their students as women teacher.

Different attitudes to war Essay

Rupert Brooke and Wilfred Owen are poets who fought for England in the First World War. Both poets depict the same topic of war, but through different views and opinions. Despite them pertaining to the similarly themed subject, their language and tone invoke contrasting feelings in readers and affects their impression of war in opposite ways. Examples of these differences can be seen in the two poems by Rupert Brook ‘The Dead (iii) and ‘The Soldier’ and two by Wilfred Owen ‘Anthem for Doomed Youth’ and ‘Dulce et Decorum Est’. Rupert Brooke writes ‘The Dead (iii)’ in an extremely relaxed and romantic mood. Brooke had not experienced war, so with this in mind the poem seems very clear and concise. Brooke aims to show us the glory that is brought about by dying for your country. He thinks that war is a simple and dignified cause. He aims to make us more patriotic and convince us to die for our country in war. The first line is very energetic and joyous for a horrendous subject such as war. This may mean that Brooke tries to symbolise enthusiasm and glory. Since bugles are used at a grand occasion, but also militarily charges and retreats he may be trying to indicate that dying for your country is a glorious way to end your life. â€Å"Blow out, you bugles, over the rich Dead!† As he says, it has made them ‘rich’. This probably means that they are wealthy with glory, praise and admiration. He makes no mention of the pain and suffering in war. The third line explains that dying has again made them important. But, dying has made us rarer gifts than gold. Gold is very rare, so by dying they have been them valuable and unique. Brooke is trying to signify that not many people sacrifice their lives this way. This in Brooke’s belief is a very honourable and glorious practice. The sestet explains to us how the soldiers dying bring England a lot of honour and credibility. Honour has come back, as a king, to earth, And paid his subjects with a royal wage; The peace that has been present for so long has made her weak. ‘Heritage’ is use to clearly link with the overall theme of ‘payment and reward’. It implies ‘that which is rightfully theirs’, has been successfully implemented. And we have come into our heritage. In ‘The Soldier’, Brooke feels content to die for his motherland to protect the people left behind. The title conveys a sense of pride and loyalty to the reader. Although fully aware of the possibility of death, indicated by the line ‘If I should die’, think only this of me:’ Even if his ashes, his ‘richer earth’, were to lie in a land distant from England, his love would still be ‘forever’. This is further stressed when his relationship is compared to the bond between mother and child. ‘A dust whom England bore, shaped, made aware,’ His purpose of fighting for his country is to protect England, indicated by the words, ‘Gave, once, her flowers to love, her ways to roam,’ His sense of pride and honour is so strong that he does not dwell on the gloom and misery that is associated with war, instead views it as if through rose-tinted glasses. Even if his contributions were minute, shown by the comparison of, ‘A pulse in the eternal mind’ ‘Give somewhere back the thoughts England given’, He is happy to repay England and wishes to preserve her ‘laughter’ and ‘gentleness’ for the future. This contentment and happiness is clearly shown by the words ‘peace’ and ‘heaven’, even if he is dead, he can rest in peace as he has loyally served his country. This patriotism is frequently brought to attention with the repeated use of the word ‘England’ and ‘English’ throughout the poem. The Soldier gives out an optimistic tone, making war out to be a peaceful and heroic act. It is written in the form of a Petrarchan sonnet, which is traditionally used to express personal thoughts and feelings. This could have been the reason why Rupert Brooke chose to write in this form. It is also an autobiographical poem in which the author expresses a personal viewpoint on war and his love for his country. Rupert Brooke also makes use of iambic pentameters, which is a line containing five stresses. It gives his written words authority by using this classical verse. It also provides a rhythm, which reminds the reader of a heartbeat or a ‘pulse’. This helps in making his argument more convincing. The stanzas are separated into two. The octave talks about the possibility of death while the sestet talks about death itself and what his sacrifice will mean for England. It gives the traditional, naive and biased view of war. It also gives a pastoral description yet a biased view of England as he blatantly ignores the negative side of England only mentioning its best side. He uses a religious diction, for example the last line reads, ‘In hearts at peace, under an English heaven’. ‘ This reveals Brooke’s belief in God and Heaven. This is what makes the poem sound somewhat like a sermon. Rupert Brooke expresses patriotism and his conviction that England is worth fighting for as he also claims that God is on England’s side by saying ‘blest by the suns of home’. By believing in  this, Rupert Brooke makes himself believe that he should sacrifice his own life for England and by doing so he would be returning the favour of being born British and so believes it is an honour to go to war, and an even greater honour to die in battle for one’s country and in return, portrays in his poem an image of one dying a painless death. Such a view is in the Victorian tradition of war which viewed it as a glorious and noble enterprise, with such poems as Tennyson’s ‘Charge of the Light Brigade’. This patriotic fever was simply carried on by Brooke who still saw warfare in terms of duels and honour. By looking at these sonnets, we can come to the obvious conclusion that Brooke was very idealistic about war and had no idea of the horror and suffering involved. However Wilfred Owen’s ‘Anthem for Doomed Youth’ achieves a totally different effect on the reader, as it is completely devoid of any obvious sense of national pride, and instead questions the very purpose of war. His use of ironies throughout produces a mocking tone, which serves to emphasize his view of the uselessness of war. This is revealed in the title, where the effect of the word ‘Doomed’ suggests that the soldiers are destined to die and are without any hope. However, it is ironic that it is used with the word ‘Anthem’, a word reserved for praise. ‘What passing-bells for these who die as cattle? ‘ The soldiers are compared to ‘cattle’ that are slaughtered, indicating that they have no other purpose than to die. The comparison also suggests that the soldiers were killed numerously, mercilessly and systematically. He uses crude words to convey the complete absence of love or honour on the battlefield and numerous contradictions to invoke the feelings of pity in the reader; instead of ‘passing-bells’ there are only ‘guns’ and ‘stuttering rifles’. The words ‘monstrous anger’ refers to the fierceness and violence of war. ‘Only the monstrous anger of the guns. Only the stuttering rifles’ rapid rattle’ The word ‘monstrous’ also suggests that the soldier’s task is immense, almost impossible to do, which emphasizes the feeling of hopelessness of war. This is again highlighted when the poet refers to the gunshots as ‘stuttering’. This means that there are bullets whizzing everywhere, and chances are most of the men would have been hit. The alliteration of the ‘R’s in rifles rapid rattle indicate the sounds of gunshots; again appealing to the reader’s senses to highlight the bleak conditions in the battlefield which are terrible and ugly. Owen is obsessed with the cruelty, indignity and senseless wasting of their lives. The use of the word ‘patter’ refers to the bullets hitting a soldier’s body. It gives the effect of raindrops hitting a window, which when used to describe how a body is inflicted with bullets paints a very cruel and inhumane picture. When he writes, ‘No mockeries now for them; no prayers nor bells’ He says that the dead are forgotten; they are neither mourned nor prayed for. This is because the dead are so many that it would take too much effort to bother to tend to them. The only things to mark their deaths are the ‘choirs’, yet there are not ordinary choirs but, ‘The shrill, demented choirs of wailing shells’. It is as if death has become the norm for them; it does not receive much attention or sympathy. The words ‘shrill and wailing’ seem to suggest that even in their deathbeds, there is no peace. The ‘bugles calling for them from sad shires’ seem to be calling in vain, because the soldiers are all dead. If anything, the soldier’s deaths are undignified and not the least bit honourable. There is no hero worship and the dead are ignored. There is no pride, no honour and still the war continues. Owen writes about the effects of so many casualties of war and how it ironically destroys the homes the soldiers died to protect. The numerous deaths caused by war  ravages even the younger generations left behind, shown by the ‘candles’, ‘What candles may be held to speed them all? Not in the hands of boys, but in their eyes Shall shine the holy glimmers of goodbyes. ‘ This refers to their tears and the ‘pallor of girl’s brows’ which is the paleness of the girls. It is all they have to mourn the dead soldiers, and they are plagued with sadness at the death of a loved-one. The line, ‘And each slow dusk a drawing-down of blinds’  shows that they are slowly losing hope against the darkness, which signifies their sorrow and misery. He says that the youth are supposed to be the hope for the future but are doomed because of the past, which is ironic because so many soldiers wasted their lives hoping to protect these children. The calmness achieved by the consistency only serves to suggest the mood is heartless, without emotion, cold, cruel, and that like of a machine. In ‘Anthem for Doomed Youth’, the rhythm is broken and unsteady; it serves to create an impression on the reader of how grave and miserable war is. In ‘Dulce et Decorum Est’, the tone is more sombre and angry; making out the same war is grim and insufferable. The Latin words used in the title of the poem Dulce et Decorum Est mean, ‘it is a sweet and fitting thing to die for ones country’. This is ironic as throughout the poem, Wilfred Owen gives the reader a negative picture of war and towards the end of the poem, calls his title ‘the old lie’. This is because at the start of the war the Latin phrase had become a motto which was used in supporting patriotic statements about war and to encourage other young men to become soldiers. But Owen himself had been at the front lines for three years and so by now knew what war really meant and so he uses his poetry as a means to express the views of soldiers to people who had no experience of it; namely the public. Wilfred Owen begins his poem with the soldiers’ description, ‘Bent double, like old beggars under sacks, Knock-kneed, coughing like hags,’ This is strange coming from a soldier himself and directly opposes the stereotypical soldier. Throughout, his choice of words describing the soldiers, his experience and war itself, Wilfred Owen puts the reader into a state of shock and disillusion. He uses the analogy of war as being like a plague or a lethal disease that is highly contagious and can cause mass destruction, in order to emphasise the harsh reality. This is shown when he writes, ‘like a man in fire or lime’; as in the days of plague where lime was used as a substance to decompose dead bodies, and in saying this, he says that those who enter war, those who actually participate and experience war at its worst, for them there is no return to normality, or indeed humanity. He writes about a soldier who had died of poisonous gas inhalation and describes it vividly, trying to make the reader imagine the scenes before him using the present progressive verb form ending with ‘-ing’. For example, ‘He plunges at me, guttering, choking, drowning. ‘ This gives the sense of immediacy, that the reader is actually witnessing the soldier’s death. This soldier died by breathing in poisonous gas. Then Owen describes how the man’s dead body was treated, ‘Behind the wagon that we flung him in, And watch the white eyes writhing in his face, His hanging face, like a devil’s sick of sin, ‘ This shows the pain he was in, as he was on the brink of death. This is to  illustrate that as the devil is destined to commit evil until the end of time, it has come to the extent that even the devil is sick of the amount of evil and torture around it. The religious diction used here symbolizes the relationship between war and the devil and that they too, are playing on the same grounds as the devil. A direct address to the readers is also used, using a persuasive technique, especially in the last stanza, for example, ‘If you could hear†¦Ã¢â‚¬â„¢ in line 21, ‘My friend, you would not tell†¦Ã¢â‚¬â„¢ in line 25, This is so that the reader would feel sympathetic towards him and the soldiers. It is almost as if Owen is begging the reader to understand. Through describing this man’s tragic death and his burial, Wilfred Owen tries to change the views of the public. The use of fricatives symbolizes the harsh reality of war as by using fricatives, for example a hard ‘c’ is used in words such as ‘corrupted’ and ‘cud’, it becomes as though the reader can actually hear the person dying as it sounds like choking and so writes in a very vivid form. In the last few sentences he makes his final message clear, ‘My friend, you would not tell with such high zest To children ardent for some desperate glory, The old lie: Dulce et Decorum Est Pro Patria Mori.’ Again he makes a personal plea to the reader telling them not to tell children that war is a patriotic act and the only answer to the world’s problems. It is in fact the worst possible answer, there can never be honour as a result of war and there are only dire consequences. Brooke’s love for England is shown throughout his work. As in Dulce et Decorum Est repetition and alliteration used. The words England and English are repeated many times to show his love for his country and alliteration such as, ‘Her sights and sounds’ magnify the beauty of England. It is also used to mask the horrors of death on a battlefield as it states, ‘That there’s some corner of a foreign field’. He also believes that heaven will look similar to England by stating ‘under an English heaven’ and therefore also believes in the superiority of the English, ‘a richer dust concealed’. Owen, on the other hand, witnessed twentieth century war in all its cruel destructiveness and as a consequence brought war poetry into the modern era. Although both poets write about the same topic, which is war, they both have different views and attitudes towards it. Perhaps this is because of their different experiences with war. Brooke is like a new soldier, naà ¯ve and yet to experience its horrors. Owen writes as if he has just witnessed the worst, as he was involved with the uglier and bloodier part of the war. He also reveals the effects both on and off the battlefield. Both authors have distinctly different impressions of war because of their different experiences, but ultimately, both describe the subject, although from totally opposite sides. The two poets really contrast and oppose each other greatly. Brooke writes about war idealistically and with passion, Whereas Owen does the complete opposite. Owens’s poem is however more reliable since he has experienced war. ‘The Dead’ was written before the war. The Soldier was written in 1914, a year before Brooke died, and Owen wrote Dulce et Decorum Est in 1917, three years after the First World War had started. In these dates we may find the reasons behind the conflicting ideology the two men gained. Brook wrote his poem at the beginning of the war, and so the ideas and perceptions of war and fighting for one’s country as being noble and heroic were still fresh in his mind and the public’s. Owen, on the other hand, wrote his poem three years into the war and in that time was able to see and accept the realities of war, so his perception of war was changed to bitterness and this was reflected in his many poems such as Anthem for Doomed Youth in which he reveals the same feelings on war as he does in Dulce et Decorum Est. In one of his previous poems, The Ballad of Peace and War, he himself had supported  the idea of, ‘How sweet it is to live in peace with others, but sweeter still far more meet to die in war with brothers. ‘ Therefore, it would be concluded that the only reason why the two poets have conflicting ideologies of war, is time. If Brooke had experienced more of the war he might have wrote later poems that portrayed the same bitterness as Owens.

Italian Renaissance essays

Northern/Italian Renaissance essays Northern Vs. Italian Renaissance Art The characteristics of art that seem the most prevalent during the Renaissance are Classical Revival (going back to Greek and Roman times for subject matter and inspiration), Humanism (the idea that humans are focus), Window of Nature (the idea of including nature in the pieces), Syncretism (including Greek and Roman mythology and/or characteristics in Renaissance art), Cult of Beauty (Plato's notion of ideal beauty and love), Empiricism (making the work look as real as possible), Individualism (individuals are important, and become a focus of art), and Idealism (humans and religious figures are painted in their most ideal form). Raphael's fresco The School of Athens and Brueghel's oil painting The Wedding Dance. Although both pieces contain the characterizing elements of Renaissance art, they are different in many Raphael's fresco stands 26 feet by 18 feet and is a model of Italian Renaissance art, containing obvious examples of each of the components of Renaissance art. The School of Athens is a prime model of the Classic Revival. The school portrayed is a school of philosophy in ancient Athens. The people are wearing Greek loose fitting robes for their garments. The architecture of the building is primarily Greek with the columns and arches representing those of the times of Aristotle and Plato, whom are also represented. Humanism and Individualism can be seen in the fresco because humans are the subjects of the painting. Individual people are the focus of the piece, and each has been given their own personality and identity. Raphael has done a phenomenal job depicting each person's facial expression and body movement. The Window of Nature is evident (although not as prevalent as in other works of this time period) in the background of the work in the clouds painted over the heads of Aristotle and Plato. Raphael h...

Future of Singapore Public Housing Loan The WritePass Journal

Future of Singapore Public Housing Loan Abstract Future of Singapore Public Housing Loan ). Moreover, the private sector’s better performance and management of the economy was an added reason for the privatization as compared to the public sector’s ability in managing and performance. With the privation of the HDB loans to consumer banks, the annual interest rate returns have since increased and projections show that they will continue to increase in the coming year. This therefore eliminates the high rate hurdle previously presented by HDB through the elimination and minimization of the government regulation on the HDB housing projects. (Li, 2014). Financier of Mortgage loan: Interest rates   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Homebuyer with potential can choose to buy a home with either a HBO loan or Bank loan. The payment scheme chosen will determine the selection of the mortgage partner from which the mortgage loan will be received. Homeowners are able to apply for mortgage loans through HBO and Consumer banks. The above options for loan financier are in place in order to enable potential buyers to decide which best fits their financial capability.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In addition, HDB plays the role of a financier to flat owners by giving mortgage loans. This has enabled Singapore residents to acquire public houses easily and faster with the help of HDB mortgage loan. From a financier’s point of view, a homebuyer applying for a mortgage loan is required to have met their credit assessment and this is assessed with their current system of standard mortgage application. For an eligible flat buyer to have access to a concessionary loan, they must have an HDB Eligibility Letter (HLE) confirming that they are capable of making repayments. This is important because it accesses one’s potential ability to pay back his loan with constraining their personal budget. Before anyone can purchase a flat, they must have a letter of eligibility of HDB. HBO concessionary loan interest is 2.6% which is only 0.1% higher than the Central Provident Fund (CPF). It seems important tor e-examine the interest rate of HBO quarterly in comparison to CPF interest rate to ensure that it stays roughly the same level. This type of system design helps to provide an easier scheme for the mortgagor to service their loan payment, and ensure they constantly pay without defaults. This interest rate of the HBO loan has been in existence for over 15 years (Ong, 2010). Contrary to this, banks interest rate is currently 1%. The interest is dynamic and not constant because it is determined by a number of other factors which affects the operation of the bank such as its business strategy, the prevailing market situation and commercial decisions. It is determined jointly by all the financial institution in Singapore. This system make it unreliable because it is not constant, it keeps fluctuating based on the above mentioned factors. Even though HBO mortgage offer low amount of loans, HBO mortgage scheme remain the most suitable financier to mortgage loan. Unfortunately, and since the privatisation of HBO, all those who wish to finance their resale and acquisition of HBO public housing will have to apply loans to various banks licensed by the monetary fund to give mortgage loans to public housing acquisition and resale. Immigration There are benefits to being a citizen in Singapore. Singapore is one of the major cities in Asia in terms of wealth and culture. To buy and rent an HBD flat, one has to be 21 years or older and a citizen to Singapore. Another benefit that the citizens of Singapore are entitled to is obtain loans at concessionary interest rate with HBO to help them in obtaining the flats. In addition to this, they are also offers for citizens who obtain public houses for the first time such as subsidies, for instance grants offered by the government as a cushion to aid those buying public houses. Citizens also enjoy lower rates for houses repairs (Adams, 2014). Conclusion In conclusion, the number of public house owners in Singapore is bound to increase in the near future with increase in mortgage.   The performance of HDB’s hurdle interest is expected to increase on an annual basis with the privatisation to consumer banks to aid in the mortgage loan financing. This has facilitated the process of solving the housing problem in Singapore owing to the fact that the government has provided a more reliable and efficient option to help people buy property. Although the current market is not promising, the government is working hard to curb the situation and enable more Singapore in the coming year to own public house. This will enable them to deal with the housing problems and concentrate in development of other sectors of the economy thereby increase their national income and dominate in the leading economy (Li, 2014). Bibliography Adams, J. (2014, October 10). Bleeding the banks. Retrieved October 31, 2014. Li Sen, S. (2014, October 3). Spike in bad home loans swells Singapore banks NPLs. Retrieved October 31, 2014. Ong, S. (2010). Housing affordability and upward mobility from public to private housing in Singapore. Singapore: S.E. Ong].

Mens Rea Personal Statement Example | Topics and Well Written Essays - 1000 words

Mens Rea - Personal Statement Example He was perhaps in his early thirties medium height and bearded face. What stood out to me at the moment was that he wore well fitted tan suit. I presumed that he was a business man of some sort. Like most in this particular coffee shop, he sat on his chair busily minding his lap top and scribbling on his note pad. He next began talking to himself. I privately concluded that he was a journalist preparing for an interview. My notion was dashed when I noticed a bewildered expression cross his features. He glanced around, panic stricken with eyes darting about. It was almost as if he did not realize where he was. I spent a minute watching him look about like a caged animal and found myself compelled to assist him. Standing with latte in hand, I strode over to assist and en route asked "Are you ok" "Do you need help with something" He stood, the same animal, now cowering but yelling "YOU'RE TRESPASSING, YOU'RE IN MY SPACE". I quickly apologized and left the caf. I consoled myself noting that this man in the nice suit needed some serious couch time. Maybe he was in the middle of a panic attack, I surmised. Yet I wondered was I trespassing If a police officer had been in the caf, would I have been charged I was only trying to help so why did he use that specific legal termtrespassing. Determined to not have my day ruined, I chalked up the experience to a gross misunderstanding by a tortured soul and proceeded about my business. Putting the episode behind me I strolled south on Boston street when suddenly some greenish hued paper caught my eye. To my delight there was a five dollar bill lying on the ground utterly abandoned. I took a moment and looked around me to see if perhaps there was someone searching for it. Nope, the money was mine. I smiled knowing that karma was now on my side and leaned down to pick it up. Suddenly, this screeching voice hurled an accusation and I found myself confronted by flip flops commandeered by toes in desperate need of a pedicure. "You took my Money"!!! My stomach lurched, not again! What is going on today I rose to a tall woman maybe in her middle twenties with black hair wearing blue short shorts and a tank top and flip flops standing there. Setting aside for a moment the fact that she had absolutely no business wearing short shorts, I was being yelled at by this crazy woman with her perfectly lacquered talons waving in my face. Transfixed and trapped by the talons, I quickly returned the five dollars to her muttering an apology. I didn't want any trouble. The woman screamed, "You're lucky you gave it back, I can still call the cops!" I sensed her aggression and replied with, "so sorry ma'am". I could not believe this was happening. If I didn't know better I'd swear I was on candid camera. I wondered what was happening and praying that it would change. I turned around to make my exit and trotted towards the park. It's peaceful there, I concluded. Eyes forward because now I am convinced that the whole town thinks that I am a criminal and I am horrified to see the looks on their faces, I continue my trot. I remind myself that the park is a safe place, a happy place, a peaceful place. Yes, only good things happen in the park and dammit I left my latte back with Ms. Shorty shorts. Should I get another Nah, better just get to the park. I had about three more blocks to go before I reached the park. The whole time I kept repeating positive affirmations

Joint operations principles, NATO and the Ukraine Crisis Research Paper - 1

Joint operations principles, NATO and the Ukraine Crisis - Research Paper Example The emergence of joint operations is a long story which developed over a long time. This emergence was related to the inherent challenges that affected the general coordination of military forces and their operations. These challenges led to the exploration of alternatives that included the consultation of like-minded partners to conduct operations that had results that affected them in common. The initial attempts however consisted the joint operations involving different forces. With the improvement of military technology, multiservice coordination became even more complex with air power coordination2. Throughout the history of war, various nations have been conducting joint operations and activities against a common enemy. This collaboration has always been related to success in battles. The first ever recorded joint operation in the United States was a dual-service operation in which the Union Army and naval forces in a federal campaign against Vicksburg3. This operation led to the development of unity of effort, mass, leverage and seizing initiative as the first principles of joint operations4. The operation Urgent Fury in Grenada was also an overall success for the United States. The operation introduced a new concept of combining air and land attacks in a coordinated manner and as such was a great success especially due to the use of furious or forceful entry. Over time, various countries have been using the concept of joint operations and its principles to organize and execute military operations and attacks. The most recent and ongoing application of these principles is seen in the Ukrainian crisis. The Ukrainian crisis, which is being executed by the Russians started with the volatile Euromaidan Protests that were witnessed in 2013, November. The involvement of military forces has culminated in Russia’s annexation of the Crimea. These activities have become