Operation Husky essays

Operation Husky essays Strategy without tactics is the slowest route to victory. Tactics without strategy is the noise before defeat. Sun Tzu The idea for the invasion of Sicily was born at the January 1943, Casablanca conference between President Franklin Roosevelt and English Prime Minister Winston Churchill. The overwhelming success of the North African Campaign allowed the Allies to consider pushing their plans forward to take the war onto the European continent. Therefore, the Allies commenced planning for an amphibious invasion to liberate Sicily, which was, code-named Operation Husky . To better understand this military operation it is necessary to research primary and secondary sources and assess their value. Primary source documents provide unique opportunities for the past to be explored. They provide a richer and more descriptive explanation of the past that cannot be reproduced in textbooks. However, the creator's point of view must be considered when skeptically and critically analyzing these documents. While examining the Records of the Joint Chiefs of Staff it was necessary to determine the documents value and analyze and evaluate the documents for bias or contradiction. The primary documents concerning Operation Husky were useful in understanding the planning that takes place for a military operation, but they had limitations. To fully understand the invasion of Italy it is necessary to compare the accounts in the records to other secondary sources that deal with Operation Husky. The Records of the Joint Chiefs of Staff offered useful insight into the planning of Operation Husky but there were inherent biases and limitations on the information provided that could only be discovered by researching secondary sources pertaining to the subject. To understand the documents within the Records of the Joint Chiefs of Staff it is necessary to determine who wrote these documents and for what purpose. The Records of the Joint ...

Cómo hacer para pedir un perdón migratorio en USA

Cà ³mo hacer para pedir un perdà ³n migratorio en USA Pedir el perdà ³n (tambià ©n conocido como waiver)  depende de la causa del problema y si lo que se busca es una visa no inmigrante, como por ejemplo la de turista, o una de inmigrante para la tarjeta de residencia. En este artà ­culo se explican las dos situaciones, segà ºn el tipo de visa que se busque. Perdà ³n para sacar la tarjeta de residencia Las peticiones de green card pueden ser rechazadas por ms de 40 causas. Cuando esto sucede se dice que la persona para la que se solicità ³ es inadmisible.   Dependiendo de la causa de inadmisibilidad y si se cumplen otros requisitos a veces es posible solicitar con à ©xito un perdà ³n.   Estas son distintas situaciones a tener en cuenta: Si el solicitante es familiar inmediato de un ciudadano americano y se encuentra en Estados Unidos y el à ºnico problema es que ingresà ³ ilegalmente al paà ­s y ha estado en esa situacià ³n ms de 180 dà ­as haciendo asà ­ saltar el castigo de los 3 y de los 10 aà ±os, entonces asesorarse si serà ­a posible pedir el perdà ³n provisional I-601A. En los dems casos, para la mayorà ­a de las causas de inadmisibilidad se podrà ­a solicitar el perdà ³n I-601. Estos son 5 errores que hay que evitar cuando se solicita por el problema de presencia ilegal. Para el perdà ³n I-601 los requisitos son distintos segà ºn la causa de inadmisibilidad. Para muchas se pide, adems, que se dà © una situacià ³n de dureza extrema.   Adems, hay que tener en cuenta que algunas causas de inadmisibilidad, como por ejemplo las relacionadas con la seguridad nacional o delitos graves son extraordinariamente difà ­ciles de obtener por no decir que imposible. Si adems, ha habido una deportacià ³n o expulsià ³n, seguir leyendo hasta encontrar ese punto en este artà ­culo ya que adems de la penalidad por ser inadmisible hay la penalidad por la remocià ³n y habrà ­a que pedir los 2 perdones conjuntamente. Perdà ³n cuando se solicita una visa no inmigrante Las visas como la de turista, trabajador temporero, estudiante, etc, pueden ser negadas porque se considera que el solicitante es inadmisible para ingresar a Estados Unidos.   No confundir cuando una visa se rechaza por una causa de inadmisibilidad a cuando se niega porque el solicitante no es elegible (20 causas). Por ejemplo, cuando una visa de turista no es aprobada porque el aplicante no demuestra lazos familiares y/o econà ³micos con el paà ­s en el que reside. Esa no es una causa de inadmisibilidad y, por lo tanto, la solucià ³n no es pedir un perdà ³n. En estos casos de ser inadmisible, las opciones son dos: Si se tiene una visa vlida, se es solicitante de visa U (violencia) o T (trfico de personas) o se es canadiense, se podrà ­a solicitar un perdà ³n I-192.En los dems casos, se podrà ­a solicitar un perdà ³n sin utilizar ningà ºn formulario oficial pero con documentacià ³n para respaldar por quà © se solicita. En este caso se presentarà ­a ante el consulado o embajada americana donde se solicita la visa. Y a partir de ahà ­ se envà ­a a Estados Unidos a una oficina que se conoce como ARO, que son los encargados de decidir.   Ejemplo: perdà ³n para obtener una visa no inmigrante cuando el problema es fraude 212(a)(6)(c)(i). Si ha habido una deportacià ³n o remocià ³n En los casos de deportacià ³n se impone un castigo y no se puede regresar a Estados Unidos por un nà ºmero de aà ±os, que dependen del caso. Si se considera que se podrà ­a obtener un perdà ³n para regresar hasta de que transcurran esos aà ±os, hay que pedir el perdà ³n I-212. Dependiendo de las circunstancias del caso, sà ³lo este o à ©ste y otro. Por ejemplo, puede que se tenga que pedir el I-601 y el I-212 conjuntamente. Todo va a depender de las circunstancias del caso. En los casos de deportacià ³n tener en cuenta antes de presentar el perdà ³n que si se est en una situacià ³n de prohibicià ³n permanente, ya que ahà ­ rigen sus propias reglas, que son muy duras. A tener en cuenta En casos antiguos puede que aplique la  proteccià ³n 245(i).  Ya no serà ­a necesario pedir un perdà ³n. Los perdones son totalmente discrecionales, esto es, si se aprueban o deniegan dependen de la persona encargada de resolverlos y siempre est radicada en Estados Unidos. Es necesario entender que los perdones son asuntos complejos, difà ­ciles, que requieren presentar bien el caso y toda la documentacià ³n, por lo que es realmente recomendable contar con un abogado migratorio reputado con experiencia en este tipo de casos. Y aà ºn asà ­, entender que es probable que no se gane el caso. Por à ºltimo, evitar ser và ­ctima de fraude migratorio. Particularmente de las personas que asegurar poder obtener un perdà ³n a cambio de una fuerte cantidad de dinero. Los casos de estafas migratorias pueden reportarse anà ³nimamente. Este es un artà ­culo informativo. No es asesorà ­a legal.

Shakespeare Othello Essay Example | Topics and Well Written Essays - 1750 words - 1

Shakespeare Othello - Essay Example Shakespeare’s play Othello is set in Venice and Cyprus and involves a general named Othello, a person of black decent living among the whites. Despite having an African heritage, Othello is a general in the Venetian army and is happily married to Desdemona, a white woman (Othello 870). However, Roderigo; a rich young man was jealous of the marriage between Desdemona and Othello since he had been pursuing her love in vain. Therefore, he unites with Iago who hates Othello for favoring the inexperienced soldier, Michael Cassio. Othello promoted Cassio to the lieutenant position instead of Iago who had a lot of experience. They ganged up against Othello and started planning on how to ruin both his marriage and life. Discrimination occurs due to various reasons such as envy, desire for power and fear. Racism is frequently viewed in terms of morphological features like hair type, skin color, as well as facial looks (Rizzo 65). Just like in Shakespeare’s plays, Moors and other foreigners are identified by use of skin color. This play actually presents racist message when Othello, a character of African origin is insulted due to his race. For instance, in the play, he is referred as â€Å"The lustful Moor† (Shakespeare 2.1.290) Consequently, Othello is regarded as â€Å"An old black ram†¦ tupping your white ewe† (Shakespeare, 1.1.110-6). Consequently, he is seen as â€Å"a Barbary horse† to †¦, make the beast †¦backs† (Shakespeare 1.1.110-6). These are racist insults of animal imagery directed at Othello because of is of African origin. He is seen as animal of lower status compared to the whites within Venice. However, I do not agree with the assessment of the play and the playwright that Shakespeare is a racist. This is because Shakespeare never considered race a central theme in his works. Instead, his comprehensive soul established an impressive racial vision. He comprehended many things related to racism there by making him develop an impartial attitude towards different races within his surroundings (Moore 121). Consequently, five of Shakespearean plays focused on racial problems within his white centered Christendom society. This clearly proves that Shakespeare identifies the existence of racial differences though he is not a racist. Despite presence of sexual jokes as well as animal imagery directed to Othello, it is wrong for critics to consider Shakespeare a racist. Shakespeare is an impartial and humanitarian dramatist championing for interracial equality liberty, as well as fraternity. In fact, he encourages everyone to shy away or come out of racial bond, which cuts human hearts. Thus, we should discard racism since it cuts human hearts resulting in tragedies rather than curing the same (Bloom 78). Further, some critics argue that the sexual jokes as well as animal imagery within the play are forms of racial discrimination directed by Shakespeare towards Othello. For instance, he is referred as an old black ram spoiling Brabantio’s white ewe. The other instance is when Othello is considered a Barbary horse covering Desdemona would later produce a beast with two backs (Shakespeare 1.1.110-6). Consequently, Othello is portrayed as a person who gets angry faster. This is proved when he believes in the lies of Iago concerning the purported affair between her and Cassio. The lie angers him so much and makes him jealous of Cassio. Later, it

Unit 7 Discussion Research Paper Example | Topics and Well Written Essays - 250 words - 3

Unit 7 Discussion - Research Paper Example Path 1case of Child and Family Welfare that has been given as an example here is an indicator to the fact that many victims especially teens who are tested HIV positive do suffer from lack of proper exposure on how they should handle such crisis, thus tend to leave in seclusion from reality. In this case, the mother of Ron finds Ron’s result without being told by Ron, calls for proper handling of both the mother and the teen – Ron by the caregiver. According to Ahsan (2006), the caregiver should ensure that the mother is equipped with enduring and underling protective factors that should be rendered to Ron in order to live positively healthy without also infecting others. This means that the mother must be told the truth of the Ron’s infection and a match of interventions must be optimized in order to help the teen cope with the situation. This is often referred to as the parent-centered strategy. On the other hand Ron must be kept on constant counseling to provi de him with skills and belief necessary to overcome stigmatization. This approach is known as child centered strategy. Strong family support is the hallmark of proper handling of the victims who need rehabilitation. Caregivers should therefore ensure that the family members are always in cooperated in such programs for the success of the

International Law †Definition Essay Example for Free

International Law – Definition Essay There have been many attempts at codifying the laws governing international activities. An international law essentially governs international activities, or activities that have international implications, between two sovereign nations or entities by common rules, standards and conditions. The concept of legally binding agreements with an international scope was first introduced by Jeremy Bentham in the last quarter of the 18th Century (ILC, 2009). Jeremy Bentham was an English philosopher who first coined the idea of an international law that would regulate all important activities or aspects of international activities like commerce, justice, high sea activity, illegal acts, sovereignty, self defense and crime (Britannica, 2009). International law is inherently different from other laws as it primarily addresses the concerns of nations and not private citizens. It can legally be categorized into three different legal disciplines: 1. Public international law deals with common law issues between sovereign states and international organizations. Legal areas that are covered under the ambit of Public international law include international crime, high sea issues and humanitarian laws. 2. Private international law also called as conflict of laws, addresses the issue of ‘private relations’ across national borders and decides on the jurisdiction of the law. It has its roots in all the conventions, model laws, sovereign laws, legal guides, and all other documents and related instruments that govern such international relationships (ASIL, 2009). 3. Supranational law also called the law of supranational organizations, governs regional agreements between two international entities and distinguishingly nullifies laws of the respective nations in a situation of conflict with their sovereign laws. Public International Law Public international law relates to the form and ‘conduct’ of individual states and various organizations across the globe. Over a period of time, there has been an increased international activity and globalization has further enabled internationalization of issues. These issues, whether, economic, geo-political, environmental, criminal or else, find their right place under the ambit of Public international law. Public international law mainly has two branches that that deal with international issues. ‘jus gentium’ or ‘Law of nations’ was initially used by the Roman empire when they dealt with foreigners. Law of nations is a common law among nations that deals with issues like peace and war, extraditions, national boundaries and international diplomatic exchanges (Wiki, 2009). The other branch of Public international law, known as ‘Jus inter gentes’, also finds its roots in the Roman law system. This branch mainly deals with international treaties, conventions and other agreements between sovereign nations and international organizations. Public international law is also used to address sovereignty issues of nations, their boundary issues and jurisdictions. They also identify the legal responsibilities of a state, their jurisdiction of a territory and other territorial issues. This may lead to a situation of conflict between the international law itself and the sovereign state. Private International Law Private international law as described earlier addresses the issues between two private international entities. This branch of law regulates all the lawsuits that involve an element ‘foreign’ in nature and ones that may result in different interpretations and judgments depending on the jurisdiction of the subject (Collier, 2001). Private international law, in a situation of conflict between two international entities, determines if the proposed forum has any jurisdiction at all over the conflict situation. It then analyses and decides on the ability of competing state laws in dealing with the dispute. This branch of international law is also responsible for enforcement of the law. The term ‘conflict of Laws’ generally refers to the disparities between laws and reflects this disparity irrespective of the fact whether the legal system is international or inter-state. The term ‘conflict of laws’ is used by countries with common law system whereas the term Private international law is used more appropriately in cases where civil law countries are involved. The term that was initially used by and American lawyer and Judge Joseph Story for a common gamut of international laws, was discarded later by the common law researchers but was adopted by civil law lawyers (Collier, 2009). Since Private international law deals with international territorial disputes and also decides on legal jurisdictions of nation states, it is generally not easy to enforce decisions. There are two different lines of legal thinking that that try to define this law. One called ‘universalism’ is a stream of thinking where the researchers believe that this branch of law is a part of international law and applies in uniformity and is legally binding to all the nation states. The other group of researchers claims it to be ‘particularism’, according to which each state has its own unique norms of private international laws and pursues them in line with its policies. There are two major areas of functioning for Private international law. ‘Sensu stricto’ or narrow sense comprises of these set of rules and guidelines that actually determine the applicability of law of a nation in relation to the dispute. ‘Sensu lato’, also called as broader sense, comprises of a set of legal guidelines that has a direct bearing on material norms crossing the borders of a state (Collier, 2009). This branch of Private international law normally deals with global issues like international insurance, realty and financial disputes. It was in 1834 that Joseph Story’s treatise on the conflict of laws introduced the contemporary field of conflicts to the system of international law. His work had a great influence on the further legal research done on English laws and thus became the heart of Private international laws for most of the commonwealth countries. Sources of International law International law has evolved over a period of time and has its roots in the Middle Eastern and European history. It was Muhammad al-shaybani who first introduced the Law of the Nations at the end of the 8th century. These were the early legal treaties that explored applications of Islamic ethical code of conduct, and Islamic economic and military jurisprudence in relation to international law. Even though these treaties were in their nascent stage as per today’s complexity of issues, they still covered a number of areas under the ambit of international law, including treaties involving diplomats and diplomatic issues, issues of war, hostages and prisoners of war, and also women, children and civilian protection issues, especially during conflicts (wiki, 2009). The first ever treaties discovered in European history were written by a philosopher, theologist and jurist, Francisco de Vitoria, a staunch Roman Catholic, in late 16th century. Most of these legal opinions by the researchers were greatly influenced by the Islamic International laws that were the only legal International law treaties that took shape in the previous few centuries. Another legal scholar Hugo Grotius in the early 17th century further researched on the international treaties governing international laws and was credited for his legal endeavors (Wiki, 2009). The concept of sovereignty further evolved from the 17th century to the early 20th century in Europe. It was in Munster, in 1648, Germany that the first such instance of any treaty governing the concept of international law called ‘Peace of Westphalia’ took shape. This is when nationalism took precedence and people started identifying themselves with a certain nation-state. It was in the United States that history saw for the first time a modern instrument of international law take shape. Lieber Code was passed in 1863 by the Congress of the United States to govern actions of US forces involved with the civil war (Wiki, 2009). This was the first ever written law detailing guidelines and rules of war that were adhered to by all the civilized nations. The sources of International law are various resource materials and the processes that have shaped it over a period of time. Most of these processes or the building blocks of rules were greatly influenced by the politics in general and the legal theories by the researchers or philosophers. The decisions taken by the judges and the writings by the jurists are considered the auxiliary sources for the development of the international law. The international treaties between nation states and organizations, and the customs are also considered international laws of equivalent legitimacy (Wiki, 2009). As per the International Court of Justice, Customs are considered a primary source for International law, along with general principles of law and various treaties. International law and Customs Customary law is already acknowledged by the International Court of Justice by a statute in Article 38(1) (b), and is also incorporated in United Nations charter by Article 92 (Villiger, 1985). Customary laws are applied by international agencies in addressing the issues related to international disputes where the application of customs is considered an equivalent to the general practice accepted a part of International law applicable to the dispute. As a thumb rule, as and when a practice becomes a custom, it is applicable to all the member states of the international community. These states are bound by these customary principles whether or not they have consented for it, unless they opposed it from the start. Customs have long been a primary source for International law. Even though codification of customary laws took place in 1899 and 1907 in the Hague and Geneva conventions, some customs that were codified, like the ‘laws of the war’, had long been the part of international customs. The new codification of customary civil laws developed over a period of time since the middle ages. The customary expressions of law that were repetitive and were widely accepted within a particular community were written into laws by the local jurists. An example of such law would be ‘custom of Paris’ that regulated the community within Parisian region (Villiger, 1985). The term ‘customary law as a part of International law, also refers to the legal norms that were developed over a period of time and with customary exchanges between two independent states either through diplomacy or with wars. Though customary laws are not considered as superior as other laws written by statute or treaties in the International law system and are loosing their influence, they still are considered and recognized as building blocks for the ever evolving international laws and given great thought in most of the scholarly works by jurists. We may find examples of strong customary laws across the globe, like the Canadian aboriginal law, that have a constitutional backing and thus have an increasing influence over deciding factors (Villager, 1985).

Chen Rongs The Nine Dragons :: Essays Papers

Chen Rong's The Nine Dragons Mysteries within mysteries, this is the gateway to understanding. -LaoZi (Harbaugh) Reading the Dao de Jing can be a daunting task for one who is unaccustomed to such simple riddles, as the Chinese language is so well designed to supply. The Dao de Jing itself is a collection of sayings, pearls of wisdom, which are intended to promote contemplation, an expanding of ones observational prowess, and eventually a total realization of the Dao. The Dao is the energy or being of the universe. To fully realize the Dao, is to become one with the universe, gaining immortality and absolute wisdom. Because the Dao cannot be described as it truly is, many artists have sought to allude to the Dao's true existence in painting and sculpture. One of the artists who has most successfully created a visual representation of the Dao is Chen Rong, the twelfth century literati artist. He is best known for his masterwork, The Nine Dragons. (Sullivan) Chinese Scholar artists like Chen Rong disapproved of the painting media of their professional contemporaries, opting to use black ink on paper, as opposed to the otherwise popular color on silk. The simplicity, of plain black over the simple backdrop of widely available paper, appealed to the Confucian and Daoist Scholars. As such, Chen Rong painted his Nine Dragons on a large paper scroll with black ink. (Little) Another common practice amongst Daoist scholars was the use of alcohol and other mood-altering substances, and often painting and composing poetry while intoxicated. Chen Rong was true to this practice, creating The Nine Dragons while drunk. This could very well account for the spontaneity of the work, which was first roughly outlined by Chen Rong painting with his hat; having dipped it in ink, with the fine detail work was then applied with a traditional calligraphy brush. (MFA) While these things alone may not set the Nine Dragons apart for any other Chinese literati painting, the work is truly unique and innovative. Most amazing in the work, is the illusion of motion. The waves swirl and crash, while the clouds softly shift through the sky, and the dragons fly playfully and spiritedly. No previous literati work has been able to match this fluid depiction of active movement of the dragons. Moreover, it is these dragons that hold the most significance in terms of the Daoist principles within the work. The dragon is a personification of the Dao, the realization of which is the goal of the Daoist practitioner.

Principles of Euthanasia

‘Examine the view that religious and/or moral principles resolve the major issues in medical ethics' Euthanasia can be classified in relation to whether a patient gives informed consent, it can then be sorted into three types: voluntary, non-volontary and involuntary. One of the arguments regarding euthanasia is the problem of definition. The question of the argument is, where does the killing of a person become acceptable and subsequently where is Euthanasia applied.There is a debate amongst bioethics and medical literature, it aims to conclude as to whether or not non-voluntary (and to a point involuntary) killing of patients can be thought of as euthanasia. In the eyes of some, consent from the person is not regarded as being part of the criteria, these beliefs were held by people such as ‘Beaucham, Davidson and too an extent Wreen'. However, in the eyes of the majority to be able to justify euthanasia you have had to of had the consent of the patient to which it was o ccurring to for it to be acceptable.A sentence to sum up this ‘grey area' in euthanasia is, How do you find a distinction between cutting short a life and allowing to die? Another argument that seems to be against the principals of euthanasia is that of consequentialism. It's philosophy is purely about the outcome and it does not matter as to how the outcome was caused as long as the outcome is good. An example of this is one used by Petit, he states that ‘If you believe something to be the ultimate good then you should do all you can to promote this good and by any means necessary as long as the outcome is a successful promotion of this good. This ties in with euthanasia in a sense that no matter what reason or by which process euthanasia is carried out the outcome will always be that of death. Death is clearly not acceptable as stated in the ten commandments. Even if the person who had euthanasia received it under their own gratefulness and will, so that they would not endeavour continuous suffering, in the light of consequentialitsm murder is murder and it is wrong. Strong believers of this are the catholic church who preach that ‘an act of omission which of itself or by intention causes death is murder'.This also even relates to when the act was undergone in order to prevent suffering. Dentology is a principle that follows absolute rule, so it is in effectively the complete opposite of consequential thinking. It will follow rules in a very literalistic manner and will not waver at all in its meaning. A great believer in the dentology way of thinking was Immanuel kant, one of his quotes was, ‘since a maxim that involves killing cannot be rationally willed to be a universal law, it is wrong'. In applience to euthanasia, dentology will state that killing is murder and murder is wrong.A strong holder of the thoughts of dentology will then use the ten commandments and ‘though shall not murder' to back up its belief even if the act of euthanasia was carried out in the most acceptable and humane circumstances. The quality of life is a term that refers to the general well being of a person. It is used in many different contexts such as healthcare. In accordance with the field of healthcare the general addition that the ‘quality of life' has on it is of somewhat a negative contribution.What this means is that the quality of life in some peoples eyes (those that support and understand the benefit or the realistic element that euthanasia brings a-pon the medical world), when applied to someone in a state of critical illness and a person who wishes for their life to be over, it can be somewhat unfair to deny them of this wish, purely because of the sanctity of life. There are many ways in which this can be contradicted, straight from the words of the bible.God stated that he wished all humans to have free will, this would entail the power to kill yourself. You could also argue that it may be Gobs will and part of Gods plan for that particular persons life to end to reduce the suffering of others. There is also the argument of a ‘slippery slope'. It states that, once it becomes legal and feasible for people to be killed, then people will begin to ask for a slightly more relaxed view on the situation and so on and so forth. This could then move to an extreme like this for example.A busy son has been given the job by his siblings of looking after his elderly discrepant father, instead of devoting his time and nursing him and keeping him healthy, he can just apply for a lethal injection to have his father ‘put down' so he can concentrate on his own life. This is the type of thing the slippery slope argument believes could happen if it became acceptable to kill people, it would devalue human life. There are arguments that support the intentions behind euthanasia such as its practicality.It is in a way wrong to argue that killing someone can be practical and for the greater good, h owever when the structure of the argument of practicality is stripped down and properly analysed it does have a point. There are cases where strong believers of religion do not mind or are scared by the face of death as it puts them out of their misery and others too, they also believe that they will meet their loved ones later on in heaven. Euthanasia is practical in the sense that it actually relieves a person of their pain and it does this in the must relaxed manner possible.It also enables families to speak up freely about death and come to terms with it far better. From a rather blunt practical view, euthanasia can free up hospital space for people who are in chance of getting better, (this is not an actual argument out forward by authorities). There is also the autonomy argument which pretty much opposes most arguments against euthanasia, and that is the fact that you have the right to choose. It argues that it is not correct that an able human being has the right to end their life through suicide.Yet a person in an arguably worse condition who is not physically able to end their life can not be given the right. One can definitely say that euthanasia is a medical procedure that like many other medical processes has a great deal of controversy that comes with it. On the one hand, for thousands of years society like ours have stated that the killing of someone is quite simply against all moral and ethical ways. There is no reason as to why it should be acceptable now.It is also voiced that, pro euthanasia characters may say that it is all voluntary, but how can it be if the person is in such a critical state that they cant mouth their opinions? The first country to give euthanasia a chance was the Netherlands with their thirty year plan. There is evidence that this is going down a ‘slippery slope' in the ‘Groningen protocol'. This is a protocol suggesting that it should be acceptable for parents to end the life of their newly born child if it i s in a critical state.On another hand there are many good points in the practise of euthanasia such as the feeling of misery and devastation it can eliminate and in a sense prevent from being prolonged. This is in regard to the actual person and their friends and family. This refers back to utilitarianism ‘greatest good for the greatest number'. Other reasons that euthanasia should not be a problem is that death is a private matter and it is not for others to inter fear.From a philosophical point of view, someone may argue that, is death really a bad thing? I therefore come to a balanced view on euthanasia, I do believe that with precautions properly put in place it is a good service and provides a ligament role in making people happy. However, I do understand the argument of regulations being able to be broken as demonstrated by the Netherlands where all their original guidelines are not applied today. Word count : 1404

The Universal Declaration of Human Rights

The Universal Declaration of Human Rights was drafted in 1948 and one of the articles, article XXVI deals with protection of the fundamental rights, right to education: (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children. The right to education is a universal right and is recognized as a hum an right. It includes the right to free, non biased and non political primary education for everyone, to make secondary education at least accessible to everyone and make access to higher education.The right to education also provides the obligation to avoid discrimination at all educational levels and to improve quality of education. Furthermore, the European Court of Human Rights defined „education as teaching or instructions in particular to the transmission of knowledge and to intellectual development† and in a wider sense as â€Å"the whole process whereby, in any society, adults endeavor to transmit their beliefs, culture and other values to the young. â€Å" The rights to educations have been separated into three levels.Primary also known as elemental or fundamental education must be compulsory and free for any young person. It must not be discriminatory on nationality, gender, sexuality, etc. All countries ratifying the International Covenant on Economic, Socia l and Cultural Rights States must provide free primary education within two years. Secondary education must be available and accessible to anyone regardless of nationality, gender, or sexuality. It can be free or not, and it can be compulsory, but it does not have to be.In some countries, even though minority, secondary education is compulsory, for example in Denmark, Croatia, Finland, etc. Higher education at the University level must be accessible to persons who meet necessary education standards to be able to go to universities. Higher education does not falls under the provision of free education. The Universal Declaration of Human Rights (UDHR) proclaims that: „Everyone has the right to educationâ€Å", the question is to what kind of education or who should provide it?The fact is that UDHR was drawn up in 1948 when only a minority of young people in the world had access to any type of education, however, today we can say that situation is much better, showing that four out of five adults worldwide have some literacy skills. The purpose of the UDHR's article XXVI is not just having quantative aspect, but also qualitative. The UDHR's article XXVI has certain provisions that must be fulfilled in order to have qualitative education, such provisions are: „Education shall be free, at least in the elementary and fundamental stagesâ€Å"and „Elementary education shall be compulsoryâ€Å".Today educational opportunities have significantly changed in most parts of the world especially in Europe, North America, and Asia, nevertheless Africa remains the main problem regarding the number of educated people. Another interesting point has been made over the years, whether educational institutions are ready to provide qualitive education to young people, and prepare them for social, economical, and political aspects of human life.The commitment of the international community to implement the rights set out in the UDHR, mainly to adopt certain measur es to ensure effective recognition, has taken different forms from international treaties to internationally agreed programmers. The UDHR's rights and standards do not have force of law, however, the UDHR's rights have been transformed into treaty provisions making legal obligation on the states that ratified the treaty to provide citizens with free and qualitative education on at least primary level.The right to education is dealt with in Articles XIII and XIV of the International Covenant on Economic, Social and Cultural Rights, and is also mentioned in Article XVIII(4) of the International Covenant on Civil and Political Rights. As I previously mentioned almost all countries in the world have adopted and ratified treaties concerning right to education, but only some of them left doors open to individual citizens in their countries to challenge their own country for not complying with the provisions that they set in the treaties if that is the case.In all Western Europe countries which have highly developed legal system, now exists a body of case law in regard to the right to education. Besides international treaties, countries worldwide have adopted other instruments for implementation of the right to education, from Recommendations of international conferences of States, to Declarations and Programmes or Frameworks for Action adopted by intergovernmental conferences, or by ‘mixed’ conferences composed of representatives of governments, international organizations and civil society such as the World Conference on Education for All.The recommendations agreed by international conferences of states do not have the legally binding force as treaties, thus, they are normally adopted by consensus on the understanding that country will make everything in its power to implement provisions. In the world’s perception of the right to education changes has been made in the few past decades. the changes occurred in three phases or stages.In the first phase, lasting from the late 1940s up until the early 1960s, international concern over the provision of ‘fundamental education’ came to focus particularly on literacy and expansion of elementary of primary education in developing countries. The second phase started in the mid 1960s until the late 1970s when focus passed on functional illiteracy and expansion of elementary education continued. In the last phase, from 1980s until the present functional literacy was regarded as an aspect of learning needs. Two general points for educational policy can be made.The first is national efforts to reach out to those illiterate adults especially in Africa and the second to expand access to elementary education for the younger generation again mainly in Africa. These two points are the grounds for fulfillment of the UDHR article XXVI – right to education. Other provisions can be only partially fulfilled such as free education, but two provisions I mentioned can be fulfille d entirely in the whole world. The assessment of the fulfillment of the right to education is done by using so called 4As framework, which means that education must be available, adaptable, acceptable, and accessible.This 4A framework was developed by Mrs. Katarina Tomasevski, the former UN Special Rapporteur on the right to education. This 4A framework is intended to be applied on the governments, parents, and teachers. I will briefly explain these 4 As. Availability means that education must be funded mainly by the governments, education must be universal, free, and compulsory. The governments must ensure necessary infrastructure and educational materials for students and professors. Facilities intended to be schools must satisfy all safety standards, and all each school must have enough professional educators.Adaptability means that educational programs should be flexible and schools must respect all religious holiday. Adequate care must be given to student and professors with di sabilities. Accessibility means all children must have access to school regardless of race, religion, gender, nationality or social status. School must be within a reasonable distance for children, and if necessary transportation must be provided. Children must be supplied with all necessary textbooks and uniforms without additional costs.Acceptability means that education that will be provided to students must be culturally appropriate and without if discrimination. Professors and methods of teaching must be objective, and all textbooks must not be bias or forcing single idea or belief. Professors must be at highest possible level of professionalism. UNESCO has several instruments for monitoring the implementation of the UDHR right of education with the support of Member States, various international organizations, the intellectual community, etc.Thus, UNESCO's constitution requires that member states must submit periodic reports on the implementation and development of the right t o education. The articles VI and VIII of the UNESCO constitutions provides: „Each Member State shall submit to the Organization, at such time and in such manner as shall be determined by the General Conference, reports on laws, regulations and statistics relating to its educational, scientific and cultural institutions and activities, and on the action taken upon the recommendations and conventionsâ€Å".United Nation bodies which deal with human rights periodically receive reports from Member States, governmental and non-governmental organizations on implementation and violations of human rights including the right to education. The Committee on the Rights of the Child and the Committee on the Elimination of All Forms of Discrimination against Women are just two treaty bodies out of several which monitor the implementation of the right to education. Thus, it is important that two treaty bodies I mentioned above closely cooperate with UNESCO in order to protect human rights.I t is important to mention five international treaties which relate to education and protection of such right: International Covenant on Economic, Social and Cultural Rights, Convention against Discrimination in Education, Protocol Instituting a Conciliation and Good Offices Commission to be Responsible for Seeking the Settlement of any Disputes which may arise between States Parties to the Convention Against Discrimination in Education, Convention on the Rights of the Child, and Convention on Technical and Vocational Education.Besides to all the efforts of the United Nation, UNESCO, various international agencies and organization to implement UDHR's provisions mainly article XXVI, many governments still give too little attention to protection of human rights. Hugh amount of money are being injected in military development and maintenance, while education as the important pillar of the modern society still stays on the margins of the governments budgets.Mrs. Katarina Tomasevski, the former UN Special Rapporteur on the right to education wrote interesting comparison stating that there are 150 soldiers for every 100 teachers in the world. She additionally stated that only 2% of educational funds come from international aid. Thus, in many African countries even primary education is not free and education simply becomes too expensive for the poor families in those countries.Education cannot survive without money, and implementation and protection of the right to education depends upon the funds that governments and international organizations are willing to provide. We can conclude that only Europe and North America managed to satisfy all the requirements stated in the United Declaration of Human Rights article XXVI. There is still a lot of work to be done to copy this example to the rest of the world, especially in Africa, where education is only one problem among many others. References: The United Nations Right to education organization United Nations Educational, Scientific and Cultural Organization The State of the Right to Education Worldwide: Free or Fee World education report. 2000. Unesco Publishing.

Spectrophotometric Characterization essays

Spectrophotometric Characterization essays In this experiment, there were many goals. The first was to determine the wavelength of maximum absorbance for both the basic and acidic forms of Bromcresol Green (BCG). The second goal was to determine the molar extinction coefficient of BCG. The last goal was to determine the dissociation constant for BCG. Before beginning the experiment, the spectrophotometer needed to be calibrated. Setting the absorbance to 0 when there was nothing (only air) in the machine did this. The first step was to produce an absorption spectra of the acidic BCG and the basic BCG over the range of 340-700 nm. D.D.I H2O was used as the blank. The wavelength of maximum absorbance for the acidic form of BCG was 442.5 nm. The wavelength of maximum absorbance for the basic form of BCG was 616.0 nm. The isobestic wavelength was approximately 410 nm. The next step was to prepare 7 different concentrations of the basic BCG. The maximum absorbencies were recorded for each of the different concentrati ons. These absorbencies were plotted along with the concentrations. The molar extinction coefficient of the basic form of BCG was found to be 3.60x10^4. Beers Law was observed because a linear absorbance-concentration relationship was shown on the graph. The last step required different solutions of BCG, each containing different amounts of acid and base. The absorbencies were taken for these solutions. The dissociation constant for BCG was then found to be 1.80x10^-5 M. This experiment was successful. The dissociation constant was found and was close to the average values for the entire class. Within the science of spectrophotometry, there are many important principles. One of them, Beers Law, says that the amount of light absorbed is proportional to the amount of absorbing substance that the light must pass through. In other words, the molar concentration of a solution is directly proportional to the absorption of the solution (S...

A Brief Biography of Karl Marx

A Brief Biography of Karl Marx Karl Marx (May 5, 1818–March 14, 1883), a Prussian political economist, journalist, and activist, and author of the seminal works, The Communist Manifesto and Das Kapital, influenced generations of political leaders and socioeconomic thinkers. Also known as the Father of Communism, Marxs ideas gave rise to furious, bloody revolutions, ushered in the toppling of centuries-old governments, and serve as the foundation for political systems that still rule over more than  20 percent of the worlds population- or one in five people on the planet. The Columbia History of the World called Marxs writings one of the most remarkable and original syntheses in the history of human intellect.   Personal Life and Education Marx was born in Trier, Prussia (present-day Germany) on May 5, 1818, to Heinrich Marx and Henrietta Pressberg. Marxs parents were Jewish, and he came from a long line of rabbis on both sides of his family. However, his father converted to Lutheranism to evade antisemitism prior to Marxs birth. Marx  was educated at home by his father until high school, and in 1835 at the age of 17, enrolled at Bonn University in Germany, where he studied law at his fathers request. Marx, however, was much more interested in philosophy and literature. Following that first year at the university, Marx became engaged to Jenny von Westphalen, an educated baroness. They would later marry in 1843. In 1836, Marx enrolled at the University of Berlin, where he soon felt at home when he joined a circle of brilliant and extreme thinkers who were challenging existing institutions and ideas, including religion, philosophy, ethics, and politics. Marx graduated with his doctoral degree in 1841. Career and Exile After school, Marx turned to writing and journalism to support himself. In 1842 he became the editor of the liberal Cologne newspaper Rheinische Zeitung, but the Berlin government banned it from publication the following year. Marx left Germany- never to return- and spent two years in Paris, where he first met his collaborator, Friedrich Engels. However, chased out of France by those in power who opposed his ideas, Marx moved to Brussels, in 1845, where he founded the German Workers’ Party and was active in the Communist League. There, Marx networked with other leftist intellectuals and activists and- together with Engels- wrote his most famous work, The Communist Manifesto. Published in 1848, it contained the famous line: Workers of the world unite. You have nothing to lose but your chains. After being exiled from Belgium, Marx finally settled in London where he lived as a stateless exile for the rest of his life. Marx worked in journalism and wrote for both German and English language publications. From 1852 to 1862, he was a correspondent for the New York Daily Tribune, writing a total of 355 articles. He also continued writing and formulating his theories about the nature of society and how he believed it could be improved, as well as actively campaigning for socialism. He spent the rest of his life working on  a three-volume tome, Das Kapital, which saw its first volume published in 1867. In this work, Marx aimed to explain the economic impact of capitalist society, where a small group, which he called the  bourgeoisie, owned the means of production and used their power to exploit the proletariat, the working class that actually produced the goods that enriched the capitalist tsars. Engels edited and published the second and third volumes of Das Kapital shortly after Marxs death. Death and Legacy While Marx remained a relatively unknown figure in his own lifetime, his ideas and the ideology of Marxism began to exert a major influence on socialist movements shortly after his death. He succumbed to cancer on March 14, 1883, and was buried in Highgate Cemetery in London. Marxs theories about society, economics, and politics, which are collectively known as Marxism, argue that all society progresses through the dialectic of class struggle. He was critical of the current socio-economic form of society, capitalism, which he called the dictatorship of the bourgeoisie, believing it to be run by the wealthy middle and upper classes purely for their own benefit, and predicted that it would inevitably produce internal tensions which would lead to its self-destruction and replacement by a new system, socialism. Under socialism, he argued that society would be governed by the working class in what he called the dictatorship of the proletariat. He believed that socialism would eventually be replaced by a stateless, classless society called  communism. Continuing Influence Whether Marx intended for the proletariat to rise up and foment revolution or whether he felt that the ideals of communism, ruled by an egalitarian proletariat, would simply outlast capitalism, is debated to this day. But, several successful revolutions did occur, propelled by groups that adopted communism- including those in  Russia, 1917-1919,  and China, 1945-1948. Flags and banners depicting Vladimir Lenin, the leader of the Russian Revolution, together with Marx, were long displayed in the  Soviet Union. The same was true in China, where similar flags showing the leader of that countrys revolution,  Mao Zedong,  together with Marx were also prominently displayed. Marx has been described as one of the most influential figures in human history, and in a 1999 BBC poll was voted the thinker of the millennium by people from around the world. The memorial at his grave is always covered by tokens of appreciation from his fans. His tombstone is inscribed with words that echo those from The Communist Manifesto, which seemingly predicted the influence Marx would have on world politics and economics: Workers of all lands unite.†

Focusing on camera techniques and the mis en scene, argue whether or Essay

Focusing on camera techniques and the mis en scene, argue whether or not you feel the character of Captain Jack Sparrow from Pir - Essay Example Various camera techniques are also employed to capture the various scenes of the film. The Pirates of the Caribbean series, the curse of the Black pearl is one of the famous films in the industry. It employs various camera techniques and mis en scenes so as to paint the characters of its actors, their lifestyle as well as their social status. The main character of this film is Jack sparrow, a pirate. The film revolves around him, as he dominates all the scenes of this action. This essay evaluates the various camera techniques and mis en scenes used in this film, and whether they portray Jack Sparrow as a pirate. This film begins with the camera focused on the dark grey waters. As the sequence continues, the camera focuses on ship that slowly emerges from the sea. From the camera mid-shot, the viewer is able to tell the design and make of the ship. It is the type of ship associated with a wealthy category of people. It does not paint the picture of ordinary pirate. As the ship approac hes, a close distance shot view paints the image of the ship clearer. At this moment, the only audible sound is the sound of rippling water and cricking of the boat. There is no background music. This creates a more serene atmosphere that defines rather a sinister movie than it really is (Shaviro, 65). Another clear feature is the creepy colors that sum up with the sound to establish the theme more colorfully. This introduction provides mixed feelings to the audience. The film introduces a young girl, Elizabeth, as the first character. The girl chants a traditional song â€Å"Pirates life for me†, which is common with the pirates. Already, this first character introduces the theme of piracy. The voice of the lady is very clear to the audience. These two effects allow the audience to capture the main theme of the film. Close up shots brings focus on this first character and the audience can tell that she is sad. Therefore, they are able to anticipate a sad event within the sco pe of the film. This close view also portrays the naivety of this young girl. The film introduces the second character differently from the first one. The camera glides in quickly and focuses on this character. The second character has clothes that portray that he is a class below the first characters. His speech also brings out this issue even more clear; he speaks in a cockney accent as opposed to Elizabeth who uses ‘posh’ English accent. This tells the audience that the two have different backgrounds (Prokow, 20). Secondly, the characters in this film wear clothes that can be referred to those of early ages in the 19th century. Close up shots capture the traditional attires of these characters. The age of this film is another feature that contributes to the main theme of the movie. Of more significance is the main character, Jack Sparrow. He appears in old and dirty clothes that are associated with pirates. The camera closes in to capture the character so that his at tires become an element of interest to the audience. As a result, the viewer prepares to watch a film dominated by pirates as the main characters (Inga, 1). After introduction of the main antagonist and the protagonist, there is an eye line match between the main protagonist and the sinking ship in the distance. This portrays a rather disturbing or unpleasant mood. There is also an eye line match between the young girl and a small boy floating on the sea. The low angle shot aims at relieving the