Current Factors and Risks Affecting Wallis Drilling Services

Question: Examine about the Current Factors and Risks Affecting Wallis Drilling Services. Answer: Presentation Wallis Drilling Company is among the top organizations on the planet that have been giving penetrating administrations to mining of minerals. Wallis Drilling has been working for a long time. Wallis Drilling is a privately owned business that has the most effective and propelled machines that can take a shot at any landscape in Australia and other worldwide nations (Wallis Company 2015, standard. 1). With an adequate number of capable workers, the administrations offered are world class. Despite the fact that profits are promising, there are a few dangers that are related with Wallis Drilling that is huge for the endurance of the organization. Wallis Drilling organization is influenced by some worldwide dangers; the dangers incorporate; business hazard, culturally diverse hazard, nation chance and the money chance. Utilization of the hypothesis to Wallis Drilling Business hazard spins around operational issues that are the issues that are related with the everyday exercises of the organization. The operational issues might be the absence of fluid money or the powerlessness to settle the loan bosses. The other issue related with business chance is the part of timing. A business may go into a global exchange during a period that the monetary conditions are stressing and in this way little benefits are earned toward the end. Also, the opposition might be exceptionally hardened from the as of now advanced contenders along these lines making it incredibly hard for the organization that has not embraced some particular systems (Burgess-Limerick 2010, p. 53).Lastly, an organization may have embraced a methodology that is basic for its for endurance, yet poor usage of the procedure because of variables, for example, an unfit administration can represent an extraordinary danger to organizations, for example, Wallis Drilling. Money chance is another difficult that influences Drilling Company. The way that the vast majority of such organizations work globally is a central point. Organizations need to import or fare hardware and gear for their tasks (Tenfelde 2016, p. 5). The costs of the penetrating apparatuses are influenced by the cash conversion scale in the worldwide market. There are times that an organization may bring pretty much in a similar market. The variance in costs of the wares prompts misfortunes. Cash dangers are wild for they are impacted by externalities or financial conditions. Misfortunes are the best concern for Wallis Drilling in view of the cases of swelling and global tax assessment. Nation chance significantly rotates around the current circumstances in the working nation. Organizations that are working globally face the issues of precarious nations. When there is war in a nation, it is extremely unlikely that an organization can have the option to complete its exercises typically. The workers will fear for their lives, and hence the activities must be stopped until harmony is reestablished (Tenfelde 2016, p. 7). Monetary conditions in a nation are likewise a factor of concern. A nation that the organization has an agreement in is affected by elements, for example, expansion and the capacity of the organization to respect the provisions of the agreement like installment of the expense required. Nation hazard influences a few benefits and the effectiveness of activities. In conclusion, a culturally diverse hazard is portrayed by the elements that are related with associating with new individuals. More often than not, they associate with people that have various ways to deal with their method of living and dynamic. The social contrasts enormously influence the rate at which workers are working globally get the opportunity to adjust to the condition that they are working in. Exchange styles may likewise be unique, and consequently it might require some investment before an agreement is completely settled. On the other hand, the incongruities in the moral principles might be a factor of concern. On the off chance that the moral gauges are extraordinary, at that point differences might be experienced, and this could lessen the quantity of agreements accomplished. Legitimization of the dangers influencing Wallis Drilling Wallis Drilling is a casualty of the dangers that are related with worldwide exchange. In any case, Wallis Company representatives have encountered troubles in blending with various societies, here and there the workers have been gotten with antagonistic vibe or neglected to mix their way of life with that of the host nation (Boomhower 2014, p.12). It gets hard to work in a condition that you are not familiar with. A large portion of the representatives have left the organization in view of the unconducive working condition. Losing gifted representatives to the opponent organization makes an exceptionally solid rivalry that more often than not puts a strain on the constrained assets accessible in the organization. Likewise, Wallis Drilling Company has encountered misfortunes because of the low costs of iron in the market. Since the decay of the iron costs because of monetary conditions, the activity costs have not been remunerated by the normal benefits. At the point when the costs for the minerals lessen, a large portion of the mining destinations must be shut by the overseeing organizations. Wallis Drilling needs to hold up until the costs of the minerals appreciate. Working universally has called for affectability with regards to the remote trade rates. For Wallis penetrating, they have the danger of encountering misfortunes when they fare or import their boring apparatuses (Burgess-Limerick 2010, p. 51).The costs of the gear are influenced by the global monetary elements that are outside the ability to control of the organization. Finally, the failure to pay its banks the sum they owe them when time passes. It is sure that Wallis Company being a huge organization it has different requirements that must be dispensed to enough assets. To finance its exercises, more often than not, the organization needs to acquire from loan specialists. For the situation that a mine is shut down as a result of reasons, for example, low costs in the worldwide market, it gets extreme to respect the guarantees that were made to the leasers. Wallis Drilling Company in this manner has the danger of being bankrupt or sold by the lenders in the event that it can't respect its loan bosses (Boomhower 2014, p.78). References Boomhower, J 2014, Drilling like there's no tomorrow: Bankruptcy, protection, and Environmental hazard. EI@ Haas Working Paper, 254. Burgess-Limerick, R, Krupenia, V, Zupanc, C, Wallis, G Steiner, L 2010. Lessening Control choice mistakes related with underground shooting gear, Applied Ergonomics, vol. 41, no.3 pp.549-555. Tenfelde, AM., Esquivel, AO, Cracchiolo, AM, and Lemos, SE, 2016,Temperature change when boring close the distal femoral physis in a skeletally youthful ovine model, Journal of Pediatric Orthopedics, vol. 36, no.7, pp.762-767. Wallis Drilling. A Deeper Understanding, saw 16 March 2017, https://www.wallisdrilling.com.au/

Free Essays on Advertising Analysis

My commercial was found in an ongoing expansion to recuperation magazine. Recuperation is a magazine focused on young people that fall into the classification that appreciate surfing, skating and principally punk and exciting music. The specific commercial I picked was unequivocally for shades yet it was likewise for the retail location that sells them. For this situation the shop is called Glue. The topic of the specific promotion is a computer generated simulation. Like the item is from a different universe however you the purchaser can buy then at this point. The genuine computer generated simulation topic is depicted in huge detail, which additionally separates this notice from the others. In the commercial the foundation picture which is a piece of the virtual look is lined, otherwise called intertwined, to make the sentiment of augmented reality extraordinarily increment. The two characters in the notice are explicitly positioned moreover. The real foundation picture has a divider in it so the makers set the 2 characters apart. By making the male near the camera demonstrating just the top half and the female partner is hindered on the divider to show the entire body and how genuine it is. The characters, male and female, look as though they are playing a virtual shooting match-up. The characters are holding counterfeit weapons that look very advanced at this point despite everything depict a picture of computer generated reality. The ad fuses a white fringe to show of the orangeness of the notice. The base area of the notice is kind of slice off to add to the augmented simulation feeling and to add to the sentiment of being in the game too. The base segment is assembled of 4 areas. The first of the four segments is a fake image of a ridiculous firearm and content affirming the customer is on â€Å"Level four†. This adds to the virtualness. The subsequent area includes another notice for an item where the buyer, a punk, rock, surfy-skater, would likewise be keen on. A particular brand name I... Free Essays on Advertising Analysis Free Essays on Advertising Analysis My promotion was found in an ongoing expansion to recuperation magazine. Recuperation is a magazine focused on young people that fall into the classification that appreciate surfing, skating and for the most part punk and exciting music. The specific promotion I picked was expressly for shades yet it was additionally for the retail location that sells them. For this situation the shop is called Glue. The topic of the specific promotion is a computer generated experience. Like the item is from a different universe yet you the shopper can buy then at this point. The genuine computer generated experience subject is depicted in huge detail, which likewise separates this ad from the others. In the commercial the foundation picture which is a piece of the virtual look is lined, otherwise called joined, to make the sentiment of augmented reality enormously increment. The two characters in the ad are explicitly positioned moreover. The real foundation picture has a divider in it so the makers set the 2 characters apart. By making the male near the camera demonstrating just the top half and the female partner is hindered on the divider to show the entire body and how genuine it is. The characters, male and female, look as though they are playing a virtual shooting match-up. The characters are holding counterfeit weapons that look very cutting edge yet still depict a picture of computer generated reality. The notice joins a white fringe to show of the orangeness of the promotion. The base segment of the promotion is kind of slice off to add to the augmented simulation feeling and to add to the sentiment of being in the game too. The base area is aggregated of 4 areas. The first of the four areas is a fake image of a ridiculous firearm and content affirming the buyer is on â€Å"Level four†. This adds to the virtualness. The subsequent area includes another notice for an item wherein the purchaser, a punk, rock, surfy-skater, would likewise be keen on. A particular brand name I...

The True Nature of Physics Classes

The True Nature of Physics Classes Some people  entering the University of Illinois at Urbana-Champaign for a Physics degree are nervous because they hear that earning a degree is tough because of the material being taught. At first, this can be very frightening until one finds out that it is due to how the class is structured and how the grades are determined so mysteriously. In my experience, Physics classes at the university are not difficult, but they are structured with a number of variables in a way that you have to learn how to navigate. For example, Ive found that exam content is no  harder than the homework and is very doable. The difficulty instead arises from the time limit, which causes the quality of  my exam work to decrease below what I would normally have produced. The second variable is the transition instructors make between proof and example. Many of my lectures have are full of proofs and display less demonstration, but the homework is best done with knowledge of application. That creates the situation where you need  to search for examples on your  own, and, instead, the need to possess a strong initiative to complete this work makes the class difficult. I have also found the class poses difficulty by having most office hours held by the teachers assistants instead of the professor him/herself. The teaching assistants (TAs) do not always explain  the material as well as the instructor, and that has sometimes makes it cumbersome to seek help with the homework because you need to seek any marginal amount of help at all times possible. Courtesy: DreamsTime.com Now, the seemingly odd distribution of grades can be explained for the classes, too. The final grades in Physics classes at the university are done based on the  standard deviation of scores. This means that the overall distribution of grades is meant to fit a historical distribution of past course scores. For example, if the middle 30% of students tend to score Bs in a class then one can expect to get a B if they are in the middle 30% of their class. My point in saying this is to emphasize that one should not be afraid to take a Physics course because someone claims it is a grade-breaker. This is because the students could have just been really strong when that person attended that class, and it pushed the grade distribution percentiles to greater overall class scores. When taking a Physics class all one can do is their best to learn because the distribution of grades, which is determined by the entire class, is not in your control and worrying about that would be fruitless. If you do try your hardest, know you understand the material, and feel you got a low grade, it is not a reason to believe you are bad at Physics. Those who bumped up the grade boundaries may have just been better at taking Physics classes or tests while you may be equally if not better at applying the material in projects or situations more representative of industry. In other words, your Physics grade, although important, is not always the best nor only definition of you as a Physics student because you simply may not be good at taking classes, not utilizing Physics concepts. The University of Illinois at Urbana-Champaign has Physics courses that are known to to be tough, but for reasons you might not expect. However, if you enter the college with a love of Physics, a driven personality, and a mindset that your grade is not the only measure of your skills, then you have nothing to fear regarding Physics classes at the university. Jacob Class of 2018 I am a transfer student studying Engineering Physics in the College of Engineering. I started with the Illinois Engineering Pathways program through the College of DuPage. I am from Naperville, Illinois.

Dbq Although New England and the Chesapeake Region Were...

Wa’Nyah Tucker 11A September 24, 2012 DBQ ESSAY Question: Although New England and the Chesapeake region were both settled largely by of English origin, by 1700 the region had evolved into two different societies. Why did this difference in development occur? Thesis Statement: When talking about New England and the Chesapeake region, you have to consider the differences in motives and geography. Consider economic situations (reasons for settling where they did, reasons why they came to New England in the first place). One has to think about the family development and demographics, as well as the government structure. Thought New England and the Chesapeake region were both settled with a majority of English origin. By 1700 the†¦show more content†¦The main crop being produced in this area was tobacco. There was such high demand for tobacco, it eventually cause the soil to become try old and tired. By the soil drying out it increased the need for new land. In Document B on the list of emigrant bound for New England, it is mostly family oriented. Families were coming and units. These people were mostly the Puritans who were coming to New England for religious purposes. The New England colonies were founded as examples of pure religion. The New Englanders would come to prosper through their hard work, thrift, and the quality of their commitment to God and each other. The Christian values of charity towards another man resulted in tight knit communities that embraced the idea to care for every member. John Winthrop wrote, A Model of Christian Charity, while he was aboard the Arbella on the A tlantic Ocean in 1630. In this writing he states that no matter what social class you fall under everyone must say close together and work in unison as one man. Not as many men working but coming together. Showing the affection one would give to their brother. One must make their fellow colonist conditions their own, whether it is good or bad. Laugh together, cry together, rejoice together, mourn together, work together and even suffer together. They are as â€Å"a city upon a hill†. Meaning that other colonies will see what they do. They will notice everything they doShow MoreRelatedAlthough New England and the Chesapeake Region Were Both Settled Largely by People of English Origin, by 1700 the Regions Had Evolved Into Two Distinct Societies. Why Did This Difference in Development Occur?784 Words   |  4 PagesAlthough New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Wh y did this difference in development occur? AP U.S history DBQ #2 8/28/12 The New England and the Chesapeake regions were both from English origin. However, they had completely different societies. Each settlement had different intension of why they wanted to settle in the new world. New England and Chesapeake colonies had

Definition and Examples of Monologues

A monologue is a  speech or composition  presenting the words or thoughts of a single character. (Compare with dialogue.) Someone who delivers a monologue is called a monologuist or monologist. Leonard Peters describes a monologue as a dialogue between two people. One person speaking, the other listening and reacting, creating a relationship between the two (Demystifying the Monologue, 2006). Etymology From the Greek, speaking alone Examples and Observations It was the first day off in a long time, and all of us were trying to get a little rest and relaxation out by the pool at this big, modern hotel that looked something like a prison. If I had to call it anything I would call it a pleasure prison. It was the kind of place you might come to on a package tour out of Bangkok. Youd come down on a chartered bus — and youd probably not wander off the grounds because of the high barbed-wire fence they have to keep you in and the bandits out. And every so often you would hear shotguns going off as the hotel guards fired at rapid dogs down along the beach on the Gulf of Siam.But if you really wanted to walk on the beach, all you had to learn to do was pick up a piece of seaweed, shake it in the dogs face and everything would be hunky dory.(Spalding Gray, Swimming to Cambodia. Theatre Communications Group, 2005)A monologue is a predominantly verbal presentation given by a single person featuring a collection of ideas, often loosely assemb led around one or more themes. Note that I do not define it as a strictly verbal presentation; many, though certainly not all, successful monologuists also employ nonverbal elements to great effect, such as, their use of facial expressions and hand gestures, along with a variety of props and stage devices.(Jay Sankey, Zen and the Art of the Monologue. Routledge, 2000) Monologues and Dialogues A conversation is a dialogue, not a monologue. Thats why there are so few good conversations: due to scarcity, two intelligent talkers seldom meet.​  (Truman Capote)There is no such thing as conversation. It is an illusion. There are intersecting monologues, that is all. We speak; we spread round us with sounds, with words, an emanation from ourselves. Sometimes they overlap the circles that others are spreading around themselves. They they are affected by those other circles, to be sure, but not because of any real communication that has taken place, merely as a scarf of blue chiffon lying on a womans dressing table will change colour if she casts down on it a scarf of red chiffon.​  (Rebecca West, There Is No Conversation. The Harsh Voice, 1935) Two Versions of Hamlets Famous Monologue (Modernized Spelling) 1603 Version (Bad Quarto) To be, or not to be, aye theres the point, To die, to sleep, is that all? Aye, all. No, to sleep, to dream, aye, marry, there it goes, For in that dream of death, when we awake, And born before an everlasting judge, From whence no passenger ever returned, The undiscovered country, at whose sight The happy smile, and the accursed damned. But for this, the joyful hope of this. Whod bear the scorns and flattery of the world, Scorned by the right rich, the rich cursed of the poor? The widow being oppressed, the orphan wronged, The taste of hunger, or a tyrants reign, And thousand more calamities besides, To grunt and sweat under this weary life, When that he may his full quietus make, With a bare bodkin, who would this endure, But for a hope of something after death? Which puzzles the brain, and doth confound the sense, Which makes us rather bear those evils we have, Than fly to others that we know not of. Aye that--O this conscience makes cowards of us all. 1604-1605 Version (Second Quarto)To be, or not to be, that is the question:Whether tis nobler in the mind to sufferThe slings and arrows of outrageous fortune,Or to take arms against a sea of troubles,And by opposing end them. To die, to sleep —No more--and by a sleep to say we endThe heartache and the thousand natural shocksThat flesh is heir to! Tis a consummationDevoutly to be wished. To die, to sleep —To sleep--perchance to dream: ay, theres the rub,For in that sleep of death what dreams may comeWhen we have shuffled off this mortal coil,Must give us pause. Theres the respectThat makes calamity of so long life:For who would bear the whips and scorns of time,The oppressors wrong, the proud mans contumely,The pangs of despised love, the laws delay,The insolence of office, and the spurnsThat patient merit of the unworthy takes,When he himself might his quietus makeWith a bare bodkin? Who would fardels bear,To grunt and sweat under a weary life,But that the dread of som ething after death,The undiscovered country from whose bournNo traveller returns, puzzles the will,And makes us rather bear those ills we haveThan fly to others that we know not of?br/>Thus conscience does make cowards of us all,And thus the native hue of resolutionIs sicklied over with the pale cast of thought,And enterprises of great pitch and momentWith this regard their currents turn awryAnd lose the name of action.(William Shakespeare, Hamlet, Act Three, scene 1) The Lighter Side of Monologues You know, there are some things that are actually harder to do with two people. Like, monologues.(Tina Fey as Liz Lemon in 30 Rock, 2006) Pronunciation: MA-neh-log Also Known As: dramatic soliloquy Alternate Spellings: monolog

Standard vs. Automatic Compare Contrast Essay Free Essays

Jacob Phaneuf 10-20-12 Eng 101 (Compare Contrast) When buying a new car, many people do not stop to think about what kind of transmission that they would like. While most cars today come in automatic versions, there are also five and six speed standard transmissions available on most car models. While certain people may not even know how to drive a standard transmission, it is not the popular choice, but for the people who enjoy using both feet to drive there is always the option. We will write a custom essay sample on Standard vs. Automatic Compare Contrast Essay or any similar topic only for you Order Now While most cars on the road today are automatics there are still ups and downs to both transmissions, standards may last longer, but automatics are easier to use and more convenient. Standards are usually sportier then the everyday persons automatic car, but they can also save on gas, and can be a little quicker compared to the same exact same automatic transmission model. While driving a standard can be a nightmare for some, others enjoy this feeling very much. Being able to drive with two feet is a very odd thing to be able to get used to, and also having a third pedal. This added third pedal is called a clutch, and must be pressed every time the vehicle switches gears, where as in a automatic the transmissions switches gears unnoticeably and requires no action from the driver. While having the control to be able to tell a vehicle what gear to go into when ever you want too, gives the car a much sportier feel, but also makes the vehicle a lot more fun to drive and also a little quicker off the start. Driving a standard is only for certain people though, while to others it may seem easy, learning to drive a standard can be a difficult task and if not done right can result in stalling or even permanent car damages. Having many things to remember to do while driving a car can be a frustrating thing to have to do, but thankfully there are automatic transmissions, which has many more conveniences and is much easier to use and drive then a standard car. Driving an automatic requires only one-foot operation and a computer does all the gear switching electronically. Automatics are the most popular choice when purchasing a car, because they are so simple, easy, and can also be fun to drive. While driving a standard can be a lot more fun, it can also be a lot more stressful considering there are things to always be aware of. Staling is something that is very easy to do and can happen for a few reasons, the clutch was released too quickly, or the transmission was left in gear when the clutch was removed. Also traffic can be a very stressfully thing to deal with in a standard because of the constant use of two feet moving every time the car must move forward. Hills can also be a major challenge for even the most experienced standard transmission drivers. When on a hill, the vehicle will be able to roll backwards until the driver has successfully engaged first gear, but stalling is still a great possibility and can cause big problems for an inexperienced driver. When it comes to choosing the right transmission, be sure you will be able to drive the vehicle the proper way, if not then at least have a person available to teach the proper ways. While both transmissions are great ways to drive, one driver may prefer one over the other, they both drive differences but will both get you to the same place. The only major difference to remember is that a standard transmission can be a lot more work, and the driver has to be ready to deal with the frustrations of a standard transmission. Happy driving! How to cite Standard vs. Automatic Compare Contrast Essay, Essay examples

God the Father Annotated Bibliography

Question: Give a breif discussion on annotated bibliography on God the Father? Answer: Channing, W. E. (2014).Unitarian Christianity. Netlancers Inc. This book is about the only father or master of the Christians, that is no one else rather than Jesus Christ, His teachings - either inspired by His Apostles or during His personal ministry. The principles are sometimes misunderstood by the common people as they may not understand the inner meaning of His teachings, but are blindly following them all as the principles of Christianity. Thus, in this book, the author tried to make people understand that The Bible was written by people, for the people, in their language, so that its meaning is clear to all and can establish a better society and finally a better world. Ehrman, B. D. (2014).How Jesus Became God: The Exaltation of a Jewish Preacher from Galilee. This is the book section or citation from the book How Jesus Became God: The Exaltation of a Jewish Preacher from Galilee, written by Bart D. Ehrman. The citation mainly focuses on the believes of the people, which transferred a man to god. The man was Jesus Christ who was a crucified peasant and belonged to a lower-class Jewish family. In the early life, the author was a believer and in later days, he became a historian of early Christianity and has approached the matter in his book, such that it becomes useful to both secular historians and believers of the religion. Buggert, D., Carm, O. (2013). God the Father in the Trinity.New Theology Review,13(1). This journal is mainly concerned about the term Father, which the Christians generally utter in their prayer In the name of the Father and of the Son and of the Holy Spirit. The author of this journal made a research about the first person of the Trinity to whom the whole religion of Christianity is referring as Father, that is, the God. Jesus Christ is the lord. Then another question arises about the Son. Thus the whole journal is a research work of the identification of the Father and the Son. United Church of God,. (2015). God the Father, Jesus Christ and the Holy Spirit. Retrieved 26 June 2015, from https://www.ucg.org/booklet/fundamental-beliefs/god-father-jesus-christ-and-holy-spirit According to this website, the religion Christianity has only one Lord, only one Father, who exists eternally as a Spirit, a personal being of supreme knowledge, justice, intelligence, love, authority and power. He is Jesus Christ, the Creator of the world and heaven. For Him only, the life exists in the earth both flora-fauna and human beings. He is the Origin of life. By Jesus Christ, the God made the world as the God came in the form of human being, taught His men and created the nature. Mozley, J. K. (2014).The impassibility of God. Cambridge University Press. The purpose of writing this book is primarily historical. This is an attempt to state the believe of the people regarding Gods incapacity for suffering, more over to examine and evaluate the belief. The reason for believing has thrown some focus on the beliefs, has serve to an extent as a criterion for appraising their worth. According to the view point of the Christian tradition, the idea of suffering God has been discussed in this book. Kasper, W. (2012).The God of Jesus Christ: New Edition. Bloomsbury Publishing. This book is formulated after 25 years for answering to the questions of the general people, as in these two decades, an enormous change in the society took place. The changes which took place in the field of cultural, political, religious, and intellectual in these two decades have been discussed by the author in this new version of the book. The author has mainly put his concentration in solving the problems and has put his own view point regarding the problems. The author has disclosed the existential and pastoral meaning of the doctrine of God. According to the author, common people can talk about the God, only when they can speak directly to Him. Dobson, J. C. (2012).When God doesn't make sense. Tyndale House Publishers, Inc.. This book was written to uphold Jesus Christ, the Lord of the Bible and to encourage the Christians when God do such things, which makes no sense to men. Generally people get depressed, get overly discouraged. That is the cause of writing this book, such that men should not misunderstand the Lord, as He sometimes makes people suffer and face dilemmas. Thielicke, H. (2015).The waiting Father: Sermons on the parables of Jesus. The Lutterworth Press. To characterize the parables of Jesus Christ, as the Gods picture book, the book was written. The author here tried to tell the common people that all the harvest, far countries, flowers, birds etc are creation of the Lord Jesus. Thus, study of explanatory world is not needed as the terrestrial world could only answer to all these.

Free Essays on In Search For The First Americans

In Search of the First Americans -Vaughn M. Bryant, Jr. â€Å"When did the first humans really arrive in the Americas?† According to the article the bones found in the Folsom site are indisputably the oldest evidence of humans. The search for older sites and evidence subdued due to the wide acceptance of the Folsom site. The site was a perfect fit for the guidelines of even qualifying to be a specific archeological site, whereas most others couldn’t even meet one. Evidently in the 1950’s Clovis was uncovered. A dent type stone spear point was found among mammoth bones in deposits directly underneath extinct bison bones containing Folsom spear points. These new points were call Clovis points. The discovery of the Clovis points pushed back the existence of humans to 11,500 years ago. There has been many searches to try and discover older evidence of humans, some have been found, two in particular. These two sites that are found in the artic have suggested human existence over 27,000 years ago. The author believes that there are older and better site out there and that new sites are just waiting to be found. Time will unveil new sites and it is then when we will have a better understanding of how old our existence is. The author says that we cannot settle on the information given to us, that scientists cannot â€Å"foresee† the future. We have a lot to learn and to accomplish in our lifetimes. The author also states that we need more proof when determining the age of human existence. The article discusses the excavation of many sites to find evidence of older bones and tool of our ancestors. This is a form of anthropology, it is called archeology. There are a lot of scientists involved in the research of the age of human existence and a large majority of them are anthropologists, in on form or another.... Free Essays on In Search For The First Americans Free Essays on In Search For The First Americans In Search of the First Americans -Vaughn M. Bryant, Jr. â€Å"When did the first humans really arrive in the Americas?† According to the article the bones found in the Folsom site are indisputably the oldest evidence of humans. The search for older sites and evidence subdued due to the wide acceptance of the Folsom site. The site was a perfect fit for the guidelines of even qualifying to be a specific archeological site, whereas most others couldn’t even meet one. Evidently in the 1950’s Clovis was uncovered. A dent type stone spear point was found among mammoth bones in deposits directly underneath extinct bison bones containing Folsom spear points. These new points were call Clovis points. The discovery of the Clovis points pushed back the existence of humans to 11,500 years ago. There has been many searches to try and discover older evidence of humans, some have been found, two in particular. These two sites that are found in the artic have suggested human existence over 27,000 years ago. The author believes that there are older and better site out there and that new sites are just waiting to be found. Time will unveil new sites and it is then when we will have a better understanding of how old our existence is. The author says that we cannot settle on the information given to us, that scientists cannot â€Å"foresee† the future. We have a lot to learn and to accomplish in our lifetimes. The author also states that we need more proof when determining the age of human existence. The article discusses the excavation of many sites to find evidence of older bones and tool of our ancestors. This is a form of anthropology, it is called archeology. There are a lot of scientists involved in the research of the age of human existence and a large majority of them are anthropologists, in on form or another....

How to Cite a Poem Like a Pro, Using MLA Formatting Style

How to Cite a Poem Like a Pro, Using MLA Formatting Style MLA Formatted Poem: The Most Comprehensive Guide You probably know that formatting makes up almost half of your success when it comes to a college paper. You may have outstanding ideas or research results but they won’t mean anything if you fail to meet professor’s requirements. There are many different formatting styles and MLA is undoubtedly one of the most popular ones. It may seem very simple at first but you should still master its peculiarities if you don’t want your work to get a low grade. Especially when it is about a poem and not prose. In this article we will give you all the necessary information on all of the MLA formatting requirements. Just use them and you will never have to wonder how to cite a poem properly! Poem citing: why it is important First of all, you need to understand why it is necessary to cite a poem according to all of the guidelines. While being in a literature, English or art class, you will surely need to deliver multiple essays, including: Compare and contrast; Descriptive; Critical; Reflective; Classification; Argumentative, etc. Once you complete such essays or other works, you will achieve outstanding results in citing not only books but also poems. Here is what you must know about poem citing: Every time you want to include a phrase or an idea of the author from the source text, you must use citations. In other cases, it will be considered plagiarism and you will get yourself into big troubles; Explain why borrowed ideas are important for the goals of your paper; In case you paraphrase the author’s ideas there is no need to use quotation marks but you should always use in-text citing at the end of the paraphrased part; Every time you mention the title of the poem, put it into quotation marks; In case you need to delete a line or even more from the analyzed poem, you need to use ellipses. There is nothing wrong in deleting certain sections but you should indicate it in your text. Peculiarities of MLA Style MLA formatting style is an abbreviation for a Modern Language Association and is considered the most popular one, used for writing all sorts of papers, including poems reviews. Mainly MLA Style is used for liberal arts and humanities, and considered quite simple to master. However, it contains a range of requirements, which you need to master. Unfortunately, learning MLA formatting peculiarities is quite boring and time consuming, because it consists of many rules and requirements. It has a separate list of regulations when it comes to poem citing and if you don’t follow all of them, your text may be considered plagiarism and you may have to rewrite everything anew. However, if you are reading this article, you already know why formatting is so important and you just need to remember all the rules. We have collected all of them and you can get back to our text any time you are asked to use MLA formatting style. Citing quotes: MLA formatting peculiarities Once in a while, when you refer to a poem you may need to insert quotes to support your point of view and show that you have read the given piece. Citing means that you put exact parts of the source text into your own. MLA formatting style offers several ways of adding direct and indirect quotations to the text. Everything depends on the length of the piece. Short quotes, which are shorter than 3 lines; Long quotes that are longer than 3 lines and consist of several paragraphs. From time to time, you will also have to insert built-in citations to give an explanation to your thoughts or to explain parts, which have no meaning. However, never insert parts that are unnecessary or can be avoided. Some students think that it is very easy to find a quote and simply copy-paste parts to show that they have read the whole poem. However, choosing the best citing part is quite difficult, because you need to find an example, which renders the meaning of the poem in the best way. You won’t be able to select such a part without excellent research skills. Citing poem’s title properly You should always start citing from the first line, i.e. from poem’s title. You can either use italics or quotation marks. The choice depends on the length of the title you are going to cite. If it is a short title, you can put it into quotation marks. For example, ‘Forever young’, ‘My own battle’, etc. When the title is longer, it is better to use italics: A girl with a broken heart, The noble heart of my man. 5 useful tips on citing a poem, using MLA style When you work with an MLA formatting style, there is nothing simpler than citing a poem. It will only require a few minutes of your time and almost no efforts. If you want to save your time and don’t want to read tons of guidelines, you can simply stick to our rules. Every time you need to quote a poetry piece, either it is a single phrase or a big paragraph, you should place it in a citation with quotation marks on both sides. Use parentheses if you want to show what the author said exactly. Don’t forget to put punctuation outside the parenthesis. You can also put a number of a certain line after the quote. Here is an example: According to the author’s lyrics, â€Å"every soul will always find its path† (2). If you want to quote passages, which come one after another, you can type in the virgule to show where the lines divide. Place author’s name in parenthesis, divided with a hyphen; In case you need to insert four or more lines, use a so-called long quotation, which is sometimes named ‘block quote’. Write a signal phrase in the starting of the quote; indent twice and double space. Leave all the punctuation marks, as they appeared in the source text; All other parts of the poem should appear as if you are citing prose, considering all the rights of the author; Not depending what part you are quoting, always proofread quotations and edit them if necessary. How to cite poems in an MLA style Every successful student knows that it is important to master the required formatting style even before writing an essay itself, because it is as important, as https for the website’s address. There are multiple ways how to get started: get familiar with examples online, find an academic source or guideline, which is dedicated to a particular writing style. Don’t forget to read the poem itself, because you won’t be able to detect which parts of the source text you need to quote and where to place them. Before working on a proper citing, you need to estimate the length of the chosen part to identify its type. Short quotes are those, which are smaller than three lines. Don’t forget to follow this rule any time you are citing a poetry part not depending on the type of your assignment. Rules of a correct citing: Always use quotation marks, when you want to add a direct quote of the initial piece; Make sure you mention the title of the poetry, the name of the author and number of the page or line; Don’t forget about punctuation at the end of the quotation in parenthesis; If exclamation or question marks belong to the cited piece, put them inside quotation marks; Put them outside if they are not present in the original quote; All of the quotations should be fully reflected in the Bibliography (the last page of your essay), using MLA formatting style. Example of MLA citing When you insert a quotation to the text, make sure you put ‘/’ instead of breaks with a space on both sides. If you add a parenthetical quotation you can place the line number, not the page. Don’t forget to capitalize lines after the slash. However, this rule doesn’t apply to cite a secondary source. For example, As she claimed, â€Å"Until the rain came pouring / Until the wind surrounded us / We were there for each other† (23-25). You must provide a number of the line only in case if the source also shared them in parentheses. A number of lines is placed after quotation marks, before the punctuation. How to add long quotes, using MLA Format A long quote is a piece of a poem, which is longer than three lines. It has its own formatting peculiarities and here are the main steps how to use an MLA style: You should use a separate block of text; Don’t use quotation marks; Start a quotation from a fresh line; Every first word of a new paragraph should be indented. This rule is applied only if you need to quote more than two paragraphs; Use double-spaced in your quote; Don’t forget to use a parenthetical citation after you place the final punctuation. For example, If you can wait and not be tired by waiting, Or, being lied about, dont deal in lies, Or being hated dont give way to hating, And yet dont look too good, nor talk too wise;(5-8). How to apply APA Formatting style Now, when you know all of the peculiarities of an MLA formatting style, we offer you to get familiar with APA, which is also popular among students and is usually applied in social sciences. Here are the basic APA formatting rules: If you want to quote a piece of poem, which is shorter than 40 words, you need to enter quotation marks; If you need to include two or more lines of one poem, you should show the line breaks, using a slash between them; In case you want to include a big paragraph to your text, use block quotations and start them with a new line. Rules of using APA poetry citing in a proper way Explain why you have chosen a certain part. Provide a comment or feedback and give the reader information on why the quote is important for your essay. Make sure you really choose a piece, which fully reflects your ideas; Built-in quotes. You can not only place quotes separately but also embed them into your sentences, placing anywhere you want: at the beginning, at the end or in the central part of the sentence. Don’t forget to place quotation marks and provide information about the author; Skipping words. If you are using an APA format to quote a poem and want to miss out certain words or phrases, you can use ellipses. For example, ‘there she stood with bare feet† (12). If you want to add any grammar changes, you should type your comments in brackets. Final guidelines It doesn’t matter if the quoted piece is short or long: any time you want to change it in order to adjust to your text, it is necessary to use a three-spaced period to show the omitted part; Skip all the insignificant details. It is more than simple to delete such parts: simply replace them with three-spaced periods; If you want to add your own comments or interpretations to the quoted part, you should indicate them in square brackets; Don’t add too many quotations. You may be tempted to include many quotes from the given piece to show how well you have worked with the source text. However, they may distract the reader and make the text difficult to read. Actually, quotations should occupy only a small part of an essay. In case you can’t do without citing, it is better to rewrite or paraphrase words and sentences, indicating authorship. Conclusion In this article we have discussed how to use MLA formatting style for citing a poem not depending on the size of the quoted piece. While using quotes is the best way to show that you have read the source text and understood author’s ideas, it is important to quote everything properly. If you still find it difficult to add a quote to your essay and examples from our article don’t help, there is another effective solution. You can contact our writing service and get academic assistance with the assignment. Our professional writers, proofreaders and editors know everything about citing and formatting, even if the required style is rare and complicated. We guarantee that you will get only the highest grades and your professor won’t suspect that you weren’t the author. You can always turn to us for assistance or advice and we guarantee outstanding results for a reasonable price. Let us make a step forward to your academic success together!

Should Canadian goverment provide privatization of water Research Paper

Should Canadian goverment provide privatization of water - Research Paper Example This has led to water privatization seeming like a practical alternative, as there will be a reduction of waste, sensible pricing and improved distribution. Despite the scarcity of water, lure of profits and promise of an improved economy, it would be vital to remember that there is no substitute for water. Canadian government privatisation of water for trading as a commodity like oil would be detrimental to the welfare of the humanity. There are humanitarian concerns relating to danger attributable to privatizing water that will result to closing out of the poor to its access. This is because prices attached to accessibility of water would not be affordable to majority of the people, leading to further disregard for social welfare, as spread of diseases will be more widespread. Privatizing water will liken it to commodities such as natural gas, which are not essential utilities or even a fundamental human right, and there is also the fear that water trading would lead to ecological destruction as it is a heritage of the Earth. Recently, opponents of privatization have stated that reversing this would be difficult once things go wrong. It would create a scenario where water services would be further privatized all over the country. As time passes, focus will shift to shareholders and not consumers, otherwise taxpayers if water delivery were a state-governed service. This implies that profits gained would go to a sm all number of people, further deepening inequality. If the service remains a responsibility of the state, any profits reaped go to the public implying lower taxes or increased spending in other beneficial activities (Trew). From a corporate perspective, water exportation would be expensive because of shipping costs since water is heavy and returns from it through local selling would not bring back the investment; therefore, financial viability would not be sensible. Looking at the

Middle Eastern Studies Essay Example | Topics and Well Written Essays - 750 words - 1

Middle Eastern Studies - Essay Example The Arab Spring of 1919 emerged soon after the end of World War 1 gestured to the emergence of pan-Arabism that called for unity of all Arabs against the European led partition and domination of the Middle East (Gelvin). Common features of these nationalistic movements-present now as before- include: 1. A unique citizenry defined by language, ethnicity, religion and historical traditions 2. A belief that, despite the passage of time, nations retained their inherent characteristics Of these state-building and nationalism proceedings, the Syrian revolution is seemingly the bloodiest and longest that has seen massive infrastructural damage and civilian casualties. All nationalists believe in the existence of a â€Å"common interest†; which is the sole role of the sovereign state in its provision. However, in the modern world this nationalism-as an ideology and in practice-is not restricted to the interest of the sovereign nationals. The involvement of the United States in the gov ernance of Middle East states is treated with much criticism and skeptic. Its meddling in the Middle Eastern affairs is perceived in light of the massive oil and natural gas resources within the region. In particular, the US purported support for (and silence over) the continued annexation of Palestinian land by Israel and its relentless attack of Afghanistan and Iraq has been seen in stark contrast to its claim of democracy. This is based on the understanding that true nationalism and thus democracy should represent the authentic identity and sovereign aspirations of the local or native people. There are three primary ways through which a state can obtain food for its citizenry: through agricultural production, through imports and through food aid. The Middle East is incapable of growing enough food to sustain its population (Richards and Waterbury). The region is the world’s least self-sufficient in terms of food due to the mismatch in supply and demand. The region has seen an escalated rise in demand characterized by an increased life expectancy of 25 years since the 1970s; the highest in the world since 1970. The infant mortality rate is given as 44 per 1000 persons, which is well below the world’s average and that of less developed states, which are pegged at 54 and 59 respectively (Richards and Waterbury). Food-sufficiency is almost physically impossible and economically it is undesirable. Why is this so? Firstly, the region (being vastly of desert and semi-arid conditions) experiences high water constraint. The region’s renewable water supply per capita dropped from highs of 3500 cubic meters in 1960 to a paltry and diminishing level of 1250 cubic meters. This situation is attributed to a rising population, rapid urbanization and the increased use of water for irrigating purposes. Therefore, the consumption of water for industrial and domestic use has been found by policy makers within the region to be of higher economic value than for agricultural purposes (Richards and Waterbury). Secondly, the concept of food self-sufficiency is entirely different from food security. The former relates to the ability to produce enough agricultural products to meet the consuming public. The latter, however, is more focused on the pertinent needs of individuals over a reasonable guarantee of having a proper meal. The focus of policy

Cultural Influences on Myths: Legend of the Menehune People

Cultural Influences on Myths: Legend of the Menehune People Introduction Myths, being narratives about early history (Barker, 2014, p.4) explains social occurrences which involves supernatural events. When it comes to myths, people can be very opinionated when deciding if the myth is true or not. Some people believe it because it is a tale they have been told while growing up or simply because it sounds fantastical, other people choose not to believe it until there is proof of whatever it is they have been told. It has become the responsibility of social scientists, namely Archaeologists and Anthropologists to uncover the truth about these myths. One of the most infamous myths in Hawaii involves the Menehune people and the structures that are believed to have been built by theme. The legend of the Menehune people takes different versions in Martha Warren Beckwiths’ book, Hawaiian Mythology (1940, pp.227-37). According to Brien Foerster (2000, pp.15-20) the term Menehune is just a tale which was altered and confused with the factual accounts of the Manahune, the first settlers of the island who were lower in social status compared to the Tahitians. The Menehune people however are believed to have been small figured beings with a height of 15 to 90 centimetres that lived on Kauai before the Polynesian settlers and lived in caves and valleys (Mugner, 2013). Just as any other myth, the legend of the Menehune differs when it comes to the physical description of the Menehune, according to Eberhart (2002, p.326) they were well dressed, well-built and hairy beings, compared to Mailly (1998) the Menehune had straight long hair that covered their undressed bodies. This is just minor differences between sources on the Menehune people. What many of the sources do agree on is that these beings enjoyed bananas, fish and starch. Even though they were playful beings who liked playing games, diving, dancing, making music and singing, they were good at heart as they were known for shooting magical arrows at people who were infuriated, stirring up emotions of love instead. What makes the legend of the Menehune famous is that they were believed to have been exceptional craftsmen, extremely strong, fast and nocturnal (Eberhart, 2002, p.236). The Menehune have allegedly constructed houses, fishponds, ditches, roads and temples all in one night and if by chance these structures were not complete by sunrise, they would desert the structure. The most famous structures said to have been built by the Menehune is the Alekoko Fishpond, Kikiaolo Ditches, Necker Island Structures, Pa o ka Menehune breakwater and the Ulupo heiau (Foerster, 2000, pp.15-20) (Paul, 2007). Even though the pond is no longer in use today for fishing, instead it is a wetland for threa tened birds. Archaeologists estimate the pond to be over a thousand years old (Foster, 2008, p.193).the Kikiaolo ditches were built using the same stone used in the Alekoko pond, the ditches lead water to other ponds for irrigation (Foster, 2008, p.203). Necker Island has to be the most spoken about archaeological site in Hawaii, compared to the other two islands which surround Necker that could have supported a permanent population, the conditions on Necker Island suggest that a permanent population could not be sustained but there is proof of activity on the island (Kirch, 1997, pp.94-98). There has always been conflict between science and culture, science being a field whereby something can be proved or disproved, culture on the other hand is something that has been embedded in us, and culture is a way of life. Just like any other myth, the Menehune myth is believed by some and not by others. There is not much scientific evidence to prove that the Menehune did exist besides the archaeological sites that are said to have been built by the Menehune, but archaeologists are not one hundred percent certain about this. Individuals that are in favour of this myth usually have biases for this notion, culturally it might be that this was a tale that they have grown up with being told which have led them to believe that that the Menehune did in actual fact exist. Others might believe it for the sake of believing it; this can also be considered as a social factor which contributes to the bias. For those that do not believe the myth, they base their opinion on lack of evidence mo st of the time. It’s no lie that how we perceive the world is namely based on our social and cultural biases (Boundless, 2014) to make something more favourable in the world we live in but this can be seen as a problem in some scientific fields such as archaeology and anthropology, because the world today is not the same as it was a hundred years ago, even fifty years ago, there is a major difference in how history is viewed. Scientific theories are in place to prove or disprove a notion and if a researcher is bias towards a specific notion, it is reflected in their work which in turn doesn’t provide the desired outcome. In context of the Menehune myth, researchers ultimate goal is to find out if they did or still do exist, they would do this by listening to the local population and their narratives about the Menehune, This can be seen as bias because locals tell researchers what they have heard and what they have been told as part of folklore, this affects how researc hers conduct their investigation. It would be incorrect to say that scientific theories are based on what people believe in, but looking at it logically, what people believe in form the basis of scientific theories, which then form a broader picture to conduct scientific research to prove or disprove the theory, so in essence, science is not a worthless way of looking at the world, but one must consider how people view the worth culturally. The world is viewed in many ways, science is just an added way of looking at the world, and the only difference is that science has authenticated justification. This is accomplished through repetitive testing, observation and investigations. Science answers unsolved mysteries, prevents the present generation from making past mistakes to create a better future and most importantly provides a better understanding of humanity. Science might not solve all our problems but it most definitely is a start. The one quality that any person needs to have when evaluating a scientific theory, is that they need to be open minded because science has endless possibilities. Conclusion Judging from the above mentioned, it is easy to see that science plays a valuable role in society today, it does not only uncover the truth but new discoveries are made using science. One must not forget however that social and cultural biases also play an important role in society and when it comes to issues regarding myths of any kind, there will always be two sides to the story, the truth that hasn’t been uncovered yet and the tales that have been told over the many centuries and the Menehune myth is far from the truth, Works Cited Barker, G., 2014. What is a myth? Britannica Educational Publishing. Beckwith, M.W., 1940. Hawaiian Mythology. Hawaii: University of Hawaii Press. Boundless, 2014. cultural influences on perception. [Online] Available at: https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/sensation-and-perception-5/advanced-topics-in-perception-40/cultural-influences-on-perception-174-12709/ [Accessed 14 march 2015]. Eberhart, G.M., 2002. Mysterious Creatures: A Guide to Cryptozoology. ABC-CLIO. Foerster, B., 2000. The Real History Of Hawaii: From Origins To The End Of The Monarchy. Lulu.com. Foster, J., 2008. Frommers Kauai. 3rd ed. John Wiley Sons. Kirch, P.V., 1997. Feathered Gods and Fishhooks: An Introduction to Hawaiian Archaeology and Prehistory. Hawaii: University of Hawaii Press. Mailly, H.D., 1998. Menehune. [Online] Available at: http://www.pantheon.org/articles/m/menehune.html [Accessed 13 March 2015]. Mugner, S., 2013. Sean Mugner. [Online] Available at: http://seanmunger.com/2013/12/01/the-menehune-of-ancient-hawaii-did-they-reaally-exist/ [Accessed 14 march 2015]. Paul, P., 2007. Were there menehune in Hawaii? [Online] Available at: http://ahistoryofmigration.blogspot.com/2007/07/were-there-menehune-in-hawaii.html [Accessed 14 march 2015].

With reference to the headscarf debate in France, analyze the extent to which laicite has played a major role in the French law 2004-228.

Introduction On March 15th, 2004 the government of French Republic passed a law that banned the wearing of â€Å"conspicuous signs† of religious affiliation in public schools (Bowen, 2007). Whilst this law affected Jewish skullcaps, large crosses, Sikh turbans, many scholars (i.e. Wing and Smith, Tarhan) believe that its main purpose was to ban the wearing of the headscarves, known also as hijab by young Muslim girls. Currently there are approximately 5 million Muslims living in France (CIA, 2012). The majority of them are the immigrants from former French colonies in North and West Africa. Muslims constitute 5-10% of the French population, while Islam is the second largest religion in France (Tarhan, 2011). Hence, the law from 2004 led to objections and protests amongst French Muslims. They regarded the decision of French government as a sign of discrimination and violation of religious freedom in France (Wing and Smith, 2006). French government, in turn, emphasized that French secularism (known also as laicite), assuming separation between state and religion, was a main reason standing behind its decision (Astier, 2004)). Until nowadays the French law 2004-228 is very controversial. The supporters of this law believe that a ban on religious symbols confirmed a secular character of French Republic and defended French national identity. They also postulate that a ban contributed to a greater equality amongst women and men within Muslim society. The opponents, in turn, emphasize a largely symbolic character of the ban, as it affected only Muslim girls attending public schools and did not apply to Muslim women on the streets or university students. The opponents often also rejected laicite as a basis of the French law 2004-228. Instead, they postulate that a fear of multiculturalism and growing division within the French society, especially after September 11th, had a key impact on the governmental decision (Scott, 2005). The following essay aims to examine whether French secularism, laicite, was a key factor responsible for the banning of headscarves in France. First, the essay explains the role of female headscarf in Muslim religion and tradition in order to understand a strong objection against a ban from Muslim side. Second, the essay presents shortly a debate on wearing headscarves in France that had its beginning in the 1980s. Further, the essay considers the concept of laicite in France and its impact on passing the French law 2004-228. The essay analyzes other factors that influenced on the banning of religious symbols in France in order to compare their role and the role of laicite in passing the law. Finally, the essay considers the ban as an unsuccessful reform and presents policy recommendations. The role of headscarf in Muslim tradition The headscarf[1] is an important religious symbol in the Islamic tradition. The Quran, perceived as the source of Allah’s command by Muslims, states that: â€Å"believing women (†¦) should lower their gaze and guard their modesty; that they should not display their beauty and ornaments except what must ordinarily appear thereof; that they should draw their veils over their bosoms and not display their beauty except to their husbands, their fathers, their husbands’ fathers, their sons, their husbands’ sons, their brothers, or their brothers’ sons or their sisters’ sons, or their women or the servants whom their right hands possess, or male servants free of physical needs, or small children who have no sense of the shame of sex, and that they should not strike their feet in order to draw attention to their hidden ornaments. And O you Believers, turn you all together towards Allah, that you may attain Bliss.† (Quran 24:31)Therefore, following Allah’s law, Muslim women are obligated to remain modest and to cover their beauty. Moreover, the Quran says: â€Å"O Prophet! Tell Thy wives And daughters, and the Believing women, that They should cast their Outer garments over Their Persons (when outside): That they should be known (As such) and not Molested† (Quran 33:59). It indicates that there are two purposes of the wearing of headscarves by Muslim women. First, headscarf should protect Muslim women from gazes of strange men and from being an object of stranger’s desire. Second, headscarf should help to distinguish Muslim women from women of other religions (Syed, 2001). It is worth adding that the Quran does not state precisely which parts of woman’s body should be covered. Hence, there are different types of head (and body) coverings amongst Muslim women in various countries, depending on Quran’s interpretation and culture. They range from the simple hijab, covering the head and neck to Afghani burqa, covering the entire body and leaving only so-called mesh screen so th at the woman is able to see (Wing and Smith, 2006). Further, the following sentence from the Quran: â€Å"O Prophet, tell your wives and daughters and the women of the believers to draw their cloaks close round them (when they go abroad). That will be better so that they may be recognized and not annoyed† (Wing and Smith, 2006, p.751) indicates that Muslim men are also obligated to Quran to make sure that their wives have got appropriate covering when they leave their houses. With the beginning of decolonization in the 1950s and the 1960s, the European countries, in particular France and the United Kingdom, had experienced massive immigrations from the Middle East and African countries. Most of the immigrants were Muslims. Hence, the Western countries, characterized by Christian roots had to face different religion, culture and values brought to the Europe by Muslims. Headscarf has become one of the most visible elements of these differences in the European’s public eyes (Wing and Smith, 2006). Headscarf debate in a contemporary France There are currently around 5 million of Muslims in France, constituting 5-10% of the total French population (CIA, 2012). Mostly they are immigrants from the regions such as the Maghreb, the Middle East, Turkey and Sub-Saharan Africa and Asia. Additionally there is an increasing number of people of European descent in France who are deciding to convert into Islam. In the recent years, Muslims in France has strongly manifested its cultural and religious separateness. They aimed to â€Å"create an Islamic identity with local institutional, societal and cultural structures† (Wing and Smith, 2006, p.753) and they focused on building new mosques and loud practices of their religion. It led to Islamophobic tendencies in France which were often manifested by hostility, discrimination in employment and housing as well as larger socio-economic exclusion of Muslim society. Currently Muslims continue to be separated from the rest of French society. Key indicators of this exclusion are li mited access to the education for Muslims, houses in the urban ghettos (known also as the zones of economic and social exclusion) but also lack of involvement in French political life and culture from the Muslim side. The debate on headscarves in France has got its root in 1989 and is known as the affaires de foulard (Scott, 2005, p. 1). At that time, three Muslim girls were expelled from their secondary state school in the town of Creil after they refused to take off their headscarves. Although it was not a first such a case (the director of this school had earlier banned Jewish students from wearing the Kippah in school), it brought an extensive attention of French media. The director of school argued that he made a decision on the basis of French laicite[2], a concept postulating separation between the state and religion (Tarhan, 2011). Muslim society was supported by Catholic, Protestant and Jewish leaders. Together, they postulated that laicite should have been regarded as toleration for other religions rather than condemnation of religion (Scott, 2005). This approach was also accepted by the former Minister of Education, Lionel Jospin. He announced that religious symbols and clothing at sch ools were allowed as long as they did not threaten other religious beliefs (Tarhan, 2011). Despite this governmental announcement, a number of similar cases has dramatically increased between 1989 (400 cases) and 1994 (3000 cases), what led to racial and religious violence in France (Bowen, 2007). In 1994 the tensions were so intense that education staff were sending letter to the French government, asking for advices on how to deal with the situation. In result, new Minister of Education, Francois Bayrou implemented new rules on religious symbols in schools. He allowed only discreet symbols in schools, while he prohibited ostentatious symbols. Discreet symbols were defined as those that â€Å"demonstrated personal religious conviction† (Tarhan, 2011, p.18), while ostentatious – as those that led to discrimination and differences into the educational communities. Bayrou’s claim was controversial and brought the attention of French media. In result, the Conseil d ’Etat, the highest administrative court in France, decided to investigate the controversial issue. The court rejected Bayrou’s decision and obligated school administrations and teachers to make decision on the actions of their students. The French government appointed a Muslim woman, Hanifa Cherifi, as a governmental mediator responsible for handling the wearing of headscarves. In result, the issue has grown quiet for nine years (Scott, 2005). The issue of headscarves was brought to the public attention again in 2003, when the Minister of Interiors and Cults, Nicolas Sarkozy postulated that Muslim women should take off their headscarves while posing for official identity photographs. As Muslims became an important minority in France with the beginning of the twenty first century, Sarkozy’s claim reflected growing frustration and intolerance towards visibility of religious symbols in public places amongst French politicians and society. It also brought back the issue of headscarves in schools. In effect, French President, Jacques Chirac formed a commission led by Bernard Stasi in order to investigate the implementation of laicite in French educational institutions. . Students, teachers, intellectuals and also the European Commission got involved in the work of Stasi’s Commission. Muslim girls chose to be interviewed undercover, as they wanted to voice their opinions about wearing the hijab anonymously. The report produced by Stasi’s Commission presented an in-depth study on the role that the hijab plays in the Muslim community. In reference to Islam, one of the most important results was that young Muslim girls, that used to grow up in a society dominated by western culture and values found difficult to reaffirm their identities as Muslims by the way they had to dress. Further, it showed that young Muslim girls were often not participating in classes such as P.E (physical education) as they were afraid of violence and assaults from Muslim men’s side. Moreover, Muslim girls often confessed that they were being forced to wear the hijab by their families and peer groups. The Stasi’s Report also drew open other issues su rrounding Muslim women such as female genital mutilation and forced marriages (Vaisse, 2004). The Stasi’s Report pointed out that the existence of religious symbols in schools was not compatible with the concept of laicite. The Report postulated that the veils were responsible for the alienation of women. As secularism and gender equality were regarded as the important features of laicite, the Report recommended banning religious symbols in schools[3] (Wing and Smith, 2006). It is important to add that the critics of the Stasi’s Report aimed to undermine the validity of the report. They postulated that the report was mainly based on western perceptions on the hijab and Muslim women. The link between forced marriages, female genital mutilation and the hijab, were all based upon the commission negative image of Islam, there was no empirical research to back their findings (Schiek and Lawson, 2011). Muslim women argue that the hijab is worn voluntarily and it brings them a sense of belonging and community (Schiek and Lawson, 2011). Following the Stasi’s Report, on February 10th, 2004, French National Assembly passed the law on the banning conspicuous religious symbols in schools. A huge majority of the Assembly, 494 members, were in favour of the ban, while only 36 members voted against the ban. At the same time, 31 members abstained from voting. Similarly, on March 3rd, 2004, the French Senate also passed the same legislation. 276 voters were in favour of the ban, while 20 of them voted against the ban (Weil, 2009). The implementation of the new law was preceded by three demonstrations, respectively, on December 21st, 2004; on January 17th, 2005; and on February 14th, 2005 that aimed to stop passing the law 2004-228. Mohammed Latreche, an Islamist activist mobilized and encouraged French citizens to participate in these demonstrations. He established a political party, Pati des msulman de France (the Party of French Muslims) with the headquarters in Strasburg. The demonstrations, showed the Muslim publ ics outrage at the law that was about to be passed. The legislative ban was regarded as an attack on Muslims with the Muslim society. Two girls even went as far as hunger strikes to show their opposition to the ban. Some posters propagated slangs such as ‘Stasi killed me’ and ‘1 veil= 1 vote’ (Bowen, 2007). Officially, the law was implemented on March 15th and it is known as the law 2004-228. Despite the demonstrations, the legislative ban in France has been largely supported by the French society. According to Pew Research Centre (2006) 78% of the French population have supported the ban, while only 22% of the population have regarded the banning as a bad idea. The concept of laicite and its impact on the banning of headscarves in France Many scholars (i.e. Wing and Smith, Scott) believe that the concept of laicite was a key factor behind the decision on the banning of headscarves in France. Laicite has a long tradition in France and hence, it is crucial to analyze its influence on the ban of religious symbols. As it was mentioned above, laicite, known also as a French secularism, postulates separation between the state and religion as well as freedom of religion (Tarhan, 2011). It can be viewed as passive neutrality or non-intervention by the state in the private religious domain. This interpretation suggests that the exercise of religion in the private sphere is permissible, and that the French state will not openly support overt religious practices in public spheres (Scott, 2005). Another interpretation of the laicite’ can be viewed as a more active secularism, in terms of which the nation is promoted as a fundamentally political society fiercely independent of any religious authority (Wing and Smith, 2006), and one in which the values of the state can be defended through the concept of Là ¢â‚¬â„¢ORDRE PUBLIC in order to justify interference where necessary with some religious organisations. This definition of laicite’ gives the government more control over public institutions and the amount of religious activity that goes on there, for example schools (Weil, 2009). The concept of laicite was developed during the French Revolution (1789). Initially it concerned the separation between the state and the Catholic Church, which played a major role in France in the seventeenth century. Revolutionaries aimed to redefine citizenship and nationhood and hence, to separate Catholicism from the French identity. New citizenship was meant to be universal, secular and inclusive. Instead, the French Revolution led to ‘xenophobic nationalism’ (Tarhan, 2011, p.4) which targeted foreigners as well as priests, rebels, political opponents and noblemen. Similarly, the Revolution started to reject religion rather than tolerate it. The laicisation of French public schools began with an article that was passed on June 28th, 1833. This law entailed that primary school teaching should have no religious affiliation. Further, laicite was implemented in France through the creation of the public school system, in the years 1881-2 with Jules Ferry’s public school laws (Bowen, 2007). However, despite these steps Catholicism remained an important element of French regime until the end of nineteenth century. More significant changes started in 1901 when France passed a new law, Law of Association according to which religious associations became obligated to have a state supervision. Further, in 1904 the religious communities were forbidden to provide education. In result, approximately 30,000 of clergy lost their teaching jobs and stopped taking salaries from the state. Nonetheless, the legislation passed in 1905, known as the Separation Act, is regarded as first meaningful success of secularists in France (Tarhan, 2011). The 1905 law has become the legal guideline for the separation of the state and the church. The word laicite did not appear in the 1905 law. However, the first article of the law emphasized freedom of religion in France, as it stated that: â€Å"the republic ensures freedom of conscience. It guarantees the free exerci se of religions with the sole restrictions decreed hereafter in the interest of public order† (Tarhan, 2011, p.7). The second article, in turn, declared that â€Å"The Republic does not recognize, fund or subsidize any religion. [†¦]State, departmental and commune budgets, together with all expenses relating to the exercise of religions will be abolished.† (Tarhan, 2011, p.7) and hence, it guaranteed state’s neutrality towards religions. The legislation from 1905 gave a political and legal character to the concept of laicite in France. More importantly, it indicated that laicite was a process that had emerged in France through the confrontation about national identity between Clerics and Republicans (Scott, 2005). Although the concept of laicite in France does not show any historical links to the Islam religion, the ban on religious symbols from 2004 seems to emphasize an impact of laicite on the French politics and tradition. Nowadays laicite is regarded in France as one of the foundations of French Republic and the French collective (national) identity (The Economist, 2004). It represents a sharp contrast to Anglo-American model of multiculturalism. French believe that laicite guarantees tolerance, freedom of religion, peace as well as social cohesion. Further, laicite postulates a sharp division between public and private spheres. Religion and ethnicity can be manifested in the private sphere. However, the only visible legitimate identity in the public sphere should be French national identity. Further, the laic state has right to interfere in the religious issues if the national unity and common values of the French Republic are threatened (Weil, 2009). According to the concept, Muslim soc iety should accept French norms and culture in order to become a part of French political unity. Nonetheless, Muslims have become a significant minority in France, unwilling to adopt French tradition and lifestyle. Instead, they strongly manifested own culture, tradition and identity (The Economist, 2004). Islam was perceived not only as a religion but also as a rigorous lifestyle that rejected Western values such as liberty, freedom and laicite. Muslims were often regarded as the extremist group. Hence, French started to perceive Muslims and Islam religion as the threads to the French national unity that had to be addressed and resolved. The debate on headscarves in France confirms this negative perception of Muslims within French society (Tarhan, 2011). With the exception of laicite, there were also other factors that had an influence on the ban of religious symbols in France. As stated in the Stasi’s Report, the ban aimed to empower Muslim women and to guarantee greater equality amongst the Muslim women and men. However, in this case, the ban was just a symbolic gesture, as it only applied to the young Muslim girls in public schools and did not affect adult Muslim women, working in some public places or just walking on the streets (Bowen, 2007). In contrast, there are several external factors that might have influenced the timing of headscarves debate in France. When the first debate on headscarves took place in 1989, the Communist system in the Central and Eastern Europe collapsed. Instead, the Europe experienced massive inflows of Muslim immigrants and spreading Islam religion across the European countries. Hence, Islam quickly started to be perceived as a thread to the Western values that replaced an old thread, communism . Further, in 1994 there was a civil war in Algeria, a former colony of France that was caused by the conflict between the secular military government of Algeria and Islamic fundamentalists. The Algerian conflict indicated a possibility of similar problems between the state and its largest religious minority in France. Finally, in 2003 the Europe was still strongly affected by the consequences of September 11th (2001). Additionally, the wars in Iraq and Afghanistan as well as the worsening of the conflict between Israel and Palestine resulted in sharp divergence between the West and Islam culture. At that time, French Muslims definitely identified with the Muslims in other parts of the world and the wearing of headscarves manifested such identification. French government, on the other hand, faced real threads of terrorism. Hence, the main principle of French defense became to prevent French citizens and institutions from potential challenges to their integrity (Scott, 2005). Conclusions To sum up, the ban of religious symbols in schools implemented in France in 2004 was very controversial and led to numerous protests and demonstrations in France. The supporters of the ban underlined the secular character of France and the need to separate religion from the public sector. The opponents, in turn, postulated a minor impact of the ban, as it only affected Muslim schoolgirls, constituting relatively insignificant percentage of Muslim female population in France. Without a doubt, laicite had a key impact on the legislative ban. However, the main factor behind the governmental decision was not separation between the religion and the state, regarded as a traditional element of the concept of laicite. In the contemporary France, key elements of laicite have become nation identity and unity. As the French society was characterized by a strong division on Muslims and non-Muslims as well as by strengthening Muslim influences, the French conservative government of Chirac has become responsible for protecting the French national identity. The ban was believed to be a successful tool to achieve this goal. Except laicite, there was a number of international events such as Afghan war, Iraqi war or Israeli-Palestinian conflict that strengthened Islamophobic in Western countries, in particular in secular France that has always been characterized by the opposition to multiculturalism and foreignness. Although some scholars postulate that gender equality wa s also a factor influencing French decision on the ban, there is no strong evidence to support this claim. In fact, the ban affected only small number of young Muslim girls being in public education. Nowadays it is certain that Muslims have to accept cosmopolitan values and freethinking if they aim to stay in the Western countries. Currently a number of Western countries such as United Kingdom, Spain or Germany have been characterized by a trap of two conflicting cultures. However, forcing Muslims to go against their religious practices, as applied in France seems to be counterproductive. The ban of religious symbols in France led to the riots (2005) in so-called les cites, ghettos focusing North Africans and Arabs that spread around the major French cities. During these riots two Muslim teenagers were accidently killed. However, the ban of religious symbols could have disastrous consequences. Young Muslims, rejected by the French government and regarded as a second-class society, often accept extremism and violence as the solution of their problems. The example of the United States demonstrates prominently the negative consequences of rejecting and underestimating its ethnic min ority. The young, radical Muslims in the US, trained by the conservative European imams became responsible for the dramatic events from September 11th (Kiersh, 2008). The French government should have learnt a lesson from the United States and should stop pushing its Muslim society towards extremism and encouraging violence amongst them. Instead, the French government should establish a long-term strategy in order to incorporate their Muslim minority into the environment they regard as unfriendly. The government must develop new, comprehensive measures that will help Muslims to identify with the rest of the French society and to become involved in various aspects of French lifestyle. In order to achieve these goals, the French government must focus on the reduction of job and housing discrimination in the first place as well as on changing the attitudes within the French policy towards Muslim male immigrants. The French government can expect that other European governments (in particular British, German and Spanish governments) will be also willing to address the problem of separation between Muslims and mainstream society, as they struggle with the same problem. Together, these countries have enough resources to implement reforms and changes so that the Muslims can assimilate with the rest of the societies. Also the United States could probably get involved in such a cross-countries program in the framework of the War on Terror. Without a doubt, the European governments would be more willing to accept such a form of terrorism fighting rather than military interventions in the Middle East. The following concept requires in-depth analyzes and detailed policy planning. However, it would definitely bring larger and more positive outcomes than the ban of religious symbols in public schools (Kiersh, 2008). List of references: Astier, H., (2004). The deep Roots of French Secularism [online] available from: (Accessed on 25.04.2012). Bowen, J., (2007). Why the French do not like the Headscarves. New Jersey: Princeton University CIA, (2012). The World Factbook: France [online] Available from: (Accessed on 25.04.2012). Kiersh, A., (2008). Why the Headscarf Ban is wrong for France [online] Available from: (Accessed on 25.04.2012). Morin, R. and Horowitz, J., (2006). European debate the Scarf and the Veil [online] Available from: (Accessed on 25.04.2012). Scott, J., (2005). Symptomatic Politics: The Banning of Islamic Head Scarves in French Public Schools. New Jersey: Institute for Advanced Study. Schiek, D and Lawson, A., (2011). European Union Non-Discrimination Law and Intersectionality: Investigating the Triangle of Racial, Gender and Disability Discrimination. London: Ashgate Publishing. Syed, , (2001). Women in Islam: Hijab [online] Available from: (Accessed on 25.04.2012). Tarhan, G., (2011). Roots of the Headscarf Debate: Laicism and Secularism in France and Turkey. Journal of Political Inquiry, 4, p. 1-32. The Economist, (2004). The war of the headscarves [online] Available from: (Accessed on 25.04.2012). Vaisse, J., (2004). Veiled Meaning: the French Law Banning Religious Symbols in Public Schools. Washington: The Brookings Institute. Weil, P., (2009). Why the French Laicite is liberalCardozon Law Review, 30(6), p.2699-2714. Wing, A. and Smith, M., (2006). Critical Race Feminism Lifts in Veil?: Muslim, Women, France and the Headscarf Ban. California: UC Davis. [1] The headscarf wore by Muslim women is commonly known as hijab in the Europe. However, Quran uses two Arabic terms: â€Å"khimar† and â€Å"jilbaab† in reference to headscarf or veil. [2] The concept of French laicite will be discussed in details in the next chapter. [3] It is worth adding that Stasi’s Report also postulated the recognition of majority religious feasts as public holiday. However, this law was not passed.

Argumentative Essay Topics about Slavery Tips

Argumentative Essay Topics about Slavery Tips The introduction contains an explanation of the matter, background info, and the author's position. It's crucially important to completely engage yourself in the subject you will write. It isn't a must, but should you care about your topic, it is going to be resembled in your writing. A great method to tell if your topics is an argument topic is to see whether you can debate your topic utilizing the info you find. Bear in mind an argumentative essay is based more on facts instead of emotion. Argumentative essays utilize logic, facts, and reasoning to set the victor. In order to really convince readers of your standpoint, the argumentative essay must also check at the opposing views. Writing a persuasive, argumentative essay can be challenging, and at times it can find a little confusing. A comprehensive argument As mentioned before, an argument does not need to be formal. Your hypothesis assertion needs to be written at the conclusion of the introduction. You should consistently stay on a single side of the argument. Every claim needs to be explained in a different paragraph. An essay arguing that income inequality is the most essential issue of our time as there are large gaps between the wealthy and the poor. Another last component is having the ability to draw out the advantages and disadvantages of the opposition and disprove their argument. While the focus is largely on your side, there's also a discussion concerning the opposing side which goes far beyond a single sentence or a paragraph. You will then have to approach the subject by gathering, generating, and evaluating credible sources to back up your evidence. You could also see academic essay. The essay ought to have a little bit of structure, unlike a normal essay. Your essay should consist of recent statistics and data from reliable sources. You might also see descriptive essay. There are four key components to each argumentative essay, and you're likely to have to include them should you need your essay to convince your readers. There are a few specific elements which are necessary in an argumentative essay. Argumentative essays have to be well-organized. Writing an argumentative essay can occasionally be confusing since you don't necessarily understand how to compose a convincing argument. It is crucial to check reviews about essay writing services in order to be confident they can deliver your task before the deadline. Care ought to be taken that the data utilised in the essay is related to the topic. You may examine the further information on the best way to compose an eye-catching essay introduction with a hook. Then you need to endeavour to choose an appropriate argumentative essay format. Before writing, it's important to bring a different sheet and put down all ideas you have been able to find on a particular issue. The absolute most essential part of your paper is the introduction. The matter here is that it takes so many parts of paper to write just 1 textbook. Below, you will discover an impressive collection of research paper topics on slavery. When people online aren't polite, they don't be concerned about their tone in any way, and it offends people. A lot of people find writing as an effective method to share their suggestions and opinions. You wi ll need to realize that different individuals have various points of view regarding the identical topic, so be patient. Choose from popular topics that folks are passionate about. 1 leading area that students have a tendency to go stumped on is the best way to provide proof to support their claims. You select the topic we'll supply you with high-quality academic help. Various folks need different approaches. There are several of individuals who don't wish to understand what's in their food.

The Chemical Reaction That Causes Rust

Rust is the common name for iron oxide. The most familiar form of rust is the reddish coating that forms flakes on iron and steel (Fe2O3), but rust also comes in other colors, including yellow, brown, orange, and even green! The different colors reflect various chemical compositions of rust. Rust specifically refers to oxides on iron or iron alloys, such as steel. Oxidation of other metals has other names. There is tarnish on silver and verdigris on copper, for example. Key Takeaways: How Rust Works Rust is the common name of the chemical called iron oxide. Technically, its iron oxide hydrate, because pure iron oxide isnt rust.Rust forms when iron or its alloys are exposed to moist air. The oxygen and water in air react with the metal to form the hydrated oxide.The familiar red form of rust is (Fe2O3), but iron has other oxidation states, so it can form other colors of rust. The Chemical Reaction That Forms Rust Although rust is considered the result of an oxidation reaction, its worth noting not all iron oxides are rust. Rust forms when oxygen reacts with iron  but simply putting iron and oxygen together isnt sufficient. Although about 20 percent  of air consists of oxygen, rusting doesnt occur in dry air. It occurs in moist air and in water. Rust requires three chemicals in order to form: iron, oxygen, and water. iron water oxygen  Ã¢â€ â€™Ã‚  hydrated iron(III) oxide This is an example of an electrochemical reaction and corrosion. Two distinct electrochemical reactions occur: There is anodic dissolution or oxidation of iron going into aqueous (water) solution: 2Fe  Ã¢â€ â€™Ã‚  2Fe2  Ã‚  Ã‚  4e- Cathodic reduction of oxygen that is dissolved into water also occurs: O2  Ã‚   2H2O 4e-  Ã¢â€ â€™Ã‚  4OH-  Ã‚   The iron ion and the hydroxide ion react to form iron hydroxide:   2Fe2   4OH-  Ã‚  Ã¢â€ â€™Ã‚  2Fe(OH)2 The iron oxide reacts with oxygen to yield red rust, Fe2O3.H2O Because of the electrochemical nature of the reaction, dissolved electrolytes in water aid the reaction. Rust occurs more quickly in saltwater than in pure water, for example. Keep in mind oxygen gas, O2, is not the only source of oxygen in air or water. Carbon dioxide, CO2, also contains oxygen. Carbon dioxide and water react to form weak carbonic acid. Carbonic acid is a better electrolyte than pure water. As the acid attacks the iron, water breaks into hydrogen and oxygen. Free oxygen and dissolved iron form iron oxide, releasing electrons, which can flow to another part of the metal. Once rusting starts, it continues to corrode the metal. Preventing Rust Rust is brittle, fragile,  progressive, and weakens iron and steel. To protect iron and its alloys from rust, the surface needs to be separated from air and water. Coatings can be applied to iron. Stainless steel contains chromium, which forms an oxide, much like how iron forms rust. The difference is the chromium oxide does not flake away, so it forms a protective layer on the steel. Sources Grà ¤fen, H.; Horn, E. M.; Schlecker, H.; Schindler, H. (2000). Corrosion. Ullmanns Encyclopedia of Industrial Chemistry. Wiley-VCH. doi:10.1002/14356007.b01_08Holleman, A. F.; Wiberg, E. (2001). Inorganic Chemistry. Academic Press. ISBN 0-12-352651-5.Waldman, J. (2015). Rust - The Longest War. Simon Schuster. New York. ISBN 978-1-4516-9159-7.