The title to be used when submitting this assignment is Materiality in Essay

The title to be used when submitting this assignment is Materiality in Auditing - Essay Example Therefore, an auditor has to set a materiality level for important and vital aspects of the audit in order to concentrate and focus on the areas that are important and necessary. The Financial Accounting Standards Board (FASB) defines materiality as â€Å"the magnitude of an omission or misstatement of an accounting information that, in the light of the surrounding circumstances, makes it probable that the judgement of a reasonable person relying on the information will have been changed or influenced by the omission or misstatement† (Johnstone, et al., 2013 p268) This implies that materiality is about the important issues and matters which when overlooked, will cause the financial statement to be overly misleading. Therefore, in the auditing context, materiality involves a situation whereby the auditor examines and reviews important things in his analysis of the financial statements in order to ensure that the opinion they pass on the financial statement are valid and reliable. Materiality affects sample sizes and determines whether the financial statement needs adjustments or not, and it represents the difference between a qualified and an unqualified report (Bagshaw & Selwood, 2013). This shows how the auditor can estimate the levels of issues that matter and then define the way and manner in which work can be distributed and conducted throughout the entire audit. This therefore means that materiality informs an auditor of which aspects of the financial statement amounts are to be given certain levels of attention. This gives the auditor guidelines on how to evaluate and analyse things and the extent to which focus should be given to certain components of the financial statement. Materiality is to be defined on a case-by-case basis. It involves the integration of professional judgement. It is done by examining the entire financial statement as a whole and this will help the

Media literacy Essay Example for Free

Media literacy Essay Media Education is the process of teaching and learning about media. [1] It is about developing young peoples critical and creative abilities when it comes to the media. Media education should not be confused with educational technology or with educational media. Surveys repeatedly show that, in most industrialized countries, children now spend more time watching television than they do in school, or also on any other activity apart from sleeping[2] Media Education has no fixed location, no clear ideology and no definitive recipients; it is subject to whims of a financial market bigger than itself. [1] Being able to understand the media enables people to analyze, evaluate, and create messages in a wide variety of mediums, genres, and forms. A person who is media literate is informed. There are many reasons why media studies are absent from the primary and secondary school curricula, including cuts in budgets and social services as well as over-packed schedules and expectations. Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask questions about what they watch, hear, and read. Media literacy education provides tools to help people critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop creative skills in making their own media messages. [3] Critical analysis can include identifying author, purpose and point of view, examining construction techniques and genres, examining patterns of media representation, and detecting propaganda, censorship, and bias in news and public affairs programming (and the reasons for these). Media literacy education may explore how structural features—such as media ownership, or its funding model[4] affect the information presented. Media literate people should be able to skillfully create and produce media messages, both to show understanding of the specific qualities of each medium, as well as to create independent media and participate as active citizens. Media literacy can be seen as contributing to an expanded conceptualization of literacy, treating mass media, popular culture and digital media as new types of texts that require analysis and evaluation. By transforming the  process of media consumption into an active and critical process, people gain greater awareness of the potential for misrepresentation and manipulation (especially through commercials and public relations techniques), and understand the role of mass media and participatory media in constructing views of reality. [5] Media literacy education is sometimes conceptualized as a way to address the negative dimensions of mass media, popular culture and digital media, including media violence, gender and racial stereotypes, the sexualization of children, and concerns about loss of privacy, cyberbullying and Internet predators. By building knowledge and competencies in using media and technology, media literacy education may provide a type of protection to children and young people by helping them make good choices in their media consumption habits, and patterns of usage. [6] Concepts of media education Media education can be in many ways. In general, media education has come to be defined in terms of conceptual understandings of the media. [1] Usually this means key concepts or key aspects. This approach does not specify particular objects of study and this enables media education to remain responsive to students interests and enthusiasms. David Buckingham has come up with four key concepts that provide a theoretical framework which can be applied to the whole range of contemporary media and to older media as well: Production, Language, Representation, and Audience. [1] These concepts are defined by David Buckingham as follows: Production Production involves the recognition that media texts are consciously made. [1] Some media texts are made by individuals working alone, just for themselves or their family and friends, but most are produced and distributed by groups of people often for commercial profit. This means recognizing the economic interests that are at stake in media production, and the ways in which profits are generated. More confident students in media education should be able to debate the implications of these developments in terms of national and cultural identities, and in terms of the range of social groups that are able to gain access to media. [1] Studying media production means looking at: Technologies: what technologies are used to produce and distribute media texts? Professional practices: Who makes media texts? The industry: Who owns the companies that buy and sell media and how do they make a profit? Connections between media: How do companies sell the same products across different media? Regulation: Who controls the production and distribution of media, and are there laws about this? Circulation and distribution: How do texts reach their audiences? Access and participation: Whose voices are heard in the media and whose are excluded? [1] Language Every medium has its own combination of languages that it uses to communicate meaning. For example, television uses verbal and written language as well as the languages of moving images and sound. Particular kinds of music or camera angles may be used to encourage certain emotions. When it comes to verbal language, making meaningful statements in media languages involves paradigmatic choices and syntagmatic combinations. [1] By analyzing these languages, one can come to a better understanding of how meanings are created. [1] Studying media languages means looking at: Meanings: How does media use different forms of language to convey ideas or meanings? Conventions: How do these uses of languages become familiar and generally accepted? Codes: How are the grammatical rules of media established and what happens when they are broken? Genres: How do these conventions and codes operate in different types of media contexts? Choices: What are the effects of choosing certain forms of language, such as a certain type of camera shot? Combinations: How is meaning conveyed through the combination or sequencing of images, sounds, or words? Technologies: How do technologies affect the meanings that can be created? [1] Representation The notion of representation is one of the first established principles of media education. The media offers viewers a facilitated outlook of the world and they re-represent reality. Media production involves selecting and combining incidents, making events into stories, and creating characters. Media representations allow viewers to see the world in some particular ways and not others. Audiences also compare media with their own experiences and make judgements about how realistic they are. Media representations can be seen as real in some ways but not in others: viewers may understand that what they are seeing is only imaginary and yet they still know it can explain reality. [1] Studying media representations means looking at: Realism: Is this text intended to be realistic? Why do some texts seem more realistic than others? Telling the truth: How do media claim to tell the truth about the world? Presence and absence: What is included and excluded from the media world? Bias and objectivity: Do media texts support particular views about the world? Do they use moral or political values? Stereotyping: How do media represent particular social groups? Are those representations accurate? Interpretations: Why do audiences accept some media representations as true, or reject others as false? Influences: Do media representations affect our views of particular social groups or issues? [1] Audience Studying audiences means looking at how demographic audiences are targeted and measured, and how media are circulated and distributed throughout. It means looking at different ways in which individuals use, interpret, and respond to media. The media increasingly have had to compete for peoples attention and interest because research has shown that audiences are now much more sophisticated and diverse than has been suggested in the past. Debating views about audiences and attempting to understand and reflect on our own and others use of media is therefore a crucial element of media education. [1] Studying media audiences means looking at: Targeting: How are media aimed at particular audiences? Address: How do the media speak to audiences? Circulation: How do media reach audiences? Uses: How do audiences use media in their daily lives? What are their habits and patterns of use? Making sense: How do audiences interpret media? What meanings do they make? Pleasures: What pleasures do audiences gain from media? Social differences: What is the role of gender. social class, age, and ethnic background in audience behavior? [1] UNESCO and media education UNESCO has had a long standing experience with media literacy and education. The organization has supported a number of initiatives to introduce media and information literacy as an important part of lifelong learning. [7] Most recently, the UNESCO Action for Media Education and Literacy brought together experts from numerous regions of the world to catalyze processes to introduce media and information literacy components into teacher training curricula worldwide. [7] UNESCO questionnaire In 2001, a media education survey was sent out by UNESCO in order to better understand which countries were incorporating media studies into different schools curriculum as well as to help develop new initiatives in the field of media education. A questionnaire was sent to a total of 72 experts on media education in 52 different countries around the world. The people who received this questionnaire were people involved in academics (such as teachers), policy makers, and educational advisers. The questionnaire addressed three key areas: 1) â€Å"Media education in schools: the extent, aims, and conceptual basis of current provision; the nature of assessment; and the role of production by students. †[8] 2) Partnerships: the involvement of media industries and media regulators in media education; the role of informal youth groups; the provision of teacher education. †[7] 3) â€Å"The development of media education: research and evaluation of media education provision; the main needs of educators; obstacles to future development; and the potential contribution of UNESCO. †[7] The results from the answers of the survey were double-sided. It was noted that media education had been making a very uneven progress because while in one country there was an abundant amount of work towards media education, another country may have hardly even heard of the concept. One of the main reasons why media education has not taken full swing in some countries is because of the lack of policy makers addressing the issue. In some developing countries, educators say that media education was only just beginning to register as a concern because they were just starting to develop basic print literacy. [7] In the countries that media education existed at all, it would be offered as an elective class or an optional area of the school system rather than being on its own. Many countries argued that media education should not be a separate part of the curriculum but rather should be added to a subject  already established. The countries which deemed media education as a part of the curriculum included the United States, Canada, Mexico, New Zealand, and Australia. Many countries lacked even just basic research on media education as a topic, including Russia and Sweden. Some said that popular culture is not worthy enough of study. But all of the correspondents realized the importance of media education as well as the importance of formal recognition from their government and policy makers that media education should be taught in schools. [7] History Media literacy education is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. This work has arisen from a legacy of media and technology use in education throughout the 20th century and the emergence of cross-disciplinary work at the intersections of scholarly work in media studies and education. Voices of Media Literacy, a project of the Center for Media Literacy representing first-person interviews with media literacy pioneers active prior to 1990 in English-speaking countries, provides historical context for the rise of the media literacy field and is available at http://www. medialit. org/voices-media-literacy-international-pioneers-speak Media education is developing in Great Britain, Australia, South Africa, Canada, the United States, with a growing interest in the Netherlands, Italy, Greece, Austria, Switzerland, India, Russia and among many other nations. UNESCO has played an important role in supporting media and information literacy by encouraging the development of national information and media literacy policies, including in education[9] UNESCO has developed training resources to help teachers integrate information and media literacy into their teaching and provide them with appropriate pedagogical methods and curricula. United Kingdom Education for what is now termed media literacy has been developing in the UK since at least the 1930s. In the 1960s, there was a paradigm shift in the field of media literacy to emphasize working within popular culture rather than trying to convince people that popular culture was primarily destructive. This was known as the popular arts paradigm. In the 1970s, there came a recognition that the ideological power of the media was tied to the naturalization of the image. Constructed messages were being passed off as natural ones. The focus of media literacy also shifted to the consumption of images and representations, also known as the representational paradigm. [10] Development has gathered pace since the 1970s when the first formal courses in Film Studies and, later, Media Studies, were established as options for young people in the 14-19 age range: over 100,000 students (about 5% of this age range) now take these courses annually. Scotland has always had a separate education system from the rest of the UK and began to develop policies for media education in the 1980s. In England, the creation of the National Curriculum in 1990 included some limited requirements for teaching about the media as part of English. The UK is widely regarded as a leader in the development of education for media literacy. Key agencies that have been involved in this development include the British Film Institute,[11] the English and Media Centre[12] Film Education[13] and the Centre for the Study of Children, Youth and Media at the Institute of Education, London. [14] Australia In Australia, media education was influenced by developments in Britain related to the inoculation, popular arts and demystification approaches. Key theorists who influenced Australian media education were Graeme Turner and John Hartley who helped develop Australian media and cultural studies. During the 1980s and 1990s, Western Australians Robyn Quin and Barrie MacMahon wrote seminal text books such as Real Images, translating many complex media theories into classroom appropriate learning frameworks. In most Australian states, media is one of five strands of the Arts Key Learning Area and includes essential learnings or outcomes listed for various stages of development. At the senior level (years 11 and 12), several states offer Media Studies as an elective. For example, many Queensland schools offer Film, Television and New Media, while Victorian schools offer VCE Media. Media education is supported by the teacher professional association Australian Teachers of Media which publishes a range of resources and the excellent Screen Education. Africa In South Africa, the increasing demand for Media Education has evolved from the dismantling of apartheid and the 1994 democratic elections. The first national Media Education conference in South Africa was actually held in 1990 and the new national curriculum has been in the writing stages since 1997. Since this curriculum strives to reflect the values and principles of a democratic society there seems to be an opportunity for critical literacy and Media Education in Languages and Culture courses. Europe In areas of Europe, media education has seen many different forms. Media education was introduced into the Finnish elementary curriculum in 1970 and into high schools in 1977. But the media education we know today did not evolve in Finland until the 1990s. Media education has been compulsory in Sweden since 1980 and in Denmark since 1970. In both these countries, media education evolved in the 1980s and 1990s as media education gradually moved away from moralizing attitudes towards an approach that is more searching and pupil-centered. In 1994, the Danish education bill gave recognition to media education but it is still not an integrated part of the school. The focus in Denmark seems to be on information technology. France has taught film from the inception of the medium, but it has only been recently that conferences and media courses for teachers have been organized with the inclusion of media production. Germany saw theoretical publications on media literacy in the 1970s and 1980s, with a growing interest for media education inside and outside the educational system in the 80s and 90s. In the Netherlands media literacy was placed in the agenda by the Dutch government in 2006 as an important subject for the Dutch society. In April, 2008, an official center has been created (mediawijsheid expertisecentrum = medialiteracy expertisecenter) by the Dutch government. This center is more a network organization existing out of different partners who have their own expertise with the subject of media education. The idea is that media education will become a part of the official curriculum. The history of media education in Russia goes back to the 1920s. The first attempts to instruct in media education (on the press and film materials, with the vigorous emphasis on the communist ideology) appeared in the 1920s but were stopped by Joseph Stalin’s repressions. The end of the 1950s the beginning of the 1960s was the time of the revival of media education in secondary schools, universities, after-school children centers (Moscow, Saint Petersburg, Voronezh, Samara, Kurgan, Tver, Rostov on Don, Taganrog, Novosibirsk, Ekaterinburg, etc.), the revival of media education seminars and conferences for the teachers. During the time when the intensive rethinking of media education approaches was on the upgrade in the Western hemisphere, in Russia of the 1970s–1980s media education was still developing within the aesthetic concept. Among the important achievements of 1970s-1990s one can recall the first official programs of film and media education, published by Ministry of Education, increasing interest of Ph. D. to media education, experimental theoretic and practical work on media education by O. Baranov (Tver), S.Penzin (Voronezh), G. Polichko, U. Rabinovich (Kurgan), Y. Usov (Moscow), Aleksandr Fyodorov (Taganrog), A. Sharikov (Moscow) and others. The important events in media education development in Russia are the registration of the new specialization (since 2002) for the pedagogical universities – ‘Media Education’ (â„â€" 03. 13. 30), and the launch of a new academic journal ‘Media Education’ (since January 2005), partly sponsored by the ICOS UNESCO ‘Information for All’. Additionally, the Internet sites of Russian Association for Film and Media Education (English and Russian versions) were created. Taking into account the fact that UNESCO defines media education as the priority field of the cultural educational development in the 21st century, media literacy has good prospects in Russia. Canada In North America, the beginnings of a formalized approach to media literacy as a topic of education is often attributed to the 1978 formation of the Ontario-based Association for Media Literacy (AML). Before that time, instruction in media education was usually the purview of individual teachers and practitioners. Canada was the first country in North America to require media literacy in the school curriculum. Every province has mandated media education in its curriculum. For example, the new curriculum of Quebec mandates media literacy from Grade 1 until final year of secondary school (Secondary V). The launching of media education in Canada came about for two reasons. One reason was the concern about the pervasiveness of American popular culture and the other was the education system-driven necessity of contexts for new educational paradigms. Canadian communication scholar Marshall McLuhan ignited the North American educational movement for media literacy in the 1950s and 1960s. Two of Canadas leaders in Media Literacy and Media Education are Barry Duncan and John Pungente. Duncan passed away on June 6, 2012, even after retired from classroom teaching but was still active in media education. Pungente is a Jesuit priest who has promoted media literacy since the early 1960s. Media Awareness Network (MNet), a Canadian non-profit media education organization, hosts a Web site which contains hundreds of free lesson plans to help teachers integrate media into the classroom. MNet also has created award-winning educational games on media education topics, several of which are available free from the site, and has also conducted original research on media issues, most notable the study Young Canadians in a Wired World. MNet also hosts the Talk Media Blog, a regular column on media education issues. The United States Media literacy education has been an interest in the United States since the early 20th century, when high school English teachers first started using film to develop students critical thinking and communication skills. However, media literacy education is distinct from simply using media and technology in the classroom, a distinction that is exemplified by the difference between teaching with media and teaching about media. [15] In the 1950s and 60s, the ‘film grammar’ approach to media literacy education developed in the United States, where educators began to show commercial films to children, having them learn a new terminology consisting of words such as fade, dissolve, truck, pan, zoom, and cut. Films were connected to literature and history. To understand the constructed nature of film, students explored plot development, character, mood and tone. Then, during the 1970s and 1980s, attitudes about mass media and mass culture began to shift. Around the English-speaking world, educators began to realize the need to â€Å"guard against our prejudice of thinking of print as the only real medium that the English teacher has a stake in. †[16] A whole generation of educators began to not only acknowledge film and television as new, legitimate forms of expression and communication, but also explored practical ways to promote serious inquiry and analysis—- in higher education, in the family, in schools and in society. [17] Typically, U. S. media literacy education includes a focus on news, advertising, issues of representation, and media ownership. Media literacy competencies can also be cultivated in the home, through activities including co-viewing and discussion. [18] Media literacy education began to appear in state English education curriculum frameworks by the early 1990s as a result of increased awareness in the central role of visual, electronic and digital media in the context of contemporary culture. Nearly all 50 states have language that supports media literacy in state curriculum frameworks. [19] In 2004, Montana developed educational standards around media literacy that students are required to be competent in by grades 4, 8, and 12. Additionally, an increasing number of school districts have begun to develop school-wide programs, elective courses, and other after-school opportunities for media analysis and production. There is no national data on the reach of media literacy programs in the United States. [20] The evolution of information and communication technologies has expanded the subject of media literacy to incorporate information literacy, collaboration and problem-solving skills, and emphasis on the social responsibilities of communication. Various stakeholders struggle over nuances of meaning associated with the conceptualization of the practice on media literacy education. Educational scholars may use the term critical media literacy to emphasize the exploration of power and ideology in media analysis. Other scholars may use terms like new media literacy to emphasize the application of media literacy to user-generated content or 21st century literacy to emphasize the use of technology tools. [21] As far back as 2001, the Action Coalition for Media Education (ACME) split from the main media literacy organization as the result of debate about whether or not the media industry should support the growth of media literacy education in the United States. Renee Hobbs of Temple University in Philadelphia wrote about this general question as one of the Seven Great Debates in media literacy education in an influential 1998 Journal of Communication article. [22] The media industry has supported media literacy education in the United States. Make Media Matter is one of the many blogs (an â€Å"interactive forum†) the Independent Film Channel features as a way for individuals to assess the role media plays in society and the world. The television program, The Media Project, offers a critical look at the state of news media in contemporary society. During the 1990s, the Discovery Channel supported the implementation of Assignment: Media Literacy, a statewide educational initiative for K-12 students developed in collaboration with the Maryland State Board of Education. Because of the decentralized nature of the education system in a country with 70 million children now in public or private schools, media literacy education develops as the result of groups of advocates in school districts, states or regions who lobby for its inclusion in the curriculum. There is no central authority making nationwide curriculum recommendations and each of the fifty states has numerous school districts, each of which operates with a great degree of independence from one another. However, most U. S. states include media literacy in health education, with an emphasis on understanding environmental influences on health decision-making. Tobacco and alcohol advertising are frequently targeted as objects for deconstruction, which is one of the instructional methods of media literacy education. This resulted from an emphasis on media literacy generated by the Clinton White House. The Office of National Drug Control Policy (ONDCP) held a series of conferences in 1996 and 1997 which brought greater awareness of media literacy education as a promising practice in health and substance abuse prevention education. The medical and public health community now recognizes the media as a cultural environmental influence on health and sees media literacy education as a strategy to support the development of healthy behavior. Interdisciplinary scholarship in media literacy education is emerging. In 2009, a scholarly journal was launched, the Journal of Media Literacy Education,[23] to support the work of scholars and practitioners in the field. Universities such as Appalachian State University, Columbia University, Ithaca College, New York University, the University of Texas-Austin, Temple University, and the University of Maryland offer courses and summer institutes in media literacy for pre-service teachers and graduate students. Brigham Young University offers a graduate program in media education specifically for inservice teachers. The Salzburg Academy for Media and Global Change is another institution that educates students and professionals from around the world the importance of being literate about the media. Impacts of Media Literacy Education on Civic Engagement Media literacy education appears to have a positive impact on overall youth civic engagement. [24] Youth who attend schools that offer media literacy programs are more likely to politically engage online and are more likely to report encountering diverse viewpoints online. [25] Youth Interest in Media Literacy A nationally representative survey found that 84% of young people think they and their friends would benefit from training on verifying information found online. [26] National Association for Media Literacy Education More than 600 educators are members of the National Association for Media Literacy Education (NAMLE), a national membership group that hosts a bi-annual conference. In 2009, this group developed an influential policy document, the Core Principles of Media Literacy Education in the United States. [27] It states, The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world. Principles include: (1) Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create; (2) Media Literacy Education expands the concept of literacy in all forms of media (i. e. , reading and writing); (3) Media Literacy Education builds and reinforces skills for learners of all ages. Like print literacy, those skills necessitate integrated, interactive, and repeated practice; (4) Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society; (5) Media Literacy Education recognizes that media are a part of culture and function as agents of socialization; and (6) Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages.

An Annotation of The Gift Outright by Robert Frost Essay -- Robert Fro

An Annotation of The Gift Outright by Robert Frost In "The Gift Outright," Robert Frost traces the development of American culture from colonial times to a more present perspective. He tells the American story of colonialism, freedom, westward expansion, and the quest to develop a specifically American culture. In doing this, he focuses on explaining ways in which Americans supported the growth and development of their country and culture. Frost suggests that Americans showed their allegiance to their developing country and culture in several ways: battlefield bravery, commitment of talents to the good of the country, and dedication to expanding the United States' land and power. His reflection on the past is also a call for action in the future. He acknowledges that American culture is still not fully developed and the continued dedication of Americans, like occurred in the past, is required for the United States to recognize her full potential. The Gift Outright By Robert Frost The land was ours before we were the land's. She was our land more than a hundred years Before we were her people. She was ours In Massachusetts, in Virginia, But we were England's, still colonials, Possessing what we still were unpossessed by, Possessed by what we now no more possessed. Something that we were withholding made us weak Until we found out that it was ourselves We were withholding from our land of living, And forthwith found salvation in surrender. Such as we were we gave ourselves outright (The deed of gift was many deeds of war) To the land vaguely realizing westward, But still unstoried, artless, unenhanced, Such she was, such as she would become. The "belonging" discussed in line one immediately establishe... ...een physical and cultural American growth. Although the early country was growing in land and although the Americans had surrendered their talents, Frost ironically says that Americans were still "unstoried, artless, and unenhansed." This final statement of the poem seems to imply that Frost saw that citizens' unity was really created by "the gift outright" of talents and work, but that the American culture they were seeking to make is still unfulfilled. Throughout the poem, Frost does seem to be saying that Americans were making advancements towards creating an American culture, such as when Americans "found salvation in surrender." In the end, though, Frost realizes that America is still "unstoried, artless, and unenhanced" and presents Americans again with the persistent goal of giving themselves outright in order to continue to build a uniquely American culture.

Enders Game :: essays research papers

Orson Scott Card weaves an intricate tale of a boy who is born to save the Earth in the novel, Ender’s Game. Ender Wiggin is born a Third in a world where only two children are allowed per family. Ender’s older brother and sister, Peter and Valentine, were not what the government needed to save the world, so Ender was born in hopes that he would be somewhere in the middle of their extremes. Peter is too violent, whereas Valentine has too much empathy. Ender is the right combination for the Battle School’s needs. Although both Ender and Peter have power, only Ender has respect; both boys are instinctive killers, but Peter relishes the act while Ender regrets the act after he does it; Both boys become heroes, but both will not remain heroes when the historians begin to examine the events. Although Peter and Ender both have power over other people, the means of obtaining the power and the way each boy uses his power is different. Peter obtains power by terrifying people. Everyone knows he is capable of cold-blooded murder, so they do as he says because it is in their own best interest. Also, he has the power of influence on the nets (networks similar to the internet), which he uses to sway the public. Once Peter has gained power, he uses the power to benefit himself. He uses people as pawns to accomplish what he wants—to rule the world. Ender, however, gains his power by simply being superior at all the games. He becomes commander of an army, but doesn’t use the army to gain anything for himself, except to be number one in the standings. He makes the people in his command better soldiers by teaching them what he knows. He allows the toon leaders to make decisions in battles, so that the whole army doesn’t rely on him, entirely. Both Peter and Ender kill throughout the novel. Peter kills innocent squirrels and animals. He threatens to kill Ender and Valentine if they do not do as he says. It is quite clear that he enjoys these activities. He shows no remorse for the dead animals he leaves in his wake. Ender, however, kills out of defense and feels great remorse. He never intends to kill anyone that he kills. All the deaths he inflicts are accidental, yet justified at the same time.

A study of the famous Bob Dylan song “Mr.Tamborine Man” Essay

Why Mr. Tambourine Man is A Modern Classic The most obvious and popular interpretation of Bob Dylan’sMr. Tambourine Man is that the song is about drugs. This makes sense, as it was against the law to write songs about drugs in the 1960s when ‘Mr. Tambourine Man’ was composed. The metaphors are simple: ‘Mr. Tambourine Man’ is the drug-dealer. â€Å"Take me on a trip upon your magic swirling ship†¦Ã¢â‚¬  is asking the drug-dealer for the drugs, and then the lyrics go on to describe the physical effects on the body after consuming hallucinogens: â€Å"My senses have been stripped My hands can’t feel to grip My toes too numb to step. . .† Another obvious reference to drug-taking comes from the fourth verse, â€Å"Take me disappearing through the smoke rings of my mind†¦Ã¢â‚¬  The smoke rings relating literally to drugs being smoked, and the last line of the last verse, also if taken literally, relates to escaping from the realities of life by using drugs: â€Å"Let me forget about today until tomorrow†. However, this interpretation does not explain some of the vivid imagery used throughout the song where it is not easy to draw parallels between drugs and the image, for example, â€Å"The haunted frightened trees†. This phrase could be written about the emotional state of the drug user, and by embuing those emotions onto something else the surreal atmosphere already invoked in the earlier passages is heightened. In the second and third verses there are several lines expressing suprise at feeling fatigued: â€Å"My weariness amazes me† and how the body is also tired: â€Å"my toes too numb t o step.† Bob Dylan said himself â€Å"Drugs never played a part in that song†¦ ‘†¦disappearing through the smoke rings of my mind†¦.’, that’s not drugs, drugs were never a big thing with me.† This leads me to believe that the song is indeed about something other than drugs. Some analysts have written about the song as an expression of freedom. One clear example of a phrase  that expresses a sense of freedom is, â€Å"To dance beneath the diamond sky with one hand waving free/ Silhouetted by the sea†¦Ã¢â‚¬  This image strongly evokes the idea of someone living freely, both literally, dancing a beach, and the connotations that the sea and the sky provide here, of openess and liberty. There are several references to ‘escaping’, for example, â€Å"I’m ready to go anywhere†¦Ã¢â‚¬ , â€Å"†¦but for the sky there are no fences facing† which means that the sky is the limit, â€Å"†¦just escaping on the run† and again â€Å"Let me forget about today until tomorrow.† These lines fit with the freedom theme: escaping to achieve freedom. But forgetting about today until tomorrow seems only a temporary escape, bringing the back the idea about drugs. It has also been suggested that Mr. Tambourine Man is a poem about transcendence, or reaching enlightenment. Some people see Bob Dylan himself as Mr. Tambourine Man, and he does â€Å"Cast [his] dancing spell† through the magical and fantastic imagery of swirling ships and trips into one’s own mind. I believe that the song could be about all of these ideas, and the importance of one in particular relating only to the mood of the listener. This is an important reason for stating that Mr. Tambourine Man is a classic: The lyrics provide the possibility to understand the song in different contexts by different listeners. The ideas differ between people, some finding freedom in Dylan’s song, some feeling like they are under a spell when listening to the light repetitive tune and figurative language. The cleverness of the language is that people can read almost anything into it, the most basic example being Mr. Tambourine Man, who can be seen as anything from a drug-dealer to a religious man to Bob Dylan himself. Another reason that the song has such a hallucinogenic feeling is the structure of the song. The verses are made up of what appears to be many individual concepts put together, like a dream, giving a surreal effect. The reference to Ozymandius and crumbling empires furthers the dream-like quality of the words.

Taxes essayEssay Writing Service

Taxes essayEssay Writing Service Taxes essay Taxes essayAt the moment, the change of fiscal policies is essential to keep the US economy growing. In this regard, the rich are traditionally subjects to criticism from the part of the public because representatives of the middle and lower class stand on the ground that the rich can afford paying more taxes, while the government supported the poor by means of bailout of large corporations and maintenance of taxes for the rich unchanged. Therefore, the rise of taxes on people making over $250,000 a year is an essential step to balance the economic development of the US at cost of cutting exorbitant profits of the rich that can be used for the enhancement of the economic growth of the US.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The introduction of higher taxes on people making over $250,000 a year will increase revenues of the federal budget to cover the growing deficit of the budget and public debt. Even though the rise of taxes for the rich will not close current financial gaps and deficit of the federal budget but this decision may be an effective tool to increase revenues of the federal budget because the rise of taxes for the rich will increase revenues from them (Chernick Reschovsky, 2000). The federal budget will receive extra revenues due to the rise of taxes because, at the moment, the rich still can pay more taxes because of their high profits (Holzman, 2005). Therefore, this decision will not discourage economic activities of the rich or the flow of the capital offshore because there is still the margin for rising taxes on people, who earn over $250,000 a year. Hence, this decision will be affordable for the rich and beneficial for the federal budget and government-sponsored programs.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Furthermore, the decision to increase taxes for the rich brings another advantage since this decision may help the government to cover its social programs and improve the quality of living of the lower-class and middle-cl ass in a way. For example, the government can use revenues from taxes on people making over $250,000 a year to fund Medicaid or public education. As a result, representatives of the lower class will receive health care and social services which they need badly but cannot afford, while the middle class will maintain its position due to the government support of social programs (Elekdag, Justiniano, Tchakarov, 2006). For example, educators are mainly representatives of the middle class. The government support of public education will secure their jobs and maintain their stable income. Otherwise, they may lose jobs, if public schools cannot afford them. Similarly, health care professionals are predominantly representatives of the middle class but they face the problem of job cuts because of high costs of health care services and the lack of funding. The government support will help to keep those jobs and, therefore, prevent representatives of the middle class from slipping to poverty.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Furthermore, the increase of taxes for the rich will balance social relations within the society and ease the social tension that persists creating favorable conditions for the rise of economic activities because the level of income of the lower class may increase and the middle class will also be certain in the stable future of their position and the US economy. To put it more precisely, representatives of the lower class will obtain the government support and, thus, they will have an opportunity to increase their spending because health care and basic social services will be provided in terms of government-sponsored programs (Latham Braun, 2008). As a result, the poor can spend their money for their other needs. The increase of income of the population will stimulate spending. At this point, the increase of income for the poor will be backed up by the maintenance of the stable income of the rich because the government using revenues fr om taxes collected from the rich will be able to ensure the stable position of the middle class. As representatives of the middle class grow certain in their future, they can start spending more.   The increase of spending will stimulate the growth of consumption, which, in its turn, will trigger the economic growth and emergence of new business activities. In addition, the government can create new jobs by developing new projects and government programs that will need private contractors to participate in those projects and programs that will also stimulate the rise of business activities and economic growth.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thus, the rise of taxes on people, who earn over $250,000 a year is the right decision at the moment. The government takes more social responsibilities at the moment. Therefore, the government will need more funds to cover those responsibilities. The rich can afford paying more taxes without the consistent deterioration of their so cial standing or financial position. Therefore, the government should be able to increase taxes without any harmful effects on the economy. On the contrary, the rise of taxes will increase revenues of the federal budget and will help to fund government-sponsored programs that will stimulate the growth of consumption and business activities.

How to Write an Essay About Love Tips and Topic Ideas

How to Write an Essay About Love Tips and Topic Ideas If you've fallen in love, you know that nothing can be compared to this incredible feeling. Love has inspired millions of poets and artists to create masterpieces. But there are no such words that could describe the emotions you have when you're in love. When dreaming about love, most associate it with the eternal romance. When having relationships, people understand that love is like a flower, which you have to water if you want it to grow. It's the work you need to do daily. Sometimes, it may be not as easy as ABC to be happy in relationships. For some, even writing an essay about love is a challenge. Professional Writing Help Here It is due to the fact that you should be a bit of a philosopher and a psychologist to discuss romantic relationships. By the way, the choice of a theme may become the first stumbling block. On the one hand, there are a lot of questions you could write about. On the other hand, it is a theme that is much spoken about. So, it may be difficult to choose a really hooking love topic to attract the audience. Do you find it difficult to create essays on such intimate topics like relationships? Lack original ideas for your paper? Follow the tips below and you'll create a high-quality piece of writing with ease. Helpful Tips for Writing an Essay About Love When writing about love, many students make one and the same mistake. They forget about structure completely. As a result, the paper looks like a love letter. To avoid such mistakes, you are recommended to check the simple tips below. They will help you to have a clear understanding of how a love essay must look like. Follow the standard essay structure. When you are assigned to compose a love essay, you need to remember that it is an academic piece of writing. This means that it shouldn't be messy. Like other essays, this kind of essay paper should be structured properly. It should consist of an introduction, the main body, and the conclusion. Don't make your essay too sweet. It may be difficult to be objective if you have either broken up with your someone or vice versa fallen in love. But to complete a good love paper, you should concentrate on the topic. Of course, this kind of paper supposes that the writer will include emotions. But you shouldn't make this piece of writing too emotional. Keeping a balance is the key to success. Remember that your paper should be written in a realistic manner. Remember that love isn't only romance. When you're assigned to complete an essay about love, you may choose to write about various types of love. It is not always about the relationships between a man and a woman. Consider writing about feelings to your family, friends, or even your favorite toys in childhood. If you haven't been in love yet or it is painful to share your emotions because your heart has been broken, choose another topic for paper writing. Impressive Topic Ideas for Your Love Essay The right topic will bring you success while the bad one will bring guaranteed failure. So, be careful when choosing the topic for your essay paper. For you not to waste hours racking your brains on what to write about, we've made a list of the best ideas. First, choose the type of essay that suits your academic assignment. Secondly, look through the themes and give preference to the one you feel passionate about. â€Å"Being deeply loved by someone gives you strength, while loving someone deeply gives you courage.† Lao Tzu Descriptive Topic Ideas for Your Love Essay The main purpose of writing a descriptive essay is to describe someone who you've feelings towards. Describe your emotions and feelings in every smallest detail. The reader should understand what emotional condition the writer is in. Your assignment will be evaluated positively if it contains the objective description of the personality traits. Have a look at the good topic ideas you can use for your love essay. Describe the person who you fell in love for the first time. What makes the first love so special? Describe the traits of the personality you love. What is the perfect love relationship? Are there people you love most of all in this life? Describe the must-have character traits to become a happy couple. How to understand that the feeling you have is love? What kind of relationship do you dream about? Describe the relationship between your parents. How does your attitude to life change when you're in love? Literary Analysis Topic Ideas: Don't Miss a Chance to Analyze Romantic Characters There are a lot of great literary works about love. If you don't want to share your personal experience, choose the love story you would like to analyze. Analyze the relationships between Romeo and Juliet. Choose a poem about love and tell about the feelings you've when reading it. Analyze the consequences the jealousy leads to (Analyze the personality and actions of Othello). Compare literary works written in different periods of time. Choose the piece of romantic literature you consider a real masterpiece. Analyze some love story of the modern writer. How has the perception of love changed with time? Which literary stories do you consider real tragedies? Would Romeo and Juliet be happy together if they didn't die? Outline the main features of the Romantic Era in literature. Place Your Order Online Argumentative Love Essay Topics for Your Academic Writing The key purpose of an argumentative love essay is to express your standpoint and prove it. You are expected to provide the persuasive arguments, which would convince your reader that your opinion is worth attention. An argumentative love paper should well-grounded and structured in accordance with the outline. It is recommended to start each new paragraph with a new argument. Here are the interesting ideas for your assignment. Do you agree that love lives for three years and then dies? There is an opinion that love is the result of the work of our hormones. Do you agree/disagree with this statement? Can love make people happier? Is it possible to live happily if the person you love doesn't answer you? The person who loves should provide the beloved with the freedom of choice. Should a person forgive his/her partner the betrayal? Love has nothing to do with the marriage. After saying â€Å"I love you† the person takes responsibility for another person. Happy relationships can’t exist without support and respect. Love comes at the right moment even if you haven't expected it to come. Hope that the above-listed tips and ideas will help you to fall in love with essay writing! Just share your personal experience, the examples of real people you know, or the characters from the famous pieces of literature. Your essay about love will definitely sound great if you be sincere and find the right words to express your ideas. Choose one of the theme ideas above and get started! Lack the time to write an A-grade essay? Entrust your essay to professional writers with years of experience! It is the best solution taking into account that you’ve already gained all the necessary skills for writing this kind of paper!

Biography of Dorothy Vaughan, Groundbreaking NASA Mathematician

Biography of Dorothy Vaughan, Groundbreaking NASA Mathematician Dorothy Vaughan (September 20, 1910 – November 10, 2008) was an African American mathematician and computer. In her time working for NASA, she became the first African American woman to hold a supervisory position and helped the institution transition to computer programming. Fast Facts: Dorothy Vaughan Full Name: Dorothy Johnson VaughanOccupation: Mathematician and computer programmerBorn: September 20, 1910 in  Kansas City, MissouriDied: November 10, 2008 in Hampton,  VirginiaParents: Leonard and Annie JohnsonSpouse: Howard Vaughan (m. 1932); they had six childrenEducation: Wilberforce University, B.A. in mathematics Early Life Dorothy Vaughan was born in Kansas City, Missouri, the daughter of Leonard and Annie Johnson. The Johnson family soon moved to Morgantown, West Virginia, where they stayed throughout Dorothy’s childhood. She quickly proved to be a talented student, graduating early from high school at the age of 15 as her graduating class’ valedictorian. At Wilberforce University, a historically black college in Ohio, Vaughan studied mathematics. Her tuition was covered by a full-ride scholarship from the West Virginia Conference of the A.M.E. Sunday School Convention. She graduated with her bachelor’s degree in 1929, only 19 years old, cum laude. Three years later, she married Howard Vaughan, and the couple moved to Virginia, where they initially lived with Howard’s wealthy and well-respected family. From Teacher to Computer Although Vaughan was encouraged by her professors at Wilberforce to go to graduate school at Howard University, she declined, instead taking a job at Robert Russa Moton High School in Farmville, Virginia, so that she could help support her family during the Great Depression. During this time, she and her husband Howard had six children: two daughters and four sons. Her position and education placed her as an admired leader in her community. Dorothy Vaughan taught high school for 14 years during the era of racially segregated education. In 1943, during World War II, she took a job at the National Advisory Committee for Aeronautics (NACA, the predecessor to NASA) as a computer. NACA and the rest of the federal agencies had technically desegregated in 1941 by executive order of President Franklin D. Roosevelt. Vaughan was assigned to the West Area Computing group at Langley Research Center in Hampton, Virginia. Despite women of color being recruited actively, they were still segregated into groups separate from their white counterparts.   Nasa.gov The computing group consisted of expert female mathematicians who dealt with complex mathematical calculations, nearly all done by hand. During the war, their work was connected to the war effort, since the government firmly believed that the war would be won on the strength of air forces. The scope of activity at NACA expanded considerably after WWII ended and the space program began in earnest. For the most part, their work involved reading data, analyzing it, and plotting it for use by the scientists and engineers. Although the women- both white and black- often held degrees similar to (or even more advanced than) the men who worked at NASA, they were only hired for lower positions and pay. Women could not be hired as engineers. Supervisor and Innovator In 1949, Dorothy Vaughan was assigned to supervise the West Area Computers, but not in an official supervisory role. Instead, she was given the role as acting head of the group (after their previous supervisor, a white woman, died). This meant the job didn’t come with the expected title and pay bump. It took several years and advocating for herself before she was finally given the role of supervisor in an official capacity and the benefits that came with it. Vaughan did not just advocate for herself, but also worked hard to advocate for more opportunities for women. Her intention was not just to help her West Computing colleagues, but women across the organization, including white women. Eventually, her expertise came to be highly valued by the engineers at NASA, who relied heavily on her recommendations to match projects with the computers whose skills aligned best. In 1958, NACA became NASA and segregated facilities were completely and finally abolished. Vaughan worked in the Numerical Techniques division and, in 1961, shifted her focus to the new frontier of electronic computing. She figured out, earlier than many others, that electronic computers were going to be the future, so she set out to make sure she- and the women in her group- were prepared. During her time at NASA, Vaughan also contributed directly to projects on the space program with her work on the Scout Launch Vehicle Program, a particular type of rocket designed to launch small satellites into orbit around the Earth. Vaughan taught herself the programming language FORTRAN that was used for early computing, and from there, she taught it to many of her colleagues so they would be prepared for the inevitable transition away from manual computing and towards electronics. Eventually, she and several of her West Area Computing colleagues joined the newly formed Analysis and Computation Division, a race- and gender-integrated group working to expand the horizons of electronic computing. Although she tried to receive another management position, she was never granted one again. Photographs from Dorothy Vaughans retirement party. Vaughan retired from NASA in 1971.   Courtesy Vaughan Family /  Nasa.gov Later Life and Legacy Dorothy Vaughan worked at Langley for 28 years while raising six children (one of whom followed in her footsteps and worked at NASA’s Langley facility). In 1971, Vaughan finally retired at the age of 71. She continued to be active in her community and her church throughout retirement, but lived a fairly quiet life. Vaughan died on November 10, 2008 at the age of 98, less than a week after the election of America’s first black president, Barack Obama. Vaughan’s story came to public attention in 2016, when Margot Lee Shetterly published her nonfiction book Hidden Figures: The American Dream and the Untold Story of the Black Women Who Helped Win the Space Race. The book was made into a popular feature film, Hidden Figures, which was nominated for Best Picture at the 2017 Academy Awards and won the 2017 Screen Actors Guild Award for best ensemble (the guild’s equivalent of a best picture award). Vaughan is one of the three main characters in the film, along with colleagues Katherine Johnson and Mary Jackson. She’s portrayed by Oscar-winning actress Octavia Spencer. Sources Dorothy Vaughan. Encyclopaedia Britannica.Shetterly, Margot Lee. Dorothy Vaughan Biography. National Aeronautics and Space Administration.Shetterly, Margot Lee. Hidden Figures: The American Dream and the Untold Story of the Black Women Who Helped Win the Space Race. William Morrow Company, 2016.

Puerto Rico's Underground Economy And Tax System Essay

Puerto Rico's Underground Economy And Tax System - Essay Example These rules also cover the condition in using US flagships as well as the minimum wage standard. Income coming from other U.S. possessions or Puerto Rico is generally considered as foreign-source income. On the other hand, entities which are instituted other U.S. possessions or Puerto Rico, are usually considered as foreign persons. Special Tax Rules Related to Puerto RicoAs a consequence of the hybrid domestic-foreign conduct of individuals in Puerto Rico, the common ideology of U.S. taxation are qualified by numerous particular rules pertinent to U.S. citizens and inhabitants of, and U.S. persons who are conducting business in the said territory.Other rules, on the other hand, are intended to put off U.S. Federal tax laws from opposing tax incentives applied by Puerto Rico to draw investors. The United States has also placed in tax incentives to help Puerto Rico when it comes to acquiring employment producing investments particularly from companies in the US. The demand for these p articular tax incentives could be traced in part, to the extra costs placed on investing in Puerto Rico mainly since it holds such status as a U.S. possession. When taking into account the earlier U.S. law, definite domestic corporations with operations in U.S. possessions could vote for under Code section 936 to commonly do away with the U.S. tax, which also includes the alternative minimum tax, on particular foreign source income which was associated with their processes in the specified regions.

The effects of the cold war on the middle east Research Paper

The effects of the cold war on the middle east - Research Paper Example Egypt found itself cornered as it was unable to get ammunition and economic support from the USSR; it could not support Egypt in the 1967 Six Day War and in the War of Attrition against Israel. Although Egypt underwent a political changeover from Soviet Union to the United States in 1972 under the leadership of Anwar El Sadat yet the 1973 Yom Kippur War brought about huge congregation of American forces putting at stake detente because of the propaganda of Soviet involvement in backing Egypt in the Yom Kippur War. Soviet influence in the Middle East could be seen not only in the pre-Sadat Egypt getting Soviet help but other countries such as South Yemen, Algeria, and Iraq as well as indirect support to the Palestinian cause by backing Yasser Arafat’s Palestine Liberation Organization (PLO) (Cold War, â€Å"Wikipedia,† par. 6). The Six Day War or June War held in 1967 was one such major event known by different names such as the 1967 Arab- Israeli War or the Third Arab-I sraeli War was waged between Israel and the neighboring countries Egypt, Jordan, and Syria. Israel won the war comfortably capturing Gaza Strip and Sinai Peninsula from Egypt, the West Bank and East Jerusalem from Jordan, and the Golan Heights from Syria. The area captured by Israel during the Six Day War followed up with the refugee problem, which has become a concurrent issue of the Israeli–Palestinian conflict. This has created issues in global law affecting international relations in the long term (Six Day War, â€Å"Wikipedia,† par. 1). Earlier, after the 1956 Suez Crisis, Egypt had to give consent to the positioning of the United Nations Emergency Force (UNEF) in the Sinai for abiding with the 1949 Armistice Agreements. It entered into bilateral defense agreement with Syria. Jordan blamed Egypt for not supporting it militarily under the garb of UNEF. When the Soviet Union made false reports of gathering of Israeli forces on the Syrian, borders, Egypt ousted the U NEF forces from Gaza and Sinai; its force taking up UNEF positions at Sharm el-Sheikh opposite the Straits of Tiran. Along with others, Egypt also sent its forces to Jordan to support against Israeli aggression resulting from the closure of the Straits for Israeli shipping. The deteriorating political climate finally provoked Israel in waging war by the name of Operation Focus at the firs day of the Six Day War with a sudden air attack. On can not deny the role of the Soviet Union played by sending false announcements of Israeli troops positioning at the Syrian borders. In one way or the other the then super power, the USSR, played the provocative role of adding petrol in the enflamed political environment, furthering it to the Six Day War (Six Day War, â€Å"Wikipedia,† par. 2). Afghanistan became the battleground of Cold War when the Soviet troops landed on its soil in December 1979 in support of the Afghanistan’s Marxist government led by its ex-Prime-minister, Nur Muhammad Taraki. The US has been providing support to the Mujahidin insurgency against the Soviet supported Marxist government even before the arrival of Russian forces there. This fact was revealed in an interview by the French weekly newsmagazine Le Nouvel Observateur by the American President Jimmy Carter’s National Security Advisor Zbigniew Brzezinski. The Cold War between the then Super Powers was an extension of their desire to become world leader by waging a proxy

DEPENDS ON WHAT YOU WRITE IT ON Essay Example | Topics and Well Written Essays - 1000 words

DEPENDS ON WHAT YOU WRITE IT ON - Essay Example The revolution in Russia that occurred in 1917 has a central place in the history of the world as well, the history of states that fall within the league of Baltic nations. These constitute Lithuania and Latvia as well as Estonia. The people of the Baltic nations also played a central role in the revolution of 1917, with significant stress on the Bolsheviks in Latvia, who primarily constituted a significant majority of the famous Red Guards that made it their duty to take side with the Bolsheviks in Russia which was absolutely critical at the initial times of the revolution. In the earlier revolution periods in 1905, which was the pioneer revolution in Russia, peasants that were scattered all over the Baltic states took advantage of the Russian Revolution to aggress against their leaders. At given varied moments in history, peasants from Latvia as well as Estonia had been under the rule of the Tsarist regime in Russia, the Swedish kingdom as well as the nobility in German. Peasants in Lithuania had been under the rule of Russia and prior to that, the Kingdom of Poland (1569-1791). The peasants in the ruled states took advantage of the revolution in Russia to control their destiny in their respective states by agitating for establishment of self rule. Despite this fact, the revolution did not lead into immediate independence as they had to wait until the period ranging from 1918-1940 for independence. The people that formed the citizenry of Baltic States which primarily are the present Lithuania, Estonia and Latvia, had been under the manacles of serfdom that characterised their existence from periods that traced back from the twelfth century to the entire 19th century. The Baltic region has in history formed ground for confrontation. The most notable of its rulers were the nobility in Germany as well as Poland, Sweden as well as the Tsarist regime in Russia. A significant majority of the Baltic Population that constituted Lithuanians, Estonians and Latvians

Evolution from vintage to contemporary haute couture based on a social Essay

Evolution from vintage to contemporary haute couture based on a social and cultural context - Essay Example ... 5 2.2. Christian Dior: ‘The New Look’ and Working Class Women †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 2.3. Social and Cultural Basis of Transformations in Fashion Trends †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 2.3.1. Other Social Impacts on Fashion Trends and Haute Couture †¦Ã¢â‚¬ ¦ 11 2.3.2. The Contribution of Japanese Designers to Haute Couture in Paris †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.17 2.4. Haute Couture in the Production of Culture and its Similarity to Art †¦Ã¢â‚¬ ¦19 3. Contemporary Haute Couture: Body Concepts, Lifestyle and Media †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 4. Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 33 5. Bibliography †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 35 EVOLUTION FROM VINTAGE TO CONTEMPORARY HAUTE COUTURE BASED ON A SOCIAL AND CULTURAL CONTEXT 1. Introduction Haute couture refers essentially to fashion created through the artistic expression of the designer, instead of by the dictates of commonly held beliefs and norms related to clothing. By the late 17th century, the origins of the haute couture approach emerged in France, the European centre for innovative and richly produced luxury silk textiles. The opulent fabrics formed the basis for developing the system of haute couture. From the mid-19th century, Paris based haute couture validated the fashion designer as a creative artist, and not merely a skilled artisan, and established the designer’s name as â€Å"an international authority for the design of luxurious, original clothing† (Batty, 2008, p.4). The history of modern fashion is traced from haute couture in the late nineteenth century with the formation of the House of Worth, to the present day high fashion apparel created by contemporary designers (Martin and Koda, 1997). The changing fashion trends include the rise of haute couture, demi-couture, pret a porter or read-to-wear, mass production, and the prevalence of street fashion. These changes were accompanied by several complexities and contradictions caused by the social, cultural and art environment of the changing times (Martin and Koda, 1997). Thus, in studying the evolution of haute couture during the twentieth century, it is essential to understand the dynamics between commerce and culture, technology and aesthetics, popular culture and pastische, and fashion and anti-fashion at different stages. Later developments in high fashion integrated elite class and taste with street style, derived from tribalism, popular culture and rebellion against formal modes. According to English (2007), fashion is found to imitate art, which in turn is regarded as reflecting the different para digms of life. Thus, the social and cultural contexts of the times play an essential role in the development of fashion. â€Å"Fashion was not only an indicator of cultural change; it was influenced by many social changes† (Batty, 2008, p.11), particularly transformations in gender and class differentiation. Fashion also served to create several social changes. The distinction between high fashion apparel and clothing became hazy, and people’s perspectives altered over time die to technological advancements, ideological transformations and changes in consumerism. From a social history perspective, fashion has contributed considerably but gradually to the liberation of women. It has also played a role in their achieving â€Å"increased power both as consumers and as producers of goods† (Batty, 2008, p.8). Thus, women’s willing acceptance of being targeted by fashion trends

When Do Opportunity Costs Count Article Example | Topics and Well Written Essays - 500 words

When Do Opportunity Costs Count - Article Example The author in this article initiated with defining opportunity costs and how the knowledge is gained to properly identify the opportunity costs in any working environment. The author illustrated this idea by considering two different groups of people. This was experimented by using management accounting students with management accounting professionals (having proper management accounting work exposure and experience). Thus, this experiment lead to the conclusion that professional management accountants were more capable at identifying the opportunity costs associated with any project. This better identification of the opportunity costs was declared as the procedural knowledge by the writer. Later, the writer explains that opportunity costs perform as a referee between the two issues of the opportunity cost vagueness and the project completion stage. Opportunity cost vagueness, as described by the writer, is the inability to derive a proper and exact value for the benefit forgone i.e . the opportunity cost. The writer further explains that management accountants usually use estimates of opportunity costs and then these estimates are included in the final appraisal of a project. The management accountants who had higher knowledge of the Generally Accepted Accounting Principles were deemed to consider opportunity costs lightly as compared to accountants who had lesser knowledge of these Generally Accepted Accounting Principles. According to the writer, at the project completion stage, individual tend to invest heavily in the project with a rush to  finish off the project even in circumstances when the project is profitable one.  

Evolution from vintage to contemporary haute couture based on a social Essay

Evolution from vintage to contemporary haute couture based on a social and cultural context - Essay Example ... 5 2.2. Christian Dior: ‘The New Look’ and Working Class Women †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 2.3. Social and Cultural Basis of Transformations in Fashion Trends †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 2.3.1. Other Social Impacts on Fashion Trends and Haute Couture †¦Ã¢â‚¬ ¦ 11 2.3.2. The Contribution of Japanese Designers to Haute Couture in Paris †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.17 2.4. Haute Couture in the Production of Culture and its Similarity to Art †¦Ã¢â‚¬ ¦19 3. Contemporary Haute Couture: Body Concepts, Lifestyle and Media †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 4. Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 33 5. Bibliography †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 35 EVOLUTION FROM VINTAGE TO CONTEMPORARY HAUTE COUTURE BASED ON A SOCIAL AND CULTURAL CONTEXT 1. Introduction Haute couture refers essentially to fashion created through the artistic expression of the designer, instead of by the dictates of commonly held beliefs and norms related to clothing. By the late 17th century, the origins of the haute couture approach emerged in France, the European centre for innovative and richly produced luxury silk textiles. The opulent fabrics formed the basis for developing the system of haute couture. From the mid-19th century, Paris based haute couture validated the fashion designer as a creative artist, and not merely a skilled artisan, and established the designer’s name as â€Å"an international authority for the design of luxurious, original clothing† (Batty, 2008, p.4). The history of modern fashion is traced from haute couture in the late nineteenth century with the formation of the House of Worth, to the present day high fashion apparel created by contemporary designers (Martin and Koda, 1997). The changing fashion trends include the rise of haute couture, demi-couture, pret a porter or read-to-wear, mass production, and the prevalence of street fashion. These changes were accompanied by several complexities and contradictions caused by the social, cultural and art environment of the changing times (Martin and Koda, 1997). Thus, in studying the evolution of haute couture during the twentieth century, it is essential to understand the dynamics between commerce and culture, technology and aesthetics, popular culture and pastische, and fashion and anti-fashion at different stages. Later developments in high fashion integrated elite class and taste with street style, derived from tribalism, popular culture and rebellion against formal modes. According to English (2007), fashion is found to imitate art, which in turn is regarded as reflecting the different para digms of life. Thus, the social and cultural contexts of the times play an essential role in the development of fashion. â€Å"Fashion was not only an indicator of cultural change; it was influenced by many social changes† (Batty, 2008, p.11), particularly transformations in gender and class differentiation. Fashion also served to create several social changes. The distinction between high fashion apparel and clothing became hazy, and people’s perspectives altered over time die to technological advancements, ideological transformations and changes in consumerism. From a social history perspective, fashion has contributed considerably but gradually to the liberation of women. It has also played a role in their achieving â€Å"increased power both as consumers and as producers of goods† (Batty, 2008, p.8). Thus, women’s willing acceptance of being targeted by fashion trends

Theories of Employment Relations in SMEs Essay Example | Topics and Well Written Essays - 2250 words

Theories of Employment Relations in SMEs - Essay Example The researcher of this essay discusses the opinions of researchers and scholars in organisation studies, that often see small firms as the major sources of innovation and the drivers of the major economic change. SMEs are generally believed to be the greatest contributors to national and international economic growth and create an impression of being increasingly beneficial and attractive to potential employees, due to their flexibility, informality, and family-friendly environments, which are impossible in large organisations. These benefits, generate significant criticism: informality and flexibility in employment relations in SMEs are not without their problems. While some theorists position flexibility and informality as the positive factors of employee commitment and labour productivity, others consider flexibility and family-friendly environments responsible for lower job security, lower wages, lower quality of professional training, unsociable hours and even health risks. In t his essay, employment relations in SMEs are mainly underresearched and require developing a systemic framework. The discussion of employment relations in SMEs usually goes along the three distinct lines: the impact of the NMW, the role of informality, and the place of flexibility and family-friendly environments in SMEs. In its current state, the theories of employment relations in SMEs are both interesting and contradictory, but they lay the foundation for the development of a single systemic framework of how employees and employers coordinate.

Ancient Egypts Effect on Modern Society Essay Example for Free

Ancient Egypts Effect on Modern Society Essay The museum has always been a place for all different types of people from the public to go and appreciate art and feel reconnected with the past. People may go to the museum for these reasons or a variety of others. But for whatever reasons they choose to go to the museum it always has an influence on that person’s relationship between them and the history they viewed. Specifically speaking the museum has a big influence on the public and Ancient Egypt. The museum is already a place of history and mystery and Ancient Egypt is one of the most mysterious ancient cultures. With so little known about these ancient people it only makes sense that the museum would be a good place to strengthen that feeling of mystery. Ever since the modern discovery of Ancient Egypt the public have been fascinated by the mystery left behind by these ancient people. The modern public is always interested in learning about Egypt. Weather that be from books to movies or trips to the museum the general public uses a variety of methods to learn about the Ancient Egyptians culture. Stereotypically speaking when most people talk of Egypt they think of mummies. Most people one speaks to have generally the same depiction of what Egypt is in their heads. So a lot of times people don’t really know the truth about Ancient Egypt. And that is where the museum comes into play. The museum has always been found as a viable source of accurate information regarding history. So in today’s media rich society most people who are really curious about learning about Egypt would rather visit the museum rather than pick up a book on Egyptology and read it. The museum is a good place to start for people to go and observe visually what is left of Ancient Egypt. And these exhibits help to construct an idea of what this Ancient civilization was truly like compared to the entertainment industries depiction of it. This act of going to the museum to fulfill ones curiosity on the subject is just one way the museum helps strengthen the bond between the public and Ancient Egypt. Another way the museum helps strengthen the relationship between the public and Ancient Egypt is by giving them an escape from reality. Most people get fed up with the normal day in and day out of adult life and are always looking for something new exciting and mysterious. Ancient Egypt is something that is tantalizing for people to learn and talk about because so little is known and so much can be speculated. So the museum helps give this bored person a chance to view what is left of Ancient Egypt and to escape from their reality and escape to this mysterious world. This strengthens the relationship between Ancient Egypt and the public because people desire that mystery and they can get it by viewing the mystery of Ancient Egypt at the museum. One more way the museum strengthens this relationship is by adding more to the mystery. Meaning the museum shows the public a depiction of the past but no definitive answers, if anything I found you leave the Ancient Egyptian exhibit with more questions than answers. This quest for answers strengthens the relationship because the public is searching for an element of mystery and find it in Ancient Egypt, but every time they get more of a taste they get more unanswered questions. This causes more of a desire to learn and explore and it all begins with the museum giving just a taste of the mystery surrounding Ancient Egypt. Following this drive for knowledge on Ancient Egypt the museum also helps strengthen the physical relationship between the public and Ancient Egypt. Ancient antiquities are one of the most sought after items for just aesthetic position. People will go out of their way to bring back a piece of history with them that they can hold in their hands. Weather that be through artifact relics or souvenirs somebody is always trying to take a piece of history with them. They might be doing this for a variety of reasons. They may just want something interesting on a shelf to start a discussion where they can gloat about their recent trip to Egypt. Or they may want to have it because it makes them feel closer to the ancient times and the mystery of it all. But for whatever reason people always want to have some sort of item that relates them to the history or journey. The museum does this by providing them with a large varieties, the person who wants to fulfill that desire of owning a souvenir or relic, to choose from. You can buy almost anything Ancient Egypt related at the gift shop in a museum. From Lego pens to imitation artifacts, the museum is a great place to fill a need to buy a souvenir. Also what better time would it be to buy something Egyptian than right after viewing an exhibit of the real artifacts. So by being able to create a need for a physical relic and then fulfill it the museum is a perfect place to strengthen the bond between the public and Ancient Egypt. So the museum as it seams is a very powerful place when it comes to strengthening the bond between the public and Ancient Egypt. Weather the museum is providing just a simple craving of curiosity or to providing the perfect place to shop for a relic you can take home with you, it has been a great place to strengthen the bond between the public and Ancient Egypt. This place of mystery, knowledge and unanswered question will hopefully be around for a long time to fulfill the publics desire to know more and become closer with Ancient Egypt.

Security In International Relations

Security In International Relations Security has posed a major cause of concern to many states in the world in the last few decades. Everyday people are faced with tough choices of survival, even more significant ones collectively as a group, as insecurity has plagued eventually every part of the world today. In the whole world, in diverse ways and for many different reasons mankind is faced with a period of terror, torture and destruction and people are killed, starved, raped, imprisoned, displaced etc., with the third world states as the most vulnerable and with little or no hope of stability in the nearest future. Though it may not be at the same ratio, yet it is quite evident year by year as shown by the annual report of the United Nation Development Programme (UNDP). Security studies is the main focus of international relations, as a result of the aftermath of the massacre of the First World War and the urgent need to put a stop to such horrific event from re-occurring again, thus this coined the discipline international relations in 1919. The concept of security is broad but its core objective is to deepen our understanding of it, this simply means that individuals can draw a conclusion(s) from their understanding of what politics means, derived from different approaches or schools of thoughts (Krause and Williams 1997: 111). Security studies is usually associated with threat to survival (Buzan 1991:1), according to (Booth 2005:21), security means, the absence of threats, meaning the possibility of being safe from danger or feeling safe. Yet it is quiet unfortunate as the absence of threat is something that is exaggerated, as security studies recognizes dangers of pandemics like HIV/AIDS, cholera, environmental degradation and even focusing more on matters like war, terrorism, interstate rivalry, patriarchy. All these and more has made security a more topical issue especially since after the Cold war (Alan 2010:2). National security is central as a state determines conditions of security for itself as it is said to be the most important referent, yet states find it difficult coexisting in total peace with one another and this they seek through military might, yet many threats and pandemics are predicted yearly, seeking states attention (Buzan 1991:1). The concept saturates contemporary societies all around the world (Williams 2008:1), it is embedded in the speeches and debates of politicians and regimes, visual pictures in the news, on radio, television and newspapers, all these makes security captivating yet deadly. In social science terms, security can be said to be an essentially contested concept, which means that there is no generally accepted meaning or definition to it (Williams 2008:1, Buzan 1991:7). But for the purpose of public relations, it may mean the alleviation of threats to cherished values, especially to which, if left unchecked, threaten the survival of a particular referent object in the near future (Williams 2008:5), meaning that security is highly political. Therefore security should not be for academic purposes alone as it involves real people, real events and happening in real places (Booths 2007, as cited in Williams 2008:1) to a large extent. Security portrays the worst fears that perpetually reside in the minds of the population. However, it is vital to consider who is secured, who takes security decisions for a state, what should be considered fit for a security agenda and how these security issues should be treated (Williams 2008: 1-9). With the continuous assumptions and studying of the concept of security as a military might, or as to maintain its status quo which is its main focus gradually deepens and broadens it that it blurs its comprehension or meaningless (Alan 2010: 3). Security studies is a wide subject area and have various approaches and perspectives of which one can study it to gain knowledge of the concept. But this work will be looking at the meaning of security, as all step to be more secure creates more room for insecurity and the struggle for survival, even though scholars like Booth (2005: 22) has argued with example of refugees in long-term camps, that security should not be mistaken for or associated with survival because people can and have survived even without necessarily been secured. It will consider if security comprise of freedom from military threat. What are the referent objects of security; the states or its citizens? Despite the contest of security, the basic interest of international relations is to know how the referent objects are threatened and what they do to survive. The aim of this work is also to differentiate between traditional and non-traditional security. And finally, this essay gives an overview of human security, the implementation and its operational impact. Some definitions of security have been proffered by some scholars and I intend looking at a few of them. Security itself is a relative freedom from war, coupled with a relatively high expectation that defeat will not be a consequence of any war that should occur Ian Bellamy, cited in Alan (2010:3). According to Giacomo Luciani, cited in Buzan (1991: 17), National security may be defined as the ability to withstand aggression form abroad. Walter Lippmann defined it as a nation is secure to the extent to which it is not in danger of having to sacrifice core values if it wishes to avoid war, and is able, if challenged, to maintain them by victory in such a war (Buzan 1991:16). Jozsef Balazs says that international security is determined basically by the internal and external security of the various social systems, by the extent, in general, to which system identity depends on external circumstances. Experts generally define social security as internal security. Its essential function is to ensure the political and economic power of a given ruling class or the survival of the social system and an adequate degree of public security (Buzan 1991:16). According to Ayoob (1995:9), security-insecurity is defined in relation to vulnerabilities- both internal and external- that threaten or have the potential to bring down or weaken states structures, both territorial and institutional, and governing regimes. In all the above definitions, the key things emphasized as objectives to states are the protection of the state territory which involves military aggression, values of states against foreign imposition, the timing and the intensity of threats and the political nature of the subject matter (Buzan 1991:18; Booth 2005:23). All these can do more damage than good as it gives off an unnecessary appearance of strength and masculinity which it does not worth. The word security gives an absolute condition of peaceful condition and well-being (Buzan 1991:18). According to (Booths 2005: 22), security is always relative, as it gives individuals or groups some choice to become what they aspire to be, not merely existing on the earth surface. Yet arousing too many unanswered questions; is war the only form of threat common to a state? Is there really security in national security? Who exactly is a secured, particular dominant group or citizens? What right does the state have to implement security values within its state, which may likely extend outside his territory to influence beyond its jurisdiction? These are evident that these definitions are not adequate enough to cover the scope of security, yet notwithstanding provides political power. Even though it has no generally accepted definition, it does not prevent constructive discussion as security depicts the ability of states and individual societies to maintain their substantive identity and functional integrity. However, Booth (2005: 23) introduces his own definition after the consideration of all other definitions; Security in world politics is an instrumental value that enables people(s) some opportunity to choose how to live. It is a means by which individuals and collectivities can invent and reinvent different ideas about being human. In traditional approach, security is perceived as military phenomenon as the military were said to protect its territory from threats posed by other armed forces of other states, as a state and its society can be in their own terms, secure in the political, economic, societal and environmental dimensions, and yet all these accomplishments can be undone by military failure (Buzan 2010b: 35 as cited by Alan 2010:170). Thus, military security was mainly about identifying real and feasible enemies that posed a threat to its state and eliminating them either by acquiring more military might or by entering into alliance or ally with other states to possess the required power or force needed. Meaning that the only way of been secured was through war (Alan 2010:172). For traditional realists where the system is seen as anarchy, states are persuaded to build their military security through their own efforts which may appear threatening to other states in the system, hence sending out negative impression which may cause in a violent reaction in kind, resulting in arms racing with other states, hence creating security dilemma (Alan 2010:173). All the same, states strive to acquire and maintain appropriate military strength as much as it can afford. Yet, acquiring military capability can have consequences that threaten as well as secure a states values (Alan 2012:158). Security is paramount, that explains why government continues to pay much attention even as it is extremely expensive to acquire. However, it is important to know that though security is fundamental, yet its insufficient in giving its citizens the complete sense of security needed as seen in the widespread of wars and the necessary humanitarian interventions predominant in the post-Cold War era. Moreover, most of these wars facing the states today are more internal than external armed forces of foreign states e.g. Nigeria, Syria, Argentina, Greece, Libya, South Korea and many more in very recent decades, mos tly because of high-handed, totalitarian or monarchy regimes ran by rulers of these nations. Ayoob in Krause and Williams (1997:122), argue that many conflicts have been more intrastate since 1945 especially in the Third World where the processes of making a state is not complete or is not as developed as the legitimate states that are present in the industrialised world. And the pressure on the Third World states to mature into legitimate states in the shortest possible time. So the assumptions that states needs to maintain and maximize its own military capabilities to face external threats squarely did not take into cognisance certain realities as mentioned above (Alan 2010:171). War and strategy is not something that will completely disappear in the near future from the system, hence it requires adequate attention to contain it effectively (Krause and Williams 1997:112). The concept of human security has received popular attention very recently, especially for the students of international relations and social sciences in general and resources on development to help vulnerable people, those who have been displaced by wars or some sort of violent conflict, hence it is humanitarian based. It emerged after the Cold War epoch as a way to unite the various humanitarian, economic and social issues in a way to mitigate human suffering and assure security. It posit human protection, promoting peace and assuring sustainable development with emphasises placed on individual by using people-centred approach to resolve issues of inequalities that affect security. (Human Security Initiative, 2013). Some of the issues that human security addressed are; organized crime and criminal violence, human rights and good governance, armed conflicts and intervention, genocide and mass crimes, health and development, resources and environment (Human Security Initiative, 2013) . According to Alan (2012: 106), human security is a contested concept, just like security is and it was established to serve for various reasons; one of such is to oppose or resist the traditional core view of security which is that individuals rather than states are the referent object of security. It proposes the protection of individuals rather than the defence offered by states from external threats or it says that humans should be the entity to be secured rather than the state. There have been continuous debates on human security as the subject matter seems more daunting, dividing themselves into two schools of thoughts, the narrow and broad schools (Alan 2012: 106). According to (Williams 2008:230), there are three arguable concepts that shape these debates; firstly to implement it as a natural right(s) to gain the support of the liberal assumption of basic individual right to life, liberty and the pursuit of happiness, so that the international community can uphold and protect such rights. Secondly, human security is humanitarian. This is directed at human intervention which is done on specific humanitarian grounds, whereby on rare occasions the military is used as a tool to curb and restore peace/stability of some sort to citizens of genocides, especially to restore basic human rights and dignity. However, it is a way of improving living conditions of refugees and/or those who may have survived some form of violent conflicts. This view of human security is what (Alan 2012) called the narrow school. Mack, the proposer of the narrow school argues that threat of political violence to the people, by the state or other organised actors, is the main reason for the concept of human security. This definition simply has to do with the freedom from fear which is in contrast to the broad school which argue that human security should not be perceived as the freedom from threat only but to widely constructed to include wants, other forms of dangers and general live threatening events of human existence (this is the third concept of Williams (2008:231). This school of thought is considered to be the most controversial, receiving weighty criticisms and dismissal of the whole concept as what they perceive to be threat cannot be defined or seem infinite. This approach of human security makes it even more impossible to achieve especially if the states remain the major actor in world politics (Alan 2012: 107). Even though these two schools are in con trast, it has given rise to a dual conceptualization of security (narrow-human centric and the state-centric) as it emphasizes thes interrelatedness of both threats and responses, in the sense that threats feed or depend on one another, for example, violent conflicts can lead to poverty, deprivation as a result of bad governance and vice versa, as bad governance can lead to violent conflicts, extreme poverty and deprivation of rights of its citizens. This connection in their approach is inevitably interlinked with one another, thus gaining a common ground (Alan 2012: 108-114). How then can human security be defined? Or how has it been defined? Human security according to the Commission on Human Security in its final report says that, it is to protect the vital core of all human lives in ways that enhance human freedoms and human fulfilment. Human security means protecting fundamental freedoms. Freedoms that are the essence of life. It means protecting people from critical (severe) and persuasive (widespread) threats and situations. It means using processes that build on peoples strengths and aspirations. It means creating political, social, environmental, economic, military and cultural systems that together give people the building blocks of survival, livelihood and dignity (CHS: 2003: 4, Williams 2008: 232). The above definition presents a shift in paradigm from the traditional concept of security, which is obtained through military protection through force or aggression, but entrusting security to individuals or people. It also recognises the multitude of threats that plagues human well-being (economic, environmental, political, cultural, health etc.), promoting people-centred approach of security and development within and across nations (United Nations Trust Fund for Human Security, 2013a). According to Kofi Annan, the former Secretary General of the United Nations, during the cold war, security tended to be defined almost entirely in terms of military might and the balance of terror. Today, we know that security means far more than the absence of conflict. We also have a greater appreciation for non-military sources of conflict. We know that lasting peace requires a broader vision encompassing areas such as education and health, democracy and human rights, protection against environmental degradation, and the proliferation of deadly weapons. We know that we cannot be secure amidst starvation, that we cannot build peace without alleviating poverty, and that we cannot build freedom on foundation of injustice. These pillars of what we now understand as the people-centered concept of human security are interrelated and mutually reinforcing (Human Security Initiative, 2013). Embedded in the literatures of human security is a common belief that human security is crucial to international security as international order cannot rest exclusively on the sovereignty and viability of states- it depends to a larger extent on the individual and what they consider to be security (Williams 2008: 232). Even as human security have raised debates and criticisms, so has its implementation because of its insufficiency and daunting nature, yet some states like Canada, Norway, Japan, have been said to have adopted its concept already. According to (Alan 2012: 115), the league of Arabs states can be seen as one of such in the international community that has approved of the concept of human security. Human security and the responsible to protect (R2P) works hand in hand, yet the regime of Bashar al-Assad has continued to suppress the peaceful protest since 2011 and deprive his citizens the so called peace and equality, and no proper measures of humanitarian intervention hav e taken place as tens of thousands of people have lost their lives. The argument on the above subject matter enhances the understanding of security by showing that realism which is the bedrock of state-centric security argument is necessary, yet insufficient. Hence, should not be the dominant understanding of security. Because human security makes people the referent object, it puts an onus on realism to explain why the state is the referent object if it is not a means to peoples security. Unless the ultimate purpose of state-centric security is the security of the people, then the relevance of the state is questionable and likewise state-centric security arguments (Alan 2012: 114). According to the Human Security Initiative, the United Nations Millennium Development Goals passed in 2000, was an attempt to make rules that will guard its introduction in order to make it measurable, probably in terms of success or failure. Chandler and Hynek (2011:38) says that human security has nothing to offer beyond the meaning in its name, as it has indirectly been proven by scholars who have tried to measure human (in)security. The approach of security has come to a point where it is insufficient to capture the essence of the contemporary human security discourse (Chandler and Hynek 2011:39). They pointed out more failures of human security, especially in places where post-conflict peacekeeping was implemented like in Haiti, or Kosovo but did not reduced the insecurities of the people living within the region or geopolitical zone and the defenders of realism have earned more advantages and control of security approach. Although, it is a very topical issue today, its implemen tation seem bleak as it yet to define what could be consider as threat to security, it is all too encompassing and has failed to achieve its ambitious goals for improving the human condition (Human Security Initiative, 2013). As a student of this discipline, from all the books and knowledge acquired during the study this subject matter I will say, that human security is intended for the good of individuals or citizenry of a nation, as its primary goal behind it suggests that it wants to restore the security of the people. It covers a wide and ever growing infinite list of challenges or dangers to human (in)securities, it is daunting to implement. It is impossible to allocate resources and/or make public policies that will adequately govern human security in its totality because as human threats are increasing, how does one identify or assess the population group that faces the most risk as evaluated by (Williams 2008: 238) e.g. The pandemic of HIV/AIDS, or events of natural disaster, terrorism, or intra-state civil war etc. how does humanitarian intervention get to everybody who truly need it pending on the overwhelming situation at a given time especially those third world countries or developing countri es like the sub-Sahara African, where the tendency that her governments may loot all the funds for personal threat to his life and familys. I agree with (Alan 2012:114) that there will be continuous research and expansion on the concept of human security as people will further study other variables that may affect it positively or negatively, write more textbooks to educate students in this principle of international relations and social sciences as whole, thus the security issues may keep widening and deepening until it is achievable or discarded. I also agree with (Alan 2012 :115) that the UN has a lot of role to play as the leader, whether by developing a practical agenda and implementing human security or by reducing conflicts through the role of the International Organisations, Regional Grouping, like the European union, African Union and Non-Governmental Organisations (NGOs) to continue the fight for peace-building and keeping, and humanitarian intervention to civil war areas. The post-cold war ushered in the deepening and broadening of the concept of security, posing principal issue in world security and politics, thus, the need to distinguish between the traditional and non-traditional security gained increased attention. Non-tradition security issues stands in sharp opposition to traditional security issues (CICIR, 2013). Non-traditional security issues encompass all live threatening dangers evident in the world today. Rather than security issues caused by the military, political and diplomatic conflicts, it refers to issues that pose a threat to sovereign states, human survival and human development. With the advancement of economic globalization and material civilization, non-traditional issues came into being (CICIR, 2013), therefore, operating across national boundaries. Security is primarily associated with war and peace while non-traditional deals with creating equality of people, harmony within the international community and human development (CICIR 2013). With the production of heavy weapons of mass destruction and nuclear weapons, could it be the source of peace and maintenance in the state? The security debates has for long focused on traditional view of security i.e. on military threats towards a state and the non-traditional issues such as transnational crime, environmental degradation, trade, human security, has not been recognised as potential threats. Potential threats have been viewed as against a state and the state is the referent object of security. The security of a state is threatened if the survival of the state as an entity was at risk (Institute for Security and Development Policy, 2013). Security is still viewed in terms of military strength or force and has a clearly defined enemy which can be defeated militarily unlike when compared with economic security, transnational crime and environmental issues. This perspective or approach of security has been in place since 1948 during the Westphalia peace treaty and that is where todays concept of nation-state can be traced back to. That was before it gained academic attention in the 1970s, then political interest and much later in the 1980s, environmental issues gained prominence, at least academically (Institute for Security and Development Policy 2013). Non-traditional security applies both positive and negative impact on world politics as it is evident in the concept of security (CICIR, 2013). Non-traditional security issues have caused a shift in nations focus from competition to mutual communication, seeking common ground and cooperating while reserving differences between states. For individual countries, it has shifted the focus from military and political security towards economic, societal, environmental and public security (CICIR, 2013). The call for universal peace is stressed, dialogue, advocacy and cooperation is now tolerated and accommodated. Regardless of the broadening of the concept of security, the state remains the referent object for the traditionalist while individual states are assumed to have little or no reason for cooperation, else will fail if initiated, as the international system is anarchic and survival of states is its only aim. With the rapid progress of international trade, increased globalization, and the interactional within the international and regional organisation, the interest of states are no longer singular (Institute for Security and Development Policy, 2013). Previously, utmost importance was given to sovereign security and territorial integrity whereas today a call for national unity is prevalent, as health social development is essential for peoples well-being (CICIR, 2013). State security was the prevailing character of traditional security, which focuses on threats directed at states while the non-traditional presents the humanitarianism, deals with threat directed at individual or people (CHS, 2013). Consequently, since non- traditional security is largely transnational, its threats are limitless, plagued with many uncertainties and its referent object is plural, hence creating room for more political actors, both state actors and non-state actors, who have become active in the world politics today (CICIR, 2013).