Determinism vs Free Will Essay

Abstract In this essay I will define determinism, I will also define free will. I will answer question in a dialogue with and imaginary Socrates. In my dialogue I will give clear and conclusive answers and I will use the socratic method. I will also provide examples when possible, or needed. Determinism vs Free Will Socrates: What is the definition of determinism? April: Determinism is a belief in the inevitability of causation. Everything that happens is the only possible thing that could happen (Baumeister,2009). Socrates: What is the definition of free will? April: Free Will is the ability to freely choose one of several possibile alternatives, to make decisions the outcome of which is and cannot be known in advance (Voss,2007). Socrates: Do you agree that every event has an explanatory cause? April: Yes I do, Everything happens for a reason. Socrates: How do you define event? April: I would define even as something that happens. For example like a birth or a wedding. (Solomon,2010) Socrates: How do you define explanatory cause? April: An explanatory cause is the assumption that every event in the universe including our own actions, can be explained and understood. (Solomon,2010) Socrates: Do you agree that every human choice or event has an explanatory cause? April: Yes I absolutely agree, because every human choice and action has an explanatory cause. (Solomon,2010) Socrates: How do you define human choice? April: Human choice is the choice of humans to make a decision that is free of outside influences, because we (people) are the only ones responsible for the decisions we make every day. Socrates: How do you define human event? April: Human events are the things (events) that happens to human beings in their life, like getting married, having children, going to college, and even death. Socrates: Are they different? April: Yes, I think human choice and human event are different, because human choice is the decision you make, and human event is what will happen from your decision. For example you go on a date with this guy (human choice) and then you two fall in love and get married (human event). Socrates: Do you agree that to have an explanatory cause is to not be free? April: No, because that would mean that no human choice or action would be free and as a reaction to that there would be no choices or actions. (Solomon,2010) Socrates: How do you define free? April: Freedom means that we can deliberate about what to do, it means that the future seems â€Å"opened†, it also entails that we should be praised and blamed for our actions, since we have a choice. (Cuddy,2008) Socrates: Do you think that free will and determinism can coexist in anyway? April: Yes, I believe that free will and determinism can coexist, because even though we have free will and can do what we want, when we want, at the same time our freedom has rules (laws) that are there to guide us and let us know what is right and wrong. (Sturman,2013) Socrates: Is it possible to have external determinism and internal free will? April: Well, I think that maybe it is possible to have external determinism, but not possible to have internal free will, because no such thing as internal or external free will exist, however though external determinism does exist and it refers to the external influences that are out of our control. For example say that a successful and rich movie star has a child, that child will grow up and be a rich and successful movie star also. (Solomon,2010). In conclusion free will and determinism is something that will always be questioned by different people for years to come, but for now here is my beliefs in this dialogue with an imaginary Socrates. I defined determinism and free will and I also answered many questions from Socrates, and inconclusively yes determinism and free will can coexist and i have realized we are not complately free because we have rules (laws) to follow and abide by. For the most part we are the people we are because of determinism and free will. References Baumeister, Ray (2009). Cultural Animal. How we find Meaning in Life. Retrieved from https://www. psychologytoday. com Cuddy, Luke (2008). Determinism vs Freewill. Retrieved from https://www. neo-philosophy. com Solomon, R. C. , Higgins, K. M. (2010). The Big Questions. A Short Introduction to Philosophy. Retrieved from https://www. coursesmart. com Sturman, Henry. (2013). Freewill and Determinism. Retrieved from https://www. henrysturman. com/articles/freewill. html Voss, Peter. (2007). The Nature of Freewill. Retrieved from https://www.. optimal. org/peter/freewill. html.

Comparing Fermentation Rate of the S. Cerevisiae Yeast in the Presence of Mgso4, Naf and Sodium Pyruvate

Syl Rogers Bio 210 Comparing Fermentation Rate of the S. cerevisiae Yeast in the presence of MgSO4, NaF and Sodium Pyruvate Hypothesis In the fermentation of rate of yeast, S. Cerevisiae, there will be a higher/ faster rate of ethanol production, However, using catalytic enzymes would make the rate more faster, and MgSo4 will have a higher rate of CO2 than that of NaF and Sodium pyruvate as it act as a more better catalytic enzyme than the others. Methods Preparation of Tubes A solution of yeast and glucose was prepared with different concentration of enzymes.In All the tubes water, 0. 3M glucose and yeast was placed; with the exception of some tubes in which 0. 2M MgSo4 and 2. 5mL and 1. 4ML 0. 2 NaF was placed respectively. In another tube was placed both MgSO4 and NaF. The different solutions were prepared and placed in separate tubes for the experiment. A 45oC water bath was setup to be used for the fermentation process. Data acquiring The tubes were placed in the water bath. A s top watch was used which aids in determining the reaction time.After Every 15 min, data was collected from all tubes by measuring the amount of CO2 being produced. This process continued for a total of 75min allowing enough time for Fermentation to occur in all tubes. Result For the first 15min, In the tube containing 8. 5mL water and 2. 5mL yeast only, the rate of the reaction was 0mm/min whiles the tube with the glucose has a rate of 233. 864mm/min. This is followed by the tube containing 2. 5mL of MgSo4 which has a rate of 165. 8573mm/min. The tube containing the MgSo4 and NaF has a rate of 69. 5mm/min which is followed by the 1. 24mL NaF tube that has a rate of 40. 63mm/min followed by 2. 5mL NaF tube which has a rate of 31. 08mm/min which was the lowest. After 30minutes, the tube containing only water and yeast has a rate of 0mm/min whiles the tube with the glucose has a rate of 208. 97mm/min. This is followed by the tube containing the MgSo4 which has a rate of 174. 1137mm/min . The tube containing the MgSo4 and NaF increased to a rate of 169. 59mm/min which is followed by the 1. 24mL NaF tube that has a rate of 57. 77mm/min followed by 2. mL NaF tube which has a rate of 35. 08mm/min which was the lowest. After an hour of reaction time, the MgSo4 and NaF tube has increased to a rate of 193. 17mm/min which is followed by the glucose tube with a rate CO2 rate of 176. 52mm/min followed by the MgSO4 Tube with a rate of 171. 73mm/min. The 1. 4mL NaF tube has increased to 61. 68mm/min followed by the 2. 4mL tube which was the lowest with a CO2 rate of 31. 31mm/min. For the final 15min of the experiment, the glucose tube has a rate of 176. 48mm/min followed by the MgSO4 and NaF tube with a rate of 169. 7mm/min. the MgSo4 tube has a rate of 157. 40mm/min which is followed by the 1. 24NaF tube with a rate CO2 rate of 57. 46mm/min followed by the 2. 5mL Tube with a rate of 29. 34mm/min which was the lowest CO2 production rate. Fig 1: Rate of CO2 production in the f ermentation of Glucose by S. cereviae Discussion: The fermentation of glucose by S. cerevisiae, which yields equal molar amounts of carbon dioxide and ethanol, showed higher production levels of carbon dioxideunder controlled conditions than any other implying the same for production of ethanol.Fermentation affected by a magnesium sulfate solution ranked second in carbon dioxideproduction while sodium fluoride yielded the least amount of carbon dioxide. These results suggest that magnesium has a positive influence on the production rate of carbon dioxide during the fermentation process and that the control contained an amount of magnesium that was neutralized by the presence of the fluoride anion. Though mean production was lower for the magnesium sulfate solution than the ontrol, a few specific results overlapped suggesting the addition of magnesium sulfate had no affect for those instances. A lower mean value for the magnesium sulfate solution suggests either that the fermentation process was supersaturated by magnesium or that the sulfate anion adversely affected the production of carbon dioxide. Further experimentation should be performed to determine the affects of magnesium sulfate in comparison to other magnesium and non-magnesium containing salts such as calcium sulfate or magnesium chloride to determine which ion has the greatest affect.Unknown variables such as the age of the S. cerevisiae samples may have affected the outcome of this experiment. Verification of S. cerevisiae batch age would allow for additional experiments to determine whether magnesium supplementation affects yeast of a certain age differently than that of another. Additionally, the experimental test tube/vial container allowed for some of each solution to be pushed out of the experimental test tube as the level of carbon dioxide increased.Further experimentation should utilize a better method of measuring the production of the entire original solution, not a fraction of the soluti on as a function of time. An alternative would be to attach a balloon to the tip of the solution-filled test tube, measure the diameter of the balloon, let an hour elapse and then measure the diameter again to determine carbon dioxide gas production. Decreased carbon dioxide production levels for S. erevisiae in the presence of a sodium fluoride solution suggest that an absence of available magnesium during fermentation results in an inefficient fermentation process; some level of magnesium is required in order for the process of fermentation to operate at maximum efficiency. Additional magnesium does not guarantee a faster or more efficient means of fermentation/ethanol production and can have an adverse affect on the fermentation process.

Drug Use in Vietname

Drug use by the soldiers in the Vietnam War was very common. Drug use in the military has always been around, but in the Vietnam era it started to increase at an alarming rate. It is noted that there were many drugs used and abused during this time. These drugs include marijuana, cocaine, and heroine. Soldiers often used these drugs to kill the pain of many hardships such as injury during battle, loss of a fellow soldier or being away from home. Marijuana is legally considered a drug according to the federal Controlled Substances Act; however the use of it was treated differently from other drugs by American soldiers and military lawyers in Vietnam. (Brush) Marijuana was present in Vietnam long before the arrival of the Americans and the start of the war. Drug laws were poorly defined and the enforcement of these poorly defined laws had little priority in the Vietnamese criminal justice system. The Vietnamese Government had no control over marijuana and there was no central drug enforcement agency. According to a survey made in 1966 by the U. S. military command in the Saigon area showed that there were 29 fixed outlets for the purchase of marijuana. The use and culture of marijuana in Vietnam has often been considered part of the cultural regulations for use, sale, and protocol and there is no sense of illegal activity like there is in the U. S. Many American soldiers have noted that the Vietnamese people used marijuana freely and openly during the time. There are even stories of American soldiers smoking marijuana with the South Vietnamese civilians and soldiers (Brush). In 1963, soldiers started using marijuana during the advisory period of the war. This was the earliest noted time of drug use in the Vietnam War and began before the widespread use in the United States. As its popularity grew, Congressional investigations began. In 1967 an investigation by congress revealed 16 instances of marijuana use inside the Marine brig at Da Nang. The source was the Vietnamese who gave it to prisoners on working parties. It was first often distributed by the soldiers throwing it into passing vehicles in which prisoners were riding (Brush). Prisoners were not the only people eligible to get the ample drug. While driving through urban areas marines found marijuana easily from vendors selling it on the streets. Marines took the offense of marijuana more seriously than the army. While the marines were subjecting all marijuana users to Courts-Marshall, the army only subjected users and dealers of hard drugs to trial. Although the marines took a more harsh approach to the use of marijuana, it was a failure. By 1969 use of marijuana was no longer just a trend of rear area units, and a drug rehabilitation was established in Cua Viet. This quote from a senior officer shows the helplessness against the rising trend of drug use among soldiers. â€Å"I don't know what the solution is†¦. I don't know what the hell we are going to do. † (Brush) Marijuana was not the only drug problem during the Vietnam during the war. During 1970 and 1971, the media started to carry news of two new drug trends. The studies of the media showed a growing number of white, middle-class young people, in suburbs as well as inner cities, were said to be using or dealing heroin. And United States military personnel-primarily in Vietnam, but also at duty stations in the United States and throughout the world-were similarly said to be sniffing, smoking, or mainlining heroin in substantial numbers. (Brecher) The problem of drug use gained President Richard Nixon’s attention, and in 1971 he said this to Congress, â€Å"Even now, there are no precise national statistics on drug use and drug addiction in the United States, the rate at which drug use is increasing, or where and how this increase is taking place. Most of what we think we know is extrapolated from those few states and cities where the dimensions of the problem have forced closer attention, including the maintenance of statistics. † Also in 1971, anecdotal evidence revealed that heroin had become the must popular illicit drug among citizens and soldiers of the U. S. During the summer of 1971, the public was informed of the widespread heroin use and addiction among many of the United States armed forces in Vietnam. Public officials from the President of the United States announced that everything possible would be done to rehabilitate or cure addicted soldiers serving in the war. This shocking information about the drug addicted soldiers serving in the army started a massive rehabilitation plan. Richard Nixon released this plan to Congress in 1971 with this statement, â€Å"Rehabilitation: A New Priority†¦. I am asking the Congress for a total of $105 million in addition to funds already contained in my 1972 budget to be used solely for the treatment and rehabilitation of drug-addicted individuals†¦. The nature of drug addiction, and the peculiar aspects of the present problem as it involves veterans [of the Vietnam war], make it imperative that rehabilitation procedures be undertaken immediately. . . In order to expedite the rehabilitation program of Vietnam veterans, I have ordered the immediate establishment of †¦ immediate rehabilitation efforts to be taken in Vietnam†¦. The Department of Defense will provide rehabilitation programs to all servicemen being returned for discharge who want this help, and we will be requesting legislation to permit the military services to retain for treatment any individual due for discharge who is a narcotic addict. All of our servicemen must be accorded the right to rehabilitation. â€Å"

Report (not essay) Essay Example | Topics and Well Written Essays - 1500 words

Report (not ) - Essay Example In the same vein, Chancellor Gordon Brown made a promise that Britain would be a leader in tackling the issue on an international level. Emission of CO2 from various industries and motor vehicles is choking the environment and leading to the greenhouse effect or trapping of large amounts of heat that leads to an increase in the earth’s temperature. During the last century, it is believed that the surface of the earth has warmed up by 0.75 degrees C. Other than CO2 , gases like methane, nitrous oxide and water vapour also contribute to this hazard. The following chart shows the sector wise distribution of global emissions: The UNFCCC defines climate change as â€Å" a change of climate that is attributed to directly or indirectly to human activity that alters the composition of global atmosphere and which is in addition to natural climate variability observed over comaprable time periods.†[Gleneagles G8 Summit] Some analysts however feel that the noise created around global warming might be the handiwork of some individuals for gaining their own interests. The situation is not really as bad as it is projected and in case reports about global warming are believed, we might be going back to pre-industrialization era.. Richard Courtney [1999] feels that people advocating the global warming theory are some researchers who are in need of research grants and some organisations working in the field of environment and need donations. He is of the opinion that they are promoting an imaginary fear of a man-made phenomenon. By promoting fear, they are selling their goods and ideas to the government and general public. It is clear that industries that cater to a clean and pollution-free environment will benefit from the commotion created around global warming and climate change. As such, industries that would discourage the use of fossil fuels, conventional methods of

Howard Gardner's Multiple Intelligences Term Paper

Howard Gardner's Multiple Intelligences - Term Paper Example and multiplication tables without a deep understanding of the project. There have been mixed reactions to this theory. Experiments have revealed that there is high correlation between the two. Many scholars are in support of the suggestive approaches of the theory. Without claiming it to be the final list Gardner has made a list of eight basic types of intelligences. The actual list prepared by Gardner had seven different types of intelligences and later in the year 1999, he added a naturalist intelligence which makes it a list of eight. ... Presently the theory’s eight accepted types of intelligences are musical, intrapersonal, naturalistic, interpersonal, spatial, bodily-kinesthetic, logical-mathematical and linguistic. The areas like ability to visualize with the eye of one’s mind and spatial judgment are deal by spatial intelligence. Architects, artists and designer according to the theory are examples of people with such intelligence. Studies also suggest that people with this type of intelligence are very good with puzzles. The linguistic intelligence area deals with people with high intelligence in the fields of words, written or spoken, people who have a high intelligence of verbal linguistics show a potentially high capability with languages and words. Such people are relatively good with memorizing dates, words, telling stories, reading and writing when compared to others. In such cases people who possess linguistic intelligence learn better by listening lectures, reading, by debates and discussio ns and by taking notes. Foreign languages are easily learned and remembered by people with verbal linguistic intelligence, they are very good in understanding and manipulating structure and grammar. They also possess a very high verbal memory and are able to recollect very fast. Logical – mathematical intelligence, this area deals with numbers, abstractions, reasoning and logic. Though it is often said that people with such intelligence are good at games like chess, subjects like computer programming, mathematics and other numeric and logical activities, the theory emphasizes that this type of intelligence has to do with various abilities like, performing calculations that are complex, investigations and scientific thinking, recognition of abstract patterns and reasoning abilities. The theory

Hume on Suicide Essay Example | Topics and Well Written Essays - 1250 words

Hume on Suicide - Essay Example This paper will begin with the statement that life is the most mysterious thing that humans can face. It is given to us and we have no opportunity to choose to be born or not to be born. The question is if humans have a right to get rid of their life or if a woman, who gifted this life, can take it away? If a person kills him/herself, it is called a suicide, if someone takes the life of another person, it is called a murder. From day to day you can hear in the news about many cases of suicide among people of different age and the question is if these acts can be considered as a human’s right to be a master of his/her life, or as a crime. Nobody can state for sure, if a person have right to commit a suicide and to get rid of the dearest that was given to him. There is an philosophy that suicide is a method to demonstrate to the God the power of humans in a short and strict form. The issue is very controversial and was discussed by many famous philosophers. David Hume is among t hem. He devoted the whole essay â€Å"Of Suicide† to this issue. The reception of Hume's views The unique and controversial idea presented by Hume is that there is no person in this world who will commit suicide if he considers his life to be valuable. Thus, according to Hume, a person has a right to commit a suicide: â€Å"to restore men to their native liberty, by examining all the common arguments against suicide, and showing that, that action may be free from every imputation of guilt or blame; according to the sentiments of all the ancient philosophers† (Essays on suicide and the immortality of the soul. p.3). If to consider this statement from the point of view of social issues and values, the supporters of it can be accused in the misrepresentation of God and religion as well as in immorality. Children are taught in school that only morally weak individuals can commit suicide as suicide is the easiest way to solve the problem. â€Å"Hume’s recent critics read him differently, however, as if his observations concerning the fragility of human life are intended to show (positively) that we have a low value in God’s eyes† (Holden 2005, p.203). Hume states that there are several stages before committing a suicide. A person usually feels disorder and weakness, apathy and stupidity (Muller, 1997). These are signals for the mind that it is time to finish the life. Not all the people in the modern society would agree with Hume on the aspect. According to him, each person who has such problems is a potential suicide committer. Nobody will deny that we always can find a reason for stress and problems are waiting for us every second, thus it is a usual thing to feel such symptoms. Hume also underlined that changes that could occur in life, would bring the unexpected results for sure. Thus, the question is if the changes only push to suicide or vice versa. Let’s imagine person who is about to commit a suicide. He or she is i n the last stage and suddenly the fortune proposes him or her a present, winning the lottery. It is interesting whether this can serve as a reverse point for a person and if it can make him change his mind. Philosophy, religion and everyday life Holden states: †Hume presents arguments for the moral permissibility of suicide that could readily be generalized to license any action, murder not excepted. But no one thinks that murder is permissible, so we have a clear reduction of Hume’s reasoning† (Holden 2005, p.190). However, Hume does not consider a suicide to be a murder. According to Hume, it is unfair to consider the suicide to be a crime. He considered material and animal world and comes to the conclusion that all the things inevitably return to their basic state. This argument is also very controversial. Politicians and the law as well as religion dictate what the citizens should do and how they should behave in the society. In reality each country has its la w and unwritten rules of behavior, the picture of the world, which form the mentality (Flew, 1986).

Art Curation Research Paper Example | Topics and Well Written Essays - 2000 words

Art Curation - Research Paper Example With the accommodation of terms such as performative, or self-reflexive, it is clear that curating is no longer only about exhibitions. This form of discourse proves that curating is slowly turning into a visible, self-critical and transparent process. The rising transformation and visibility of the exhibition since the 20th century has encouraged students to develop a motivation for engaging with the history of curation. On one hand, the transformation narrows down to the foundation of new institutions that accommodate for the exhibition of contemporary art, increasing temporalisation of museums as well as expanding the art market with countless art fairs and gallery shows(Vogel, 2013)1. Besides the need to renovate museums and enlarge their temporary exhibition spaces for marketing and other economic-related reasons, an artistic engagement with the museum’s collection has become a critical requirement for everymuseum. Regardless of the fact that these strategies are based on permanent collections, the presentation approaches have replaced the atemporal collection displaythat is viewed as rigid and authoritative(Altshuler, 2012)2. On the other hand, the art exhibition is changing to an extent that it encourages us to appreciate a range of typologies that overshadow the conventional formats of solo, group or thematic shows. The discourse in art curation considers the growth of new artistic practices that include institutional critique or conceptual art(Bourriaud, 2002)3.

Punishment Term Paper Example | Topics and Well Written Essays - 1250 words

Punishment - Term Paper Example They can be fined, incarcerated or sentenced to death for the gravest offences in some countries such as the US, Japan, China and the Kingdom of Saudi Arabia among others. Corporal punishment is applied by teachers and parents in schools and in the family setting to encourage good behavior among children. The issue of punishment usually raises concerns in regard to the different understanding and application of punishment across different spheres in the society. Contentions arise in trying to determine the standards for determining the severity of a moral violation, and the punishment that fits it. This paper presents a critique of the moral principles that might be used to determine the match between moral violation and punishment. Hart postulated some elements that may be used to justify punishment. For example, he argues that the punishment has to be for an offence that is contrary to the set of laws in a particular state and also has to be enforced and undertaken by an authority that is defined by a legal system, which the offender is in breach of (qtd. in Sverdlik, 180). This indicates that the punishment should only be based on particular rules that have been set and therefore punishment for offences that are beyond the legally known rules is not justifiable. This argument leaves teachers and parents in a position whereby they are not justified in regard to the punishments that they give to children. They punish the children depending on their perception regarding what is right or wrong. The appropriateness of the punishment is usually not clear and the legality of punishments in schools as well as at home is disputable. The same case applies in the punishments meted out on individuals who engage in antis ocial behaviors in the society. For instance, mob justice is one of the punishments that the public resorts to after catching a suspected criminal. The punishment that

Assignment #2 Example | Topics and Well Written Essays - 250 words

#2 - Assignment Example One time when dad was the only one at home, I tried talking to him about my day. I had a really bad day but I don’t want to just blurt it out to him because to me, the feelings are painful and I want to be assured that I will be listened to. So I asked him how his day went. He replied with a brief story about what happened at the office. When he didn’t ask me, I tried asking him another set of questions and none of them seemed to give him the signal that it’s time for him to ask me. When I got upset, I told him, â€Å"Aren’t you even going to ask me about my day?† I felt really bad. But he apologized and said, â€Å"Sweetie, I didn’t even know you wanted to say something. You kept asking me. If you want to tell me about your day, go right ahead.† Only then did I realize that men don’t instinctively know this â€Å"non-spoken rule† among women. For them, if you ask a question, it is a message that you just want information and not comforting. As it was pointed out by Maltz and Broker, one tendency of a woman when it comes to communication is to ask questions. (A Cultural Approach, 38) In my experience in that conversation with my dad, this proved to be true. I believe that this miscommunication was due to gender differences because whenever I ask my mom or my girlfriends about their day or feelings, they always return the question to me. We always ask each other questions but I don’t recall my dad or brother asking me. As it was explained in men’s features, men make more direct declarations of fact or opinion than do women. (A Cultural Approach, 38) When they want to say something, they don’t ask me first, they go right ahead. Another factor that may have affected the miscommunication in my example is sex role. As it was said in Explanations Offered, having been taught to speak and act like â€Å"ladies† women become as unassertive and insecure as they have been made to sound. (A Cultural Approach,

The English Language, Past, Present and Future Essay

The English Language, Past, Present and Future - Essay Example The process of literacy is actually influenced by both traditional and functional perspectives which will be contemplated in this essay. The traditional perspectives differ from the functional perspectives in respect that while the former assists the encounter of literacy with the printed texts in reading and writing in the schools and keeps the journey of literacy limited to the school domain and educational context of schooling, the latter encompasses a different view which grooms literacy beyond the school domain to make it serve bigger purposes in life. Both perspectives play a phenomenal role in transforming one into a literate person. It is also worth mentioning that a variety of ways is used in different communities to include and socialize children into literacy and those ways may stand in contrast with each other. So the issue of how different language practices need to be sufficiently tailored in respect to different kinds of learners as a way of speeding up the process of their socialization into literacy will also be explored in this essay. Literacy is a multidimensional activity based on a wide range of perspectives. According to one definition, it is considered a product of a wide variety of component skills all of which are essential to master high-level performance. â€Å"Phonological awareness, letter knowledge, automaticity in reading letter sequences, and lexical access could be identified key component reading skills† (Snow 2004, p. 3). The definitions for literacy differ enormously. Holistic thinkers see the act of reading as a solitary and integrated capacity and stress that attention should be paid to solitary components in reading instruction as meaning-making forms the bedrock of good reading skills. They in contrast to componential view do not consider literacy to be the product of an array of component skills which are mentioned earlier. While some consider literacy to be a solitary activity, others claim that it should essentially be viewed as an â€Å"interactive, collaborative activity embedded in social purposes, even when the act of reading itself is solitary† (Snow 2004, p. 3). As defined by the solitary viewers, reading and writing do not form collaborative activities but should be acknowledged primarily as â€Å"inside-the-head psycholinguistic processes† (Snow 2004, p. 3). The traditional perspective remains central to literacy while living in the present global environment heavily influenced by technology has developed new literacy needs. The autonomous model of literacy is one of the main models based on the traditional perspective according to which literacy does not have its roots embedded in the social context and exists â€Å"independently of specific contexts of social practice and producing effects independently of contextual social factors† (Lankshear 1999). So, the literacy practices in accordance with the traditional perspective are viewed independent of dynamic trend in everyday practical life. In contrast to this, the functional pers pective based ideological model rejects the notion that societal contexts do not play any role in the process of making a person literate. Literacy in many forms keeps evolving and is embedded in multiple contexts including â€Å"particular relations and structures of power, values, beliefs, goals and purposes, interests, economic and political conditions, and so on† (Lankshear 1999). It is important to acknowledge that the practice of literacy originates not from the literacy itself as implied by the traditional perspective but from the combined action of literary components and multiple other social factors. The development of literacy does not remain restricted to the schools alone rather it keeps developing in the social life and

Analysis of the Personality Traits of Steve Jobs Essay Example for Free

Analysis of the Personality Traits of Steve Jobs Essay Steve Jobs is arguably one of the most successful CEOs of our times. In his time at Apple and Pixar he has redefined business across the Computing, Music and Mobile communications industries. In spite of being a college dropout he has gone on to become a technology and a business icon. His ability to achieve extraordinary success against tremendous odds makes him an extremely interesting personality to study. Following are his key personality traits. 1)Charismatic Charisma refers to the ability of a person to be able to mesmerise and hold the attention of others. Steve Jobs has charisma in ample abundance. His talks at the annual Macworld Expo have an attendance akin to that of a rock concert. People from all over the world flock in to listen to him for hours together as he delivers his famed talks on technology, innovation and Apple products. 2)Ingenious Ingenious is a rare personality trait that enables an individual to be clever, original and innovative. Prior to the launch of the iPod, the entire industry was looking at desktop publishing and the internet as new sources of revenue. Steve Jobs however was among the few who realised that there was latent demand in the MP3 player segment. He followed up on his insight by launching an iPod which had extremely innovative functions and a unique design. The product captured the attention of the world and along with his other innovation iTunes went on to change the way the world listens to music. Quite clearly he is an ingenious person. 3)Persistent Persistence is the ability of a person to stick to his convictions in spite of huge obstacles. With regard to this an early manager of his had commented that Steve never takes â€Å"no† for an answer For him â€Å"no† is only a comma and never a full stop. He will keep coming back till his objective is achieved. Years later his persistence was in ample display as he stubbornly stood his ground against internal opposition to his unconventional plan to turnaround Apple. 4)Unempathetic Empathy is the ability of an individual to understand Steve Jobs is known for pushing his employees to extreme limits. He is known for firing his employees often in an erratic fashion. This shows that he is unempathetic to people around him.

Impact of Education Choice on Public Funds Essay Example for Free

Impact of Education Choice on Public Funds Essay Brown v. Board of Education of Topeka, 347 U. S. 483 (1954), was a landmark decision of the United States Supreme Court that declared state laws establishing separate public schools for black and white students unconstitutional. Though the U. S. Supreme Court declared school desegregation in the 1954 ruling on the famous â€Å"Brown v. Board of Education case, the state of Mississippi did not allow racially or ethnically different students to mix together in schools until 1970, sixteen years after the 1954 Supreme Court ruling, according to the Civil Rights Timeline, created by the Mississippi Humanities Council at Southern Mississippi. Brown v. Board of Education prompted parents in Mississippi to create nonpublic and charter schools in efforts to keep schools segregated. Legislation and School Choice in Mississippi At the present time, Mississippi doesn’t truly offer school choice. There is no private school choice program. Parents are not given money from the state to send their children to private or parochial schools. The Education Commission of the States reports that Mississippi has enacted a mandatory inter-district school open enrollment policy. Students can move between school districts- but that is not guaranteed for those who want to change schools. Both the sending and receiving school boards must approve it. Mississippis Constitution prohibits the appropriation of any state education funds for the support of sectarian schools or private schools (Miss. Const. Art. 8, Sec. 208). Though at the same time, state accreditation is mandatory for nonpublic schools receiving state funds. According to State Regulation of Private Schools, (June 2000), Mississippi law provides free textbooks on loan to pupils in all elementary and secondary schools in the state (Miss. Code Ann.  § 37-43-1 et seq). The loan of textbooks to qualified private schools does not violate Mississippis constitutional prohibition against public support of sectarian schools or the control of educational funds by religious sects. Private, parochial or denominational schools accepting free school textbooks on behalf of their students must file annual reports as required by the State Board of Education (Miss. Code Ann.  § 37-43-51). Throughout the years, numerous bills to give vouchers or tax credits/ tax deductions have died in House Committees. It was allowed to die in 2009. During the 12 years that the law was on the books, only one traditional public school converted to a public charter school. Senate Bill 2721 is the latest bill in regards charter schools. This current bill is one authorizing new start-up charter schools to be established in Mississippi recently passed the State Senate and is now being taken up in the House of Representatives. Senate Bill 2721, which passed the senate by a vote of 50-2 in February, authorizes five new start-up charter schools to be established in the state. With this bill, the school can be brand new, not a failing school converting to a charter. Local school boards would have the first look at proposals, but authorization power would still rest solely with the state board of education. According to Bill 2721, the definition of a start-up charter school is â€Å"a public school operating under the terms of a charter granted by the State Board of Education with the approval of the local school board or school boards on the application of an eligible entity and may draw its students from across public school district boundaries† (Harrison, 2010) . Previous attempts to expand charter schools in Mississippi were shot down by fears of racial segregation. Some fear that it is a backdoor attempt to re-segregate many of Mississippi’s public schools, though supporters point out that a majority of charter school students in many parts of the country are minorities. â€Å"There’s been some resistance from the Mississippi Association of Educators and other groups that say you’re taking money from public education,† Watson continued (Harrison, 2010). â€Å"That’s an absolute falsity—this is public education† (Harrison, 2010). Opposition still remains from some caucus members and from teacher unions (Heartland. org). Those who oppose the potential implementation of charter schools believe the schools will be taking away students, resources and funding from a public school system that is already heavily financially burdened. Impacts on Funding and Analysis Mississippi charter schools are eligible for the same funding as regular schools. They may receive federal, state, local or private funding. They are not taxing authorities and may not levy taxes or request tax increases in order to generate funding. Charter schools are funded with taxes, but operate with more flexibility and fewer restrictions than the traditional public schools. Often times, charter schools have a special emphasis, such as on the art or the sciences. According to the Mississippi Code of 1972, â€Å"the State Board of Education may give charter schools special preference when allocating grant funds other than state funds for alternative school programs, classroom technology, improvement programs, mentoring programs or other grant programs designed to improve local school performance†. Allowing charter schools to be created will minimally decrease the funding that public schools receive. Minimal because at most only five charter schools will come into existence and they will be spread throughout the state, not centralized in one location. The amount of funding will still be based on the number of students enrolled in the schools. Charter schools traditionally keep their numbers small. Jackson public schools is the third largest district in the state of Mississippi, none of these legislations are negatively impacting the funding of the district. Even the state law allowing book loans to private schools has not taken away from the students of JPS. It has been speculated that having a charter school law would make Mississippi eligible for more grants through the Race to the Top program, which is part of the stimulus package passed last year by Congress and signed into law by Obama. If this speculations is true, then all districts in the state are losing funds due to lack of charter schools. But the state Department of Education has said the lack of a charter school law would not prevent Mississippi from being eligible for the grants through the program (heartland. org).

Racial Stereotyping in Advertising

Racial Stereotyping in Advertising When advertising occurs in television you can see how leading companies of the world try to attract persons for them to buy their products, but sometimes instead of bringing them incomes, the ads, in which they invert a lot of money, bring them a little more than money and attention, they bring them serious problems. No one can deny the incredible power mass has, but the problem of this is that while more powerful something is the more it can gain attention, from babies to adults, all of them can get easily the attention required not just to buy things, also unconsciously to build stereotypes towards people. During the past decade the media has become a great format of expressing ideas to the people, but this advertising sometimes can perpetuate racism and can also create sub conscience among the mass. No one can deny that the television is the major advertising technique that the companies have now a day, according to the A.C. Nielsen Co., the average American watches more than 4 hours of TV each day (or 28 hours/week, or 2 months of nonstop TV-watching per year). In a 65-year life, that person will have spent 9 years glued to the tube (http://www.csun.edu/science/health/docs/tvhealth.html).In a study made by that same company, (A.C. Nielsen Co.) you can observe that a normal person that lived at least 65 years in his life time would have at least seen 2 million commercials over his lifetime (http://www.csun.edu/science/health/docs/tvhealth.html).This previous statistics show us perfectly how the television has an amazing way to spread ideas trough the whole world, but the problem is when the ideas spreading to the world include stereotypes that can hurt certain group of people. Afro-Americans, Asians, popular public figures, all of these groups are common target to stereotypes. S ome people may say whatÂÂ ´s the big deal about all this stuff? Yeah there have always been people treating bad Afro-Americans, so? Stereotypes toward Afro-American persons have always been a great deal, they have really been. Since they came to America they have been discriminated, most of all because of their dark color, maybe this seems a problem, but a bigger problem is when huge companies such as Intel (Computer company) make racist ads that are not even worth sending them to the media. In July 2007 Intel made a public campaign on television were a white man stands while six color athletes are bowing down to him, the ad of course was removed from National television, and it appears that it has also been removes from internet, since it cant be found anywhere, the only thing that can be find is a promotional picture of the add. This add made a lot of critics from customers and from the media, it even lead to Intel asking for public apologies in their own website, We are sincerely sorry and have identified specific steps covering heightened cultural sensitivity, our review and approval process, and just using more common sense to ensure that this does not happen again. (Don Mac Donald, http://www.intel.com/news/sprintad.htm) Using ads that perpetuate racial stereotypes did not go to good to Intel since they even had to make an apology publicly that today is still visible to any people who wants to see it( http://gawker.com/284292/intel-ad-stupid-or-stupid-and-racist). As well as Intel, but with more luck, Asian Toothpaste Company named Auulws made also a racist add towards Afro-American, with the only difference that this one made a direct comparison between a black man and a new on market black toothpaste. The add in this case sends us a message directly, not all black things are bad (comparing it to a black men), buy our new black toothpaste. It sure sounds to racist to even be used in television but it really did, and it did not create too much controversy in Asia maybe because they found the ad funnier than racist. At last this company was the one winning because of the success of the innovative product ( http://www.buzzfeed.com/expresident/racist-toothpaste-commercial). The commercial you just read was made by Asians, but as well as they make stereotypes of people in U.S, people in the U.S make stereotypes of them like the one Whiskas (Company that sells cat food) made about 3 years ago, the ad shows how an American man fools an Asiatic woman that seems to be stupid in the commercial. The message that Whiskas successfully give to the public is that Asian cat food is bad, and that Asian woman are stupid (http://www.adsavvy.org/25-most-racist-advertisements-and-commercials/) Every culture, group of people or however you want to call it can be a victim of this strong way of making stereotypes in television, even the strongest persons on earth such as the president of the United States, Barack Obama. In a commercial made by the Japanese mobile company, Emobile, you can see president Barack Obama being compared to a monkey, this ad was banned in several days due to the strong humor the Japanese try to show in television (http://www.sodahead.com/united-states/japans-emobiles-commercial-depicts-obama-as-a-monkey-racist-or-just-a-commercial/question-809365/?page=2). Television is a very strong form of communication as you can see, and all of this is because of the large part of society it can get to. Even tough, there are other advertising techniques that are very powerful because of their accessibility to the people, there is just one specifically that doesnt need you to pay to see it (such as television or newspaper) and this are the billboards. The billboards are the second most important form of advertising as they get to the 93% of the population in the city where it is shown. Actually in America an amount of 5.5 billion dollars are used in billboards annually, and this quantity is expected to grow even more in the next years. This means that the billboards are a great way to reach people if you are talking of advertising. (http://www.businessknowledgesource.com/marketing/using_billboards_for_marketing_026351.html). The billboards may seem very good way of advertising, but this good way of advertising is also a good way of advertising stere otypes toward groups of people such as what Sony did in 2006. In 2006 in the Netherlands Sony(technology manufacturing corporation) was promoting the new PSP(Play Station Portable) of color white and may have not done it the correct way. They use a white woman to represent a white psp and she is aggressively holding the head of the black men (black psp). The peculiar billboard Sony used to promote the white PSP was used in over 100 billboards all over Netherlands. After the ads were taken of Sony did not really defend themselves, instead they just respond The marketing campaign for the launch of the White PSP in the Benelux focuses on the contrast between the Black PSP model and the new Ceramic white PSP model.(SonyÂÂ ´s CEO). The polemic billboard from Sony of course caused some boycotts of buying the white ceramic PSP, but after some time the things calm down. This of course taught Sony a lesson the bad way. (http://www.engadget.com/2006/07/06/sony-under-fire-for-racist-advertising/). The advertising over the years have been a great deal since advertising is publicity and publicity is money. As a matter of fact, the racist stereotypes shown on media are not just to black, Asian, or powerful people they can apply to any person in earth. The racism in media is not the only problem in the media, there are also some other problems in the media that can affect society. Thankfully there are several groups that defend racism and the content that the adds can display on the advertising such as the ITC (short for International Television Control) or the CEOUSA (Central for Equal Opportunity). The ITC has experience controlling the Television Advertising since 1990.The ITC doesnt just control the Television advertising in some parts of the United States, it also does this labor in the United Kingdom. This organization is responsible for banning advertising on the television that are not morally correct for the society in certain regions, they are the main reason that announcements affecting racial stereotypes do not last in air to long. (http://www.ofcom.org.uk/static/archive/itc/itc_publications/itc_notes/view_note64.html) By the other hand the CEOUSA sponsors conferences, supports research and publishes ads on issues promoting equitacy, ethnicity, assimilation and public policy. CEOUSA focuses on three areas in particular: racial preferences, immigration, and assimilation and multicultural education. There can be lots of more groups even more than this ones promoting the anti racism, we can know that, but other thing we know is that there are also a lot of people who can still be making racist advertising. In the world what talks the most is the money, all advertisings are made with money to get more money that is how it really works. From huge companies like Sony to very small companies such as Auulws, all need to make advertising to sell their products. Until there all goes alright, the problem is when they start messing with some culture, race, gender, or nationality. When that happens some people start to indignate and the awesome idea some guy had for selling more things converts to a really big controversy throughout all the internet, television, and news. However, at last the ones that make this continue or not are us, the consumers are the ones who decide if this type of advertising continues or not. Many times unconsciously we support this by buying products because of some funny ad we saw and that we did not know that it perpetuated racial stereotypes. So how I say at last the ones that make this continue or stop are us, and just us, the consumers.

Comparing John Locke, John Stuart Mill, and Jean-Jacques Rousseau Essay

Comparing John Locke, John Stuart Mill, and Jean-Jacques Rousseau John Locke, John Stuart Mill, and Jean-Jacques Rousseau all dealt with the issue of political freedom within a society. John Locke's â€Å"The Second Treatise of Government†, Mill's â€Å"On Liberty†, and Rousseau’s â€Å"Discourse On The Origins of Inequality† are influential and compelling literary works which while outlining the conceptual framework of each thinker’s ideal state present divergent visions of the very nature of man and his freedom. The three have somewhat different views regarding how much freedom man ought to have in political society because they have different views regarding man's basic potential for inherently good or evil behavior, as well as the ends or purpose of political societies. In order to examine how each thinker views man and the freedom he should have in a political society, it is necessary to define freedom or liberty from each philosopher’s perspective. John Locke states his belief that all men exist in "a state of perfect freedom to order their actions and dispose of their possessions and person as they think fit, within the bounds of the law of nature, without asking leave or depending upon the will of any other man." (Ebenstein 373) Locke believes that man exists in a state of nature and thus exists in a state of uncontrollable liberty, which has only the law of nature, or reason, to restrict it. (Ebenstein 374) However, Locke does state that man does not have the license to destroy himself or any other creature in his possession unless a legitimate purpose requires it. Locke emphasizes the ability and opportunity to own and profit from property as necessary for being free. John Stuart Mill defines liberty in relation to three sph... ...Mill does not implicitly trust or distrust man and therefore does not explicitly limit freedom, in fact he does define freedom in very liberal terms, however he does leave the potential for unlimited intervention into the personal freedoms of the individual by the state. This nullifies any freedoms or rights individuals are said to have because they subject to the whims and fancy of the state. All three beliefs regarding the nature of man and the purpose of the state are bound to their respective views regarding freedom, because one position perpetuates and demands a conclusion regarding another. Bibliography: Works Cited Cress, Donald A. Jean-Jacques Rousseau â€Å"The Basic Political Writings†. Indianapolis: Hackett, 1987. Ebenstein, William. Great Political Thinkers â€Å"From Plato to Present†. New York: Rinehart & Co, 1951.

Essay --

Benchmark II 2 to 6 players Object: Collect as many Princess Points and have the highest amount at the end of the game! Setting up: Picking Your Princess-- Choose a princess! You have a choice of seven princesses: Cinderella, Belle, Ariel, Jasmine, Mulan, and Ms. Beideman. The probability of choosing your favorite princess, Ms. Beideman is 1/7 or 14.29% Princess Points -- Place all princess point chips off to the side, for later use in the game. At the end of the game, princess points will count towards winning the game! Cards -- Separate the cards into four decks: Career Cards, Salary Cards, Castle Cards, and Chariot Cards. Money -- Have all the players spin the dial once. The player with the highest number will be the banker. This player is in charge of all the Princess points being exchanged to and from the bank. There are five spaces on the dial. This means that the probability of being the banker no matter what, otherwise known as landing on the number five, is ⅕. The probability of not being the banker no matter what, otherwise known as landing on the number one, is also ⅕. Imagine three people are playing the game, and two of those people have landed on the numbers 1, 4, and 2. The fourth person’s chance of becoming banker is ⅕, because the third person can only win the title by landing on 5. The third person has the same chance of winning the title as losing the title: the chance that she does not become banker is ⅕, since the only way she could not become banker is if she landed on 3. Playing the Game: What You Do on a Turn -- On the beginning of your turn, spin the wheel. The dial is numbered from 1-5. Remember the number your dial landed on, then spin again. Next, add the two numbers received from spinning t... ...ces will also be included. 17 spaces will be neutral, which neither give nor take Princess Points. The player’s chance of landing on a neutral space is 17/27, or 22.97%. Dependent Probability Each card has their own different probabilities of being able to choose a card. This probability is dependent on the amount of players and cards already removed from the deck. Each category of cards includes 10 individual cards. Binomial Probability Spaces including gaining Princess Points and neutral spaces will be included in binomial probability. Both gaining Princess Points and neutral spaces have 17 spaces on the board individually. Therefore the probability of landing on one of these spaces is 34/75, or 45.33% Venn Diagram Available Jobs Depending on Degree Thank you, and enjoy the game! Your gamemakers, Shira and Jocelyn May the odds be ever in your favor.

The Effects of the Ageing Population on the British Welfare State Essay

Introduction Since the year 1800, the global population has grown from one billion to the estimated current population of 6.5 billion. By the year 2070 the world’s population is expected to continue to grow to 10 billion people. The major increase in population has occurred in the past 50 years, and based upon the United Nations (2007) estimates and projections up to the year 2050, it is believed that the population burst experienced worldwide over the past half century will have slowed down in the northern and contemporary countries, whereas the population will continue to increase in less developed countries and southern nations. While the large population is taxing enough on the already fragile economic markets of the United Kingdom, the fact that this population is rapidly ageing and will rely heavily on the British Welfare State is of concern. Through the examination and use of both printed and online sources, the population trends and their causes are presented, and the impact on, an d implications for, the British welfare state are discussed. 1- Population Trends In Britain and the rest of Europe, the population is forecasted to decline (Appendix A) with two noticeable trends focusing on the increase of the elderly, as well as the decrease in youth and people of working age. 1.1- The Ageing Population According to a BBC news report (2011), the number of individuals over the age of sixty could rise by 40% in the next thirty years. The office of National Statistics (2009) has on record that from 1984 - 2009 there has been a one percent increase in the elderly, which equals roughly to 1.7 million. The biggest increase seems to appear in the aged 85+ category. Since 1983, the number of people in this category has doub... ...jor economic shortfall due to low fertility and mortality rates. Though there are several objectives that could be implemented, such as increasing worker productivity and growth, all possible improvements will still require a heavier amount of taxation and reduction in public spending and will rely upon the rapidly failing health of the general population. Possible solutions to this significant problem are delaying the retirement age, increasing working hours, allowing for increased migration and the privatization of health services. However, every one of these ideas will likely be met with heavy resistance. If the youth and working population does not save more for their retirement, and prepare for the future, the economic fallout of the ageing population will be a worse crisis than that of the 2007-2008 financial crises and, possibly, even the Great Depression.

Current trends in teaching growth patterns of children in elementary school Essay

Elementary schools for children have gained much attention especially in this 21st century. It is believe that the foundations laid at early childhood education have much influence on the whole learning process. It is at early stages that the intellectual development should be monitored, (Zhang, A. , Sayre J. W. , Vachon, L. 2009). The current trends in teaching growth patterns of children in the elementary schools have given more weight in promoting appropriate development of children’s physical and social growth as well as emotion. The following discussion illustrates how the above has been achieved in elementary schools, (Butte N. F. 2007). Individual appropriateness and the age of the child has been put has the first consideration in the current trend. The first understanding of children’s background be it be family, culture and the physical and emotional abilities has provided the opportunities of meeting the needs of different children, (Butte N. F. 2007). Playing in children has been the most effective approach to monitor children mental growth. Both the child supported play by the teachers and the one initiated by the child himself have proved to enhance growth and development. This approach is referred as experimental, (Zhang, A. , Sayre J. W. , Vachon, L. 2009). It is therefore by using songs and games that the children have been in position to learn more on numeric and alphabetical numbers. Another current trend which is appropriate in teaching the elementary children is the direct instruction by the teachers. In this children are directed to do something even though they do not have the idea of what they are doing. Through continuous exercise they master what they are taught. For instance children can be taught counting of numbers through the teacher’s instructions or naming some items in which at the end of the exercise they will have attained the skills of naming and counting, (Butte N. F. 2007). References Butte N. F. (2007). A new 21st century international growth standards for infants and young children: Evaluation of the Feasibility of International Growth standards for School Aged Children, 137: 153-157. Zhang A. , Sayre J. W. , Vachon, L. (2009). Radiology: Racial Differences in Growth Patterns of Children Assessed on the Basis of Bone Age, 48, 574-576.

U.S. Army 8 Person Funeral Detail

8 SOLDIER FUNERAL DETAIL COMPOSITION OF DETAIL C-12. The 8 man funeral detail normally consists of an OIC or NCOIC (depending on the rank of the deceased veteran), an NCOIC of the firing party, a five or six soldier firing party (who also act as pallbearers) and a bugler, if available. For this description there is an OIC of the funeral detail and an NCOIC of the firing party/pallbearers. DETAIL, WEAPONS ARE IN PLACE C-13. Weapons are pre-stacked in an appropriate position, in plain view, and a good distance from the gravesite. The firing party, acting as pallbearers, is pre-positioned along the roadside; awaiting the arrival of the hearse.The OIC is located where the hearse will stop. RECEIVING THE CASKET C-14. As the hearse approaches, the NCOIC orders the detail to â€Å"ATTENTION† and â€Å"Present, ARMS. † Once the hearse has passed the detail, the NCOIC calls the detail to â€Å"Order, ARMS† and â€Å"Parade, REST. † The OIC comes to attention and pr esent arms as the hearse approaches his position. The OIC terminates his salute when the hearse comes to a halt. C-15. After the vehicle has come to a halt, the driver gets out and opens the rear door. The driver prepares the casket for movement to the gravesite by removing the stock.The driver pulls the casket to the rear of the hearse. The OIC, with a nod of his head, signals the NCOIC to move the pallbearers to the end of the hearse, three on each side, to remove the casket. The NCOIC marches the pallbearers into place, then orders â€Å"Mark time, MARCH;† â€Å"Detail, HALT† and â€Å"Center, FACE. † After the pallbearers are facing inward, the individuals closest to the casket will grasp the handrails and pull the casket from the hearse. Each pallbearer, in turn, grasps a casket handle as it reaches him. The OIC will render a hand salute while the casket is being removed. Moving the Casket C-16.On the NCOIC's command of â€Å"Ready, FACE,† the pallbe arers will execute the appropriate facing movements so that they are all facing the feet of the casket. The NCOIC orders the detail to â€Å"Forward, MARCH. † Led by the OIC, the pallbearers incline to the proper direction to move to the gravesite, ensuring the casket is level and feet first. Once the casket is over the gravesite, the NCOIC commands â€Å"Mark Time, MARCH,† and â€Å"Detail, HALT. † Once at the head of the gravesite, the OIC will come to render a hand salute until the casket is placed on the lowering device. To maintain uniformity the pallbearer NCOIC will command â€Å"Center, FACE. When pallbearers are facing center, the casket is set on the lowering device. After the casket is set down, the pallbearers come to attention and the OIC will drop his hand salute. MOVING TO THE WEAPONS C-17. On the command â€Å"Ready, FACE,† by the pallbearer NCOIC, the pallbearers all face toward the head of the casket. The next command is â€Å"Forward, MARCH. † The pallbearers move from the gravesite to the location of the weapons. Just prior to reaching the stacked arms, the firing party NCOIC, and formerly the pallbearer NCOIC, gives â€Å"Mark Time, MARCH† and â€Å"Detail, HALT. The firing party NCOIC assumes their position and gives a â€Å"File from the Left, Forward, MARCH. † On the command â€Å"March† the firing party performs the proper movements to form a single file to the rear of the weapons. When the firing party are to the rear of the stacked arms, the NCOIC gives â€Å"Mark Time, MARCH† and â€Å"Detail HALT,† and the appropriate facing movement to face the rifles. Retrieving the Weapons and Conclusion of Religious Services C-18. The next command given is â€Å"Take, ARMS. † On the command of execution, the stack man secures the first two weapons. The left and right soldiers receive the weapons from the stack man.The left and right soldiers then pass the weapons to the outside soldiers. The stack man grasps his center weapon. The left and right soldiers step toward the stack and remove their weapons, returning to the position of Attention. Once the left and right soldiers retrieve their weapons, the stack man secures his weapon and comes to the position of Attention. Once all of the firing party is at Order Arms, the firing party NCOIC gives them â€Å"Parade, REST. † The firing party will remain at Parade Rest until the end of the religious services. Once the religious services are over, the Chaplain steps away from the casket.The OIC steps to the head of the casket and renders a hand salute. This is the signal for the firing party NCOIC to command the firing party â€Å"ATTENTION. † Firing of Honors C-19. After bringing the firing party to Attention, the NCOIC gives the command of â€Å"Ready. † At the command of Ready, each rifleman executes Port Arms, faces Half Right, and moves his right foot to the right ten inches. Each rifleman then chambers a round, places his weapon on Fire, and resumes Port Arms. When the firing party has completed the movements, the firing party NCOIC gives the command â€Å"Aim. On the command of Aim, the detail shoulders their weapons with the muzzles of the weapons at a 45-degree angle from the horizontal. When the NCOIC commands â€Å"FIRE,† the detail fires and returns to Port Arms. On the subsequent commands of â€Å"Ready,† each rifleman pulls and returns the charging handle of his weapon. After the third round is fired each rifleman resumes Port Arms, and the firing party NCOIC commands â€Å"CEASE FIRE. † Each rifleman places his weapon on Safe, resumes the position of Order Arms, and faces Half Left. The firing party NCOIC then commands â€Å"Present, ARMS† for the playing of â€Å"Taps†.The bugler plays â€Å"Taps. † If a bugler is not available, one soldier is positioned to turn on the high quality recording (and is n ot part of the firing party). STACKING ARMS C-20. After â€Å"Taps†, the NCOIC brings the firing party to â€Å"Order, ARMS,† and then commands â€Å"Stack, ARMS. † On the command of execution, Arms, the stack man grasps the barrel of his rifle and places his rifle directly in front of him. At the same time, the left and right soldiers grasp the barrels of their respective rifles, step toward the center and insert the muzzles through the sling loop of the stack man's weapon.Both soldiers swing the butts of their rifles out and then down to the ground ensuring the stack is steady. The two outside weapons are then passed to the stack man, who adds them to the stack. RETURNING TO GRAVESITE OR SHELTER C-21. After Stack Arms is complete, the NCOIC moves the firing party two steps backward and gives the appropriate facing movement to have the firing party move back to the gravesite. From this position, the NCOIC will form the firing party in two columns by giving the command â€Å"Column of Two to the Right, MARCH. † Once in Column of Two formation, the NCOIC takes the last position, and gives â€Å"Forward, MARCH. The firing party marches to the gravesite along either side of the casket. Once at the gravesite the NCOIC gives â€Å"Mark Time, MARCH,† and â€Å"Detail, HALT. † The NCOIC gives â€Å"Center, FACE,† to ensure that all of the pallbearers are facing the casket. FOLDING THE FLAG C-22. After the pallbearers have faced the casket, they use their peripheral vision to take their cues from the NCOIC. As a unit, the pallbearers reach down and secure the flag. Once flag is secured, the detail folds flag. The flag is first folded with the lower stripe area over the blue field. It is then folded so that the folded edge meets the open edge.The triangular fold is started at the striped end and is continued until only the blue field remains. The flag margin is then tucked in and the flag is ready for presentation. PRES ENTING THE FLAG. C-23. After the flag has been folded, it is passed down to the soldier closest to the right side of the OIC. This soldier executes a Half Left as the OIC executes a Half Right and the flag is then passed to the OIC at, chest level. After the pallbearer has passed the flag, he salutes the flag for three seconds then executes Order Arms. The soldier executes a Half Right as the OIC executes a Half Left and resumes their original position.At this time the pallbearers will leave the gravesite. The NCOIC commands â€Å"Outward, FACE,† (pallbearers face towards the head of the casket) and â€Å"Forward, MARCH. † Once the detail is out of the area, the OIC will present the flag to the next of kin or Chaplain, it next of kin is not available. The OIC recites the following passage: |†Ma'am (sir), this flag is presented on behalf of a grateful nation and the United States Army as a token of appreciation for your loved one's | |honorable and faithful servic e. † |C-24. At the conclusion of the remarks and presentation, the OIC will render a hand salute and hold the salute for three seconds then assumes Order, Arms. OIC then executes marching movement and marches back towards the direction of the pallbearers. CONCLUDING THE CEREMONY C-25. The firing party returns to the location of the stacked arms in the same manner as before. When commanded to â€Å"Take, ARMS,† the party retrieves the rifles in the same manner as before. After retrieving the weapons, the NCOIC marches the detail away from the funeral site to clear and inspect the weapons.The firing party will police all of the brass after the service is over and the next of kin have left the area. The OIC is not required to escort the next of kin back to his/her vehicle. 2 SOLDIER FUNERAL DETAIL RECEIVING THE CASKET C-26. The OIC is located where the hearse will stop. The NCO is to the left of the OIC. As the hearse approaches, the OIC brings himself and the NCO to â₠¬Å"ATTENTION† and â€Å"Present, ARMS. † The OIC gives the command of â€Å"Order, ARMS,† after the hearse has come to a halt. The funeral director is responsible for removing the casket from the hearse and placing it on the lowering device at the gravesite.When the casket is being removed from the hearse, the OIC commands â€Å"Present, ARMS. † Once the casket has cleared the peripheral vision of the OIC, then the OIC commands â€Å"Order, ARMS,† and â€Å"Parade, REST. † CONCLUSION OF RELIGIOUS SERVICES C-27. Once the religious services are over, the Chaplain steps away from the casket. The OIC commands â€Å"ATTENTION. † The OIC commands â€Å"Ready, FACE,† and the OIC and NCO face in the direction of the casket. OIC then commands â€Å"Forward, MARCH,† The OIC marches to the head of the casket, and faces the head of the casket, while the NCO marches to the foot of the casket facing the OIC.If a bugler is not available , the NCO moves to the device that will play the high quality recording of â€Å"Taps. † FOLDING THE FLAG C-28. The OIC gives the command to the NCO to secure flag. Once the flag is secure the bugler will play â€Å"Taps† and both the OIC and NCO execute Present, Arms. When â€Å"Taps† is complete, both the OIC and NCO execute Order, Arms. The OIC gives the command to side step march (just far enough to preclude the flag from touching the casket). Once the OIC and NCO have cleared the casket the OIC nods to begin folding the flag.NOTE: If a bugler is not available, once the casket is on the lowering device, the NCOIC will march to the recording device and wait for the Chaplain to conclude religious services. He will play â€Å"Taps† after the OIC is positioned at the head of the casket. When â€Å"Taps† is complete, the NCOIC will march to the foot of the casket and then assist in folding the flag. C-29. The flag is first folded with the lower stri pe area over the blue field. It is then folded so that the folded edge meets the open edge. The triangular fold is started at the striped end and is continued until only the blue field remains.While folding the flag the NCO moves towards the OIC. The flag margin is then tucked in by the OIC and the NCO presents the flag to the OIC. Once the NCO presents the flag to the OIC, the NCO renders the hand salute and holds the salute for three seconds then executes Order, Arms. The OIC is ready for presenting the flag to the next of kin. PRESENTING THE FLAG C-30. After the flag has been folded and passed to the OIC, the OIC then moves in the direction of the next of kin and presents the flag to the next of kin while the NCO marches away from the gravesite.The OIC will present the flag to the Chaplain if the next of kin is not available. The OIC recites the following passage: |†Ma'am (sir), this flag is presented on behalf of a grateful nation and the United States Army as a token of a ppreciation for your loved one's | |honorable and faithful service. † | C-31. At the conclusion of the passage and the flag presentation, the OIC will render a hand salute and hold the salute for three seconds then assumes Order, Arms.OIC then executes a marching movement and marches away from the gravesite. CONCLUDING THE CEREMONY C-32. The OIC is not required to escort the next of kin back to his/her vehicle. NOTES C-33. The meaning of the word gravesite also includes a committal shelter. The meaning of the word casket also includes a receptacle containing the cremated remains of the deceased. On windy days, the flag should already be anchored to the casket by the funeral director. If the flag is not secured, the detail will fold the flag immediately after placing the casket on the lowering device, then hand the flag to the OIC. d

Industrial Location Model by Phunziro Mphwina

A TOPIC REVIEW ON INDUSTRIAL LOCATION MODEL BY ALFRED WEBER. Geography despite being defined as a science it has a vast area of concern, whereby some of these areas touch the economic grounds a field which others identify not as a science. In geography Spatial science is the field that holds some of the economic aspects this is so as it looks at the economic functions of space. Krugman (1991:p6) defines spatial science as a geographical science that is concerned with the organization of things according to space.This is to say that the arrangement and distribution of things in line with space has a lot of effect on the efficiency of other economic processes. This led to the development of Alfred Weber’s â€Å"Industrial location model† in 1901 (McCann & Shaffer, 2004: p8). Where by Weber argued that the location of an industrial plant is determined the factors of transport costs, labor costs and agglomeration (Barnes, 1984: p1).This is the model which this essay intends to make a review on. |Adopting some of Weber’s factors as basis of their arguments Christaller and Losch thus the Central place theory and Von Thunen’s land use theory these theorists argued in similar vain as Weber. Weber assumed that there is an uneven distribution of natural resources. Thus raw materials are in not equal existence elsewhere, (Bradford & Kent, 1977: p43).Lokman (2003: p1) justifies Weber’s factor of resource distribution by relating it to one of Christaller’s assumptions that there is a homogeneous disperse of resources where he says one would choose to place his industry at location A which is 3 kilometers away from the market or location B which lies 5 kilometers away from the markets. Since there is an even existence of resources people would not be limited by resource availability an assumption which is very unreal.Weber disagrees to such a presupposition by bringing in reality where he says there is an uneven distribution of mater ial thus raw materials, fuel, and water needed for industrial production may be found only in particular locations. Consequently people would prefer to locate to the areas close both to the market and resources in order to minimize transport costs. Thereby distribution of raw material determining the location of an industry. Weber also continued to assume that the size and location of centers of consumption of the industrial products are given.This means that producers cover different sizes of land for their Industrial activities. This determines the location of the industry in that land as we enclose the market place tends to be costly this is so as it is more expensive because the producer would have low transport costs but pay high rent compared to other’s who located away from the market place but cover huge land that would let them cover up for the transport costs. (Barnes, 1984: p16) This assumption differs from that of Christaller and Von Thunen which assumes that ther e is an isotropic (all flat) surface. Therefore difference in land size determining location of an industry.In terms of labor Weber assumed that there are several fixed locations of labor where given rates operate, this is to say labor is immobile and unlimited at these locations (Bradford & Kent, 1977: p43). This is to say that since there area differences in distribution of raw materials which is one of the determining factors in the location of the industry. This means some locations could have increased access to labor and this means there would be law labor costs at such places other than in location that have low labor experiences whereby those employed would have to work extra hours which would result into extra labor costs.Therefore access to labor determining industry location. Despite the fact that most of Weber’s assumptions deviate from the Christaller and Thunen’s, he agrees with both of the, on the idea that all entrepreneurs work on minimizing the cost o f production and maximize their profits. (Calvert, 2010: p 45) describes some of the ways that these entrepreneurs adopt in order to elevate their profits. One of the ways is by investing in fields that are not faces with harsh government policies that lead to losses, the other solution to these losses is by going by transport systems that are cheap and efficient.In contrast Weber identified the three general regional factors that affect the costs of production namely, cost of raw materials, cost of transporting the raw materials and the cost of labor. These have been advanced by the assumptions. In terms of raw material cost Weber argues that raw material value determines their cost thus there are other material which are hard to get (Bradford & Kent, 1977: p43) give an example of mines where cost of mining some of the minerals outwits the cost of selling the minerals themselves, they also say these variations in mining difficulties prompts the reflection based on the transport and labor costs.Weber on the other hand identified agglomeration which is the effect produced when two different firms operate in the same area and tend to pull losses against each other. This is an economic situation where individual firms would suffer great losses for similar services. Weber suggests that these two firms can work hand in hand and access the desired services at a lower cost. This determines the location of an industry in that, one would choose a location where he will be able to link with other firms in order to access services at a more reasonable cost other than working individually (McCann & Shaffer, 2004: p10).Revisiting the cost of transporting the raw materials Weber differentiated two different types of raw material. He specifically explained that there are other materials that are used to the fullest thus upon extraction and processing there is a reasonable mass that is lost other than that which remains for full use. This means that the unneeded mass that as transported along with the end product just added extra costs other than the cost for transporting the real raw material. For example a company transports 5 kilos of iron ore for K2000.The ore from which 2 kilos is going to be extracted from, this is to say 3 kilos will be taken as wastes thus cost approximately K1000 which is a loss. This can be modified by adopting a different transporting system or changing the investment field. All in all Weber’s model though it was developed in the old days when technology had not fully sprouted it serves a great deal to the economic world, under the factors that have been discussed above. REFERENCES Bradford M. G. & Kent W. A (1977) Human geography theories and other applications Vol. 5 of Science in Geography, United Kingdom; Oxford University press.Barnes T. J. (1984) The place of locational analysis: a selective and interpretive history. Canada; University of British Columbia. Calvert L. (2012) Nature’s metropolis: The ghost d ance of Christaller and Von Thunen. PDF. Krugman P. (1991) Urban concentration: The role of increasing returns and transport costs. International Regional Science Review 19 Lokman O. (2003) Criticism on Christaller: PDF McCann P. & Shafer D. (2004) Regional Science: Location, agglomeration and infrastructure. United Kingdom; University of Reading press. ————————————————- CATHOLIC UNIVERSITY OF MALAWI ———————————————— ————————————————- FACULTY OF EDUCATION ————————————————- ———————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- DEPARTMENT OF GEOGRAPHY ————————————————- COURSE TITLE. ————————————————- SPATIAL ORGANISATION ————————————————- COURSE CODE ————————————————- GEO 2203 ————————————————- ————————————————-TO —————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Mr. GONDWE ————————————————- FROM ————————————————- PHUNZIRO B. M. MPHWINA, BAED 15/02/11 ————————————————- ASSIGNMENT 1 ————————————————- ————————————————- ASSIGNMENT TITLE ————————————————- CHAPTER REVIEW ON INDUSTRIAL LOCATION MODEL. ————â €”———————————- ————————————————- DUE DATE: 19/04/12 Industrial Location Model by Phunziro Mphwina A TOPIC REVIEW ON INDUSTRIAL LOCATION MODEL BY ALFRED WEBER. Geography despite being defined as a science it has a vast area of concern, whereby some of these areas touch the economic grounds a field which others identify not as a science. In geography Spatial science is the field that holds some of the economic aspects this is so as it looks at the economic functions of space. Krugman (1991:p6) defines spatial science as a geographical science that is concerned with the organization of things according to space.This is to say that the arrangement and distribution of things in line with space has a lot of effect on the efficiency of other economic processes. This led to the development of Alfred Weber’s â€Å"Industrial location model† in 1901 (McCann & Shaffer, 2004: p8). Where by Weber argued that the location of an industrial plant is determined the factors of transport costs, labor costs and agglomeration (Barnes, 1984: p1).This is the model which this essay intends to make a review on. |Adopting some of Weber’s factors as basis of their arguments Christaller and Losch thus the Central place theory and Von Thunen’s land use theory these theorists argued in similar vain as Weber. Weber assumed that there is an uneven distribution of natural resources. Thus raw materials are in not equal existence elsewhere, (Bradford & Kent, 1977: p43).Lokman (2003: p1) justifies Weber’s factor of resource distribution by relating it to one of Christaller’s assumptions that there is a homogeneous disperse of resources where he says one would choose to place his industry at location A which is 3 kilometers away from the market or location B which lies 5 kilometers away from the markets. Since there is an even existence of resources people would not be limited by resource availability an assumption which is very unreal.Weber disagrees to such a presupposition by bringing in reality where he says there is an uneven distribution of mater ial thus raw materials, fuel, and water needed for industrial production may be found only in particular locations. Consequently people would prefer to locate to the areas close both to the market and resources in order to minimize transport costs. Thereby distribution of raw material determining the location of an industry. Weber also continued to assume that the size and location of centers of consumption of the industrial products are given.This means that producers cover different sizes of land for their Industrial activities. This determines the location of the industry in that land as we enclose the market place tends to be costly this is so as it is more expensive because the producer would have low transport costs but pay high rent compared to other’s who located away from the market place but cover huge land that would let them cover up for the transport costs. (Barnes, 1984: p16) This assumption differs from that of Christaller and Von Thunen which assumes that ther e is an isotropic (all flat) surface. Therefore difference in land size determining location of an industry.In terms of labor Weber assumed that there are several fixed locations of labor where given rates operate, this is to say labor is immobile and unlimited at these locations (Bradford & Kent, 1977: p43). This is to say that since there area differences in distribution of raw materials which is one of the determining factors in the location of the industry. This means some locations could have increased access to labor and this means there would be law labor costs at such places other than in location that have low labor experiences whereby those employed would have to work extra hours which would result into extra labor costs.Therefore access to labor determining industry location. Despite the fact that most of Weber’s assumptions deviate from the Christaller and Thunen’s, he agrees with both of the, on the idea that all entrepreneurs work on minimizing the cost o f production and maximize their profits. (Calvert, 2010: p 45) describes some of the ways that these entrepreneurs adopt in order to elevate their profits. One of the ways is by investing in fields that are not faces with harsh government policies that lead to losses, the other solution to these losses is by going by transport systems that are cheap and efficient.In contrast Weber identified the three general regional factors that affect the costs of production namely, cost of raw materials, cost of transporting the raw materials and the cost of labor. These have been advanced by the assumptions. In terms of raw material cost Weber argues that raw material value determines their cost thus there are other material which are hard to get (Bradford & Kent, 1977: p43) give an example of mines where cost of mining some of the minerals outwits the cost of selling the minerals themselves, they also say these variations in mining difficulties prompts the reflection based on the transport and labor costs.Weber on the other hand identified agglomeration which is the effect produced when two different firms operate in the same area and tend to pull losses against each other. This is an economic situation where individual firms would suffer great losses for similar services. Weber suggests that these two firms can work hand in hand and access the desired services at a lower cost. This determines the location of an industry in that, one would choose a location where he will be able to link with other firms in order to access services at a more reasonable cost other than working individually (McCann & Shaffer, 2004: p10).Revisiting the cost of transporting the raw materials Weber differentiated two different types of raw material. He specifically explained that there are other materials that are used to the fullest thus upon extraction and processing there is a reasonable mass that is lost other than that which remains for full use. This means that the unneeded mass that as transported along with the end product just added extra costs other than the cost for transporting the real raw material. For example a company transports 5 kilos of iron ore for K2000.The ore from which 2 kilos is going to be extracted from, this is to say 3 kilos will be taken as wastes thus cost approximately K1000 which is a loss. This can be modified by adopting a different transporting system or changing the investment field. All in all Weber’s model though it was developed in the old days when technology had not fully sprouted it serves a great deal to the economic world, under the factors that have been discussed above. REFERENCES Bradford M. G. & Kent W. A (1977) Human geography theories and other applications Vol. 5 of Science in Geography, United Kingdom; Oxford University press.Barnes T. J. (1984) The place of locational analysis: a selective and interpretive history. Canada; University of British Columbia. Calvert L. (2012) Nature’s metropolis: The ghost d ance of Christaller and Von Thunen. PDF. Krugman P. (1991) Urban concentration: The role of increasing returns and transport costs. International Regional Science Review 19 Lokman O. (2003) Criticism on Christaller: PDF McCann P. & Shafer D. (2004) Regional Science: Location, agglomeration and infrastructure. United Kingdom; University of Reading press. ————————————————- CATHOLIC UNIVERSITY OF MALAWI ———————————————— ————————————————- FACULTY OF EDUCATION ————————————————- ———————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- DEPARTMENT OF GEOGRAPHY ————————————————- COURSE TITLE. ————————————————- SPATIAL ORGANISATION ————————————————- COURSE CODE ————————————————- GEO 2203 ————————————————- ————————————————-TO —————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Mr. GONDWE ————————————————- FROM ————————————————- PHUNZIRO B. M. MPHWINA, BAED 15/02/11 ————————————————- ASSIGNMENT 1 ————————————————- ————————————————- ASSIGNMENT TITLE ————————————————- CHAPTER REVIEW ON INDUSTRIAL LOCATION MODEL. ————â €”———————————- ————————————————- DUE DATE: 19/04/12

Comparing the US Constitution to the 1918

In 1918, while the rest of Europe was still engaged in World War I, a newly formed communist government was developing in Russia. Much like 18th century Americans, they had just managed to overthrow what was viewed as a tyrannical government and hoped to form a new nation free of the injustices of the previous rule. Both countries wrote a new constitution as well as a declaration of rights to facilitate this, but their respective documents had vast differences. These disparities stemmed from differences in the ideologies of the new governments. The primary objectives of the Russian Declaration of Rights of the Working and Exploited People and the later constitution were the â€Å"abolition of all exploitation of man by man, complete elimination of the division of society into classes, merciless suppression of the exploiters, socialist organization of society, and victory of socialism in all countries. † Americans wanted equality of opportunity and personal freedom instead of the social equality desired by the Russians. The American constitution and Bill of Rights were created to protect personal liberties and individual freedom while the Russians were more concerned with the welfare and equality of the population as a whole. This difference is partially due to the differences in the conditions leading to revolution in each country. The American Revolution was initiated by the wealthy in response to what they considered unfair treatment by a foreign ruler while the Russian revolution was instigated by the poor in reaction to centuries of oppression and exploitation by the wealthy within their own country. In the years leading up to World War I, social unrest among the Russian people was spreading rapidly. There was a huge social gulf between the peasants who were former serfs and the landowners. The peasants regarded anyone who did not work as a parasite. They had always regarded as all land belonging to them. They regarded any land retained by the landowners at the time serfs were freed as stolen and only force could prevent them from taking it back. By the time Russia entered the war, one peasant rebellion had already been suppressed and several socialist revolutionary movements were developing. In February of 1917 a group of female factory workers and led a revolt in which the Tsar was dethroned, only to be replaced by a provisionary government composed of the Russian elite. When this government did not live up to its promises of an end to Russian involvement in World War I, the Bolsheviks (â€Å"majority†), a revolutionary movement led by Vladimir Lenin, overthrew the provisionary government in what bacame known as the October revolution. Upon seizing control, they immediately withdrew from the war and began constructing the world†s first ever communist government. One of the new government†s first acts was to write the Declaration of Rights of the Working and Exploited People. On July 10, 1918 the 5th Soviet Congress approved a constitution that, together with the Declaration of Rights, formed â€Å"the single fundamental law of the Russian Socialist Federative Soviet Republic†. Unlike the American Bill of Rights, the Declaration of Rights of the Working and Exploited People seems to have been meant to apply to all of mankind eventually, as is shown in Article 4: Expressing firm determination to wrest mankind from the clutches of finance capital and imperialism, which have in this most criminal of wars drenched the world in blood, the Third Congress of Soviets unreservedly endorses Soviet policy of denouncing the secret treaties, organizing most extensive fraternization with the workers and peasants of the combatant armies and achieving at all costs by revolutionary means a democratic peace for the working people, without annexations of indemnities, on the basis of free self-determination of nations. Their commitment to self-determination of nations was at least partially valid in that they gave Finland complete autonomy and withdrew their troops from Persia, but this may have resulted more from a lack of resources than altruism. Limited self-determination for the nations within the R. S. F. S. R. was also provided for in that the federal government was to be confined to â€Å"promulgating the fundamental principles of a federation of Soviet republics of Russia† while leaving the citizens of each region free to decide â€Å"whether they wish to participate in the federal government†¦ nd on what terms. † Several other liberties were provided for in the Russian constitution, many of which appear remarkably similar to freedoms provided for in the American Bill of Rights. Article 14 provided for freedom of expression, while Article 15 ensured â€Å"genuine freedom of assembly† and Article 13 guaranteed a separation of church and state as well as freedom of religious and anti-religious propaganda. All of these seem similar to the First Amendment of the U. S. onstitution, but they even went farther. Article 14 not only provided for freedom of press, but even promised every citizen access to â€Å"all the technical and material requisites for the publication of newspapers, pamphlets, books and all other printed material† as well as promising â€Å"their unhindered circulation throughout the country. † Article 15, besides guarantying freedom of assembly, promised to provide heated, lighted and furnished buildings for their gatherings. All things come at a price however, and all of these gifts from the government came at the price of true freedom of expression and assembly, as illustrated by Article 23: â€Å"Guided by the interests of the working class as a whole, the Russian Socialist Federative Soviet Republic deprives individuals and groups of rights which they utilize to the detriment of the socialist revolution. † In America, where distrust of the government is common, this passage would have been viewed as tyrannical and would not have been allowed in the constitution. The legislative powers of both the United States and Russia were given to a congress of elected officials. In the United States this is further divided into two houses of more or less equal power. In Russia, the All-Russia Congress of Soviets met only twice a year except in emergencies. During the rest of the year a smaller group called the All-Russia Executive Committee took on the responsibilities of the All-Russia Congress of Soviets. This group was chosen from the congress and remained accountable to it for all its actions. For decisions of major political importance they were required to check with the Congress before taking action. Unlike the United States congress however, both of the Russian bodies also had some degree of executive power, though most executive power was relegated to the Council of People†s Commissars. This council was created to exercise â€Å"general management of the affairs of the Russian Socialist Federative Soviet Republic. † This branch is given slightly more power than its American equivalent. In order to fulfill its responsibilities, the Council is given the freedom to take â€Å"what measures are necessary to ensure the proper course of life of the State. This may seem like limitless power, but they were also required to immediately notify the All-Russia Central Executive Committee of any orders or decisions it made. The Council of People†s Commissars was divided into 18 Commissariats: Foreign Affairs, Military Affairs, Maritime Affairs, Interior, Justice, Labor, Social Security, Public Education, Post and Telegraph, Nationalities Affairs, Finance, Transport, Agriculture, Trade and Industry, Food Supply, State Control, the Supreme Economic Council, and Public Health. Each division consisted of the Commissar and a small number of advisors. The All-Russia Executive Committee appointed the Commissars who then appoint advisors to their board. The appointments then had to be approved by the Executive Committee. In this way a system of checks and balances somewhat similar to the American system was put into effect.